buy custom World Literature essay

buy custom World Literature essay Hedda Gabler, the protagonist, in Henrik Ibsens play A Generals Daughter is a woman from a wealthy family. The play starts when she returns with her husband from their honeymoon. Her life changes when she gets married to a gentle, hated man. She gets back home a discontented woman. Her discontent is indicated in the play by her outward annoyance with the maid and her husbands aunt. Although her husband earns a decent livelihood as a scholar, he couldnt accord her the same lifestyle that she was accustomed to in her fathers home. This is the part of the reasons for her discontent, her marriage to Tesman changes her lifestyle from a live of luxury to just getting by life. The only pleasure in her new life comes from playing with her fathers pistol. Her husband realizes that she is bored and suggests that she gets amusement from a third person. This implies that she can get out of boredom if she gets a child meaning that he is seducing her. She is, however, not interested in her husband romantically and spends most of her time prying into Mrs. Elvsteds affairs. Her interest in Mrs. Thea Elvsteds affairs is in the hope of discovering her secrets out of jealousy. Hedda, in her childhood, treated Thea with cruelty, and she treated her in an openly angry manner (Ibsen, 2006). This is because there are rumors that Thea is seeing Lovobory a man that Hedda had a relationship with before marrying Tesman. So, her spite for Thea is out of jealousy and her discontent with her marriage to a less brilliant man. Symbolism Lovobory is a man who is considered as a literal genius, and has recently written an unpublished book rumored to be his best. He is, therefore, highly esteemed as a scholar unlike Heddas husband, who is not a notable scholar, and does not command any social pull. Hedda is, therefore, angry and jealous of Thea, who Lovobory loves, and she clearly still has feelings for him. Heddas relationship with Lovobory did not end cordially since she had threatened to shoot him. Her jealousy because of his love for Thea tells us that she still has feelings for him, especially now that he has high social status and is considered to be a brilliant scholar; unlike her moderate husband. Lovobory, on a visit to her home, confesses that he is still fascinated by her, but, for fear of a scandal, she rejects him and scorns him with icy word. Lovobory is humiliated by her rejection and starts to drink again. Heddas husband and his colleague praise Lovobory book when he reads it to them at a stag party (Ibsen, 2006). The manuscript is, however, lost when he gets drunk only to be found by Hedda. Hedda is aware that Lovobory who had stopped writing got the inspiration to write again from Thea when they started having an affair. She, therefore, perceives the manuscript as a product of their affair. Out of jealousy she burns the manuscript and confesses on hiding the book to her husband explaining that she did it for his career. In other words, a remarkably brilliant and successful book from Lovobory would hve been inappropriate for Tesmans career. Through her actions, Hedda is portrayed not only as a jealous, bitter woman, but also extremely manipulative and evil.This portra ys her as a woman who would do anything to improve her husband lackluster career in order to move up the social ladder. Lovobory confesses to Hedda his wish to commit suicide, but instead of helping, she encourages him to go ahead and gives him one of her fathers pistols. Lovobory eventually commits suicide and in his memory Tesman and Thea decide to reconstruct his manuscript from his notes. Heddas husband suspects that there was more to her and Lovobory, but she does not admit. Instead, she describes Lovobory to him as a man who lived by his own rule up to the end (Ibsen, 2006). Jorge discovers that Lovobory used Heddas pistol to commit suicide and threatens to expose her unless she slept with him. After giving into his blackmail, she commits suicide too by shooting her temple. Feminism This play was written in the 1800s when women were expected to be docile. Both Thea and Hedda can be considered as feminists since in those eras married women were not allowed to have affairs. However, in the play,Theasmarriagebecomes cold, so she looks for another man to fulfill her happiness. Hedda, on the other hand, had a relationship with Lovobory before she got married to Tesman (Ibsen, 2006). This relationship ended with Hedda threatening to shoot