The 3 piglets

Three little pigs story and film In the film of the three little pigs there were a lot of likenesses from the book to the film. In the book the three little pigs they all had attempted to construct various sorts of houses and they additionally did in the film. In the book and the film neither of the piglets had companions. Likewise the book and the film both had the fraud was very sharp and convincing towards the piglets in both the film and the story. The wolf likewise state his acclaimed line in the film that he says in the book â€Å"If you don't open this entryway I will fit and puff and blow your home down†. Between the film and the book there were a lot of contrasts. The piglets had various names in the film too. The setting was even extraordinary. The setting of the film occurred in â€Å"Camp Peggy† and the setting off the book was in the woods.The first pig name was Emerald Sucker-pork she was exceptionally rich and she didn't ave numerous companions since she had whatever each other piglet had yet twice so much. It is sheltered to state that she was ruined. The subsequent piglet was named Barbecue. She was a model who had gotten too thin in light of the fact that she washed up than the typical pig. The third pig name was breadcrumb. Breadcrumb was Vietnamese she had no family and she was destitute however something she had was a decent character. She additionally knew tikwan pig dow.In the film they likewise assembled their homes ifferent. The first pig assembled her home made of pearls and precious stones yet in the book the first pig constructed her home out of feed. In the film the second pig manufactured her place of treats, cakes and candy. Anyway in the book the second piglet manufactured her home out of sticks however the third piglets both worked there house out of blocks. I imagine that the third piglets was the most astute. My decision is that despite the fact that they had numerous distinctions the idea was a similar it was Ju st told in an alternate manner.

Kite runner as a metaphor

List of chapters Introduction The analogy Conclusion Works Cited Introduction Kite running alludes to the demonstration of controlling the spool of the kite with the end goal for it to move and beat different kites. This game is very regular among youngsters in Afghanistan and typically involves two young men who each have separate roles.Advertising We will compose a custom research paper test on Kite sprinter as a similitude explicitly for you for just $16.05 $11/page Learn More One is answerable for deciding the real course that the kite will run while the other one changes the strings with the end goal that the development is made conceivable. The kite sprinter is answerable for the last errand and he regularly does a large portion of the difficult work. Regardless, while pronouncing a victor, contenders ordinarily recognize and grant the controller of the kite and not the sprinter. The illustration Having taken a gander at the idea of kite running itself, one can unmistakably per ceive how the title is figurative. To start with, on the grounds that the kite sprinter never truly gets a lot of examination for his work, one can contend that the game is somewhat unreasonable. This might be compared to the circumstance in war. Gatherings associated with a contention scarcely battle true to form. Such injustice was particularly imitated in various clashes that the book covers including the US-Taliban war just as Soviet occupation. The vulnerability of the casualties in the story is suggestive of the foul play realized by war simply like the kite sprinter who never gets equity for his commitments. War has caused a great deal of the fundamental characters a ton of issues consequently implying the bad form innate in war. To start with, Baba was an affluent person who carried on with a satisfying life back home in Afghanistan, anyway after the Soviet occupation, he needed to run away to the United States and start without any preparation. In addition to the fact that he had to leave his property in Afghan for a bizarre spot, he likewise lost his status there (Hosseini, 45). Back home, Baba was a persuasive dealer who changed the lives of individuals from his locale through various activities. Nonetheless, this before long reached a conclusion when he fled to the US since he didn't become anything in excess of a corner store worker. Furthermore, he had to show a few products at a swap meet so as to make a decent living. He and his child needed to lease an exhausted house in this remote country. The story of Amir’s family is very interchangeable with the narratives of numerous different Afghanis who have lost their status and riches due to the wars. Maybe in particular, one can say that the injustice of war was showed through the passing of numerous blameless casualties. Hassan was one such person. During the rule of the Taliban, he had been gone up against by one of them concerning Baba’s house. He endeavored to rescue this bit of p roperty and rather lost his life for it.Advertising Looking for examine paper on writing dialects? How about we check whether we can support you! Get your first paper with 15% OFF Learn More This was without a doubt incredible bad form in light of the fact that the Taliban reserved no option to just take property that had a place with others or to end their lives yet they despite everything felt free to do it. Another person who endured the worst part of war and its injustice was Ali. This dedicated hireling to Baba lost his life because of land mines that had been put at Hazajarat. Such occurrences would not have emerged if there was no war and on the off chance that it was not led in an out of line way that prompts the demise of honest lives. Then again, one may take a gander at the qualities of the kite as an analogy for the attributes of war. The kite by its very nature can't move except if someone else is controlling it. This implies despite the fact that the kite seems, by all accounts, to be at one with nature or to be absolutely free, it never truly is. The kite sprinter and the kite warrior limit the development of the kite with the goal for it to move in an organized way. Indeed, without the mediation of these two gatherings, the kite can never truly be moving. In the event that these limitations are excessively or untidy, at that point it might prompt disarray. Additionally on the off chance that the limitations are excessively frail, at that point the kite will scarcely move. So also, governments should limit the exercises of their residents to keep up peace. On the off chance that an administration exaggerates this, at that point it might bring about bedlam or war. The tale is set against the scenery of the Afghan common war of 1996 to 2001 that was initiated by the Taliban (Despain, 56). The way that kids can be purchased from halfway houses is an indication of the level of wilderness that had invaded Afghanistan because of the Taliban rule. Asse f needed to apply his vengeance upon Hassan and thusly decided to vent this out onto his child Sohrab. This kid was purchased from a halfway house utilizing a specific measure of cash. He was then made to perform shocking acts before Assef. Assef likewise contaminated this little youngster utilizing his situation as an individual from the Taliban. The absence of control and general issue in the nation prompted such acts being submitted against honest kids like Sohrab. This disappointment of the Afghan government to control its own kin can likewise be seen through the Soviet control of Afghanistan that began in 1979 and went on for a long time. The creator of the novel habitually expresses that this war was the purpose for the migration of the last family to the United States. At that point, the Afghan armed force could no longer contain the regular uprisings that were happening in various pieces of the nation. To this end, it mentioned for help from the Soviet Union. The last state obliged and sent its soldiers to battle opposition powers against the legislature. The activities were for the most part completed against the Mujahideen. Be that as it may, in light of the fact that the Soviet had foes, for example, the United States then the last nation began getting included. It was accounted for that the US did this through government restriction forces.Advertising We will compose a custom research paper test on Kite sprinter as an illustration explicitly for you for just $16.05 $11/page Learn More This war end up being a difficult task for the Soviet Union which was having calculated issues just as issues with the topographical scene of the Afghans. Additionally, nonstop guide allowed by the CIA to their foes further confused this issue. At long last, the Soviet needed to come out of this region and left Afghanistan under the initiative of Najibullah. In 1992, his rule reached a conclusion when opponent gatherings chose to shape the Islamic State of Afghanistan . In any case, since this course of action was not comprehensive, it before long turned out to be certain that the nation was not going to appreciate harmony at any point in the near future. One contradicting party known as Hekmatyar began another common war so as to pick up power for himself. Things were exacerbated by the presence of two separate civilian armies that were supported by remote governments like Saudi Arabia and Iran. The circumstance turned out to be much progressively complex when an alternate power, the Taliban entered the scene with the sponsorship of Pakistan in 1996. They began taking once again and controlling the last city. They forced a few ridiculous guidelines, for example, expecting men to consistently wear their facial hair, stoning of two-timing people and so forth. The Taliban released a great deal of fear particularly on the grounds that they considered a specific network in Afghanistan second rate compared to other people so they manhandled their priv ileges. This continued threatening others while Mahmoud was still president (Vogelsang, 39). The last individual began requesting help from the outer world so as to defeat the Taliban powers. In 2001, the United States decided to take an interest in the undertakings of Afghanistan. Through the help of the US armed force and hostile to Taliban powers, the last gathering was expelled in this very year. As can be seen, the historical backdrop of Afghanistan is loaded down with a few wars and clashes. These contentions were the setting against which the novel was set. The various passings, escapes and outcasts returned to in the novel were brought by these contentions. The creator in this manner appropriates this using his title the kite sprinter. Similarly that the kite relies upon its sprinter and contender to fly, the Afghan state relied upon its administration to endure. As expressed before, just the perfect measure of control of the kite can guarantee that it rises and keeps awake. Correspondingly, the correct level of limitation and law was required so as to make Afghanistan a serene satiate. The disappointment of its numerous legislatures to control and lead their kin well is the thing that prompted the confusion that has swarmed this country for a considerable length of time. The connection between Hassan, the kite and Amir was an allegory for the conditions that can prompt war as saw later in the novel. The title likewise vouches for the warlike idea of Afghanistan through the genuine demonstrations of kite battling. In this game, young men frequently fly the kites utilizing strings made up of bits of broken glass. These regularly rub against the hands of the members who despite everything keep exceeding each other in spite of this conspicuous pain.Advertising Searching for inquire about paper on writing dialects? We should check whether we can support you! Get your first paper with 15% OFF Find out More Furthermore, the game regularly centers around putting one’s adversaries down. Actually, it tends to be deciphered as a type of fight between the challengers. These youngsters will attempt to cut the others’ kites with the goal that they can tumble down. When those kites fall, the individual answerable for it will recover it and guarantee the kite as his own. Indeed, even Hassan tells his partner Amir that there are â€Å"No rules. Fly your kite. Cut the rivals. Great luck!† (Hosseini, 34). These exercises are very like those that apply in combat areas. Enemies typically center around putting each other down with the goal that they might be in a situation to guarantee triumph. War is fierce in nature and this can be seen through specific rates in the novel. For instance, as

Hello Summer!

