Thus with a kiss I die Essay Example

Thus with a kiss I die   Paper These were the last words of Romeo before killing himself. The quote itself is very powerful in the way that it links the two main genres together love and death together. Also two very powerful oppositions or maybe they are not opposites at all. Romeo and Juliet was Shakespeares first major tragedy. Then followed the big four (Othello, Hamlet, Macbeth and King Lear) these were also major tragedies and are all very famous plays. In all of these plays the heroes are doomed from the start. Their foolish acts are blatantly going to have a tragic end! But this all adds to the appeal and love people have for the plays. For example Romeo and Juliet is set over a week, and in that week Romeo meets Juliet, marries Juliet, and then soon after kills Tybalt in the same day as marrying Juliet, gets banished from the city and then kills himself, thinking Juliets dead when she isnt. What a tragic week! Before the action starts you know the plot of the play, or at least that the play will end because they are enemies, it cannot be. This is also mentioned in the Prologue. We will write a custom essay sample on Thus with a kiss I die   specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Thus with a kiss I die   specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Thus with a kiss I die   specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Many different causes contribute to this. One such cause is fate. Was it meant to happen? Did all this happen for a reason? Was the play meant to go this way? Was it just a coincidence that Romeo met Juliet who happened to be the daughter of their rivals the Capulets? Was it really fate? These are all questions people ask about the fate of the play today. Shakespeare wanted his audience to know what happens in the end by giving you huge hints at the start of the play. For example From forth the fatal loins of these two foes, a pair of star-crossed lovers take their life This line means, emerging out of the family loins came Romeo and Juliet who crossed together and took their own lives. Chosen by the stars The cause of death was being born! This shows that Shakespeare wanted us to know the ending of the play. He is telling us that it is going to have a sad and tragic ending. He tried to give a taster so people would come and watch the play to get the whole story on why it had such a tragic ending. Romeo and Juliet have love at first sight, but it just so happens that Romeo is the son of Juliets fathers enemy the Montagues! His name is Romeo, and a Montague, the son of your great enemy. This line is said by the Nurse She gives the line central to the whole play. It sets up the tragic tension! He is the son of the Capulets great enemy. Shakespeare gives Romeo bad fate from the start. He makes Romeo look hasty and foolish. He always seems to fall into traps when it comes to love. He ironically falls in love with Juliet who just happens to be the daughter of his great enemy, out of all the women he could have fallen in love with, he fell in love with the worst possible! Nurse is warning Juliet of the problems that could occur, that could be dangerous. Romeo wants to make his own decisions, instead of fate controlling his life. And shake the yoke of inauspicious stars This is in the last scene. Romeo is talking to the audience. He is saying to get rid of the yoke (head brace) of the stars to set him free. This shows he wants to control his own life, his own destiny. Romeo also tempts fate in a couple of places in the play. Let me be taen let me be put to death Here Romeo is saying basically put me to death! He is challenging fate here by saying it; this is quite ironic as he dies within a few days. Fate is not the only culprit that could have killed the two lovers. What about family pressure? The fathers in Shakespeares day were the boss of the family. They even chose who you married. Capulet wants Juliet to get married to a man of his choice. He talks about when and who. She hath not seen the change of fourteen years: Let two more summers wither in their pride Ere we may think her ripe to be a bride. Capulet basically says that in two more summers they should consider Juliet ready for marriage. When she is sixteen. This puts a lot of pressure on Juliet because what if she isnt ready? What if he isnt right for her? She is being pushed into things, especially when Capulet agrees to Juliet marrying Paris the following week. Capulet meets Paris and tells him about Juliet, hoping they could marry. Juliet doesnt yet know about him. But woo her, gentle Paris, get her heart; My will to her consent is but apart: And, she agree, within her scope of choice Here Capulet is talking to Paris. He tells Paris to win her gently, to get Juliets heart. His consent is only a part of the plan for it to work; she will have to agree by her own choice. This is Capulets plan to get Paris and Juliet married; this also puts a lot of pressure on Juliet because she has not got a choice. She is pushed into it, as a fathers word