Lovobory. This behavior was certainly out of character for women in the 1800s. These women are, therefore, portrayed in this play as women who were ahead of their time. This depiction of women defying the tradition helps address the feminist theory in Henrik Ibsens play. The author describes Miss Julie as a weak woman with a degenerate brain. Her miserable lifestyle is a result of her sickness. She suffers from hysteria, a disease that was considered to affect the female gender only. During this period, hysteria in women was perceived to affect women who did not have sex relations. With regard to Miss Julies case, her mother had trained her to hate men, and reject their sexual advances. She was, therefore, disgusted by men, but at the same time her body desires made her attracted to them. This symbolism is used by the author to depict the early stages of women seeking equality. When Strindberg was writing his book, women had fewer rights than men. Men controlled not only their lives, but also their sexuality. They were treated as sexual objects. Thus, those who failed to conform to this image were seen as hysterical and suffering from a mental disease. For Miss Julie to be classified as hysterical, it implies that she was an early feminist who refused to have men define her. She is also depicted as sadistic when she tries to use a whip to train Jean. We can argue that the author uses the horse whip to signify gender equality. Miss Julies decision to commit suicide symbolizes her refusal to conform to the regressive rolles that women had assumed. Feminism and Anti-Feminist Themes Feminism theme is also addressed in the play through the depiction of Hedda as a woman in control. When Henrik Ibsen was writing this play, in 1800s, women were controlled by men. However, in the play Hedda defies all these traditional by remaining in control of her actions. In the first part of the play, she is described as uninterested in her husbands romance this implies that she was in control of her sexuality a characteristic of feminism. She also defies the tradition by playing with her fathers pistol. Weapons in these eras were considered as men's tools. Therefore, for a woman to not only have pistols, but play with them means defying the traditions. The anti feminism themes in the play are addressed in the play by depicting the traditional roles of the female gender. In the play, only men seem to have careers. This reinforces the traditional beliefs that were prominent in the era that women were only suited for the household chores. In the play, Miss Julie by August Strindberg Julie is a girl from an aristocratic family with wealth and power. Her father is a count, and her mother is from an ordinarily background. Her mothers influences have lead Julie to hating men even at the age of twenty five years (Strindberg, 2006). She is depicted as rich, spoilt brat whose higher social standing makes her think that she is superior to the employees in their estate. During the celebration of St Johns Eve, in her fathers absence, she freely mingles with their servant and ended up in the arms of the estates valet Jean. The two plan to run away when Jean kills Miss Julies bird, and she eventually commits suicide when her father returns. The feminism theme in this play is addressed when Miss Julie is portrayed as the seducer. The play was set in the era when women were expected to be repressed sexually and, therefore, could not have imitated sexual relations with the male. Miss Julies also is portrayed as a brave woman who defies her social status to engage in a relationship with one of her fathers servant. This behavior was certainly out of character for women in those eras. Miss Julie is, therefore, portrayed in this play as a woman who is way ahead of her time. Conclusion This depiction of women defying the tradition helps address the feminist theory in the play. She is also portrayed in the play as wishing to dominate men (Strindberg, 2006). This is in contrast to the female gender roles that women are assigned. She is also highly secure with her sexuality a characteristic of women who have embraced their feminism Christine, on the other hand, is portrayed as a submissive woman who knows her place in the society. Although curiousjust like Miss Julie, to the trappings of the upper class, she is not as daring as Miss Julie. This is the opposite of Julie who perceives herself as better and superior than servants, but is daring enough to cross the class barriers. Buy custom World Literature essay