Hello Summer! Finally the year is over. After a week of relaxing, I can finally finish up this blog post that I started last week, but I have just been too lazy to finish up this week. Spending a whole year at MIT really changed my perspectives of the institute, and I cannot wait to get back to classes in a few months. However, the break from the constant demand of Psets, tests, and the horror of finals season, will be much deserved and appreciated. In the next week or so, I’ll be starting my job as a residential facilitator for Interphase EDGE 2018. I could not be more excited. As some of you may know from my first post as a blogger, I did Interphase last summer, and I think the opportunity to come back as a TA for Calculus, as well as other residential duties, will be an interesting and rewarding way to spend my summer doing something I love, teaching, with an organization, the Office of Minority Education, that has done so much for me throughout the past year. It will defiently be a change teaching calculus. I am both excited and anxious to start considering last semester I spent all my time as a Talented Scholars Resource Room Teaching Assistant rambling on about Maxwell’s’ Equations, Flux over surfaces, and every combination of R,L, and C circuits possible. I am in the process of learning LaTex, which for me who is honestly pretty horrible at anything that involves a computer, is going, well, slowly. Hopefully, I will have it down by the time the program starts so I can write out lecture notes in the fancy fashion instead of making them have to read the chicken scratch that is my handwriting. I will also stay busy in the off hours of Interphase finalizing my research on porous carbons, biocrude oil, and hydrothermal liquefaction. I am been with the same two people, Fran and Diego, since the beginning of the school year, and I think this will be my last period with them. We have actually found some interesting data related to one of our bio sources, and we are in the process of putting it all into a paper! I could not be more excited to be a coauthor of a scientific paper, as I told myself I wanted to get involved with research and being a teaching assistant early. I can defiently call this first year at MIT a success. In regards to finally being done with my courses, it was quite the photo finish. In all honesty, last semester was much harder than my other semester because the material wasn’t based on anything that I was already familiar with, minus Chemistry which was my easy class, so I spent so much time at office hours, and you may have noticed, did not blog as much. I was just so busy, and I would get halfway through blogs, and then I would struggle to find the time to finish them! In the future though, by the end of the semester, I had learned to manage my time effectively, with my jobs and classes, and I do think next semester will go a lot smoother now that I know what to expect from MIT courses where I am not familiar with the material. But, to not disturb the peace and serenity in my head, let’s just forget about that looming fall semester for now! The summer will be work, but it will be all work that I can handle and enjoy doing. There is nothing I love more than teaching, so I cannot wait for the new Interphase cohort to arrive. Boston is a lot nicer to be in when you don’t have a Pset due every day I must say. I have more time to start going out and sailing again and hopefully not capsize. I also have been finding new places to eat some food like crepes and shaved ice in Chinatown. I never knew crepes and Chinatown would make for such a good mix, but the Kit-Kats, ice cream, Oreos, and chocolate chip combination is so good. I wish I had a picture to attach to this blog post I promise on the next one I will have lots of pictures of food. I am a true lover of Boston food, so I feel like I end up talking about it so much in these blogs. Well, I have another week of nothing to do, so I better get to it! Next weekend starts the move into Interphase and also me volunteering at commencement, so I have a few more days of boredom/lounging around, before I have responsibilities again. With that, off to get some Ramen and Edamame from Newbury Street, Its Friday night tradition! Post Tagged #Interphase EDGE #MIT OME (Office of Minority Education) #summer #TSR^2

Pronouncing the Spanish T

The Spanish t and the English t are pronounced much alike, but there is a subtle difference. In Spanish, the t is typically pronounced with the tongue touching the top teeth, while in English the tongue typically touches the roof of the mouth. As a result, the Spanish t is softer or less explosive than the t in English usually is. The t in a word such as stop is quite close in sound to the t of Spanish. In our audio lesson on pronouncing the t, you can hear the English word tea followed by the Spanish ti (a personal pronoun meaning you) to note the difference. You can also hear the word seà ±orita, a courtesy title for a young woman.

Government Censorship and Control in Brave New World

Imagine a society in which its citizens have forfeited all personal liberties for government protection and stability; Aldous Huxley’s Brave New World, explores a civilization in which this hypothetical has become reality. The inevitable trade-off of citizens’ freedoms for government protection traditionally follows periods of war and terror. The voluntary degradation of the citizens’ rights begins with small, benign steps to full, totalitarian control. Major methods for government control and censorship are political, religious, economic, and moral avenues. Huxley’s Brave New World provides a prophetic glimpse of government censorship and control through technology; the citizens of the World State mimic those of the real world by trading†¦show more content†¦The World State forbids the citizens from experiencing any negative emotion, for fear of losing control. Soma, Latin for sleep, renders its users to a coma-like blissful state, which Congdon describes, borrowing the statement from Huxley himself, that soma allows the citizens to,â€Å"periodically escape from the pressure of routine and worldly cares†(Congdon). Citizens are conditioned to use the drug at the slightest challenge to the cultural norms, preventing any thoughts of rebellion or contempt against the government. Moreover, the World State explicitly harvests this â€Å"religious emotion† through requiring the citizens to prescribe to their own self-made religion, Fordism. As practitioners of Fordism, the citizens of the World State revere real world Henry Ford as their savior. Huxley utilizes satirical comparisons between Christianity and Fordism to illuminate that today’s government utilizes Christianity in a similar way, to quell the masses. Huxley uses obvious parodies such as switching â€Å"Our Lord† for â€Å"Our Ford† and cutting the tops off all crosses so they resemble T’s, a reference to Ford’s Model T car, to bring the truth to light without explicitly stating the fact. The followers of Ford also attend regular â€Å"Solidarity Services.† These services are comprised of twelve individuals sitting around a table while they sing hymns and ingest soma until the climax of anShow MoreRelatedBrave New World Loss Of Individuality Analysis90 6 Words   |  4 Pagesfuturistic novel Brave New World, published by Aldous Huxley, depicts a totalitarian government, which is a â€Å"political regime based on subordination†¦ and strict control of all aspects of the life and productive capacity of the nation.† This government succeeds in securing stability with the use of biotechnological and socio-scientific techniques. The World State has achieved â€Å"Community, Identity, Stability† (21) and prosperity at the loss of individuality and humanity. In Huxley’s Brave New World, the reigningRead MoreEssay Brave New World by Aldous Huxley847 Words   |  4 PagesAfraid New World Aldous Huxley’s â€Å"Brave New World† highlights the theme of society and individualism. Huxley uses the future world and its inhabitants to represents conflict of how the replacement of stability in place of individualism produces adverse side effects. Each society has individuals ranging from various jobs and occupations and diverse personalities and thoughts. Every member contributes to society in his or her own way. However, when people’s individuality is repressed, the whole conceptRead MoreThe Principles Of Happiness And Truth1682 Words   |  7 Pagessince everyone was raised differently and experienced different life situations. 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In this dystopian society we can observeRead MoreGeorge Orwell And Brave New World1165 Words   |  5 Pagesnovels, 1984 by George Orwell and Brave New World by Aldous Huxley, the impacts of living under radical levels of censorship and control are highlighted and indirectly scrutinized, in an allegorical manner. Written about are what these two authors believed could have become a possibility if humanity were to take a wrong turn and gives power to the wrong party and the negative influence it would have. The two books have many common ideas pertaining the methods of government that could lead to society’sRead MoreBrave New World by Aldous Huxley1093 Words   |  4 Pages Numerous connections can be drawn between the film production The Truman Show by Peter Weir and Aldous Huxley’s novel Brave New World. In each media, the society depicted seemed outwardly perfect, and the citizens were content. The individuals remained content through complete government control. 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Vladimir Lenin was the first person to make a countryRead MoreOrwells 1984 Essay1962 Words   |  8 PagesWarnings in Nineteen Eighty-Four are Irrelevant to a First-World (our) Society Nineteen Eighty-Four (referred to as 1984 from here on) written by George Orwell is a cautionary novel set in a totalitarian society maintained and controlled by the government through censorship, fear, and a total lack of human rights. George Orwell’s novel 1984 depicts what he saw in the society he was living in, and to warn future societies of what he thought the world was headed towards. However, my hypothesis is the warningsRead More The High Cost of Stability in Aldous Huxleys Brave New World3892 Words   |  16 PagesStability in Aldous Huxleys Brave New World Conditioning the citizens to like what they have and reject what they do not have is an authoritative government’s ideal way of maximizing efficiency. The citizens will consume what they are told to, there will be no brawls or disagreements and the state will retain high profits from the earnings. People can be conditioned chemically and physically prior to birth and psychologically afterwards. The novel, Brave New World, takes place in the futureRead MoreFahrenheit 451 Critical Essay1607 Words   |  7 Pagesare naturally curious. We are always in search of better ideas, and new solutions to problems. One of a basic idea of Indonesia has been freedom of thinking and a free flow of ideas. But in some societies, governments try to keep their people ignorant. Usually, this is so governments can keep people under control and hold on to their power. In trying to keep people from the realities of the world, these oppressive governments can end up damaging or even destroying their society. The protagonist