was law. When Juliet told Capulet she didnt want to marry Paris (of whom he chose) he was furious. Hang thee, young baggage! Disobedient wretch! I tell thee what; get thee to church on Thursday, Or never after look me in the face. Speak not, reply not, do not answer me! This is a very powerful speech given by Capulet to Juliet. Capulet says if Juliet doesnt get to the church on Thursday to marry Paris, he will never talk to her again, and she will be thrown onto the streets! But she has married Romeo already! Thats the problem. This puts a lot of pressure on Juliet. Should she forget about Romeo, marry Paris and stay in the family? Or leave her family have no assets and stay to marry Romeo? These are her two options. Capulet gives Juliet one more chance to redeem herself, by giving her a choice. (If it counts as a choice). He says she can marry Paris or she can beg and die on the streets. Its not really a choice at all but its all she has got. An you be mine, Ill give you my friend; An you be not, hang, beg, starve, die in the streets Capulet may not have given Juliet a wide variety of options but he gave her a chance to have what she wanted. He says she can marry his friend Paris and not be put on the streets or she can have exactly that. It is all up to Juliet. What about adolescent passion? Maybe this all happened because of the stupidity of the two lovers. For instance maybe they didnt know if they were in love or not. Did my heart love till now? He says this when he meets Juliet. It is love at first sight. Romeo asks a question that makes you wonder if he truly knows what love is. He thought he loved Rosaline but maybe he didnt. Romeo shows that he is very unstable and doesnt know who he loves. (If any) Maybe the lovers rushed into things to fast. If that thy bent of love be honourable, Thy purpose marriage, send me word tomorrow Here Juliet is talking. She says of you mean it send me word tomorrow. They have only just met that night and they are talking about marriage! Is this all a bit too fast? Romeo goes to see the apothecary to get poison to kill himself because he thinks Juliet is dead. There is evidence of this her in A5 S1 L34 Well Juliet I will lie with thee tonight This is what Romeo says to himself, just before he goes to see the apothecary. He thinks Juliet is dead so he buys poison to take himself with her. You could say that he was stupidly in love with her. Again he does things in a passionate haste. Then Romeo kills himself next to Juliet. Heres to my love! O true apothecary! Thy drugs are quick. Thus with a kiss I die. Romeo killed himself in haste thinking Juliet was dead; he did not wait to check. He was too hasty. Maybe none of the above are right. Maybe it was all down to the feud. Could the lovers deaths have been caused by the hatred between the Montagues and Capulets? There is so much hatred in the air between the two families. They always resolve in sword fights. Draw thy tool; here comes two of thy house of Montagues This shows that the two families hate each other bitterly. This all started because Mercutio took Romeo go to the party, which they were not even meant to be at! The two families see each other as enemies Thou art a villan This is Tybalt to Romeo. Just before Mercutio gets killed he expresses his feelings in anger to the two feuding families. I warrant for this world. A plague oboth your houses! Mercutio is very angry; he thinks the two families are pathetic and he puts a curse on both their houses (not literally). Maybe it was chance. Maybe it was just bad luck that all this happened. Maybe it was luck that Romeo met Juliet in the first place! If it was not for Mercutio to get tickets for the Capulets ball there would be no Romeo and Juliet Romeo was not meant to be at the party so if he did not go he would not have met Juliet in the first place. He chose to change his luck When the Prince banished Romeo from Verona he was forced to leave. Later on Friar Lawrence sends a letter to Romeo updating him on what has happened. Unfortunately this does not arrive. . her body sleeps in Capels monument because he obviously did not know at this point that Juliet was faking her death and thus this wrong message sends Romeo back to Verona and to his tragic end. The letter was of most serious importance that it got to Romeo, but it did not. This letter was not nice but full of charge, Of dear import The letter was very important as it contained the vital information that Romeo needed. I personally think that the tragic ending was caused mostly by adolescent passion because they rushed into things too fast! They were too hasty in their approach. Also in the way that they are too young to know what love is! For example Romeo kept on saying how much he loved Rosaline but then when he met Juliet he forgot all about her! I think all the topics I have covered have some relevance but are not the whole cause. I leave you with a quote which I mentioned earlier, I think it very powerful in the way that an innocent man died because of the hatred between the two families.