Informative Essay Sample on Christopher Columbus

Informative Essay Sample on Christopher Columbus Christopher Columbus was born in 1451 at Genoa. Genoa was a seaport that was on the Ligurian sea. His name was Cristoforo Colombo and that was translated into English as Christopher Columbus. Christopher Columbus had two brothers, which he was older than both. Christopher Columbus had little schooling just like most of the people during that age. Genoa was a busy seaport and Christopher Columbus learned much from the sailors. Christopher Columbus’s father was a poor weaver. Christopher Columbus worked with his father for a while, but his heart was set on sailing. (â€Å"Christopher Columbus.† The book of knowledge, 2000.) As soon as Christopher Columbus possibly could he went to sea. Christopher Columbus started with short fishing trips and worked his way up to longer trips with merchants that traded along the coast of the Mediterranean Sea. Christopher Columbus was intrigued by map making and geography, which he studied between trips. In Christopher Columbus’s twenties he made his first trip out of the Mediterranean Sea into the Atlantic Ocean. During that trip Christopher Columbus’s boat was attacked and was set on fire. The only way out was to swim; Christopher Columbus swam six miles back to shore by clinging to wreckage. (â€Å"Christopher Columbus.† The book of knowledge, 2000.) In 1476 Christopher Columbus move to Portugal. In Portugal he met Felipa Perestrello e Moniz. Felipa Perestrello e Moniz was the daughter of a respected, but relatively poor family. Shortly after they met they were married. (â€Å"Christopher Columbus.† The book of knowledge, 2000.) In 1480 Felipa Perestrello e Moniz gave birth to Christopher’s first son whom they named Diego. (â€Å"Christopher Columbus.† AE Television Networks.) The only way to trade with the east during this time was by caravan. The caravans would transport goods to the east by traveling over mountains and through deserts. The journeys were long and difficult. Christopher Columbus was determined to change this by sailing west to get to the east. Christopher was not trying to prove that the earth was round, because that was already a known fact. Christopher Columbus also was not trying to discover a new world, he was simply trying to get to China, India, or Japan by sailing westward. Christopher Columbus had a hard time getting support because people were scared. Columbus tried for 10 years to get a European ruler to support his plan. Finally, in 1492 King Ferdinand and Queen Isabella supported his plan. â€Å"King Ferdinand and Queen Isabella promised to make him governor of any new lands and offered him ten percent of all the wealth he would bring to Spain.† (â€Å"Christopher Columbus.† The book of knowledge, 2000.) The king and queen prepared three ships the NiÃ' a, the Pinta, and the Santa MarÐ ½a for Columbus. August 3rd, 1492 Christopher Columbus and his eighty-eight volunteers left the port of Palos looking for China, India, and Japan. The weeks went by slow and there was some unrest starting to grow among the crew. Christopher Columbus told the crew they traveled less miles than they actually did to prevent further chaos among the crew. The crew’s on all three ships started to beg to Christopher Columbus to get him to turn back. Then on October 12th, 1492 they found land. When Christopher Columbus got on the land he kissed the ground and thanked god. Christopher Columbus named that land San Salvador, which means â€Å"Holy Savior.† Christopher Columbus spent two days at San Salvador, which is now part of the Bahamas. When they were there they met men and women that were very friendly and they exchanged gifts with them. Christopher Columbus called these people â€Å"Indians † thinking that he was in India. After that Christopher Columbus spent the next ten weeks searching the islands for the rich cities of Asia. The islands he explored were Cuba and Haiti. Christopher Columbus brought back goods that he found and even some Indians in hope that they would let him return. (Millar, Heater. Spain in the age of exploration. New York: Marshall Cavendish Corporation, 1999.) Soon after Christopher Columbus returned to Spain, the Spanish realized that Christopher Columbus never made it to Asia and instead that he instead stumbled across the Americas. This discovery would end up bringing Spain large amounts of gold, silver, and emeralds, â€Å"The wealth to fuel a nation.† (Millar, Heater. Spain in the age of exploration. New York: Marshall Cavendish Corporation, 1999.) â€Å"Columbus marked the beginning of an age of exploration and conquest that would last two centuries and would make Spain, for a time, the richest and most powerful nation on earth.† (Millar, Heater. Spain in the age of exploration. New York: Marshall Cavendish Corporation, 1999.) Between 1493 and 1504 Christopher Columbus made three more trips to the Americas looking for the great cities of Asia. The first of these trips began on September 25th, 1493, with seventeen ships and 1,300 men. Christopher Columbus got everything he needed for this trip. He had all sorts of animals and supplies to assist the settlement formed in 1492. When they got there they discovered that the settlement was desecrated. So, they started a new settlement called Isabella. Columbus did some exploring and then returned to Spain. The king and queen wanted money and riches so they sent Columbus back again to find them. He left on May 30th, 1498 with six ships. Columbus went farther than he had before and he ended up on the coast of South America. Columbus and his crew found some gold and then returned to Spain. After Columbus got to Spain he set out on his final journey. This time looking for gold, silver, precious stones, spices, and riches. They left on May 9th, 1502 with four ships an d 150 men. During this trip Columbus was the age of fifty. Columbus had bad eyesight and was ill, but the seamen still remained loyal to him and were honored to sail with him. Columbus and his crew got caught up in a few storms and ended up ship wrecked. When Columbus and his crew where finally rescued they returned to Spain. (â€Å"Christopher Columbus.† Microsoft Encarta.) Columbus was very ill by the time he got back to Spain. Columbus had eaten years of bad food and had developed rheumatism and a fever. Columbus’s last words were â€Å"Into thy hands, O Lord, I commit my spirit.† Christopher Columbus died in Spain in 1506. Hundreds of years have past and Christopher Columbus’s great navigational skills have never been forgotten. The routes he used to get to the America’s and back are still being used today. Columbus opened up a new doorway for exploration and trade. (â€Å"Christopher Columbus.† Microsoft Encarta.) You can order a custom essay, term paper, research paper, thesis or dissertation on Christopher Columbus topics from our professional custom essay writing service. All custom papers are written by professional academic writers. No plagiarism and high quality are guaranteed.