Learning Styles in the Educational Environment Free Essays

Many people learn in different ways. Learning Styles are various approaches or ways of learning. There are three types of Learning Styles. We will write a custom essay sample on Learning Styles in the Educational Environment or any similar topic only for you Order Now People receive, process, and retain information by using visual, auditory, or kinesthetic methods. Visual Learners learn by using their eyes, often focus on the eyes, and body language, gestures and facial expression of their instructors. It is also common for visual learners to remain clearly focused on the material. Auditory learners, learn through listening. These individuals prefer to discuss materials and often pay close attention to the pitch, tone, words and speed of which teachers deliver their messages. Kinesthetic learning gives the need for a student to touch and feel in order to retain information. People who are a kinesthetic learner often become easily agitated due to their needs for further instruction and to physically get their hands on items relating to the material in front of them. Your environment can play an important role in all learning styles. Different environmental factors can affect the learning process in positive and negative ways. Some learners learn better when it is bright while others are bothered by excessive light. Other learners learn better when it is extremely quiet while noise and activity are important for some students. The temperature of an environment can play a role also. When someone is too hot or too cold they have a more difficult time concentrating and cannot learn the material necessary. It is important for an educator to provide the right environment. Some students have different learning styles but they may also have different environmental preferences as well. For an example, some students may like to study when the lights are dimmed, but others may find it difficult to see. Some students may enjoy playing music and some may find it distracting and not easily focused. In today’s society many people are utilizing online learning. Online learning allows students to learn in a distant or disadvantage location. A traditional classroom setting allows students to interact and exchange ideas. In the Quarterly Review of Distance Education (Fall 2006), â€Å"A study compared the effects student learning styles with Web-based learning (WBL) and traditional instructor-based learning (ILB) on student knowledge and satisfaction. Student knowledge and satisfaction were measured at the end of the courses as dependent variables. The Kolb Learning Style Inventory was used to determine learning styles. The results revealed that students’ learning styles were statistically significant for knowledge when comparing Web-based format with instructor-based format. The results indicated students with Assimilator and Converger styles achieved better results with the Web-based format. Furthermore, this study found a significant difference in student satisfaction for learning with the Web-based format (p. 313-316). † There are a lot of disadvantages when it comes to learning styles for online learners. Such as, Students who attend online courses will be exposed less to auditory techniques than in a traditional classroom setting. Some course materials will provide you with as much visual and hands-on activities as necessary. In an online class there is a lot of passive learning done through reading text, listening to audio clips, and seeing graphics, but can only communicate through writing, email, and chatting. In the College Student Journal (Sept 2010), the article stated â€Å"there was a study that investigated the relationship between students’ learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students in the online learning group, b) a student’s learning style had no statistically significant effect on their course grades in any of the two instructional methods, and c) there was no significant interaction between the learning style and instructional method. † Whether it is online or traditional when given a good learning environment most people tend to remember best by practicing the real thing. Next, a combination of doing and speaking about what we learn produces a high retention rate, followed by speaking alone. The interaction and delivery methods used in online classes are different from traditional classes. In Using Learning Styles to personalize online learning, Maria Zajac states â€Å"The results of a survey carried out at Warsaw School of Economics, where every semester up to 2,000 students attend online lectures, have shown that there are no significant differences between the grades that student get in e-learning courses and in traditional on-campus classes ([3] Dabrowski and Zajac, 2006). Although, some students indicated in a survey that e-learning methods are more convenient for them as they do not require, for instance, making notes during the lecture, which they perceived as a factor influencing their concentration, there was no significant difference between the final exam scores of those taking online and on campus lectures (p. 256). † If you are an auditory learner at which you learn best by hearing you may want to consider a traditional classroom setting. There are a lot of myths flowing around about learning styles. There is one belief that learning styles is not necessary to incorporate useful knowledge. Supposedly there is no credible evidence that learning styles exist. In the Myth of Learning Styles, (Reiner 2010), the author writhes â€Å"Students differ in their abilities, interests, and background knowledge, but not in their learning styles. Students may have preferences about how to learn, but no evidence suggests that catering to those preferences will lead to better learning (P. 32). The myth of learning styles is based on three premises: learning styles are intrinsic, learning styles can be assessed; learning styles can be matched to instructional styles. The myth of learning styles refers to the idea that teaching methods should be matched to students’ unique characteristics. Although individualization is desirable, learning style assumes that certain learner characteristics are intrinsic when they may in fact be the result of experiential factors. As a result, teachers may inadvertently deny low-performing students opportunities to learn. Majority of students have more than one learning style. Students should think about their learning style to identify how they learn. Learning to relate to others in their own style is important in helping us understand others and why they react the way they do. Taking time to learn your learning style will improve the way you communicate with others. In conclusion, there are a lot of environmental factors that can affect the way you learn. Students need to take in account that there environment in which they are learning in plays an important role of how they process there information. How to cite Learning Styles in the Educational Environment, Essay examples

Rabbit-Proof Fence grossly inaccurate, says Keith Windschuttle free essay sample

The Rabbit-Proof Fence is a movie based on a true story. This movie is based on a novel book written by Doris Pilkington Garimara (the daughter of Molly in the story), called ‘Follow the Rabbit-Proof Fence’. The movie, Rabbit-Proof Fence, is directed by Phillip Noyce and was released in 2002. The story of Molly, Gracie, and Daisy is portrayed in this movie. They were part of the Stolen Generation in Australia which the movie shows. The length of the Rabbit-Proof Fence is one hour and thirty-four minutes long and has an adventure film, biographical film, drama and historical fiction genres. The purpose of this film is to show the extent of the Stolen Generation and the journey the half-caste girls, Molly, Gracie, and Daisy took from Moore River Native Settlement to Jigalong where they were from.The Rabbit-Proof Fence is set in the outback village of Jigalong, WA, 1931. The girls Molly Gracie and Daisy are taken away from their families and tribe and forced to live in an official government camp called Moore River Native Settlement. We will write a custom essay sample on Rabbit-Proof Fence grossly inaccurate, says Keith Windschuttle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A true story of Molly Craig, a young indigenous Australian girl who leads her younger sister and cousin away from the Moore River Native Settlement which was put in play because colonial Australia wanted to assimilate and breed out the native Australians and to integrate aboriginals into white society. With determination, Molly leads the other two girls on a long trek back to their homeland always being careful not to be caught by the authorities. They traveled 2414 kilometers north to Jigalong along the rabbit-proof fence. The three children, Molly, Gracie, and Daisy, were part of the ‘stolen generation’.Many different camera angles, sounds, symbolism and other effects were used in the movie Rabbit-Proof Fence to make the movie more realistic and engaging. Establishing shots are taken of Jigalong giving background knowledge. Also, close-up shots are taken of major characters in the story explaining who is talking. A long shot was taken during the chase to capture the three half-castes. This long shot was used to make the scene more dramatic. Close-ups were taken at any points in the movie to create suspense or change our attention. Symbolism is used with the rabbit-proof fence signifying the separation and exclusion made by the white Australians to the aboriginals. The washing of the three girls and the giving of new clothes plus the new rules, speech, food, and people symbolize a forced change of identity for the three girls, taking away their heritage. The spirit bird represents hope, freedom and to Molly and Daisy their home. Sound and lighting indicated the mood and feelings of the scene and characters. Lighting shows the changing theme of their trek.

A Pictorial Representation of Unit 3 Professor Ramos Blog

A Pictorial Representation of Unit 3 Who fell on their knees in hopeless cathedrals praying for each other’s salvation and light and breasts, until the soul illuminated its hair for a second.-Allen Ginsberg; Howl Billy left his room, went down the slow elevator, walked over to Times Square, looked into the window of a tawdry bookstore. In the window were hundreds of books about fucking and buggery and murder, and a street guide to New York City, and a model of the Statue of Liberty with a thermometer on it. Kurt Vonnegut; Slaughterhouse-five â€Å"The road looked as if no one had traveled on it in months.-Flannery O’Connor My home tongues are the languages I speak with my sister and brothers, with my friends.-Gloria Anzaldua; How to Tame a Wild Tongue But a parent’s love for a child, a child’s for its parents, is another thing entirely.†-Cleà ³filas, Woman Hollering Creek â€Å". . . with the sun sliding out of the sky like spit off a wall . . .† ― Junot Dà ­az, Drown

Scholarship Essay Contest at EssaySupply.com - Scholarship Essay Contest at EssaySupply.com - Cyberbullying Experience

