Noëls Vocabulary, Traditions and Decorations

Noà «ls Vocabulary, Traditions and Decorations Whether you are religious or not, Christmas, Noà «l (pronounced â€Å"no el†) is an important holiday in France. Since the French don’t celebrate Thanksgiving, Noà «l is really the traditional family gathering. Now, many things have been said about Christmas in France, and its particular traditions such as the thirteen desserts, but many of these traditions are regional, and unfortunately tend to disappear with time.   Right now, across France, here are seven traditions you could be expecting: 1. Le Sapin de Noà «l - The Christmas Tree For Christmas, traditions asks that you go get a Christmas Tree â€Å"un sapin de Noà «l†, decorate it and set it in your house. Some people would plant theirs back in their yard. Most will just get a cut tree and throw it away when it is dry. Nowadays, many people prefer to have a synthetic tree you can fold and reuse every year. â€Å"Les dà ©corations (f), les ornements (m)† are more or less precious but it is mostly in the US that I’ve heard the traditions of passing on ornements through generations. It is not a very common thing in France. Its not really clear when to set up the sapin de Noà «l. Some set it on Saint Nicks day (December 6th) and remove it on the 3 King Day (lEpiphanie, January 6th). Le sapin de Noà «l - Christmas treeLes aiguilles de pin - pine needlesUne branche - a brancheUne dà ©coration - a decorationUn ornement - an ornamentUne boule - a ball / an ornamentUne guirlande - a garlandUne guirlande à ©lectrique - an electrical garlandL’à ©toile - the star 2. La Couronne de Noà «l - Christmas Wreath Another Christmas Tradition is to use wreaths on your doors, or sometimes as a table centrepiece. This wreath may be done of twigs, or of a fir branch, may have glitter, feature fir cones and if placed on a table, often surrounds a candle. Un centre de table - a centrepieceUne couronne - a wreathUne brindille - a twigUne branche de sapin - a fir branchUne pomme de pin - a fir coneUne bougie - a candleUne paillette - a glitterDe la neige artificielle - artificial snow 3. Le Calendrier de l’Avent - Advent Calendar This is a special calendar for kids, to help them count the days before Christmas. Behind each number is a door, which reveals a drawing, or a nook with a treat or a little toy. This calendar is usually hung in a communal room as to remind everybody of the countdown before Christmas (and keep an eye on the â€Å"door† openings so that the kids won’t just eat all the chocolate before Christmas...) Un calendrier - a calendarL’Avent - AdventUne porte - a doorUne cachette - a hiding spotUne surprise - a surpriseUn bonbon - a candyUn chocolat - a chocolate 4. La Crà ¨che de Noà «l - The Christmas Manger Nativity Another important Christmas tradition in France is the nativity: a little house with Mary and Joseph, an ox and a donkey, the star and an angel, and eventually baby Jesus. The nativity set can be larger, with the 3 kings, many shepherds and sheep and other animals and village people. Some are very old and in the South of France, the little figurines are called â€Å"santons† and can be worth quite a lot of money. Some family make a paper crà ¨che as a project for Christmas, others have a tiny little one somewhere in their house, and some churches would have a live nativity scene during the Christmas mass. Traditionally, baby Jesus is added on December 25th in the morning, often by the youngest child of the household. La crà ¨che - the manger/ nativityLe petit Jà ©sus - baby JesusMarie - MaryJoseph - JosephUn ange - an angelUn boeuf - an oxUn à ¢ne - a donkeyUne mangeoire - a mangerLes rois mages - the 3 kings, the 3 wise menL’à ©toile du berger - the star of BethlehemUn mouton - a sheepUn berger - a shepherdUn santon - manger figurines made in the South of France 5. About Santa, Shoes, Stockings, Cookies and Milk In the old days, children would place their shoes next to the fireplace and hope to get a little present from Santa, such as an orange, a wooden toy, a little doll. Stockings are used instead in the Anglo-saxon countries.   In France, most new houses do not have a fireplace, and the tradition of placing your shoes by it has totally disappeared. Although he does bring the presents on his sleigh, in France what Santa does is not that clear: some think he comes down the chimney himself, some believe he sends a helper or just magically places the gifts on the shoes (if he is an old-fashioned Santa) or under the Christmas tree. In any case, there is no clear tradition of leaving cookies and milk for him†¦ Maybe a bottle of Bordeaux and a toast of foie gras? Just kidding†¦ Le Pà ¨re Noà «l - Santa (or Saint Nicolas in the North-East of France)Le traineau - the sleighLes rennes - reindeersLes elfes - elvesLe Pà ´le Nord - North Pole 6. Christmas Cards and Greetings It’s customary in France to send out Christmas/ Happy New Year cards to your friends and family, although this tradition is disappearing over time. If its better to send them before Christmas, you have until January 31st to do it. Popular Christmas greetings are: Joyeux Noà «l - Merry ChristmasJoyeuses fà ªtes de Noà «l - Merry ChristmasJoyeuses fà ªtes - Happy Holidays (more Politically Correct since not Religious) 7. Les Marchà ©s de Noà «l - Christmas Markets in France Christmas Markets are little villages made up of wooden stalls (called chà ¢lets) which pop up in the center of towns in December. They typically sell decorations, local products and vin chaud (mulled wine), cakes, biscuits and gingerbreads as well as many handcrafted items. Originally common in the North-East of France, they are now popular throughout France - there is a huge one on les Champs Elysà ©es in Paris.

Games and Gambles

Games and Gambles Games and Gambles Games and Gambles By Mark Nichol This post lists and defines words stemming from game and gamble, both of which derive from the Old English word gamen, meaning â€Å"amusement,† â€Å"fun,† and â€Å"joy.† A game is an activity for amusement or diversion, or a scheme or a tactic, and to make game of someone is to mock that person. In the first sense, the word may refer to an activity that has little or no equipment, such as tag, or to a game of chance or skill or a combination thereof- anything from a board game (one with a playing board with a design that facilitates playing the game, such as Monopoly) or a video game (also designed to regiment the procedure of playing the game) to an athletic or intellectual contest. (The second element of backgammon, the name for a particular board game, derives from gamen.) Game also refers to various aspects of competition, such as a manner or aspect of playing (as in referring in American football to a â€Å"passing game,† which denotes a playing strategy focused on passing the ball rather than running with it). In plural form, it pertains to an organized set of competitions, as in â€Å"the Olympic Games.† Game also applies, by extension, to an activity on the analogy of amusement or competition, or as a pursuit that, like most games, has more or less established rules, such as in â€Å"the game of love.† (Game also serves as a synonym for specialty, as in â€Å"Office politics is not my game,† with the connotation that one has no interest in or talent for the referenced activity.) Endgame refers to the latter stages of a chess game or, by extension, to the final stage of an action or process, generally with the connotation of a strategic goal. As an adjective, game means â€Å"motivated or prepared to participate† or â€Å"spirited† (gamely is an adverb that applies to engaging in an endeavor with one sensibility or the other), and gamelike pertains to something resembling or suggesting a game. â€Å"Ball game† refers to a sport in which a ball is used, though, by extension, it pertains to any contest or any situation in general, as in the phrase â€Å"a whole new ball game.† (A game ball, meanwhile, is a ball used in a game and awarded to someone as a prize for their contribution to victory in the competition.) Game play refers to an established procedure for playing a particular game. A game face is an expression of concentration and determination shown by a competitor, a game plan is a strategy (the verb form is game-plan), and a game show is a broadcast program in which contestants compete in a quiz or some other activity or series of activities. A game changer (or game-changer) is an element or factor that alters the status quo. A gamer is a person who plays games, though the term almost invariably refers to someone who plays computer or video games. Game is also the basis of a number of idiomatic phrases, which will be discussed in a future post. From the notion of hunting and fishing as an endeavor carried out for amusement rather than or in addition to sustenance, wild animals hunted for both purposes, and the flesh of such animals, are called game. Terms that include game and pertain to hunting or fishing include â€Å"game animal,† â€Å"game bird† or â€Å"game fowl,† and â€Å"game fish† (any species of various types of creatures that are hunted), as well as â€Å"game bag† (a sack for carrying carcasses of birds one has hunted). A game cock is a rooster trained to engage in cockfighting, and a game hen is a small species of fowl, while a gamekeeper is a person responsible for breeding and protecting game animals on a private estate or preserve. A game cart is a small horse-drawn cart, perhaps originally intended to carry game after a hunt. The adjective gamy (or gamey) can pertain to bravery or spirit, but it more usually applies to the smell of game animals or to an unpleasant smell in general, and it can mean â€Å"corrupt,† â€Å"salacious,† or â€Å"scandalous.† To gamble is to play a game or engage in an activity in a game of chance, to bet, or to take a chance. A gamble is an act of taking a risk, or something risky, or the act of playing a game of chance; gaming also applies in the last sense. One who gambles is a gambler, and the activity of doing so is called gambling. A gambling house, also known as a gaming house, is a place where gambling, legal or otherwise, takes place. (Such a location is also sometimes referred to as a gambling den or, from the notion of the addictive allure of gambling, a gambling hell.) A gaming room, meanwhile, is a room used for such purposes, and a gaming table is a piece of furniture, often customized to accommodate game equipment and game play, at which gamblers stand or sit to engage in gambling; a gambling device is a mechanism, such as slot machine, that facilitates gambling. Gambit (â€Å"tactical move† or â€Å"topic†) and gambol (â€Å"frolic†) are unrelated, as is the sense of game meaning â€Å"lame,† as in the phrase â€Å"a game leg.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Fly, Flew, (has) FlownFlied?15 Great Word Games20 Movies Based on Shakespeare Plays