Ethics Final Paper Essays

Ethics Final Paper Essays Ethics Final Paper Essay Ethics Final Paper Essay While ethics is an extremely valuable tool to individuals in the field, it can also be a source of conflict (Fisher, 2013). With being a psychologist comes an immense amount of responsibility and pressure to offer the most effective care to those in need. As a result, it is inevitable for psychologists to struggle with this responsibility during some point in his or her professional career. The following fictional case captures this struggle, as well as identifies the crucial role of ethics in maintaining healthy yet professional client relationships. Ethical Case: Dry. Teen is a female psychologist who received a part-time job at Lincoln Park High School. She recently graduated from Northwestern University sys. D. Program, where she had also attended undergraduate school. Dry. Teen was born and raised in the suburbs of Chicago, and feels strong ties to the city. Thus, after earning a license to practice, she decided to apply for a position as the school counselor of her formal high school. One perk that accompanies working at Lincoln Park High is that she is only required to work part time, allowing her to balance work with her secondary occupation. Additionally, she was excited to return to her high school in order to reestablish relationships with old teachers and administrators who were deeply supportive of her during her troubled past. Dry. Teen has been working at the school for nearly three months, and finds great satisfaction in her work. Lincoln Park High reports an all time high in the number of students currently signed up for counseling. Both male and female students are choosing to seek Dry. Tens counsel, in contrast to past years, in which faculty or parents were forcing students to meet with the school social worker. Dry. Teen is pleasantly surprised by the deep relationships she has established with many of her students. Additionally, she has found that she is even better able to relate to and form connections with her students, compared to her same-age co- workers. She enjoys bonding with her students so much that she is considering working full time at Lincoln High. Since Dry. Teen only works three days a week, her busy schedule often prevents her from meeting with students during the select days she comes into school. Though the school assures her that postponing her appointments is completely understandable, he feels too guilty turning away students. Unbeknown to the school, she occasionally meets with them outside of work on the weekends. Since she lives in the neighborhood directly behind school, she feels her home is the most convenient place for them to meet. Dry. Teen considers her work outside of school to be even more beneficial to students, as it is not in the formal setting, thus, she does not set a time limit on appointments. Plus, Dry. Teen benefits from meetings outside of school, as the students who come to her house often bring her coffee, food, gift certificates, and tokens of appreciation for the additional availability she offers on weekends. Recently, however, Dry. Teen has become very overwhelmed with her counseling duties. In order to foster the most effective therapy for students, she has decided to restrict the students she meets with to the students in which she feels she is able to connect with the most. Coincidentally, many of these select students are young females. Dry. Teen assures the male students that her choice is nothing personal; however, she would rather provide valuable counseling to a few students rather than mediocre counseling to many students. In attempt o alleviate the situation, she has given her personal cell phone number to the students whom she no longer meets with in person, and emphasizes her availability for them to call or text her at any time and for any reason. Dry. Teen has grown particularly close to her student, Anna, who she considers her mini-me. Dry. Teen and Anna share similar experiences, specifically, a car accident that resulted in symptoms of Postgraduates Stress Disorder for the both of them. Although the car accident took place recently for Anna, it occurred over ten years ago for Dry. Teen. Aside from the car accident, Dry. Teen has bonded with Anna on a deeper, friend-level. Occasionally, Dry. Teen shares personal stories about her experiences and relationships during high school in order to make Anna feel comfortable reciprocating her experiences. Dry. Teen feels the only way for students to feel safe confiding in her is for her to confide in students, in return. Depending on the situation, she has elaborated on stories about her partying, drinking, and dating habits of the past. Dry. Teen feels it is justified for her to discuss even these provocative stories, since she does not behave as such anymore, and it is trickily for the purpose Of building a therapeutic relationship with her clients. The details of Dry. Tens therapy are unknown to Lincoln Park High. However, based on the variety of gifts Dry. Teen has received from her students in appreciation of her services, the school is confident in her abilities and progress with the students. As far as the faculty is aware, Dry. Teen has been successful in maintaining student mental health. Students that have benefited from counseling possess an overall more positive attitude towards school. Ethics Code Violations: In therapy, there is a thin line between being an effective therapist, and being professional therapist. Dry. Tens behavior represents a lack of professionalism that violates various ethical codes set out to prevent this type of relationship. A core code Dry. Teen violates is 3. 