Scholarship Essay Contest at - Cyberbullying Experience Our scholarship We are pleased to inform you that this year we launch a unique possibility to tell your own story and become a winner of a scholarship that will help you to get a better education. As a college writing service  we know the difficulty of essay writing that students often face, whether it is a timing problem or a lack of motivation. As well as we know the importance of educational process essentially. Dealing with essays, university papers and motivation letters for years, we have developed our own system that perfectly works for each of our customers. Every student who comes to us with the request â€Å"write my essay† always gets a professional assistance and high quality papers. Every year we look for more well-educated specialists to join our team. And this year we are not only looking, but helping to make a step forward to the dream you`ve had! Due to that we provide you with a hot topic theme that has been on all ears for some period of time – cyberbullying. If yo u have had a personal experience with this issue, share your tips to stop cyberbullying with the world and get a chance to win the main prize from Essay Supply – $1500. Who can participate: current university and college students, students of certificate programs or equivalent on the territory of the USA. High school students enrolling in 2017 can also apply. The must is to have your own experience with cyberbullying. Essay topic: My personal story about cyberbullying. Essay instruction: Must be performed in English language. Word count between 800 – 1,000+ words. Based on true life experience. Preferably must contain some tips of how to stop cyberbullying. Must not contain any offensive or harassing content. Must not contain real names (characters that are shown in the essay). Must be provided with the applicant`s full name and a valid e-mail address on a separate page. Contest award: 1500$ Selection process: After the closure of application acceptance period all the essays will be looked through by a jury consisting of professional editors and writers. All the respectable papers will be accepted for the main contest. The participants will be rated according to: Relevance to the contest`s topic Originality and plausibility of their essay Use of language (grammar, spelling, punctuation) Depth of content, examples, tips on cyberbullying. Application deadline: June 30, 2017 Winners will be selected and notified by: July 31, 2017 Send your essays to essysupply@gmail.com Note: Having submitted an essay the applicant transfers ownership rights to . It will become property of Essay Supply and will be protected by copyright laws. The essays cannot be copied, published, transmitted or in any other way exploited without written permission of the copyright holder or Essay Supply.

Research and critically evaluate the context of addiction, Essay

Research and critically evaluate the context of addiction, (multi)generational trauma, and social determinants of health in rela - Essay Example Many theories have been put forth to explain the context of addiction, but only a few have linked the individual experiences and relationships in the society to the context of addiction. This paper will address how family life, social structures, and other socio-economic factors contribute to substance abuse resulting in addiction. More specifically, the paper will analyze how an individual’s experiencein early childhood as well as multi-generational trauma contribute to the development of addiction. First Nation’s People in Canada The First Nations people are the aboriginal groups in Canada such as Inuit and Metis that suffered acculturation, after the Europeans imposed a new culture, replacing the people’s traditional culture. This occurred via compulsion, with the people losing their cultural identity. These communities exhibit a form of social disability that has defined the society since the acculturation. These communities have lagged behind the rest of Can ada, aw exhibited by the socio-economic factors of the society (Satzewich & Wotherspoon, 2002). Substance Use and Addiction among First Nation’s People As described above, the socio-economic factors of these communities exhibit the need for intervention. ... The Inuit community experiences a high prevalence of substance abuse with the most commonly used substances being cocaine, marijuana, and solvents. Among the Nunavik, cannabis is the leading drug abused by the people (Satzewich & Wotherspoon, 2002). Males form the high population of the people using substances, although this does not exclude women, who also report a high level of substance use. In addition, smoking is very prevalent among the First Nation’s people, with pregnant women indulging in the habit posing serious health risks to the child. Other statistics indicate that two thirds of the population indulges in smoking compared to lesser statistics in the rest of the Canadian society. Previous understanding of addiction Many researchers have attributed addiction, which is the term used to denote the compulsive urge to use drugs to the molecular structure of the substances used. For example, nicotine in tobacco, marijuana, cocaine, and alcohol contain certain compounds that trigger addiction. Many studies have been carried out with the aim of demonstrating how the molecular structure of these substances has contributed to addiction (Dube et al, 2002). Many of the other theories surround the availability of drugs in the society as well as peer pressure. Only a few studies have sought to establish the roots of substance abuse. As the sections below will indicate, the cause of addiction may lie deeper into the societal make-up and the experience of individuals in the society. Causes of adverse Childhood Experiences and Multigenerational Trauma This is kind of trauma that transcends different generations, emanating from the family or

The role of German military in implementing Nazism Essay

The role of German military in implementing Nazism - Essay Example The Allies had controlled the size of the German military through the Treaty of Versailles, in hope that through controlling the re-constitution of the German military, the chances of German aggression against its perceived political enemies from World War I would come to an end. The coming into power of Adolf Hitler saw the renunciation of the treaty of Versailles just two years into power, and the consequence was the growth, expansion and re-creation of the German military, with the military that previously consisted of only 21 divisions growing into over 100 divisions, and thousands of smaller units during the Nazism regime period between 1935 and 1945 . The end of 1945 saw over 13 million Germans serving in the German military, compared to only 100,000 people who constituted the German military in 1933. Thus, it is the German military, more than any other arm or institution, which was responsible for the implementation of the Nazism ideologies through military force and combat, r esulting in the successful thriving of Nazism in Germany . Part II: How Germany implemented the HolocaustThe first step towards the implementation of Holocaust in Germany was the implementation of the Nuremberg Laws in 1935, which sought to maintain the purity of the German blood by restricting any form of intermarriages between the Germans and the Jews .   In addition, the laws also deprived the Jews of the German citizenship, while also prohibiting the Jews from having non-Jewish maids, and also outlawing.