The Secret History of Forced Sterilization and America's Quest for Essay

The Secret History of Forced Sterilization and America's Quest for Racial Purity - Essay Example There was little history of the eugenics that was known to the people, thus Harry Bruinius extracted the history and wrote about it in his book with the emphasis on the forced sterilization that was approved and lead to thousands of Americans to be deprived of producing. Whether the policy was justified or not, yet Bruinius discusses the impact and the reasons behind sterilization. He talks about the cases that were brought to court and the decisions that were taken for the sterilization, in order to quest for America’s racial purity. He talks about two women in the history who were poor and who had to face the consequences of sterilization. Harry Bruinius’ book was an analysis of how the people at that time accepted this contribution of science as the national policy where it was a quest for America’s moral and social purity. He laid arguments about how the lives of women have been changed just because they were poor or unfit. His book is a descriptive writing a bout the woman who is associated with this policy and was used by the state medical authorities as a test case to bring to the court their program. Analysts have discussed that at times the way Harry Bruinius has written the detailed case is prolonged and gets into deep details like the events that leads up to her sterilization, the mental level of the victim, the recreation of the event, and also involves the technique that has been applied by the scientists to create the theories that lead to the eugenics movement. As written by Bruinius, â€Å"this book is an account of scientists who shared this dream in the past, and the ‘worthless’ class they sought to sterilize†. Despite the detailed descriptions in the book and the moralizing of the connections or relations of American eugenics with the Nazi Germany, the author has managed to keep his point of view in front of the readers in a very critical manner. His arguments are justified and clearly connect the eugen ics to the people, the state and to the rest of the world. The author is successful as his writing is influential and effective for the readers, and greatly helps to bring out the policies and events that took place at the time of the eugenic movement. His real purpose of the book stands out to reach to the readers and reveal to them the history that he believed was a secret, though it was not. However, the history and the events that took place were little known and Harry Bruinius has tried through his writing to give the information to a wide range of readers. He says, â€Å"After a century in which humankind has probed the mysteries of heredity and discovered some of the secrets of the human genome, the specter of better breeding and eugenics still attracts a host of people who long to remake their imperfect selves and breed a better type of human being†. The eugenics movement was founded by the core ideas of Charles Darwin. It started when socialists started realizing tha t the life of many humans is defected and many hold problems that come from their genes. Sociologists found that the improvement of human race can take place with the scientific control on breeding. The first eugenics movement in America was found by many of the new-world wee known biologists in the country. Supporting this group were a number of names that continued to get involved in the movement to improve the

How Can We Find Happiness from Sports Research Paper

How Can We Find Happiness from Sports - Research Paper Example Tackling the initial half first; sports can be defined as the competitive or cooperative activities, which are usually physical in nature and performed between either individuals or a team (Delaney & Madigan, 2009, 23). There are various kinds of sports, but two main categories are indoor and outdoor sports. Soccer, tennis and Cricket are a few of the most popular outdoor sports worldwide. Diehard fans that play such sports themselves physically or follow it by watching it on media are very passionate about these games and it is amongst the favourite hobbies of many people. If their teams or preferred players are victorious in their fixtures they are overwhelmed with happiness, however the opposite happens if their selection is defeated. This is so because many people derive happiness from sports by deviating their minds from other worries and stress related activities. When they do so they look for an escape where they can feel positive and gain hope and inspiration from? Victory in sports for their team gets them this happiness they look for. This is further evidenced by various scholars, who regard sports to have a direct linkage with our moods, and its ability to either make us happy or upset according to its outcome (Forsyth, 2010, 80). Here the favourable outcome is related to victory, and thus being victorious in the sport is the main aim for all the ones participating or watching it. Sports also becomes a reason for happiness when they bring about a positive improvement in one’s health, as being healthy is directly related with having a good mood according to various researches (Kahneman, 2003, 364). In order to stay abreast with the high level of competition in today’s fast- paced world, many people have the excuse that their busy schedules are the reason they cannot devote any time to exercise (Weinberg & Gould, 1995, 420). However, by being active in sports which are physical in nature even for a short session every alternate day can be the most effective way in keeping such people fit and away from a sedentary lifestyle. Another benefit of sport is that it keeps people away from unproductive activities which they might otherwise have indulged in, if they were not playing or following sports. Sports which are physical take up a lot of energy of the person and once done, people prioritise the rest of their chores and responsibilities for the day and only carry out the ones really worth doing. Consequently they skip those events which were unproductive from the start. This way they do not feel guilty by doing anything wrong and therefore feel content and satisfied with the way they spent their time. ‘Guilt’ is a very strong emotion which can really weigh us down if its cause is not identified and solved. It adds immensely to depression and can be the eventual catalyst towards many physical ailments as well. Thus being content with oneself is the process which keeps people happy and cheerful about themse lves. Sport also teaches us the importance of cooperation and through indulging in sports, men and women both learn the value of team work and collaboration (Delaney & Madigan, 2009, 22). They learn that more can be achieved through working with others and this keeps them away from being selfish or self-serving (Delaney & Madigan, 2009, 22). By working in cooperation and helping out others who are weak there is no gap left in the overall performance as all resources are utilized. Through working together, a better