04: Avoiding Harm. The code states, Psychologists take reasonable steps to avoid harming their clients/patients, students, supervises, research participants, organizational clients, and others with whom they work, and to minimize harm where it is foreseeable and unavoidable (Fisher, 2013). Dry. Teen defies this code in various aspects of her practice. For example, she shares personal and revocation stories about herself, invites clients to her home, and offers her cell phone number for additional therapy benefits. In doing so, Dry. Teen is transforming what is supposed to be a professional relationship into a more personal connection. For the students who are seeking mental health care, this can prove more harmful than helpful to their overall well-being. In line with code 3. 04, Avoiding Harm, is Principle A: Beneficence and Malefaction of the General Principles of Psychology. This principle reflects a psychologists dual obligation to strive to do good and avoid doing arm Y promoting the welfare of others, treating people and animals humanely, increasing scientific and professional knowledge of behavior an peoples understanding of themselves, and improving the condition of individuals (Fisher, 2013). By forming an unprofessional relationship with her students, Dry. Teen is neither striving to do good nor avoiding harm. Her closeness with these young and impressionable teens is not promoting their welfare. Instead, Dry. Teen appears to be too focused on bonding with students and forming a rec iprocal relationship, when her true responsibility would be solely dedicated to the client. Dry. Tens relationship with Anna proves particularly harmful. By sharing intimate stories about her past, she is setting a poor example for Anna. It is clear Anna considers Dry. Teen a role model. Although Dry. Teen may have pure intentions by sharing provocative stories about her past, in turn, she is harming Anna by suggesting this behavior is acceptable, and even encouraged. While Dry. Tens ability to offer Anna a safe place to seek comfort and support is commended, the example she sets is not. Moreover, a multiple relationship is defined by when a psychologist is in a professional relationship with a person and at the same time is in another role with the same person (Fisher, 2013). The behaviors mentioned above, including providing students with her cell phone number and sharing personal stories about herself, signifies a friendship, not the role of a psychologist. Dry. Tens actions violate Code 3. 04, Multiple Relationships. Perhaps one of the most difficult aspects in the role of a psychologist is maintaining the ability and restraint to separate ones personal life from ones professional endeavors. The fact that Dry. Teen and Anna share many of the same experiences, in particular the traumatic car accident, can serve as both a positive and a negative influence on both partys mental health. On one hand, Dry. Teen possesses the proper empathy and understanding of Annas situation, and can foster the most effective coping strategies. In turn, Anna can take solace in knowing that Dry. Teen has endured a similar experience to her, and has been successful in overcoming such an obstacle. Yet, if Dry. Teen does not approach this sensitive issue properly, the outcome may prove detrimental to both hers and Annas health. Code 2. 06: Personal Problems and Conflicts highlights the suggested course for a psychologist to take when dealing with this type of situation. The code states, (a) Psychologists refrain from initiating an activity when they know or should know that there is a substantial likelihood that their personal problems will prevent them from performing their work-related activities in a competent manner (Fisher, 2013). According to professional ethics, research indicates that certain stressful life events can hinder a psychologists ability to use their skills competently and effectively. In addition to the violations of the various codes listed above, Dry. Tens relationship with Anna further violates standard 2. 06, as she is required to refrain from activities in which her personal problems may impair her ability to perform. As a psychologist, it is Dry. Tens responsibility to respect the dignity and worth of all individuals appropriately. This includes offering equal services and availability to all students that seek her treatment. Code 3. 01: Unfair Discrimination elucidates on this topic, stating, In their work-related activities, psychologists do not engage in unfair scarification based on age, gender, gender identity, race, ethnicity, culture, national origin, religion, sexual orientation, disability, socioeconomic Status, or any basis proscribed by law (Fisher, 2013). Although standard 3. 01 does not require psychologists to offer therapeutic assistance to all individuals requesting mental health services, Dry. Tens role as Lincoln Highs social worker does not offer her this luxury. As the schools sole therapist, she is responsible for counseling each and every student that seeks her help, and providing all students with equal and just care. Selecting certain students and turning away others is a violation of standard 3. 