Analysis of Women Characters in Victorian Literature

Analysis of Women Characters in Victorian Literature The common line of criticism made on Anne and Emily Brontes works reflects the widespread belief that the female characters are victims of male cruelty. Critics of the Bronte novels have highlighted a pattern of male dominance and female oppression. For example, Arlene Jackson, in The Question of Credibility in Anne Brontes The Tenant of Wildfell Hall, elaborates on womens powerlessness and male selfishness in The Tenant of Wildfell Hall. In the same vein, Juliet McMaster, in her article Imbecile Laughter and Desperate Earnest in The Tenant of Wildfell Hall, criticizes the male oppression of the woman in the novel which, she argues, is emblematic of the general treatment of women as they were given no voice in society. In addition, in Hapless Dependants, Women and Animals in Anne Brontes Agnes Grey Grey, Maggie Berg has equated the treatment of women to the treatment of animals by which women are relegated to a secondary position where they can form no true sense of the self. This trend of viewing women as the victims of male hegemony makes it challenging to market the idea that these female characters do, in fact, have enormous power that they utilize in their relationships with men. Therefore this research proposal uses Emily Brontes Wuthering Heights and Anne Brontes Agnes Grey and The Tenant of Wildfell Hall to issues pertaining to female behavior and male response that will indicate the extent of this female power. Through their strong wills, purposes, and desires, women characters in these novels often form mens characters, and define their behaviors. For example, in Wuthering Heights, Catherines headstrong and rebellious ways are partially responsible for Heathcliffs antisocial behavior, and it is through Catherines ideas of how men should behave and react to her demands that Heathcliffs character is formed and which leads him to his madness at her death. In Agnes Grey, Miss Murray manipulatively portrays women in a manner that makes Mr. Hatfield v iew women as helpless creatures in their need for rescue, protection, and provision. In light of this argument, how does the womans figuration of the patriarchal male character affect both the man and the woman,? Does this power result in ramifications for the woman as well? Are women aware of the power that they wield, and if they are, why do they blame the man for relationship problems? In my dissertation, I use evidence from the Bronte novels to show that it is womens unwillingness to engage in self-awareness and accountability that contributes to variant male behavior and perceptual outcomes. To that end, I argue that women have far more influence and power than is acknowledged by critics and this power and influence consistently contributes to the formation of male thinking and behavior. Summary Women have natural power in them. This power is not something magical or supernatural; it is part of their femininity. Women have intrinsic power by virtue of being women. In other words, a womans femininity is her powerful tool. Once used, this inherent power may constitute a strong weapon that influences mens lives either positively or negatively. An in-depth study of the emergence, construction, and outcome of female influence on men within myriad contexts is a sure way of vindicating the existence of this female power. Applying this theory to three British novels written by Emily and Anne Bronte Wuthering Heights, Agnes Grey, and The Tenant of Wildfell Hall- this study will draw important correlations between female abilities, capacities, and innate talents and the use of these elements to alter or supersede male potentialities. For example, Catherines misuse of her natural female strengths and talents is used to override Heathcliffs reticence against and desire to withdraw from her controlling manipulation, culminating in tragedy for both characters. Additionally, in Agnes Grey, the protagonists yearning for independence and power has influence on both men and women. Similarly, female power and control in The Tenant of Wildfell Hall is measured through Helen Grahams interactions with the men in her life. In this novel, Bronte reveals this power and manipulative awareness in her protagonist, but the theme remains intact: women often have inordinate amounts of power and control over men in myriad realms of their lives. In light of this argument, the purpose of this dissertation is to explore the aforementioned three novels to show the outcome of the immense power possessed by women. These powers possessed by females are mainly psychological. In other words, they affect the intellectual, spiritual, emotional and interpersonal world of men with different outcomes for both genders. Introductory Statement of Background, Purpose and Thesis I will analyze The Tenant of Wildfell Hall and Agnes Grey by Anne Bronte and Emily Brontes Wuthering Heights with the aim of showing how they developed female characters whose power influence the men around them. The analysis will prove that this female power and influence affects the intellectual, spiritual, emotional and interpersonal world of men with different outcomes for both genders. The purpose of this study will involve comparing three British novels, written by sisters, whose female characters effect masculine changes, behaviors, and affect the outcomes of various situations. Demonstrating the application of feminine power in relationship dyads will support the hypothesis that women can manipulate, control, and cause harm to men and, through them, socio-political constructs which affect everyone. In addressing the research problem, a thorough review of the selected works, combined with a thorough literature review of existing studies will serve to show how this use of power manipulates or affects outcomes. My research topic is intended to be a significant contribution to socio-cultural, gender-based, and psychological awareness of conflict source and resolution. In other words, it will contribute to understanding the origins or beginnings of problematic relationships between men and women, and suggest how these problems can be solved. While the literature is rife with widely diverse discourse and study on feminism, the body of knowledge is seriously deficient in considering the research problem. That is because this issue requires a major paradigmatic change since the major outcomes of feminism have tended to reject feminine limitations while creating male-opposition toward many of its tenets. Signe Arnfred exposes a practical sense of feminine power in a non-western setting in her article entitled Sex, Food and Female Power: Discussion of Data Material from Northern Mozambique. In this article, she shows how women in a certain part of the world harness their mastery of feminine chores in both reproduction and family into a power tool that calls for respect from men (141). It is vital to note that what the characters in the Bronte novels do is not so much removed from what Arnfred tries to show in her article. The setting and tool might be different, but the game is the same. Arnfreds and the two Brontes women play on one critical point; namely the mans need. Man is need for womens domestic duties and reproductive function as well as their emotional interest. As the women in Arnfreds article employ this need to gain power, the Brontes women make use of the mens emotional need for to them as powerful tool. Abstaining from performing the chores (Arnfreds women) or paying attention (Brontes women) can have serious influence on the man. For example, in Wuthering Heights, Catherine leaves Heathcliff for Edgar, a move that creates confusion and antagonism between Edgar, Heathcliff and Isabella and ultimately leads to Heathcliffs madness. Had Catherine not chosen to withdraw her attention from Heathcliff, he would not have experienced the emotional turmoil th at he experienced. The question that may arises then is, was it within Catherines power to control the events through avoiding any association with Edgar? The answer to this is in the affirmative, and therefore she sought to push Heathcliffs emotions to the edge of a cliff. In fact, male dominance was common in Victorian times, as was female servility; But it is this servility that supported the dominance. Critics of the Bronte novels have noticed the male dominance in these novels, and identified the role women play in perpetuating this dominance. The feminine role in the advancement of male dominance is a power in itself, which, if withdrawn, can have a regulatory outcome on male behavior. In the article The Question of Credibility in Anne Brontes The Tenant of Wildfell Hall, Arlene Jackson points out that, Anne Bronte also answers a question that other novels of her time do not ask: what happens to a marriage and to the innocent partner when one partner (specifically, the male) leads a solipsistic life, where personal pleasures are seen as deserved, where maleness and the role of husband is tied to the freedom to do as one wants, and femaleness and the role of wife is linked to providing service and pleasure not necessarily sexual, but including daily praise and ego-boosting and, quite simply, constant attention (203). On the surface, Jackson is asserting that powerlessness is another way of describing women. This is how she decodes the message that Anne Bronte is sending to society through her book. Obviously, numerous people agree with this position, considering the woman to be the victim, suffering silently without a means of escape from the cruel clutches of the man. But this is not the case because in the process of praising someone, there is the knowledge that the praise can be withheld. There is also the knowledge that the praise can lead to dependency as well as other undesirable manifestations of character that may be harmful to both the person lavishing praise, who is the woman, as well as the man, who is the recipient of the praise. An objective analysis of the message from Jackson reveals that men have a certain degree of dependency on the lavish praise they are showered with by women. As much as Jacksons work may have been an attempt to show the credibility of Anne Brontes literary skills, she helps in the identification of areas of female power that is sometimes wrongly interpreted to enhance female servitude and perpetuate male dominance. In the Bronte novels, it is not just praise that men get from women that create an atmosphere of dependency. As shown by Helen Graham, men can become dependent on the love they get from women. For example, under the chapter entitled Miniature, Anne Bronte shows how after showering Mr. Huntingdon with attention, she withdraws it, an act that upsets him. Maggie Berg, in her Hapless Dependants, Women and Animals in Anne Brontes Agnes Grey argues that, in a patriarchal society where women are faced with challenges of identity, expression and recognition- the general treatment of women is implied to be like the treatment of animals. This position is also shared by another critic of Anne Brontes The Tenant of Wildfell Hall, Juliet McMaster, who takes the position that the Victorian period was characterized by a huge power imbalance that tilted heavily in favor of men. In her article entitled Imbecile Laughter and Desperate Earnest in The Tenant of Wildfell Hall, McMaster talks of a Victorian power structure that did not allow women to have a say in society. All things were done according to the rules set by men for everyone (368). However Berg and McMasters view is harsh and seems to suggest that women have no place in their society. In support of the position that goes against this perception, several published works that have a stand on womens power in relation to men will be examined too. For example Naomi Wolfs critically acclaimed book entitled Fire with Fire: The New Female Power and How to Use it deconstructs McMaster and Jacksons positions on female victimhood. Wolf believes that women have always had more power than men. The biggest problem according to her is that women have not mastered the art of utilizing this power for their benefit (23-25). She further disagrees with women whose time is spent agonizing over a male dominated society where every woman is a victim (56). Evidently, Wolf is not ready to buy into the ideas of Jackson and McMaster. The areas where the latter two see oppression and injustice, the former sees opportunity and freedom that has not been seized by women. Wolf provides solid examples of women who have managed to live happily through the realization that female power is sufficient to combat what has come to be known as male dominance. She points out that politics, business, and family life are all potential areas of female excellence if women meet fire with fire and learn to use some of the tactics men use to manage affairs in society (34). This is the basis of her phrase, fire with fire. Applied to Brontes novels, Wolfs principles would appeal to female characters to not only be aware of how powerful they are, but also how to productively utilize these powers. Wolfs belief in the existence of feminine power greatly contributes to my thesis. Agnes, Helen, and Catherine, in addition to other female characters in the novels, are not the weak victims some critics view them to be. They are women who enjoy a great level of power that they use to influence their surroundings. Another female scholar who has done research on the issue of female power and influence is Margaret Beetham. In an article entitled Thinking Back Through our Mothers Magazines: Feminisms Inheritance from Nineteenth-Century Magazines for Mothers, Beetham, whose main objective is to survey the motherhood oriented magazines that existed in the nineteenth century, makes a refreshingly different statement based on what she discovers in the magazines she reads. As much as there was injustice in society during a greater part of the Victorian period, there was the acceptance that women were equal to men, but different. The admission of equality in these magazines that were published for mothers shows that the empowering element for women was present. What lacked was the will to pursue the path of equality through the elimination of obstacles that made it difficult for women to enjoy the trappings of a free life. It helps to point out that the writers and publishers of the magazines that Margaret Beetham analyzes in her work were both men and women, with most of them being in the hands of women. The significance of this is that women had access to the tools for empowerment as early as the Victorian time, a period that is attacked as highly paternalistic and patriarchal. This point is shared by Lisa Duggan and Nan Hunter. In Sex Wars: Sexual Dissent and Political Culture, the authors poignantly state that man and woman have always tried to live as a united pair, but the truth is that each is pulling in a different direction. The struggle is purely power based and is largely to blame for much of the s uffering that goes on in society (19-21). My study will be unique in the sense that it will depart from the traditional feminist readings and exegeses like that of Jackson and McMaster and utilize the arguments of the kind proposed by Wolf and others cited above. The dissertation will prove the existence of female power and influence in Victorian society, a society that is typically known as purely chauvinistic. Even in this analysis, my study will also go beyond the stress on the female power in the political and economic spheres as perpetuated by Arnfred, Wolf and Beetham. In contrast, I will focus on the psychological and personal dimension of feminine power. Through the critical examination of the Bronte novels, I will show that the power and influence held by women is not the literal political or physical power