English Imperialism and Representations Essay Example for Free

English Imperialism and Representations Essay In William Shakespeare’s The Tempest Prospero, an exiled Naples duke, and his daughter, Miranda, are marooned on a remote island with the lone indigenous[1] inhabitant, a beast man named Caliban. Through his sorcery Prospero is able to enslave Caliban, the indigene, who toils for the benefit of Prospero and Miranda, the usurping colonial powers. While it is unclear if Shakespeare intended The Tempest to mirror English imperialism during the late 16th and 17th century, there are many congruencies between events in the play and events around the time of the play’s first performance in 1611. To begin with, in order to analyze these congruencies a brief overview of England’s New World[2] exploration and colonization is necessary. Next, Gonzalo’s interest in the island and his â€Å"plantation† scheme illustrate the English imperial yearning for the New World. In addition, the first exchange between Caliban and Prospero encapsulate the conflicts of indigenous people and the colonizers in an imperial relationship. Finally, the question remains if Caliban represents specifically Native Americans or broadly represents subjugated indigenous people by English colonization. Shakespeare’s The Tempest metaphorically represents English imperialism and encapsulates English sentiments towards the New World during the time of its cultural production. During the life of Shakespeare, especially around the time of the first performance of The Tempest, Europe engaged in imperialistic activities throughout the New World. In addition, during Shakespeare’s lifetime, England’s imperialistic activities would play a larger role in the country’s interests and developments. In Alden T. Vaughan article â€Å"People of Wonder: England Encounters the New World’s Native,† Vaughan describes how English perceptions of the Native Americans developed over the course of the 16th century. The English, while interested in the New World, did not play an active role in its initial exploration: â€Å"English people in the Tudor era lagged noticeably behind other Europeans in learning about the Americas. For nearly a century, English interest in the New World was surprisingly tangential, more a matter of curiosity than of conquest and based primarily on foreign rather than on English observation† (Vaughan, â€Å"People,† 13). For a majority of the 16th century the English received second hand accounts (writings and illustrations) of the New World. However, the English did make limited forays into developing first hand knowledge of the New World. Vaughan states, â€Å"The first document contact between the English and the Indians occurred in about 1502, when Sebastian Cabot†¦brought back [three men taken from Newfoundland]† (â€Å"People,† 14), but he continues, â€Å"Not until 1530, apparently, were other Indians brought to England, and not until 1553 did an English publisher issue a book with appreciable attention to America’s inhabitants† (â€Å"People,† 14). While slow to capitalize on exploring and colonizing the New World, the English â€Å"[became] actively involved in the exploration and conquest of the [Americas] and its peoples. Thereafter, England’s image of American natives reflected uniquely English experiences and expectations† (Vaughan, â€Å"People,† 13). One of the significant imperialist ventures around the time Shakespeare wrote The Tempest was the Jamestown colony. The English founded Jamestown in 1607, four years prior to the first performance of The Tempest. While a contemporary critic can only speculate the extent which the New World tantalized and influenced the English during this time, it must have had some sway on the popular imagination of English society, including Shakespeare’s. In The Tempest, the character Gonzalo demonstrates an interest with the pristine island setting that represents English imperial yearnings. After being shipwrecked on the island, Gonzalo first notices the natural beauty of the island. He exclaims, â€Å"How lush and lusty the grass looks! How green! † (2. 1. 53). From his initial observation of the health of the island, Gonzalo’s interest in the island soon becomes opportunistic: â€Å"Had I plantation of this isle, my lord –† (2. 1. 140). When Gonzalo says â€Å"plantation,† he means colonization. Gonzalo initial admiration for the island transforms into a scheme to start a colony; he envisions his colony as the antithesis of industry, a utopic society of idleness. Gonzalo describes his â€Å"plantation† in the following manner: â€Å"I’ the common wealth I would by contraries Execute all things; for no kind of traffic, Would I admit; no name of magistrate, Letter should not be known; riches, poverty, And use of service, none; contract, succession, Bourn, bound of land, tilth, vineyard, none; No use of metal, corn, or wine, or oil; No occupations; all men idle, all, And women too, but innocent and pure; No sovereignty—† (2. 1. 144-52) In Gonzalo’s colony people just lie around with no one telling them what to do; in addition, the women all stay virgins. Gonzalo’s companions quickly point out the impossibility of his Eden-like scenario. Sebastian indicates, â€Å"Yet [Gonzalo] would be king on [the island]† (2. 1. 153) to which Antonio adds, â€Å"The latter end of his commonwealth forgets the beginning† (2. 1. 154). From the comments by Sebastian and Antonio, it is clear Gonzalo’s scheme is not practical, but certainly Gonzalo’s sentiment must have appealed idealistically to English and Europeans tired of the social turmoil in the Old World. Benjamin Bertram notes in The Time is out of Joint: Skepticism in Shakespeare’s England contemporaneous to Shakespeare’s life, London’s mercantile interests, unemployment, overpopulation, and â€Å"[i]mmigrants from the province† all made colonial ventures appealing (58). Gonzalo’s fantasizing might tap into the socioeconomic conditions contemporary to the time of cultural production of The Tempest. For some Europeans the social turmoil of the Old World was a sore spot, yearning like Gonzalo for a fresh start and for a better society in the New World. French courtier Michel De Montaigne in his essay â€Å"Of the Cannibals† (1580) argues the New World inhabitants are no more barbarous or savage than the Old World denizens, suggesting things might be better in the case of the former. De Montaigne establishes, â€Å"I find (as far as I have been informed) there is nothing in that nation [the American Indians], that is either barbarous or savage, unless men call that barbarism which is not common to them† (119). De Montaigne alludes to the social problems of 16th century Europe in pointing out the hypocrisy of the Old World labeling the New World as â€Å"barbarous† or â€Å"savage. † Moreover, De Montaigne sees the New World inhabitants as closer to a natural state and less tainted by â€Å"human wit† when he observes, â€Å"It is a nation†¦that hath no kind of traffic, no knowledge of letters, no intelligence of numbers, no name of magistrates, nor of politic superiority; no use of service, of riches, or of poverty; no contracts, no successions, but common, no apparel but natural, no manuring of lands, no use of wine, corn, or metal† (120). Curiously, both Gonzalo and De Montaigne evoke the idea of unfettered idleness and non-use of wine, corn, and metal as a more natural society. Also, in painting an idyllic picture of the social items supposedly absent from the New World, De Montaigne overlooks that corn is a New World vegetable and that American Indians were familiar with the practice of fertilization, although maybe not â€Å"mannuring. † While a lot of De Montaigne’s generalizations of the New World inhabitants are arguable, he calls the readers attention to a litany of social items as evidence of the Old World tainted by â€Å"human wit. † However, De Montaigne sarcastically concludes that what the American Indians, supposedly, do with their dead is no more barbaric than what the Europeans do with the living by torturing people, stating â€Å"there is more barbarism in eating men alive than to feed upon them being dead; to mangle by tortures and torments a body full of lively sense, to roast him in pieces, to make dogs and swine to gnaw and tear him in mammocks†¦than to roast and eat him after he is dead† (120). De Montaigne’s relativistic view of transatlantic cultural practices demonstrates culture in the Old World was not necessarily better than culture in the New World. Some Europeans might have yearned for a reprieve from the rigid trapping of the Old World; the New World to them might have represented an opportunity for a fresh start, a chance to create a utopic society. The only problem was what to do about the indigenous people already there. The English public had a growing interest in the New World during Shakespeare’s lifetime, and The Tempest almost predicts the course of English imperialism would take. The exchange between Caliban and Prospero in Act 1 Scene 2 metaphorically represents the underlying conflicts plaguing indigenous people and English colonizers. Caliban represents prototypical native Other[3] as he argues against Prospero, the colonial master. Caliban’s articulation that he is the rightful owner of the island sounds like the universal grievance of many colonized people: â€Å"This island’s mine, by Sycorax my mother, / Which thou tak’st from me† (1. 2. 335-6). Caliban’s ownership stems from his mother, a witch, who bore him on the island, and this claim is reminiscent of many indigenous people who trace their social beginnings through a creation myth fixing them to the land. As Caliban goes on, his description of the initial friendly relationship he had with Prospero, parallels the prototypical dealings between indigenous people and colonizers. Often this friendly period includes an exchange of items and information between the two parties. Caliban describes the following: When thou cam’st first, Thou strok’st me and made much of me, wouldst give me Water and berries in’t, and teach me how To name the bigger light, and how the less, That burn by day and night. And then I loved thee And showed thee all the qualities o’ th’ isle, The fresh springs, brine pits, barren place and fertile. (1. 2. 337-43) Caliban attests he â€Å"showed† Prospero â€Å"the qualities† of the island, and in essence, Caliban taught Prospero how to survive on the island. This detail interestingly parallels the situation in Jamestown. B. J. Sokol in A Brave New World of Knowledge points out that â€Å"sojourning Europeans almost entirely depended upon the services of native inhabitants for material survival, and especially for food† (83). This grace period between indigenous people and colonizers, however, does not last forever. Sokol continues, â€Å"In both [The Tempest] and Virginia these services had at first been voluntarily offered [by Native Americans], then they were purchased or extorted, and finally there was refusal, resistance, and rebellion† (83). Soon the colonizer presses for more resources, more control over the land, and more control over the indigenous people: soon the indigenous people become the colonized. Caliban describes himself from the position of the colonized, â€Å"For I am all the subjects that you have, / Which first was mine own kin; and here you sty me / In this hard rock, whiles you do keep from me /The rest o’ th’ island† (1. 2. 345-7). Caliban’s central grievance is how Prospero has stripped Caliban of his autonomy and his control over the island. The central grievance for many colonized people is how the colonizer strips self-direction and control over ancestral lands from the colonized. Richard Hakluyt in his essay â€Å"Reasons for Colonization,† written in 1584 about the Virginia colonial project (125), succinctly describes the intentions of the English imperialism: â€Å"The end of this voyage [to North America] are these: 1. ) To plant Christian religion. 2) To traffic. 3. ) To Conquer. Or, to do all three† (129). As demonstrated earlier, Caliban is unhappy with his conquered status, a status Prospero confirms when he rebuts Caliban’s grievances, â€Å"Thou most lying slave† (my emphasis, 1. 2. 347). Prospero interestingly goes on to indicate his own inherent superiority and Caliban’s inherent inferiority, a privileging central to any colonial situation. Prospero states, â€Å"I have used thee, / Filth as thou are, with humane care† (1. 2. 