Critical thinking Essay Example | Topics and Well Written Essays - 500 words - 7

Critical thinking - Essay Example ‘Positive reinforcement’ is experienced when occurrence of an event happening after a response raises the probability of that response to take place another time. The event that is presented is something an organism likes or prefers, and can be referred to as appetitive stimulus. The organism will do nothing to evade the event or the appetitive stimulus because of love for it. Moreover, in ‘positive reinforcement’, a raise in a propensity to respond is the fact that is significant most rather than subjective traits. It is established that an outcome becomes a ‘positive reinforcement’ when it makes the response to happen again (Coon, Mitterer, Talbot & Vanchella, 2010). For example, I like to drink cold water, since I would want to take icy water regularly when feeling thirsty. Additionally, I have a passion of drawing and singing; hence, I find myself singing and drawing most of my free time over and over again. The type of reinforcement takes place when a response is expected to happen another time when an event is removed. It occurs when an outcome of an occurrence makes a person to get rid of the odious circumstances. It is imperative to notice that ‘negative reinforcement’ does not entirely refer to unfortunate events, but particularly refers to events that lead to taking away of something (Coon, Mitterer, Talbot & Vanchella, 2010). Examples of events of ‘negative reinforcement’ include watching a boring movie or listening to noise from a neighbor. An individual will walk away from a cinema hall when the movie he/she is watching becomes uninteresting and tedious. In the situation of irritating noise from a neighbor, I often settle on staying in my room to lessen the tone of the sound. ‘Positive punishment’ refers to the occurrence of an event, which occurs after a response that decreases the possibility of the response from happening yet again. It occurs when the response of the event leads to

The Eye Above the Well Movie Review Example | Topics and Well Written Essays - 500 words

The Eye Above the Well - Movie Review Example His ability to enjoy the beauty and creation bestowed by the Almighty, amidst misery labels him a paradoxical happy-go-lucky, go-getter fatalist! The documentary film is a figurative description of the Third World countries. The film is set in the Indian state of Kerala and the story essentially brings to the forefront, the trauma and horrifying experiences that the Third Worlds countries have been undergoing. The man suspended from the tree, above a well is the representative of these countries and the well represents the profound misery they have been subject to. However, what is refreshingly different is the man's attempt to reach out and taste the drop of honey on a blade of grass. This is symbolic of the attempt of the Third World and the citizens of these countries, who, amidst poverty, hunger, illiteracy, disease and ignorance try to attain the innocent bliss of living each day and of enjoying God's creation, nature, beauty and the very meaning of life. They search and find happiness in the little things that their lives offer, without fretting. The film also brings to light the cultural richness and heritage of one such country-India.

Positive Relationships With Children Essay Example for Free

Positive Relationships With Children Essay Positive relationships with children and young people are important for the following reasons: When a child/young person feels comfortable and settled within their care setting they are more likely to engage and participate more with staff and other children within the group which creates a more relaxed atmosphere, it also makes the separation process easier for the parents/carers as well as the child /young person as it shows that the child/young person is emotionally secure, Building and maintaining positive relationships is also important as it contributes to the developmental needs of each individual child/young person personally, socially and emotionally which then enhances their language skills as they gain confidence talking to each other and staff. Positive relationships also enables us as practitioners to understand and respond to children/young people more effectively as we are able to recognise their emotions and expressions and also enables practitioners to plan more accurately as we know more of the interests and understand the developmental needs of the children/young people in our care. Making sure as a practitioner I keep to my word i.e. if a child/group have done a particular activity today, and I have told another group/child they may have a turn next session I must make sure that is what takes place as theses situations will affect the trust between myself and the children within the setting. Positive relationships are maintained by us practitioners, parents /carers being good role models, by showing courtesy and respect to each other at all times, remembering that we must show respect and courtesy to our younger as well as our elders, Always being fair and consistent, listening to what is being said without making judgement and making sure that any rules and boundaries set out are kept to and understanding when information is to be kept confidential, being able to identify and resolve disagreements /conflicts, help children and young people to understand the difference. Effective communication- the way in which we speak to an individual, according to age and developmental stage of the child/young person, being  aware of body language/hand gestures and facial expressions. Ensuring that children and young people are aware and understand their views and opinions are valued and considered. It is important that people involved in the care of children and young people build and maintain positive relationships with each other, as this can also have an enormous impact the development and wellbeing of the children and young people within their care spectrum, having a positive relationship with the child/young persons parent/carer can have positive effect on the child/young person, as this is the first step in getting to know and understand the initial needs and preferences, likes and dislikes and fears or concerns of each individual, also by including parent/carers in various sessions giving them the opportunity to contribute and get involved in planning and implementing of various activities it encourages people to engage in conversation where different views, ideas, and skills are learned. Also shared whilst showing the children/young people how to live in diverse community where we are all individuals who are able to work together regardless of background or upbringing. positive relationships between the various professionals working with children/young people whether it be colleagues, external agency/organisation or service, is important as it has a direct impact on the child/young person ongoing development, being able to share information between adults involving children/young people in different situations engaging in various activities, means that planning for the children/young people can be done more effectively as each professional involved may see a different way of contributing towards the development /wellbeing of the child/young person, they may also have the opportunity to identify any needs and interests different to those already established, the welfare of children/young people can be properly monitored while being assured that each child/young person is being given consistent care, any concerns or issues can be shared accurately and promptly when required following correct procedures and guidelines.