that society is used to, but rather the psychological one. It is partially the psychological dependency that men have on women that gives women the ability to manipulate circumstances and conditions in ways that can simultaneously hurt and heal both parties. I will use feminist theory to deconstruct the myth it perpetuates about the hegemony of man and the victimhood of woman. I will also use psychoanalytic theory to highlight the psychological power and influence women have on men. Through analyzing the three novels and borrowing from the other available materials and the theoretical framework, my study will purposefully prove that women have natural power and abilities. When these innate characteristics are applied to the intellectual, spiritual, emotional and interpersonal world of men, this power can control and define the opposite sex, with various results for both genders. The Design Chapter Summaries Introduction The introduction will set the pace of the dissertation by giving the background to my thesis. In this sense, the introduction will focus on reviewing the prevailing critical views that I will challenge in my dissertation. The aim will be to set up the idea that the dominant critical perspective views women as victims who are mistreated by men, a position that will be deconstructed in the later chapters of my dissertation. Such critical claims will include Arlene Jacksons The Question of Credibility in Anne Brontes The Tenant of Wildfell Hall, Juliet McMasters Imbecile Laughter and Desperate Earnest in The Tenant of Wildfell Hal, and Maggie Bergs Hapless Dependants, Women and Animals in Anne Brontes Agnes Grey among others. Equally important, the introduction will survey some critical views that support the thesis. These include, Marilyn Graman and Maureen Walshs The Female Power Within: A Guide to Living a Gentler, More Meaningful Life and Dan Abramss Man Down: Proof Beyond a Reasona ble Doubt That Women Are Better Cops, Drivers, Gamblers, Spies, World Leaders, Beer Tasters, Hedge Fund Managers, and Just About Everything Else. In addition, Laura Donaldsons Decolonizing Feminisms: Race, Gender Empire Building will be used to reinforce the thesis. The rationale behind this literature review is to set the parameters that my study departs from and challenges. This departure will be illustrated in the chapters that follow. Chapter 1: The Bronte Women: The Dominant View This is the opening chapter of the dissertation. The purpose of this chapter will be to set the tone and lay the argument that will be refuted in later chapters. Thus, the focus will be on the picture painted in the three novels as far as women are concerned. The three sisters books present women as the abused and mistreated members of the society. For example, in Wuthering Heights, Catherine is depicted as a victim of Heathcliffs desires. Similarly, in Agnes Grey, the protagonists mother is portrayed as the gentle, loving woman who gives up her high life for the love of a poor man, Agness father. In The Tenant of Wildfell Hall, Helen is shown as a victim not only of Arthur but also Gilbert, who is shown as the angry and irrational man who whips Lawrence and hurts Helen feelings on mere suspicion that she would be allowing Lawrence to court her while knowing that Markham is already into her. The chapter will review such depiction of women in the three novels in details. However, the point that will be highlighted is that a careful analysis of some of the events in the books enables the keen reader and analyst to have a more profound view of women, a view that shows that they are not the submissive women intended or viewed to be. Since the dissertation is about the provision of evidence towards the position that women are not the victims of male hegemony as they are thought to be, this first chapter will be critical in setting up the issue that will be opposed by use of analysis of both these primary sources as well as other credible secondary sources. In this regard, the link between this first chapter and the rest of the dissertation is that it will lay the foundation for the entire dissertation through the establishment of the contested opinion, which the rest of the dissertation will tear down, while building the alternative view. Chapter 2: The Bronte Women: The Hidden Face As chapter 1 illustrates the traditional analysis of the Bronte women, chapter 2 will provide a dissenting analysis to that proposed in the first chapter. Hence this chapter comes to form the crux of the dissertation as it elaborates on the thesis. The three Bronte novels will be critically analyzed in order to portray the often unseen powers of women. Areas where the female power appears in these novels will be highlighted to substantiate the assertion that women are not victims of male domination and abuse, but powerful members of the society whose powers, though not physical, can bring either unimaginable destruction or ultimate redemption. A careful analysis of the events and characters will be conducted to supports this assertion. For example, in Emily Brontes Wuthering Heights, Catherines misuse of her natural female strengths and talents is used to override Heathcliffs reticence against and desire to withdraw from her controlling manipulation, culminating in tragedy for both characters. In Anne Brontes The Tenant of Windfell Hall, Mrs. Helen uses her feminine power to emotionally abuse Mr. Huntingdon through the withdrawal of her affection, which leaves him mad and angry. Another example of the powerful nature of women is shown by Miss Murray who is determined to use her feminine power to ensnare Mr. Weston into falling for her before she gets married to Mr. Hatfield, to whom she is already engaged. Agnes aptly describes Mr. Weston as Miss. Murrays victim (Bronte 212). Susan McKernans article entitled Feminist Literary Theory and Womens Literary History: Contradictory Projects, will be used to create a critical dialogue in this chapter. The article illustrates how some women have sought to absolve females from all that goes wrong in relationships in particular and society in general. My argument in this chapter goes against this contention and proves that women are active participants in relationship management. Another powerful secondary source that will be used in this chapter is Laura Donaldsons Decolonizing Feminisms: Race, Gender Empire Building. This carefully written book will reinforce the thesis by showing how female power has more potential that most people in society are willing to accept. It will therefore support the idea that women can only be victims of men domination willingly or unknowingly, but otherwise, they ought to have the potential to stand up for themselves. In connection to the entire dissertation, this chapter brings up the theme of the paper. It agrees with the thesis and validates the argument. Chapter 3: Female Power: When Women Admit It This chapter will support the theme of the dissertation through the usage of female voices in proving the existence of female power. The aim is to show that the claim made in the dissertation is largely shared by women themselves, and therefore has credence to it. There is no better way to confirm that someone is in possession of something than that person coming out and admitting it himself or herself. This is what this chapter does by allowing female voices to come out and assert that women are indeed powerful in their own right. The use of these female voices will be targeted towards proving the thesis with reference to the major primary sources. Examples on the secondary sources include Signe Arnfreds article entitled Sex, Food and Female Power: Discussion of Data Material from Northern Mozambique. As illustrated elsewhere in the proposal, this reference will be used to prove how the Bronte women may take advantage of the mans need to exercise their power. Another secondary source that will used in this chapter is Margaret Beethams Thinking Back Through our Mothers Magazines: Feminisms Inheritance from Nineteenth-Century Magazines for Mothers. Her article is a clear admittance that woman had access to the tools for empowerment in the Victorian period. Equally important is Naomi Wolfs book, Fire with Fire: The New Female Power and How to Use it. Along with Beethams analysis, Wolfs argument greatly contributes to my thesis. As mentioned above, it substantiates the idea that Agnes, Helen, and Catherine, in add ition to other female characters in the novels, are not the weak victims some critics view them to be. They are women who enjoy a great level of power that they use to influence their surroundings. Further careful analysis of the primary sources will be done in this chapter to substantiate this point. For example, in Wuthering Heights, Catherines headstrong and rebellious ways are partially responsible for Heathcliffs antisocial behavior, and it is through Catherines ideas of how men should behave and react to her demands that Heathcliffs character is formed and which leads him to his madness at her death. In Agnes Grey, Miss Murray manipulatively portrays women in a manner that makes Mr. Hatfield view women as helpless creatures in their need for rescue, protection, and provision. The reference to the primary sources and connection to the overarching theme will provide the necessary flow and linkage for this chapter to the rest of the paper. In more precise terms, the women voices used to reinforce the thesis provide a connection to the second chapter which endeavors to show that women are not victims but powerful individuals. It also provides the groundwork for the following chapter which surveys the impact of the womens realization or lack thereof of feminine power. Chapter 4: Female Power: Realization by Women or Lack Thereof This chapter surveys the effects that emanate from the discovery by some women that they are in possession of immense powers. It also looks at what happens when some women fail to realize that they indeed have these feminine powers that the dissertation seeks to prove that they indeed exist. Again, Naomi Wolfs book, Fire with Fire: The New Female Power and How to Use it will be of great significance to this chapter as she argues that the realization of this power provides a solution for the supposed male dominance. In addition, The Least Angelical Poem in the Language: Political Economy, Gender, and the Heritage of Aurora Leigh  by L.Dalley will also be used. Dalleys article gives insight into the Victorian womens power and thus annuls any contention for the absence of this power in women even in the supposedly most patriarchal society. Once again, this will be done with reference to Bronte novels. The focus will be on how the Bronte females realization of their potential or lack thereof creates a great difference for themselves and for the men in touch with them. The instances where women have realized how powerful they are and used this knowledge to accomplish certain actions will be dealt with. For example, Helens realization of her artistic talent encourages her to leave her husband as it constitutes a source of income. In the same vein, Agness belief in her potential for leading an independent life make her start her venture as a governess, which adds to her experience and potential. In relation to the other chapters, this chapter will be a final verdict that indeed women have powers as it will demonstrate what happens when these powers, which chapters two and three will have shown exist, are put into use by those who know of their presence, or not used, by women whose ignorance insulates them from knowing the powers at their disposal. To a large extent, this chapter legitimizes the dissertation as it takes the argument to the level of observing the outcome of what the thesis claims. At this stage, the argument is not about whether women have powers or not, but about what happens when these powers are or are not used. Conclusion The conclusion will restate the thesis as has been validated through the argument in the preceding chapters. The major ideas that are raised in support of the thesis and some of the readings, both primary and secondary, that have supported or opposed the argument will be briefly revisited. All in all, the conclusion will emphasize the validation of the thesis as logically put through the dissertation chapters. Annotated Bibliography Primary Sources Bronte, A.  The Tenant of Wildfell Hall. New York: Harper Brothers. 1999. Brontà «, C., Brontà «, E., Brontà «, A. The Brontà « Sisters: Three Novels.  New York: Penguin Books. (2009).   Secondary Sources Abrams, Dan. Man Down: Proof Beyond a Reasonable Doubt That Women Are Better Cops, Drivers, Gamblers, Spies, World Leaders, Beer Tasters, Hedge Fund Managers, and Just About Everything Else .New York: Abrams Image.2011. Based on evidence borrowed from the social and business world, Dan Abrams presents a powerful narrative of how women are better players in different games of life. This message resonates well with the thesis whereby it supports the claim that women have powers that can be a force for good or evil, depending on their usage. This is in opposition to the view that women are victims in society, whose suffering in the hands of men is evident throughout history. Berg, M. Hapless Dependents: Women and Animals in Anne Brontes Agnes Grey.  Studies in the Novel, 34(2), 177+. (2002). Comparing animals to the oppressed nature of women under a patriarchal society, Berg provides a viable contrast to Greys perceived fall from a moral governess to one who commoditizes relationships as she comes to see animals in relationship to food. This perspective will provide catalysts to the thesis since Agnes Grey is largely considered a non-philosophical text but has deep undercurrents to feminine power and control. Beetham, Margaret. Thinking Back Through our Mothers Magazines: Feminisms Inheritance from Nineteenth-Century Magazines for Mothers. Nineteenth Century Gender Studies. Issue 6.2, Summer 2010. Web. March 18, 2011. This article gives a picture of how mothers lived in the 19th century. This information is largely based on magazines, and the overarching message is that women were not under the apron strings of men with limited authority. Therefore, this article is part of the evidence that the is needed to validate the thesis. Braithwaite, W. S. The Bewitched Parsonage: The Story of the Brontes. New York: Coward-McCann. (1950).   Braithwaite provides germane insights into the lives of the Bronte sisters which informs their writing and perception of the world around them as well as their own influence and power (or lack thereof) in their lives. This work will contribute valuable insights into the sisters defenses, perceptions, and belief systems among an unusually tragic set of circumstances. Bump, J. The Family Dynamics of the Reception of Art.  Style, 31(2), 328+. (1997). Bumps article has been selected for this work due to his exploration of the self as it applies to understanding and applying the work of the Bronte sisters. A socially isolated and individualistic view of the self that precludes the possibility of enduring attachments or responsibilities to another (328) fully informs the thesis upon which this work is grounded. Coontz, Stephanie. A Strange Stirring: The Feminine Mystique and American Women at the Dawn of the 1960s .New York: Basic Books.2011. Stephanie Coontz is responding to the work of Betty Friedan, The Feminine Mystique. She agrees with Friedan that women may have undergone suffering in society, but they had the powers to alter these circumstances. Therefore, this book is in line with the assertion made in the thesis. Dalley, L. L. The Least Angelical Poem in the Language: Political Economy, Gender, and the Heritage of Aurora Leigh.  Victorian Poetry, 44(4), 525+. (2006). A decidedly secondary, perhaps even tertiary source to this work, Dal