348-9). Prospero ascribes the quality of â€Å"filth† to Caliban and â€Å"humane†-ness to his own actions. As the Hakluyt states, the first objective of the colonizer is â€Å"to plant Christian religion† or bring morality to the heathen indigenous people. Prospero’s ultimate argument for supplanting Caliban evokes the moral order the colonizer supposedly brings, for Prospero states the reason he has enslaved Caliban is because Caliban sought â€Å"to violate/ The honor of [Prospero’s] child† (1. 2. 350-1). From the perspective of the colonizer Caliban attempted to rape Miranda; however, from the perspective of the lone indigenous person Caliban attempted to propagate his culture: â€Å"O ho! O ho! Would’t had been done! / Thou didst prevent me; I had peopled else / This isle with Calibans† (1. 2. 352-4). While this relativism does not absolve Caliban of attempting to forcefully procreate with Miranda, it does not absolve Prospero of enslaving Caliban either. Unfortunately, Prospero uses one crime to justify another crime: Caliban’s attempted rape leads to his enslavement at the hands of Prospero. Furthermore, when Miranda tries to instill Caliban with a sense of guilt over his attempted rape, she states she â€Å"endowed [Caliban’s] purposes / With words that made them known† (1. 2. 360-1). However, by endowing Caliban with the language of the colonizer, Miranda has merely indoctrinated Caliban in the ideology of the colonizer in which Caliban, the colonized, occupies the margin. The colonizer’s language is a burden upon the colonized, for in order for the two groups to communicate the onus is on the colonized to learn the colonizer’s language. Caliban concurs with this onus when he says, â€Å"You taught me language, and my profit on’t / Is I know how to curse. The red plague rid you / For learning me your language! † (1. 2. 366-8). Another privileging in the imperial situation is the language and culture of the colonizer over the language and culture of colonized. For instance, Thomas Harriot spent time in the Virginia colony and wrote about the Algonquian people in Brief and True Report of the New Found Land of Virginia; his English contemporaries criticized him for learning the language of the Algonquians (Bertram 59). Bertram notes, â€Å"the English feared much more than foreign languages, as contact with foreign cultures inspired probing questions about cultural identity†¦Ã¢â‚¬  (59). Miranda’s effacement of Caliban’s language demonstrates her fear of foreign language and culture. Just as Caliban threatens Miranda’s physical sanctity, he also threatens her cultural sanctity by not communicating in the controlled discourse. Clearly, the conflict between Caliban and Prospero in The Tempest metaphorically represents the imperialistic conflicts between the colonized and the colonizer. Lastly, although Caliban can metaphorically represent the colonized Other, did Shakespeare intend Caliban to represent Native Americans specifically? Alden T. Vaughan in his article â€Å"Shakespeare’s Indian: The Americanization of Caliban† examines the history of The Tempest analysis which attempted to see Caliban as representative of Native Americans. Vaughan concludes, â€Å"If an intentionalist reading is insisted upon, and if early interpretations of Caliban are taken into account, his principal prototype was probably the European wild man of Renaissance literature and iconography† (â€Å"Shakespeare’s,† 153). In addition, Ronald Takaki offers in â€Å"The ‘Tempest’ in the Wilderness† the context surrounding the first performance of the play; also, he explains how Shakespeare’s audience might have perceived the character of Caliban. Takaki explains the following: [T]he timing of The Tempest was crucial: it was first performed after the English invasion of Ireland but before the colonization of New England, after John Smith’s arrival in Virginia but before the beginning of the tobacco economy, and after the first contacts with Indians but before full-scale warfare against them. This was an era when the English were encountering â€Å"other† peoples and delineating the boundary between â€Å"civilization† and â€Å"savagery. † The social constructions of both these terms were dynamically developing in three sites—Ireland, Virginia, and New England. (143) If Shakespeare’s audience saw Caliban as more man than monster, they likely conflated all known savage Others in their perception of Caliban. When Prospero says, â€Å"This thing of darkness [Caliban] I / Acknowledge mine† (5. 1. 275-6), Caliban could seem more monster than man, â€Å"darkness† meaning evil, or Caliban could seem more man than monster, â€Å"darkness† referring to skin color. It is unclear what Shakespeare intended; however, how people interpret Shakespeare is entirely another matter. Although Vaughan dismisses the notion Shakespeare intended Caliban to be Native American, he supports the notion that Caliban can metaphorically be seen as Native American, stating, â€Å"metaphoric readings of The Tempest have had equal legitimacy with the older literal approach† (â€Å"Shakespeare’s,† 153). There are scholars who have a stake in seeing Caliban as solely meant to be Native Americans. An immediate thread of their inquiry is Caliban’s name, which might be an anagram from a variant spelling of the word canibal. John F. Moffitt and Santiago Sebastian in their text O Brave New People: The European Invention of The American Indian describe how the lurid European popular perception quickly associated cannibalism with the inhabitants of the New World. Moffit and Sebastian describe the following: Cannibalism was also the specific subcultural attribute of the aborigines of the Other World that, as might be expected, some European illustrators found most noteworthy. In a crude woodcut†¦, a German print of 1505†¦representing the earliest European depiction of American Indians†¦cannibalism becomes the foremost collective characteristic of the newly described peoples†¦. (264-5) While Europeans, according to Vaughan, were familiar with the concept of anthropophagi, or eaters of human flesh, such people were considered mythical (â€Å"People,† 15). Vaughan goes on to note, â€Å"So prominent did some accounts make the eating of human flesh that the word cannibal, from the Carib Indians who presumably practiced the vile custom, gradually replaced the older, more awkward, term for eaters of human flesh† (â€Å"People,† 15). Curiously, if Shakespeare meant to evoke the sensational trait of cannibalism ascribed to Native Americans by Europeans in his character Caliban, he does not develop the trait in the play. Conversely, if Caliban does not represent Native Americans, certainly the European characters within the play perceive his usefulness like Native Americans during the early 17th century. The play mentions dead or alive a Native American is profitable for displaying in England. Additionally, Trinculo notes, â€Å"[the English] will / lay out ten to see a dead Indian. (2. 2. 31-32). Later, Stephano schemes to capture Caliban, or as Vaughan euphemistically refers to Native Americans kidnapped by Europeans, â€Å"coerced American envoys† (â€Å"People,† 12). Stephano states, â€Å"If I can recover him [Caliban] and keep him tame and get / to Naples with him, he’s a present for any emperor that / ever trod on neat’s leather† (2. 2. 65-7). Although Caliban might have the same display value as a Native American in England, this fact does not necessarily make Caliban Native American. Within The Tempest, there is not enough strong evidence to support the reading that Shakespeare meant Caliban to be Native American. If Shakespeare intended Caliban to represent Native American then Leslie Fieldler notes, â€Å"Caliban’s attempt on Miranda’s virtue makes him ‘the first nonwhite rapist in white man’s literature’; his freedom song is ‘the first American poem’; and when he guzzles too much of Stephano’s wine, Caliban is ‘the first drunken Indian in Western literature’ (Vaughan, â€Å"Shakespeare’s,† 148). Native Americans struggle enough with poor representation in American society; there is not a pressing need to demonstrate Shakespeare intended Caliban to be solely Native American if it results in additional derision. In contrast, Jeffrey L. Hantman in â€Å"Caliban’s Own Voice: American Indian Views of the Other in Colonial Virginia† summarizes the 20th century importance of Caliban as a universal indigenous voice, â€Å"He is African, and he is Caribbean. He has been a native of Madagascar, Quebec, Cuba, Nigeria, Kenya, and Zambia. Today, he is sometime enslaved, and psychologically dependent, but he is also a guerilla, a revolutionary, and a hero† (71). Who Shakespeare intended Caliban to be is a non-issue for those who identify with Caliban. If people find an entryway into identifying with Caliban, then certainly Caliban becomes them as much as they become Caliban. Although it would be erroneous to claim Shakespeare meant The Tempest as an allegory for English Imperialism in the New World and Caliban solely represents Native Americans, the play does metaphorically represent English imperialism and encapsulates English sentiments towards the New World during the time of the play’s cultural production. A brief overview of England’s New World exploration and colonization demonstrates how the English perception of the New World and Native Americans transformed during the development of English imperialism. Within the play, Gonzalo’s interests in the island and his â€Å"plantation† scheme illustrate the English imperial yearning for the New World and an opportunity to develop a society closer to a natural state. Furthermore, the first exchange between Caliban and Prospero encapsulate the conflicts that mar imperial relationship between indigenous people and the colonizer. Moreover, although Caliban does not represent specifically Native Americans, he can broadly represent all subjugated indigenous people. There are many congruencies between events in The Tempest and events during the late 16th and 17th century English imperialism. The Tempest is an example where Shakespeare was not necessarily predicting a future outcome but more likely articulating the trajectory of a present English course. Works Cited Bertram, Benjamin. The Time is out of Joint: Skepticism in Shakespeare’s England. Newark, NJ: University of Delaware Press, 2004. De Montaigne, Michel. â€Å"From Of the Cannibals. † William Shakespeare The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston: Bedford/St. Martin’s, 2000. 119-20. Hakluyt, Richard. â€Å"Reasons for Colonization. † William Shakespeare The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston: Bedford/St. Martin’s, 2000. 125-34. Hantman, Jeffrey L. â€Å"Caliban’s Own Voice: American Indian Views of the Other in Colonial Virginia. † New Literary History 23. 1 (1992): 69-81. JSTOR. Winona State University, Darrell W. Krueger Lib., Winona, MN. 3 Mar. 2007 . Moffitt, John F. , and Santiago Sebastian. O Brave New People: The European Invention of the American Indian. Albuquerque, NM: University of New Mexico Press, 1996. Shakespeare, William. The Tempest. William Shakespeare The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston: Bedford/St. Martin’s, 2000. 10-88. Sokol, B. J. A Brave New World of Knowledge: Shakespeare’s the Tempest and Early Modern Epistemology. Cranbury, NJ: Associated University Presses, 2003. Takaki, Ronald. â€Å"The ‘Tempest’ in the Wilderness. † William Shakespeare The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston: Bedford/St. Martin’s, 2000. 140-172. Vaughan, Alden T. â€Å"People of Wonder: England Encounters the New World’s Natives. † New World of Wonders: European Images of the Americas, 1492-1700. Ed. Rachel Doggett, et al. Seattle: University of Washington Press, 1992. -. â€Å"Shakespeare’s Indian: The Americanization of Caliban. † Shakespeare Quarterly 39. 2 (1988): 137-153. JSTOR. Winona State University, Darrell W. Krueger Lib. , Winona, MN. 3 Mar. 2007 . [1] Throughout the paper instead of simply using the term â€Å"natives,† I use indigenous people because the term â€Å"natives† carries negative imperialistic connotations. [2] I use the term New World provisionally in order to describe the dichotomy between Europe, the supposed Old World, and their realization of the Americas, which they dubbed the New World. [3] While some scholars have argued that Shakespeare intended Caliban to be representative of Native American, this intentionality is problematic. I will examine this later in the paper.