01 , and exemplifies unfair discrimination. Furthermore, Dry. Teen is also in violation of Principle D, Justice, of the General Principles of Psychology. This principle encourages psychologists to strive to provide to all people fair, equitable, and appropriate access to treatment and to the benefits of scientific knowledge and warns psychologists to be aware of and guard against their own biases and the prejudices Of others that may condone or lead to unjust practices (Fisher, 2013). Dry. Tens actions are in clear violation of this principle. Additionally, she is setting a poor example for her students by implying that discriminatory behaviors are indeed acceptable. By selecting certain students to counsel over other students seeking the same treatment, Dry. Teen defies Principle D. An exploitative relationship is defined as taking unfair advantage of or manipulating for their own personal use or satisfaction (Fisher, 2013). Meeting with students in her home on the basis that they bring her gifts as a show of gratitude represents an exploitative relationship. Standard 3. 08 prohibits psychologists from taking unfair advantage of or manipulating for their own personal use or satisfaction of students (Fisher, 2013). Dry. Teen is taking advantage of her students by offering additional services as an incentive to receive gifts. While gift giving and receiving IS not considered a violation, exploiting clients as a means of receiving gifts is. Finally, because of Dry. Teen is a practicing psychologist within a school setting she must be particularly careful with her responsibility to protect the privacy and confidentiality of her students. The Family Educational Rights and Privacy Act FREER) of 1974 outlines several laws In order to promise students privacy within school settings (Fisher, 2013). Specifically, FREER provides certain rights to parents of students that are ultimately transferred to students when they reach 18 years. Such rights include the inability to disclose a students educational record without written permission from the parent or the eligible student (Fisher, 2013). In addition to the diverse guidelines Dry. Teen must adhere to under the ethics code, it is crucial that Dry. Teen is additionally aware of implications such as FREER that impact her job and professional susceptibilities. Celia Fishers, Decoding the Ethics Code, offers a quote by Nicholas Hobbs that captures the tough balance between being an effective psychologist, and adhering to the ethics that surround this task. Hobbs refers to psychology as, a complex field where individual and social values are yet but ill defined (Fisher, 2013). He compares the field to a game, in which must be played fairly and must be given direction and consistency by the rules of the game. Though an individuals values may be ill defined, it is a psychologists responsibility to use these ethical standards as a tool to vegetative through the game of psychology.

Analysis of Tenth of December by George Saunders

Analysis of Tenth of December by George Saunders George Saunders deeply moving story Tenth of December originally appeared in the October 31, 2011, issue of The New Yorker. It was later included in his well-received 2013 collection, Tenth of December, which was a bestseller and a National Book Award finalist. Tenth of December is one of the freshest and most compelling contemporary stories, yet we find it almost impossible to talk about the story and its meaning without making it sound trite (something along the lines of, A boy helps a suicidal man find the will to live, or, A suicidal man learns to appreciate the beauty of life). We have to chalk this up to Saunders ability to present familiar themes (yes, the little things in life are beautiful, and no, life isnt always neat and clean) as if were seeing them for the first time. If you havent read Tenth of December, do yourself a favor and read it now. Below are some of the features of the story that particularly stand out; perhaps theyll resonate for you, too. Dreamlike Narrative The story shifts constantly from the real to the ideal, to the imagined, to the remembered. Like the 11-year-old protagonist of Flannery OConnors The Turkey, the boy in Saunders story, Robin, walks through the woods imagining himself a hero. He trudges through the woods tracking imaginary creatures called Nethers, who have kidnapped his alluring classmate, Suzanne Bledsoe. Reality merges seamlessly with Robins pretend world as he glances at a thermometer reading 10 degrees (That made it real) and also as he begins to follow actual human footprints while still pretending that hes tracking a Nether. When he finds a winter coat and decides to follow the footsteps so he can return it to its owner, he recognizes that [i]t was a rescue. A real rescue, at last, sort of. Don Eber, the terminally ill 53-year-old man in the story, also holds conversations in his head. He is pursuing his own imagined heroics- in this case, going into the wilderness to freeze to death in order to spare his wife and children the suffering of caring for him as his illness progresses. His own conflicted feelings about his plan come out in the form of imagined conversations with adult figures from his childhood and finally, in the grateful dialogue, he imagines between his surviving children when they realize how selfless hes been. He considers all the dreams hell never achieve (such as delivering his major national speech on compassion), which seems not so different from fighting Nethers and saving Suzanne- these fantasies seem unlikely to happen even if Eber lives another 100 years. The effect of the movement between real and imagined is dreamlike and surreal- an effect that is only heightened in the frozen landscape, especially when Eber enters the hallucinations of hypothermia. Reality Wins Even from the beginning, Robins fantasies cant make a clean break from reality. He imagines the Nethers will torture him but only in ways he could actually take. He imagines that Suzanne will invite him to her pool, telling him, Its cool if you swim with your shirt on. By the time he has survived a near drowning and a near freezing, Robin is solidly grounded in reality.  