Miltons Mosaic Law and Law of Grace Comparison :: Milton Religion Religious Law Moses Essays

Milton's Mosaic Law and Law of Grace Comparison Certainly anyone who has been involved with Sunday school at church, has taken a religion class, or has any knowledge of the Christian religion has heard of Moses, the man who carried a big stick, parted the Red Sea and led the Israelites out of slavery into the â€Å"Promised Land.† However, there is more to Moses’ story than a forty-year excursion through the desert. Besides his role in freeing his people, Moses also served as a vessel for the Word of God. The events that this man was so instrumental in have been referenced throughout history, and the Law of Moses provides the basis of John Milton’s discussion of divorce in his 1644 treatise Doctrine and Discipline of Divorce. In his exposition, Milton compares the approaches on divorce put forth by the Mosaic Law and that proclaimed by the Law of Grace, and uses them to support his own beliefs on the issue. As Milton argues his case for divorce, it becomes clear that he manipulates Scripture to support his points. To understand how Milton’s use of Mosaic Law, it is crucial to understand what it is. After Moses led the Hebrews through the desert, he was enlisted by God to act as a mediator between the Him and His people. Moses received the Ten Commandments at Mount Sinai and received from God â€Å"multifarious enactments, by the observance of which Israel [was] to be moulded into a theocratic nation,† thus the installment of Mosaic Legislation on the Israelites. (Moses) Starting with the Ten Commandments, the Law of Moses is â€Å"the laws that God gave to the Israelites through Moses; it includes many rules of religious observances given in the first five books of the Old Testament.† (Mosaic Law) Among the guidelines set forth by God through Moses were guidelines regarding diet (Leviticus 11:3), the consecration of priests (Exodus 29:5-9) and marriage (Exodus 22:16). While the Hebrews were expected to abide by the laws laid out in the Old Testament by Moses, the coming and crucifixion of Jesus negated many of these laws, as the Law of Grace took precedence over everything prior. In his Doctrine and Discipline of Divorce, Milton uses scripture from both the Old and New Testaments and argues that the Law of Moses was more lenient than that of Grace, and therefore makes more sense.

Narendra Damodardas Modi, a leader of the Bharatiya Janata Party (BJP) Essay

Narendra Damodardas Modi ([nÉ™reË ndÃŒ ªrÉ™ dÃŒ ªÃ‰â€˜Ã‹ moË dÃŒ ªÃ‰â„¢rÉ™dÃŒ ªÃ‰â€˜Ã‹ s moË dÃŒ ªiË ] ( listen), born 17 September 1950) is the 15th and current Prime Minister of India. Modi, a leader of the Bharatiya Janata Party (BJP), also served as Chief Minister of Gujarat from 2001–14. He represents Varanasi as its Member of Parliament (MP). Modi was a key strategist for the BJP in the successful 1995 and 1998 Gujarat state election campaigns. He became Chief Minister of Gujarat in October 2001 and served longer by far in that position than anyone else to date. Modi was a major campaign figure in the 2009 general election, which the BJP-led National Democratic Alliance lost to the Congress-led United Progressive Alliance (UPA). He led the BJP in the 2014 general election, which resulted in an outright majority for the BJP in the Lok Sabha (the lower house of the Indian parliament), the first time that any party had done so since 1984. Modi is a Hindu Nationalist and a member of the Rashtriya Swayamsevak Sangh (RSS).[2][3] He is a controversial figure both within India as well as internationally[4][5][6][7] as his administration has been criticised for the incidents surrounding the 2002 Gujarat riots.[7][8] Modi has been praised for his economic policies, which are credited with creating an environment for a high rate of economic growth in Gujarat.[9] However, his administration has also been criticised for failing to make a significant positive impact upon the human development of the state.[10] Modi was born on 17 September 1950 to a family of grocers belonging to the backward Ghanchi-Teli (oil-presser) community, in Vadnagar in Mehsana district of erstwhile Bombay State (present-day Gujarat), India.[11][12][13][14][15] He was the third of four children born to Damodardas Mulchand Modi and his wife, Heeraben.[16] He helped his father sell tea at Vadnagar railway station. As a child and as a teenager, he ran a tea stall with his brother near a bus terminus.[17][18] In 1967, he completed his schooling in Vadnagar, where a teacher described him as being an average student, but a keen debater who had an interest in theatre.[17][19] That interest has influenced how he now projects himself in politics.[20] At the age of eight, Modi came in contact with RSS and he began attending its local shakhas where he came in contact with Lakshmanrao Inamdar, popularly known as Vakil Saheb, who is known as his political guru and mentor. Inamdar inducted Modi as a balswayamsevak, a junior cadet in RSS. During his morning exercise session at the keri pitha shakha of RSS, he  also came in contact with Vasant Gajendragadkar and Nathalal Jaghda, leaders of the Jan Sangh who later founded the BJP’s Gujarat state unit in 1980.[21][22][23][24][25][26] Modi’s parents arranged his marriage as a child, in keeping with the traditions of the Ghanchi caste. He was engaged at the age of 13 to Jashodaben Chimanlal and the couple were married by the time he was 18. They spent very little time together and were soon estranged because Modi decided to pursue an itinerant life.[17][27] However as per Modi’s biographer Nilanjan Mukhopadhyay, the marriage was never consummated.[28] Having remained silent on his marital status, during declarations related to candidature during four state elections since 2002 and having claimed that his status as a single person meant that he had no reason to be corrupt, Modi acknowledged Jashodaben as his legal spouse when filling in his nomination form for the 2014 Lok Sabha elections.[29][30] As per Modi in Kishore Makwana’s Common Man Narendra Modi, published in 2014, after leaving home at 17, he went to Ramakrishna Mission ashram in Rajkot and then to the Belur Math near Kolkata. Then he went to Guwahati and later joined another ashram set up by Swami Vivekananda in Almora, in the Himalayan foothills. Two years after, he returned to Vadnagar and after a brief halt at his house, Modi left again for Ahmedabad, where he lived and worked in a tea stall run by his uncle where he again came in contact with Lakshmanrao Inamdar who was then based at Hedgewar Bhavan, the RSS headquarters in the city.[21][22][23] He then worked in the staff canteen of Gujarat State Road Transport Corporation until he became a full–time pracharak (propagandist) of the RSS in 1970.[25] In 1978, Modi graduated with an extramural degree through Distance Education in political science from Delhi University.[22][28] In 1983, while remaining as a pracharak in the RSS, completed his Master’s degree in political science from Gujarat University.[19][31] He still continues to visit Belur Math occasionally[32][33] and talks about his reverence for the Ramakrishna Mission.