The Mammy :: essays research papers

The Mammy   Ã‚  Ã‚  Ã‚  Ã‚  The Irish tale depicts the life of a woman named Agnes Browne. The cards have fallen more than once for her, but with the love of her 7 children and faith, Agnes never losses her strength. The author, Brendan O’Carroll, adds elements of humor, tragedy, and love to this novel, which makes it hard to stop reading. Follow me as I talk about The Mammy and how her culture plays a part in her everyday life in the late 1960’s, in Dublin, Ireland.   Ã‚  Ã‚  Ã‚  Ã‚  The book begins with the death of Agnes Browne’s husband Nicholas Browne, whom gets hit by a car. Agnes is now a widow and single parent to 7 children (6 boys and 1 girl), whom all range in ages 14-3. All of her children attend strict Catholic schools. Although her oldest son wants to drop out of school to help his mother support the household, she wants him to stay and continue. Agnes does not want him to end up like his father was, an abusive drunk, who worked as a janitor for more than 15 years. Though Nicholas Browne beat Agnes, he was never to touch the children. She was very protective of her children and everyone in Dublin knew it.   Ã‚  Ã‚  Ã‚  Ã‚  Now Agnes has to raise the children with the money she gets from the social service office, her stall where she sales her fresh produce everyday, and her Catholic belief. Agnes has a best friend by the name of Marion Monks. The two are very close and do everything together. They go to the local pub all the time and gossip and drink alcohol. The pub they hang out in everyone knew one another and were all very friendly, the neighborhood is very tight. With her very busy life Agnes does find time to daydream about her favorite singer named Cliff Diamond. She loves to listen to his records and relax. Agnes daydreams of him all the time wishing she could have one dance with him.   Ã‚  Ã‚  Ã‚  Ã‚  Then tragedy hits Agnes once again when Marion dies of cancer. She is saddened by the sudden death of her best friend, but she has such strong strength, she knows Marion is looking down on her. At the end of the book Agnes’ dream comes true when she is surprised with a visit from Cliff Diamond and looks up in the sky to thank her friend Marion for watching over her.