He starts to imagine what Suzanne might say, then stops himself, thinking, Ugh. That was done, that was stupid, talking in your head to some girl who in real life called you Roger. Eber, too, is pursuing an unrealistic fantasy that he will eventually have to give up. Terminal illness transformed his own kind stepfather into a brutal creature he thinks of only as THAT. Eber- already tangled in his own deteriorating ability to find accurate words- is determined to avoid a similar fate. He thinks: Then it would be done. He would have preempted all future debasement. All his fears about the coming months would be mute. Moot.   But this incredible opportunity to end things with dignity is interrupted when he sees Robin moving dangerously across the ice carrying his- Ebers- coat. Eber greets this revelation with a perfectly prosaic, Oh, for shitsake. His fantasy of an ideal, poetic passing wont come to be, a fact readers might have guessed when he landed on mute rather than moot. Interdependence and Integration The rescues in this story are beautifully intertwined. Eber rescues Robin from the cold (if not from the actual pond), but Robin would never have fallen into the pond in the first place if he hadnt tried to rescue Eber by taking his coat to him. Robin, in turn, saves Eber from the cold by sending his mother to go get him. But Robin has already saved Eber from suicide by falling into the pond. The immediate need to save Robin forces Eber into the present. And being in the present seems to help integrate Ebers various selves, past and present. Saunders writes: Suddenly he was not purely the dying guy who woke nights in the med-bed thinking, Make this not true make this not true, but again, partly, the guy who used to put bananas in the freezer, then crack them on the counter and pour chocolate over the broken chunks, the guy who’d once stood outside a classroom window in a rainstorm to see how Jodi was faring. Eventually, Eber begins to see the illness (and its inevitable indignities) not as negating his previous self but simply as being one part of who he is. Likewise, he rejects the impulse to hide his suicide attempt (and its revelation of his fear) from his children, because it, too, is part of who he is. As he integrates his vision of himself, he is able to integrate his gentle, loving stepfather with the vitriolic brute he became in the end. Remembering the generous way his desperately ill stepfather listened attentively to Ebers presentation on manatees, Eber sees that there are drops of goodness to be had even in the worst situations. Though he and his wife are in unfamiliar territory, stumbling a bit on a swell in the floor of this stranger’s house, they are together.

How lawyers reason, within field of litigation and how lawyers form Essay

How lawyers reason, within field of litigation and how lawyers form legal argument within field of litigation - Essay Example These supporting tools are of great help in terms of their importance in making the minds of judiciary to decide. II. How lawyers reason, within field of litigation   A. Litigation   The legal professions in England and Wales are divided into two segments a) Barrister and b) Solicitor. Bar Standards Board is the regulatory authority of Barrister. A Barrister must be a member of one of the Inns of Court. These are a) The Honourable Society of Gray's Inn b) The Honourable Society of Lincoln's Inn c) The Honourable Society of the Middle Temple and d) The Honourable Society of the Inner Temple. Mentioned courts are located in Central London, which is very near to the Royal Courts of Justice1. In England, public representatives may have the services of a barrister directly. They are there to provide legal advice and assistance in almost all spheres of laws. Barristers are entitled to represent on behalf of their clients in any court of law in England and Wales provided he or she recei ved instructions from his client to plead the case. Before taking up the case of any client, Barrister has to complete a course, which is known as special course2. The Public Access Scheme was introduced in the United Kingdom to liberalize it for public and at a cheaper fee. It further bridges the gap between solicitors and barristers. The role of Barrister and Solicitor is clearly defined in rules of business for the ease of public.    B. Precedent   Legal rulings are known as legal precedents, come from the cases of law. Rulings of the competent court of law are binding until and unless void by the superior courts. We may categorise the precedents into three categorise a) Original b) Binding and c) Persuasive. It can be used in place of statutory law in civil cases, which is familiar as common law. Judges pursue the know principles of superior courts3. Original Precedent Original Precedents are those which have never gone through the legal process ever before. Take the example of London bombing case, which was never heard by the UK Judge as this sort of incident has not been witnessed earlier. Hence, ruling in the mentioned case, is considered as Original Precedent4.    