Great Expectations Essay

Great Expectations is the story of distortion expectations cause to judgment. Pip was by nature more inclined towards the stable and moral nature of Joe. It took a long journey of life with some very interesting interludes to make him realize that the influence of Mrs. Havisham was a passing cloud while the influence of Joe was the bellwether that defined the values he can identify his life with. It is an established fact that Dickens uses very obvious doubles and symmetry-building coincidences in his novels. But in this context, it can be argued that Dickens has created two antithetical characters that define the dilemmas of Pip. Joe and Mrs. Havisham can be considered antithetical in almost all respects. In gender, in temperament, in the ways that they handle the hand dealt by fate and the way they go about spreading their life’s philosophies. They are diametrically opposite and this causes the under-current of the Yo-Yo effect experienced by Pip through out his life. In the end it turns out that Joe’s influence on Pip’s character is stronger and that enables the young man to acquire and maintain equanimity in the face of severe odds. It is important to understand the motivations of the two primary characters that have influenced Pip’s perception of the world around him. In his initial days he was Je was his best friend. In spite of his lowly station in life of a blacksmith and the misfortune f beng tied to a shrewish wife, (Pip’s sister), Joe could retain a sense of contentment with his life and he instilled the pleasures of small gestures of Joy in human life and the value of honest, and dedicated effort towards one’s vocation. Where as Mrs. Havisham is stuck in a time warp and insists on having all the clock’s the â€Å"Satis House†, her mansion stuck at twenty minutes past nine, the same time she learnt that she had been unceremoniously dumped on the day of her wedding. She clings to the fading wedding dress more to remind herself of the injustice her bride groom inflicted on her. Further she adopts Estelle, only to groom her to break men’s hearts and grow insensitive to the possibility of true and faithful love. This is a basic difference in the characters of the two primary influences on young Pip. To the young mind of Pip, the melancholy haunting of the Satis house and the perennial mourning of Mrs. Havisham carry more romantic appeal than the robust and lively philosophy of his brother-in-law. While Joe advocates the cheer of accepting the cards dealt by destiny, Mrs. Havisham chooses to make her misery the constant chant of her life and the driving motivation. In the first stage of expectations, Pip is enamored with Estelle and he sees acquisition of a higher standard in life surrounding the existing class system and the presence of money power to be a prerequisite to happiness. He goes on to forget his station in life until a rude reminder comes in the form of Mrs. Havisham’s instructions that he should be taking up apprenticeship with Joe. This rude jolt leads Pip to unreasonably resent the kind hearted Joe and his own low living standard. He then discovers that he has been left a sizable fortune and leaves to London to be groomed to become a gentleman. It is here that he meets people like Brentley Drummle, who remain brutish in spite of the inherited wealth and apparent grooming and culture. This stage in the expectations for Pip is marked by the absence of Joe but it is the influence of Joe’s grooming that he is constantly plagued by guilt when he learns that his benefactor is the same convict who had induced him to steal form his own house when he was a kid. The reference points for the values to be followed in life, in the case of Pip are steeped in the common justice notions of Joe. Towards the end of the novel, however, Mrs. Havisham recognizes her folly and confesses to Pip that in her hunger for revenge, she inflicted the same pain as she had experienced on Pip by making Estelle be aloof to him and ultimately marry Drummle. It is worthy to note that the confession comes at a time when Pip is highly disturbed by his aspiration of a higher standard in life and the attached disappointments ad uncertainties he experiences in its quest. If he is able to forgive Mrs. Havisham and even make a heroic effort to save her from fire, it is the rustic goodness instilled in him by Joe, not through long lectures but by example of a fruitful life, led with contentment in the service of others. The reconciliation at the end of the novel, the second and the most popular ending (the characteristic happy ending of Dickens). Mrs. Havisham lives all her life by the terms of remorse, revenge and recrimination. While Joe leads his life in an uncomplicated way to enable people around him to blossom on their own. This during the early years of Pip helps form the moral core that makes Pip a heroic character. It is important to notice that the two characters or the two major influences are majorly contradictory. Mrs. Havisham mourns while Joe makes peace with his world. Ms. Havisham wants revenge, while Joe would rather forgive and forget. Mrs. Havisham is ready to sacrifice another life to further her dearly held wishes of retribution on male species, while Joe still retains faith in his ability to love even after having a shrewish wife in whose care he leaves no stone unturned. After her death and without undue haste he remarries Biddy reaffirming his faith in human goodness. Pip’s actions and his motivations of kindness towards the convict, Mrs. Havisham, and later towards Estelle in the end of the novel speak more about the positive and warm influence of Joe Grager, his brother-in-law, than the scheming or desolate influence of Mrs. Havisham