Deception Point Page 111

Rachel blushed, her skin tingling. â€Å"Thanks.† The agent led Rachel down the impeccably appointed hallway to a plain-looking doorway nearby. â€Å"The Lincoln Bedroom,† the agent said. â€Å"And as I am always supposed to say outside this door, ‘Sleep well, and beware of ghosts.'† Rachel nodded. The legends of ghosts in the Lincoln Bedroom were as old as the White House itself. It was said that Winston Churchill had seen Lincoln's ghost here, as had countless others, including Eleanor Roosevelt, Amy Carter, actor Richard Dreyfuss, and decades of maids and butlers. President Reagan's dog was said to bark outside this door for hours at a time. The thoughts of historical spirits suddenly made Rachel realize what a sacred place this room was. She felt suddenly embarrassed, standing there in her long football jersey, bare-legged, like some college coed sneaking into a boy's room. â€Å"Is this kosher?† she whispered to the agent. â€Å"I mean this is the Lincoln Bedroom.† The agent winked. â€Å"Our policy on this floor is ‘Don't ask, don't tell.'† Rachel smiled. â€Å"Thanks.† She reached for the door-knob, already feeling the anticipation of what lay beyond. â€Å"Rachel!† The nasal voice carried down the hallway like a buzz saw. Rachel and the agent turned. Corky Marlinson was hobbling toward them on crutches, his leg now professionally bandaged. â€Å"I couldn't sleep either!† Rachel slumped, sensing her romantic tryst about to disintegrate. Corky's eyes inspected the cute Secret Service agent. He flashed her a broad smile. â€Å"I love women in uniform.† The agent pulled aside her blazer to reveal a lethal-looking sidearm. Corky backed off. â€Å"Point taken.† He turned to Rachel. â€Å"Is Mike awake, too? You going in?† Corky looked eager to join the party. Rachel groaned. â€Å"Actually, Corky†¦ â€Å" â€Å"Dr. Marlinson,† the Secret Service agent intervened, pulling a note from her blazer. â€Å"According to this note, which was given to me by Mr. Tolland, I have explicit orders to escort you down to the kitchen, have our chef make you anything you want, and ask you to explain to me in vivid detail how you saved yourself from certain death by†¦ † the agent hesitated, grimacing as she read the note again. â€Å"†¦ by urinating on yourself?† Apparently, the agent had said the magic words. Corky dropped his crutches on the spot and put an arm around the woman's shoulders for support, and said, â€Å"To the kitchen, love!† As the indisposed agent helped Corky hobble off down the hall, Rachel had no doubt Corky Marlinson was in heaven. â€Å"The urine is the key,† she heard him saying, â€Å"because those damned telencephalon olfactory lobes can smell everything!† The Lincoln Bedroom was dark when Rachel entered. She was surprised to see the bed empty and untouched. Michael Tolland was nowhere to be seen. An antique oil lamp burned near the bed, and in the soft radiance, she could barely make out the Brussels carpet†¦ the famous carved rosewood bed†¦ the portrait of Lincoln's wife, Mary Todd†¦ even the desk where Lincoln signed the Emancipation Proclamation. As Rachel closed the door behind her, she felt a clammy draft on her bare legs. Where is he? Across the room, a window was open, the white organza curtains billowing. She walked over to close the window, and an eerie whisper murmured from the closet. â€Å"Maaaarrrrrrrry†¦ â€Å" Rachel wheeled. â€Å"Maaaaaarrrrrrrry?† the voice whispered again. â€Å"Is that you?†¦ Mary Todd Liiiiiincoln?† Rachel quickly closed the window and turned back toward the closet. Her heart was racing, although she knew it was foolish. â€Å"Mike, I know that's you.† â€Å"Noooooo†¦ † the voice continued. â€Å"I am not Mike†¦ I am†¦ Aaaaabe.† Rachel put her hands on her hips. â€Å"Oh, really? Honest Abe?† A muffled laugh. â€Å"Moderately honest Abe†¦ yes.† Rachel was laughing now too. â€Å"Be afraaaaaaid,† the voice from the closet moaned. â€Å"Be veeeeeery afraid.† â€Å"I'm not afraid.† â€Å"Please be afraid†¦ † the voice moaned. â€Å"In the human species, the emotions of fear and sexual arousal are closely linked.† Rachel burst out laughing. â€Å"Is this your idea of a turn-on?† â€Å"Forgiiiive me†¦ † the voice moaned. â€Å"It's been yeeeeeeears since I've been with a woman.† â€Å"Evidently,† Rachel said, yanking the door open. Michael Tolland stood before her with his roguish, lopsided grin. He looked irresistible wearing a pair of navy blue satin pajamas. Rachel did a double take when she saw the presidential seal emblazoned on his chest. â€Å"Presidential pajamas?† He shrugged. â€Å"They were in the drawer.† â€Å"And all I had was this football jersey?† â€Å"You should have chosen the Lincoln Bedroom.† â€Å"You should have offered!† â€Å"I heard the mattress was bad. Antique horsehair.† Tolland winked, motioning to a gift-wrapped package on a marble-topped table. â€Å"This'll make it up to you.† Rachel was touched. â€Å"For me?† â€Å"I had one of the presidential aides go out and find this for you. Just arrived. Don't shake it.† She carefully opened the package, extracting the heavy contents. Inside was a large crystal bowl in which were swimming two ugly orange goldfish. Rachel stared in confused disappointment. â€Å"You're joking, right?† â€Å"Helostoma temmincki,† Tolland said proudly. â€Å"You bought me fish?† â€Å"Rare Chinese kissing fish. Very romantic.† â€Å"Fish are not romantic, Mike.† â€Å"Tell that to these guys. They'll kiss for hours.† â€Å"Is this supposed to be another turn-on?† â€Å"I'm rusty on the romance. Can you grade me on effort?† â€Å"For future reference, Mike, fish are definitely not a turn-on. Try flowers.† Tolland pulled a bouquet of white lilies from behind his back. â€Å"I tried for red roses,† he said, â€Å"but I almost got shot sneaking into the Rose Garden.† As Tolland pulled Rachel's body against his and inhaled the soft fragrance of her hair, he felt years of quiet isolation dissolving inside him. He kissed her deeply, feeling her body rise against him. The white lilies fell to their feet, and barriers Tolland had never known he'd built were suddenly melting away. The ghosts are gone. He felt Rachel inching him toward the bed now, her whisper soft in his ear. â€Å"You don't really think fish are romantic, do you?† â€Å"I do,† he said, kissing her again. â€Å"You should see the jellyfish mating ritual. Incredibly erotic.† Rachel maneuvered him onto his back on the horsehair mattress, easing her slender body down on top of his. â€Å"And seahorses†¦,† Tolland said, breathless as he savored her touch through the thin satin of his pajamas. â€Å"Seahorses perform†¦ an unbelievably sensual dance of love.† â€Å"Enough fish talk,† she whispered, unbuttoning his pajamas. â€Å"What can you tell me about the mating rituals of advanced primates?† Tolland sighed. â€Å"I'm afraid I don't really do primates.† Rachel shed her football jersey. â€Å"Well, nature boy, I suggest you learn fast.† Epilogue The NASA transport jet banked high over the Atlantic. Onboard, Administrator Lawrence Ekstrom took a last look at the huge charred rock in the cargo hold. Back to the sea, he thought. Where they found you. On Ekstrom's command, the pilot opened the cargo doors and released the rock. They watched as the mammoth stone plummeted downward behind the plane, arcing across the sunlit ocean sky and disappearing beneath the waves in a pillar of silver spray.