Unreliable Memory in Memento

Unreliable Memory in Memento Thesis: The unique narrative structure of the film and the leading role, Leonard Shelby in Memento prove that memory is unreliable. . In William Golding's Lord of the Flies, Samneric saw something moving, something large, which in reality was the dead body of a parachutist. But in the darkness and out of fear, in Samneric’s memory, the parachutist became a beast with leathery wings, teeth, and claws. He even claimed that he ‘saw it slinking behind the trees'. In this case, Samneric's memory were mastered by his personal feelings — fear.Thus memory is unreliable, as it can be manipulated by personal feelings. Similarly, the leading role of Memento, Leonard Shelby’s memory is also manipulated by his personal feelings. Leonard distorts his memory due to his desire to find and kill ‘the one and only' murderer of his wife. In the following, I am going to prove memory is unreliable through the unique narrative structure and Leon ard Shelby, the leading role of the film. Memento, the story features a man called Leonard Shelby, who has anterograde amnesia, a disorder that caused his brain to be unable to store new memories.From Leonard’s memory, the disorder was a result from a concession caused by the rapist murderer of his wife. From then on, Leonard's life is all about finding ‘the one and only' murderer of his wife and get him killed in order to take revenge. Firstly, it is the unique narrative structure. The film's events unfold in two separate, alternating narratives — one in color, and the other in black-and-white. The black-and-white sections are told in chronological order, beginning by showing Leonard conversing with an anonymous caller in a motel room.Leonard's actual investigation is shown in color sequences that are in reverse order. By the end of the film, when the two narratives converge, revealing the investigation and events that lead up to Leonard’s friend, Teddy's death. The narrative structure is literally a memory test that the director of Memento, Christopher Nolan gives to the viewer. As each color sequence begins, the audience is unaware of the preceding events, just like Leonard, giving the viewer a sense of his confusion.With the structure arranged in this alternating and reverse way, the confused viewer would be lost, in a way that they have no clue where the story is heading. At the end of the film, which chronologically is the first sequence, would only leave the viewer more question marks. Therefore, the narrative structure of the film, which is also the memory test, proves human memory is unreliable. For relying only on memory, the viewer cannot group all the puzzles — the reverse chronological scenes — together and have a full understanding of the events.Confusion is brought on by unreliable memories. As time goes, memory fades, based on this principle that everyone knows and even experiences, Nolan first gives thi s ‘memory test’ to let the viewer a firsthand experience that ‘memory is unreliable’. Zigzagging through the two separate and yet related narratives, Nolan brings out memory is unreliable not only due to physical reasons, but also mental ones. The black-and-white sequence is indeed the narration of Leonard, a former insurance investigator, telling the story of one of his claimants, Sammy Jankis before his injury.Jankis, just like Leonard, appeared to have anterograde amnesia after a car accident. Leonard explains how Jankis's diabetic wife tested Jankis to see if he really had a memory disorder or just faking to claim disability insurance, by repeatedly requesting insulin injections from him. She is desperately hoping that Sammy did not have a memory disorder and would remember the previous injection. As a result, she died from an insulin overdose from Jankis. While the viewer is puzzling why Leonard remembers Jankis so vividly, Nolan reveals a parallel sto ry of Leonard.Because of Leonard's condition and his denial of possibly killing his wife by overdosing her with insulin, he might have made up a different scenario in his mind. He constructed a rape-murder scenario for his wife’s death. He alienated his killing his wife by inventing Sammy Jankis, memorizing it as a separate event. He altered his memory to lessen his guilt. At the end of the film, Leonard confronts his memory and says,†Do I lie to myself to be happy? †¦ yes, I will. † This narration conveys that emory can be full of flaws, it can be distorted by personal feelings, it can be changed by one's desire, that memory can be no more than a tool of self-deception. Secondly, through the leading role of Memento, Leonard Shelby’s verbal expression, condition, tattoos and flashbacks, Nolan proves to the viewer that memory is unreliable. Leonard's lines point directly at ‘memory is unreliable'. In the film Leonard said, â€Å"Memory’s n ot that perfect. It's not even that good. †, â€Å"Memory can change the shape of a room; it can change the color of a car. And memories can be distorted.They're just an interpretation, they're not a record, and they're irrelevant when you have the facts. † Leonard stresses that ‘memory is not good'. Through Leonard's lines, the film emphasizes that, ‘memory is unreliable because they're just an interpretation'. Then moving on to Leonard's condition, anterograde amnesia is the significant feature of Leonard and it is also the heart of the film. Since Leonard has this disorder that he cannot form new memories, everything fades, memory is definitely unreliable for him. For the viewer, being put into Leonard's shoes, unknown to the preceding events, memory is unreliable as well.Again, Leonard's memory problem has directly pointed at ‘memory is unreliable'. Leonard's tattoos is also a significant feature of Leonard. In order to find his wife’s murde rer, Leonard relies on notes and annotated Polaroid pictures. But for vital information which he believes would lead him to the â€Å"murderer†, he tattoos that piece of information on his body instead of writing on a piece of paper because of his inability to form new memories. In one scene, Leonard gets a tattoo of the murderer's license plate number, relying on his memory, he has mistaken an I for a 1.Now this clue has really changed because of his unreliable memory. It tells us not to trust Leonard's believe-to-be-true facts, memory can indeed manipulate everything. As Leonard puts it, â€Å"Memory can change the shape of a room; it can change the color of a car†¦ They're just an interpretation, they're not a record. † Also, according to Leonard's tattoo, the name of the â€Å"murderer† is John G. At the beginning of the film, which chronologically is the last sequence, Leonard does succeed and kill one John Edward Gammell, whose nickname is Teddy.Leona rd says he would remember he had killed that ‘one and only' murderer even with his condition, because that excitement of revenge would remain. However, at the end of the film (which should be the beginning of the story), reveals that Teddy is just one of the few John G. s that Leonard has killed. It turns out after Leonard has killed a John G, he copies Teddy's license plate number and gets it tattooed on his body annotating that is the license plate number of the murderer, making Teddy(John Edward Gammell) his John G, for the sake of his ‘meaning of survival'.Memory can manipulate, and at the same time, be manipulated. Leonard, in order to fulfill his goal and his desire of taking revenge, he lets his memory be manipulated by his personal feelings, and keeps on killing more and more John G. s. Furthermore, there are a few of Leonard's flashbacks throughout the film, one is preparing an insulin injection, one is his staying in a sanatorium (instead of Sammy Jankis does a fter he accidently killed his wife).The more significant flashback is of Leonard's wife waking up, opening her eyes, but if it is played backwards, it is very much like his wife is going into a coma. Leonard also recalls the scene that his wife crying out, â€Å"Ouch! † when he executes the insulin shot. However, the fact is Leonard manufactured Sammy Jankis in order to deny being the murderer of his wife. So, when he recalls that injecting scene from memory, ‘administrating insulin' has become ‘pinching his wife's thigh. There are actually quite a lot of Leonard's flashbacks giving proof that Leonard himself is the murderer of his wife, but it is clearly that Leonard wants to lessen his sense of guilt, so he distorts his memory, it shows that memory can in fact be changed to satisfy oneself, memory can be reconstructed. To conclude, â€Å"He took away my†¦memory. He destroyed my ability to live. † Just like Leonard, humans in general acknowledge †˜memory’ is one of the abilities that help us to live, however it is not a must that this ability is reliable, in fact memory practically cannot be trusted.From Memento’s unique narrative structure, a genuine memory test definitely created a certain degree of confusion to the viewer. It is impossible for humans to have everything well organized merely by memory. The ‘facts’ in one’s memory can be rebuilt, as Leonard says,†Do I lie to myself to be happy? †¦ yes, I will. † Memory can easily be manipulated by one’s personal feelings. In Leonard’s case, his memory is manipulated by his guilt; he uses his memory as a tool to cloud the fact that he killed his wife because of his lack-of-short-term memory disorder.Leonard's lines, physical problem, tattoos and his flashbacks all are important proofs of ‘Leonard is the murderer of his own wife', which Leonard does not want to admit. From the beginning, his true motive o f finding that rapist murderer is only for his own satisfaction, finding his ‘goal of life', and more importantly, for lessening his guilt. That is why — being unknown that he does it on purpose or unintentionally — Leonard distorts his memory and reconstructs it and in the film.Now the distorted memory became reality for Leonard, and the facts change according to his reconstruction. We can see that memory can also manipulate at the same time, â€Å"memories can be distorted. They're just an interpretation, they're not an record. † The unique narrative structure and Leonard Shelby, the leading role of Memento, have proved that memory is no more than an interpretation after all. For memory can be distorted and manipulated out of one’s own satisfaction and desire. Memory is not facts, it cannot always be trusted. Memory is unreliable both physically and mentally.