CLONING WHAT IS IT essays

CLONING WHAT IS IT essays Cloning is the production of one or more individual plants or animals that are genetically identical to another plant or animal. Nature itself is the greatest cloning agent. In about one of every 75 human conceptions, the fertilized ovum splits for some unknown reason and produces monozygotic (identical) twins. Each has a genetic makeup identical to the other. Two very different procedures have been referred to as "cloning": Embryo cloning has been successfully carried out for years on many species of animals. Some limited experimentation has been done on human embryos. Adult DNA cloning has been used to clone a sheep, but was not tried on humans until December 1998. Human embryo cloning starts with a standard in vitro fertilisation procedure. Sperm and an egg cell are mixed together on a glass dish. After conception, the zygote (fertilised egg) is allowed to develop into a blastula (a hollow mass of cells). The zygote divides first into two cells, then four, then eight... A chemical is added to the dish to remove the "zona pellucida" covering. This material provides nutrients to the cells to promote cell division. With the covering removed, the blastula is divided into individual cells, which are deposited on individual dishes. They are then coated with an artificial zona pellucida and allowed to divide and develop. The experiment by Sillman showed that the best results could be obtained by interrupting the zygote at the two-cell stage. Many of these pairs of zygotes were able to develop to the 32-cell stage, but no further. They might well have had the potential to develop further and even mature into a viable foetus, except that the original ovum was defective and would have died anyway. For ethical reasons, the researchers selected embryos which had no possibility of ever maturing into foetuses, and thus into newborn babies. ...

Formula for Ammonium Hydroxide

Formula for Ammonium Hydroxide Ammonium hydroxide is the name given to any aqueous (water-based) solution of ammonia. In pure form, it is a clear liquid that smells strongly of ammonia. Household ammonia usually is 5-10% ammonium hydroxide solution. Other names for ammonium hydroxide are: Ammonia (e.g., household ammonia) [versus anhydrous ammonia]Aqueous ammoniaAmmonia solutionAmmonia waterAmmonia liquorAmmonical liquorSpirit of Hartshorn Chemical Formula of Ammonium Hydroxide The chemical formula of ammonium hydroxide is  NH4OH, but in practice, ammonia deprotonates some of the water, so the species found in solution are a combination of NH3,  NH4,, and OH− in water. Ammonium Hydroxide Uses Household ammonia, which is ammonium hydroxide, is a common cleaner. Its also used as a disinfectant, food leavening agent, to treat straw for cattle feed, to enhance tobacco flavor, to cycle an aquarium without fish, and as a chemical precursor for hexamethylenetetramine and ethylenediamine. In the chemistry lab, it is used for qualitative inorganic analysis and to dissolve silver oxide. Concentration of Saturated Solution Its important for chemists to realize the concentration of a saturated ammonium hydroxide solution decreases as temperature increases. If a saturated solution of ammonium hydroxide is prepared at a cool temperature and the sealed container is heated, the concentration of the solution decreases and ammonia gas can build up in the container, potentially leading it to rupture. At a minimum, unsealing the warm container releases toxic ammonia vapors. Safety Ammonia in any form is toxic, whether it is inhaled, absorbed through the skin, or ingested. Like most other bases, its also corrosive, which means it can burn skin or damage mucous membranes, such as eyes and the nasal cavity. Its also important to refrain from mixing ammonia with other household chemicals because they may react to release additional toxic fumes.