The Gay Lives of Frederick the Great and William Iii

The Gay Lives of Frederick the Great and William III Frederick the Great of Prussia and William III of the Dutch Republic were two well known great leaders of Europe. They lived decades apart, William from 1650 to 1702, and Frederick from 1712 to 1786, yet had uncannily similar lives, in many aspects. These leaders, because of a somewhat controversial past, have lost many important clues about what their lives were really like. Nonetheless, it is known for sure that both were knowledgeable, great military leaders, champions of justice, and very likely homosexual. One of the few dissimilarities between Frederick and William was the religion they were raised on, which of course was to influence the rest of their lives, particularly in philosophy. At a young age, William was sent to a Calvinist school which emphasized the Calvinist values like modesty and theory like predestination. Although his views were far from conservative, he did tend to dress more simply, and kept a very cool and reserved appearance. William also was born a week after his father's death, leaving him without a strong figure to emulate. If this had any effect on William, it was not apparent, for he firmly believed that he was destined for great things, and his diplomacy became one of his strongest skills. All of William's security in his childhood did not exist for Frederick. Frederick endured a horrible abusive childhood with his tyrannical father. Frederick was very well educated and a lover of all things French- art, philosophy and literature. He was a true dandy- he dressed ostentatiously, and did very fashionable things. He also had a very close male friend- Hans Hermann Von Katte who was about 8 years older. They ran away together, but what exactly their relationship was is unclear. Frederick was careful to destroy any evidence so as to escape his father's wrath. But it didn't work, Frederick's father had the two arrested, and very cruelly had Von Katte beheaded in front of Frederick's eyes. Frederick was bed-ridden and hallucinatory for days. William II also had a close friend, who fortunately did not suffer the same fate. Willem Bentick and William became inseperable at 14. They were so close that when William contracted smallpox, Willem shared his bed, as it was thought that another person with the sick person could draw away some of the disease. Willem and William remained very close, but preceding William's ascension to the throne, it was decided that he would need to be married. He married Mary Stuart, his cousin and daughter of the Duke of York, and very much disliked her. They were polar opposites: Mary wanted affection and was very emotional, while William had his stoic Calvinist mindset. It was sort of the reverse for Frederick: he had a very simple bride, Elizabeth Christine Brunswick, while he was more outgoing, sociable individual. Though the marriage was chosen by Frederick's father, the prince was obedient and understood the importance of the appearance of a strong union. In fact, Frederick had a younger, more openly gay brother who he â€Å"[forced]†¦ to marry ,'to save appearances'† (Dynes 429). Although their marriages were not ideal for either, both William and Frederick stayed with their wives until the end. Frederick coped by buying a palace for his wife; William actually grew to respect his wife and rely on her diplomatic charm. In fact, following her death in 1694 and later his in 1702, William â€Å"was found to be wearing Mary's wedding ring and a lock of her hair close to his heart† (William III). While both kings had decent marriages, Frederick and William were also known for their love of men. William's relationships were less well known, although it was common knowledge that William was interested in men. â€Å"There was a rumour that William was unfaithful to Mary. Her meddling English servants warned her that she would catch him emerging from the bedroom of one of her ladies, Elizabeth Villiers, in the early hours of the morning. There was a scene, with William trying to assure Mary that it was not how it looked†¦ Certainly William was no womaniser and, if anything, his sexual inclinations might have veered more towards young men† (William III) Frederick had many well known lovers. It is said that his father arranged his marriage with Christine to prove Frederick's heterosexuality in addition to producing an heir. Frederick, as a military leader, also was known to have relationships with his friends from the battlefield. Though, to his credit, he never allowed any relationships to interfere with his work or compromise his integrity. Perhaps Frederick's best known and interesting affair was with the famous French poet Voltaire. Frederick's love for French culture encouraged him to reach out to Voltaire, and in 1736 the 24 year old prince sent a letter to the 22 year old, already quite famous philosopher. Thus began their friendship, and they kept a close friendship, or possibly more throughout their lives. Still, there was a conflict of interest between them. Preceding Frederick's coronation, Voltaire â€Å"Never tired of comparing Frederick to Apollo, Alcibiades and the youthful Marcus Aurelius† (Strachey 170). But Voltaire wanted to see a peaceful, united Europe, and once Frederick took the throne of Prussia he seemed only interested in war. Frederick tried to keep Voltaire around, even offering him positions in the court as he still very much valued Voltaire's opinions. Voltaire and Frederick still exchanged writings, Frederick's work still often implying his sexual preferences. It became a problem when Frederick was on his deathbed, and he had Voltaire arrested for possessing his work. Voltaire was freed not to long after and went on to anonymously publish a book about Frederick, The Private Life of the King of Prussia, which was essentially an expose on Frederick's homosexuality. But by the time of Frederick's death, the two men were on very good terms, so much so that Voltaire was the first to coin him as â€Å"Frederick the Great†. William did not have a vengeful lover to put evidence of his same-sex love in the open. He was too diplomatic and calculating to allow for such things to happen. Although his tact left little evidence of his love life, it does tell a great deal about his philosophy about civil rights. Both William and Frederick were champions of civil rights. Furthermore, it would not be ridiculous to think that their homosexuality played a large part in shaping their views, expecially during a time when sodomites were being viciously punished. William was outright stubborn about defending the liberties of his people, which actually earned him the English crown in 1689. While in power, William championed religious freedom and people's rights. He created the Bill of Rights, which was one of the most important documents in English history, perhaps even the world. It forbid unfair taxation, it did not allow the government to infringe upon protest and it demanded a trial with fair, humane punishment for criminals. This document was the predecessor for other rights documents, including that of the United States. Likewise, in Prussia Frederick promoted religious tolerance, reduced harsh penalties and sentences, and even pardoned prisoners that held beliefs that he disagreed with. He encouraged the work of artists, musicians, scientists and philosophers to make Prussia a wholly great nation. Finally, and most well known are the two's military accomplishments. William led the Netherlands in a small united force against the French, and though it ultimately was defeated, it heavily drained French resources while keeping the Netherlands in tact. William also drove out James II of England which, as aforementioned, resulted in him obtaining the English Crown. William loved being on the battlefield, in fact â€Å"Too often he got stuck into the fighting when he should have been in the rear making decisions for the battlefield as a whole† (William III). He kept many of his war companions as his closest confidantes, often drawing criticism for making rulings on their advice and discussions. Whereas William had been more eye-level with his soldiers, Frederick ran his military with an iron rod. The frivolous, fun-loving man who passed so many laws concerning people's safety and rights tolerated nothing in his military. Disobedience and disloyalty meant painful and brutal physical repercussions. But he was able to defeat France and Russia in the Seven Years War, making Prussia a superpower and tripling its armed forces. And like William. Frederick risked his life on the front line, and too often came close to being killed. William III and Frederick II were two men, who, despite their very different upbringings, coincidentally ruled in two very similar styles. Frederick would have known of William III, in fact he had been very inspired by the Bill of Rights William created, but with very little contact they still led uncannily similar lives. It could be attributed to their similar lifestyles: two men that were devoted to their country and their duties, but also had their secrets to hide. Their homosexuality did probably contribute to their similitude, but it was their wit and strong-mindedness that led them both to unconventional and unexpectedly strong leadership. Works Cited Crompton, Louis. â€Å"Frederick the Great. Homosexuality & Civilization. Cambridge, MA: Belknap of Harvard UP, 2003. 505-12. Print. Dynes, Wayne R. , Warren Johansson, William A. Percy, and Stephen Donaldson. â€Å"Frederick II (The Great) of Prussia (1712-1786). † Encyclopedia of Homosexuality. New York: Garland Pub. , 1990. 428-29. Print. Strachey, Lytton. â€Å"Voltaire and Frederick the Great. † Books and Characters, French & English,. New York: H arcourt, Brace and, 1922. 167-99. Print. Waller, Maureen, David Onnekink, and Jason McElligot. â€Å"William III. † BBC – Homepage. BBC. Web. 15 Dec. 2011. .

An Online MBA Improves a Job Candidate’s Chances Essays

An Online MBA Improves a Job Candidate’s Chances Essays An Online MBA Improves a Job Candidate’s Chances Essay An Online MBA Improves a Job Candidate’s Chances Essay Searching for a job is difficult enough without having a number of strikes against us. But when the competition is tough – as it often is – it helps to have as much on your side as possible, including experience, a strong track record of success, and a relevant education. In order to make themselves as marketable as possible, many people take the time to pursue an education beyond their four year college degree. An MBA especially can be extraordinarily appealing for an employer, as it shows dedication on the part of the prospective employee, and a commitment to staying on the cutting edge of business. Of course, for many people in this position, the pursuit of a traditional MBA may be logistically impossible. In terms of juggling a career, a family, and the myriad responsibilities associated with being an adult, earning another degree may fall significantly low on the priority list. But now, with the opportunities available through the Internet, adults can earn an online MBA without ever leaving their home. An online MBA is earned through the completion of coursework and reading on the computer; it is work that while certainly significant, can be completed at the leisure of the students rather than them rearranging their life to fit school. Better still, the result of an online MBA can be a significant edge on the competition in search of a job position.