Biography of Túpac Amaru, the Last of the Incan Lords

Tà ºpac Amaru (1545–September 24, 1572) was the last of the indigenous rulers of the Inca. He ruled during the time of the Spanish occupation and was executed by the Spanish after the final defeat of the Neo-Inca state. Fast Facts: Tà ºpac Amaru Known For: The last indigenous ruler of the IncaAlso Known As: Tà ºpac Amaru,  Topa Amaru,  Thupa Amaro,  Tupaq Amaru, Thupaq AmaruBorn: 1545 (exact date unknown) in or near CuscoParents: Manco Capac (father); mother unknownDied: September 24, 1572  in CuscoSpouse: UnknownChildren: One sonNotable Quote: Ccollanan Pachacamac ricuy auccacunac yawarniy hichascancuta. (Pacha Kamaq, witness how my enemies shed my blood. Early Life Tupac Amaru, a member of the Incan royal family, grew up in the Incan convent Vilcabamba, the religious university of the Incas. As a young adult, he was against the Spanish occupation and rejected Christianity. Indigenous Incan leaders supported him because of that. Background When the Spanish arrived in the Andes in the early 1530s, they found the wealthy Inca Empire in turmoil. Feuding brothers Atahualpa and Huà ¡scar ruled over two halves of the mighty Empire. Huà ¡scar was killed by Atahuallpa’s agents and Atahualpa himself was captured and executed by the Spanish, effectively ending the time of the Inca. A brother of Atahualpa and Huà ¡scar, Manco Inca Yupanqui, managed to escape with some loyal followers and established himself head of a small kingdom, first at Ollantaytambo and later in Vilcabamba. Manco Inca Yupanqui was assassinated by Spanish deserters in 1544. His 5-year-old son Sayri Tà ºpac took over and ruled his small kingdom with the help of regents. The Spanish sent ambassadors and relations between the Spanish in Cusco and the Inca at Vilcabamba warmed. In 1560, Sayri Tà ºpac was eventually persuaded to come to Cusco, renounce his throne, and accept baptism. In exchange, he was given vast lands and a profitable marriage. He died suddenly in 1561, and his half-brother Titu Cusi Yupanqui became the leader of Vilcabamba. Titu Cusi was more cautious than his half-brother had been. He fortified Vilcabamba and refused to come to Cusco for any reason, although he did allow ambassadors to stay. In 1568, however, he finally relented, accepting baptism and, in theory, turning over his kingdom to the Spanish, although he consistently delayed any visit to Cusco. Spanish Viceroy Francisco de Toledo repeatedly attempted to buy off Titu Cusi with presents such as fine cloth and wine. In 1571, Titu Cusi became ill. Most of the Spanish diplomats were not in Vilcabamba at the time, leaving only Friar Diego Ortiz and translator Pedro Pando. Tà ºpac Amaru Ascends the Throne The Inca lords in Vilcabamba asked Friar Ortiz to ask his God to save Titu Cusi. When Titu Cusi died, they held the friar accountable and killed him by tying a rope through his lower jaw and dragging him through town. Pedro Pando was also killed. Next in line was Tà ºpac Amaru, Titu Cusi’s brother, who had been living in semi-seclusion in a temple. About the time Tà ºpac Amaru was made leader, a Spanish diplomat returning to Vilcabamba from Cusco was killed. Although it is unlikely that Tà ºpac Amaru had anything to do with it, he was blamed and the Spanish prepared for war. War with the Spanish Tà ºpac Amaru had only been in charge for a few weeks when the Spanish arrived, led by 23-year-old Martà ­n Garcà ­a Oà ±ez de Loyola, a promising officer of noble blood who would later become governor of Chile. After a couple of skirmishes, the Spanish managed to capture Tà ºpac Amaru and his top generals. They relocated all the men and women who had been living in Vilcabamba and brought Tà ºpac Amaru and the generals back to Cusco. Dates of birth for Tà ºpac Amaru are vague, but he was approximately in his late 20s at the time. They were all sentenced to die for insurrection: the generals by hanging and Tà ºpac Amaru by beheading. Death The generals were thrown in prison and tortured, and Tà ºpac Amaru was sequestered and given intense religious training for several days. He eventually converted and accepted baptism. Some of the generals had been tortured so badly that they died before making it to the gallows—although their bodies were hung anyway. Tà ºpac Amaru was led through the city escorted by 400 Caà ±ari warriors, traditional bitter enemies of the Inca. Several important priests, including the influential Bishop Agustà ­n de la Coruà ±a, pleaded for his life, but Viceroy Francisco de Toledo ordered the sentence to be carried out. The heads of Tà ºpac Amaru and his generals were put on pikes and left at the scaffold. Before long, the locals—many of whom still considered the Inca ruling family to be divine—started worshiping the head of Tà ºpac Amaru, leaving offerings and small sacrifices. When notified of this, Viceroy Toledo ordered the head to be buried with the rest of the body. With the death of Tà ºpac Amaru and the destruction of the last Inca kingdom in Vilcabamba, Spanish domination of the region was complete. Historic Context Tà ºpac Amaru never really had a chance; he came into power at a time when events had already conspired against him. The deaths of the Spanish priest, interpreter, and ambassador were not of his doing, as they took place before he was made the leader of Vilcabamba. As a result of these tragedies, he was forced to fight a war he may not have even wanted. In addition, Viceroy Toledo had already decided to stamp out the last Inca holdout at Vilcabamba. The legality of the conquest of the Inca was being seriously questioned by reformers (primarily in the religious orders) in Spain and in the New World, and Toledo knew that without a ruling family to which the Empire could be returned, questioning the legality of the conquest was moot. Although Viceroy Toledo was reprimanded by the crown for the execution, he did the king a favor by removing the last legitimate legal threat to Spanish rule in the Andes. Legacy Today Tà ºpac Amaru stands as a symbol for the indigenous people of Peru of the horrors of the conquest and Spanish colonial rule. He is considered the first indigenous leader to seriously rebel against the Spanish in an organized way and, as such, he has become the inspiration for many guerrilla groups over the centuries. In 1780, his great-grandson Josà © Gabriel Condorcanqui adopted the name Tà ºpac Amaru and launched a short-lived but serious rebellion against the Spanish in Peru. The Peruvian communist rebel group Movimiento Revolucionario Tà ºpac Amaru (â€Å"Tà ºpac Amaru Revolutionary Movement†) took their name from him, as did the Uruguayan Marxist rebel group the Tupamaros. Tupac Amaru Shakur (1971–1996) was an American rapper who was named after Tà ºpac Amaru II. Sources De Gamboa, Pedro Sarmiento, History of the Incas. Mineola, New York: Dover Publications, Inc. 1999. (written in Peru in 1572)MacQuarrie, Kim.  The Last Days of the Incas, Simon Schuster, 2007.

The Factors That Influence Women s Participation

My purpose in this study is to identify and analyse the factors that influence women’s participation in sports. Employing an ethnographic approach, I wanted to discover the emic concepts of my participants. To achieve this goal, I followed Spradley (1979:3) who advocates â€Å"learning from people† rather than â€Å"studying the people†. I participated in and observed various sports and sporting activities. In this chapter I will present the research techniques that I used for the study. The topics I will cover include: study design and method, sampling, sampling units, data collection, study area, my personal experience, data analyses, practice and theory in the field, observer effect and reality on the ground, and ethics. 3.2 The study design and methods This ethnographic study involved the use of participant observation, interviews and autoethnography to document the factors influencing women’s participation in sports. 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