Indonesia Research Paper Example | Topics and Well Written Essays - 2000 words

Indonesia - Research Paper Example Indonesia carves its identity as a nation through hundreds of years first as a strategic trade point for Indian and Arab traders, then as a land annexed in conquest with European colonization. Social issues divide the population at many points, for example, the place of women in the labor market, feminized labor, women's rights and prostitution, suffrage, dress, religious observance and  politics.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The demographics of Indonesia inform on the population's race, religion, languages, and ages. Indonesia is a country of diverse ethnicities. Javanese, Sundanese, Madurese and Minangkabau represent some examples of these races. Catholicism, Protestantism, Hinduism are some recognized religions in Indonesia. The official languages of Indonesia are Bahasa Indonesia  and Javanese. From the national census in 2009, Indonesia reported a population totaling 240.3 million. The life expectancy for men is 67 years and the life expectancy for women is 72 years (U.S. Departm ent of State).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Although not an Islamic state, more than 85 percent of Indonesia profess the Muslim faith. Islam has established deep roots in Indonesia since the 5th century in which Indian traders transferred their beliefs to the Indonesian Natives. The mixture of traditional religion with Islam produced a syncretistic version of Islam such that Indonesian Muslims retain certain doctrines of animism. Although there were a few attempts to implement shariah law within the national constitution of Indonesia, Indonesia remains a democratic, liberal and secular state where adherents of different religions can freely practice religion according to their consciences. However, a few guerrilla extremist Islamic groups exist in Indonesia that continue to fight for a stricter Islamist state, so that constitutional laws would be subject to shariah law.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The political history of Indonesia is wide and rife with conflict, conquest and colonialism. Be tween the 7th and 14th century A.D., the Indonesian island of Sumatra enjoyed the flourishing of a Buddhist-centered empire called Srivijaya. This kingdom spread far and wide to encompass a vast region including West Java and the Malay Peninsula. In the thirteenth century, the Mataram dynasty began as a small kingdom in central Java. The chronicles of Mataram indicate it was a pro-Islamic state which encouraged preservation of traditional animism.   The fourteenth century marked the introduction of another Hindu-based empire named Majapahit. Majapahit lasted about two centuries until the 1600s when the Dutch began a campaign of colonization. The broken kingdom and divided islands facilitated conquest. Soekarno/Sukarno ne Kusno Sosrodihardjo is the mastermind behind Pancasila. He emerged as Indonesia's first president after the declaration of independence and reigned as President until 1967. The end of WWII marked the end of colonialism for Indonesia since Japan occupied and gained control of government for three years between 1942-1945. After Sukarno renounced power, one of Sukarno's military generals, Suharto, rose to command presidential authority. Suharto is noted to have played a great role in the extensive bloodshed of 150,000-500,000 alleged communists in 1966. Contrary to his predecessor, Suharto's tenure ushered in a "New Order." He put in place new policies to further develop the infrastructure of Indonesia.   After successive re-election terms, President Suharto

Why should we apply the death penalty to the remaining younger brother Essay

Why should we apply the death penalty to the remaining younger brother who did the Boston marathon bombing or why shouldnt we - Essay Example This remaining criminal, Dzhokhar Tsarnaev, after confirmation of the crime will be punished by the death penalty according to the United States Attorney General Eric Holder who detailed charges for the 19-year old survivor. In support of this statement, this essay will provide an argumentative analysis on the plight of the criminal with death as the alternative penalty. ARGUMENT Mere punishments, such as life imprisonment, for the person like Dzhokhar Tsarnaev might not be a better punishment because his action is a serious humanity crime. Humanity crime that involves killing is a weighty offence that needs instant penalties. In such cases people who cause a grave public disturbance should face a charge equal to the crime committed. Causing death to innocent people shows that the violators do not value the life of other people (Kotz n.pag.). This, therefore, implies that this person should be subjected to death penalty as a lesson to the other criminals alleged with the same crime. Some criminals do not forget their usual activities even after maltreatment in the cell, and, thus, it is necessary for the court to raise concerns for the applicable punishment for such criminals. We might argue that the remaining criminal has learned a lesson after the death of his brother (Kotz n.pag.). People who point guns at the police mean that they have the capability shooting other people because now they despise the police force.