How Should a Research Paper Abstract Look Like

How Should a Research Paper Abstract Look Like How Should a Research Paper Abstract Look Like Every student gets a bit nervous when hearing about a research paper. It is quite a difficult task, as it is not a personal opinion on a subject and not a simple review of a book or a movie. It is a serious piece of work, which includes research, analysis of multiple sources and providing a personal view on the topic. You should not only provide evidence on a certain topic but also demonstrate your writing skills, vocabulary knowledge and all the necessary features of an experienced writer. When you are assigned with a research paper, you may be asked to complete an abstract. Despite its small size, an abstract is quite a confusing assignment and many students don’t know how to complete it. However, don’t panic if you were assigned with such a task! Just go on reading and we will provide you with all the necessary details. Definition If some of you don’t know, an abstract is a summary of the bigger project, i.e. a research paper or anything else. It aims to give the reader a chance to understand the goal of the research, used methodology, results and possible conclusions. You need to remember that an abstract describes your project, not the topic itself, so before completing an abstract, it is highly recommended to finish your research paper to know what main details to include. The main idea of an abstract is to inform the reader about your paper. For example, if you discuss gun control you don’t need to explain what it is about. You need to write about the results of your research, how many cases of violence are known and so on. Leave theoretical part to your research paper and concentrate on the key points in the abstract. Abstract types There are different types of abstracts, including:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Descriptive. It is probably one of the most popular types of abstracts. A descriptive abstract only summarizes information on the paper without any comparison to other works;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Critical. On contrary to descriptive abstracts, a critical one also provides a judgment on the projects importance and validity, comparing it to other papers of the same field;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Informative, which aims to give the reader general information on the research paper, your results and conclusions. You don’t need to compare your paper to others but you need to make recommendations if possible;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Highlight. It is quite a rare abstract type and its main goal is to grab reader’s interest and motivate him to read the research paper. Elements your abstract should consist of It doesn’t matter what abstract type you need to complete, as all of them should consist of four main elements. Make sure you are able to provide all of these elements before writing the abstract itself. Objective. This information can be considered the skeleton of your abstract, so you need to be very careful and attentive when competing it. Your objective should consist of a couple sentences, placed in the beginning, and explain your motivation to research a topic or describe the problem you are planning to solve; Methodology. Here you need to describe what methods you have used to research a topic and to get all the necessary results. There are different types of methods, depending on the subject, topic or field of research. For example, if you are writing an abstract on a social science, you can describe all the processes you have completed. If it is a humanities research, you can explain methodological tools and theoretical assumptions; Obtained results. This part of your abstract doesn’t need an explanation, as it is more than obvious. You need to express all the results you have obtained during your research. If it is not finished yet, you can make prognosis for the future or provide your assumptions on the possible outcome; Conclusions. It doesn’t matter what written assignment you are completing: conclusions always aim to summarize everything you have stated above. That is why your abstract’s conclusions should describe the results of your research. Think of the answers to the question ‘What these results can mean?’ and just write them down. In some cases, you may be asked to start your abstract with an introductory section. It consists of a couple sentences, which aim to explain theoretical basis for the research. However, in most of the cases, this section is omitted and you can start with an objective section. Things to avoid in your abstract When looking for guidelines on completing a certain paper, students are usually searching for the lists of things to include to their assignment. However, it is also important to know what things to avoid. That is why we have created a list of elements, which you need to exclude from your abstract to make it interesting and correct:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Jargon or slang;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Abbreviations;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Watery text. Don’t try to boost the number of words. Just stick to the point;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pictures, tables, graphs and any other visual materials;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Long introduction. Your abstract shouldn’t contain theoretical information, so even if you have interesting background data on the topic, leave it for the research paper;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   References;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Confusing definitions;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not important details, which simply distract the reader from your main goals. Steps to complete You already know what the abstract is about, what elements it should consist of and what items to avoid. Now it is a right time to learn what steps to complete to write a first-class abstract on your own. Always remember that you don’t need to increase the word count artificially, as an abstract should always be clear and straight to the point. Focus on the facts and give the reader a chance to understand your research paper through your abstract. Steps to complete an abstract include: Write your abstract only when your research paper is completed. You won’t be able to write a clear, interesting and relevant abstract without a general picture of your research paper. It will take lots of time to complete and you will hardly provide adequate information on the research; Take the key elements of your objective and conclusions from the corresponding sections of your research paper. Instead of spending time on writing everything anew, you can summarize everything in a brief mode and include to your abstract; Note down everything you did, when completing your research. Such notes will be of a great use, when completing the methodology paragraph. In such a way, you will complete a whole section without any efforts; To check whether your abstract is written correctly, ask yourself what the aim of your research was, how the research was completed, how you obtained the results and what they meant; Once your abstract is ready, read it carefully and delete unnecessary information. Be as brief as possible not to bore the reader; When you have deleted extra information, read your abstract again and make sure it corresponds with your research paper. Remember that your abstract should render general information of the paper, so you shouldn’t add anything new; For the last time you need to read your abstract attentively to find all possible mistakes, like grammar, punctuation, vocabulary usage and sentence structure. Even if your abstract contains outstanding information, you may risk getting low grades for a poor language. Make sure you spend enough time on proofreading and editing; Finally your abstract is ready. Breathe out and send it to your tutor! Things to remember   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It may not be so obvious but you need to pay attention to the length of your sentences. Many long sentences may bore the reader, as well as short ones may seem like they lack deep meaning. Combine two types of sentences for a better structure and they will be readable and smooth. Break long sentences into smaller ones if possible;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ask your professor whether using passive voice is appropriate. It may be a mistake in some of the cases, so you should know all the guidelines well in advance not to have to rewrite everything;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Apply past tense for the cases, when your research has already been finished;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ask someone to check your abstract or read it aloud to understand whether it is smooth and readable. Conclusions Research paper is probably one of the most popular and widespread assignments among colleges in all parts of the world. It requires careful attention to details, as well as creating an abstract, which is a short summary of all the issues you have discussed in your research. Such abstracts may become a real headache but they are very easy to complete if you know main rules and features. Be brief, use only credible information from your research paper. In such a way, your abstract will be interesting and complete! In case you still have doubts, contact us or visit our blog for additional details.

Advertising on the Internet Essay Example | Topics and Well Written Essays - 1250 words

Advertising on the Internet - Essay Example The world of advertising was not always the cut-throat competitive field it is today.Ads in television and newspapers were the norm a decade ago, and internet was just one of the new things on the horizon.Internet advertising actually began in 1994 when HotWired contracted 14 advertisers for its entry in the online market. In the next two years, the internet gained in popularity as a possible advertising medium, and by 1997, websites were already being advertised in the traditional media. As Kaye puts it:"The growth of Internet advertising since its 1994 birth has been truly phenomenal. What started out with banners as bland and common as roadside billboards has exploded into a rich-media interactive environment that may soon rival the rabbit hole in Alice in Wonderland. (Kaye et al, 2001)."But the internet was not always popular as an advertising medium. At the end of the millennium, there was some serious soul-searching done by commercial enterprises on whether the internet really had the possibilities in advertising that had been earlier claimed. This was closely associated with the bursting of the dot.com bubble. As Schumann and Thorson point out in their book written in 1999:"Yet, many companies are growing disillusioned with the commercial possibilities of online advertising, and some have suggested that the Internet is better suited for interpersonal communication and personal sites rather than commercial sites.. Executives are questioning whether the potential of the Internet is real or just hype, and some companies are considering decreasing or removing their investment in online advertising".(Schumann et al, 1999) This changed down the years and the internet is now an established advertising medium due to a few specific reasons. The very first was the decreasing price of software and hardware. What used to be expensive software and hardware ten years ago has today become open source software and nearly free hardware. This has led to the increased possibility of setting up websites, and publishing content at low or negligible cost. This means more advertising space can be created at low cost. The second was wider accessibility and higher speed of the internet with the arrival of the broadband: bandwidth prices have gone down from $1000/mbps to less than $20/mbps. This has meant a larger audience, who are able to browse a large number of pages, and hence advertisements, in a short space of time. Moreover, the audience stays online longer because of the sheer speed and convenience of the medium. The internet has truly become a mass medium with two out of three people in the US surfing the internet, and a whole lot of the population, especially the youth, spending longer on the internet than on watching television. Thirdly, advertising strategies have matured in that the internet is no longer considered only a space which would provide for click-through purchases, but also opportunities for long-term brand-building. In the words of Greg Stuart, president of Interactive Advertising Bureau: "Internet advertising is without question taking share from the other media at this time and for good reason-marketers have figured out that online advertising is often the most cost-effective medium for influencing both branding and sales results." (Olsen, 2004) This brings us to our fourth reason for the establishment of the internet as an advertising medium: cost effectiveness. It is cheaper to place an ad on the internet than it is to run it in on the television or print media. One obvious example is the election campaigns run by the presidential candidates: while there are ads on TV and print, a whole host of candidates have chosen to go the internet advertising route, and possibly none has ignored the internet altogether. Right now, the internet as an advertising medium is competing with the traditional media not only because of its cost-effectiveness and an increased reach, but also because it has a potential that the television and print media do not.