Binding Precedent If a ruling of a competent jurisdiction is the same as it was held in some similar case, this can be treated as binding precedent. For example if a person commits murder and the judge keeping in mind the circumstances, not finds the accused guilty and orders to release innocent person, therefore a case of equal standing can have the same ruling. Judges always try the cases on merits of the case5. Persuasive Precedent Persuasive precedents in fact are the decisions of subordinate courts. The decision has the legal validity provided higher court deems it fit and appropriate. There are circumstances where lower courts take the decision and the higher court did not endorse it taking into account the merits of the case6.    Precedents as Common Law Now, the courts of Engl and and Wales use precedents as Common Law. The extraordinary cases usually try in the competent court of law and their decision is binding. Precedent may be used in a similar case being heard. The rulings of circuit court or the high court are binding. However, rulings of the subordinate courts are not binding since they are challengeable in mentioned superior courts7.   Ã‚   It would not be out of place to mention that number of post 9/11and 7/7 Cases heard in UK courts were â€Å"

Research a community organization on an individual basis Essay

Research a community organization on an individual basis - Essay Example Beneficiaries of the organization’s programs are categorized into federations that exhibit religious, ethnic, economic, and racial diversity (http://www.picocalifornia.org/). In essence, PICO California strives to improve the social, economic, and political welfare of working families living in the State of California. The primary goal of the community organization is to enhance statewide relations and interactions among California residents. To do this, PICO California networks working families by identifying and creating awareness about common social issues that affect residents in the state. Upon identifying statewide issues that affect residents, the organization goes a step further to voice the concerns of the people. The idea is to ensure that the voices and concerns of working families and residents in general reach the state’s leadership. In other words, PICO California acts as an intermediary between the people and policy makers in the state of California. In many communities around the United States, policy arenas remain inaccessible to the public. With PICO California, however, the underlying social responsibility is to enhance public participation in policymaking processes. In this respect, a number of factors influence PICO California’s operations. These factors include health, employment, education, security, and local community empowerment. By evaluating and assessing these factors, the organization strives to promote family and social growth and development. It is evident that each of these factors is strategic in the formulation and implementation of state policy. Social initiative is the primary driver of PICO California’s community operations. PICO federations network on congregational basis, resulting in strong culturally diverse social interactions and relations. The organization’s social initiative encompasses increasing access to quality healthcare, minimizing violence in California, improving state

Unless We Acknowledge The Past Essay Example for Free

Unless We Acknowledge The Past Essay In 1967, facing divided military councils and serious domestic opposition to the Vietnam War, the Defense Department commissioned a team of analysts to prepare a secret study of how the United States became involved in the war. The study was intended to give America’s leaders an authoritative, objective account of the war. Parts of the secret study were leaked to the New York Times in 1971, and the newspaper began publishing reports based on these materials. The government sued to enjoin publication, but the United States Supreme Court ruled that the publication could proceed. The New York Times then published a series of articles with supporting documents, which it later issued in book form as The Pentagon Papers. The remarkable feature of The Pentagon Papers is its objectivity. Those who prepared the original study had unlimited access to government documents. Their goal was objectivity. Their work was to be secret, so that they were free of concerns about playing to a public audience. That the government sought to bar publication lent an added imprimatur of candor to the report. In their articles, the New York Times reporters strove for a similarly objective style. Chapter 5 of The Pentagon Papers shows that at a critical juncture, America’s leaders lied to the nation. In 1964, presidential candidate Barry Goldwater promised to get tough with communism. Seeking re-election, President Lyndon Johnson campaigned as a moderate. 1 The Pentagon Papers show that Johnson was secretly widening the war in Vietnam throughout 1964. To do this, he ordered an increasing range of assaults against North Vietnam. When the North Vietnamese finally responded by attacking American destroyers off their coast, Johnson blasted these attacks as â€Å"unprovoked. † He asked Congress for a joint resolution approving increased American participation in the war. A supine Congress complied. With the publication of The Pentagon Papers, Congress would discover how completely it was misled. (Sheehan) Meanwhile, America plunged ahead, fighting in a country where it soldiers were racially unlike the indigenous people, did not speak the native language, and misunderstood the culture. The Los Angeles Times recently reported another coverup. Stories beginning August 6, 2006, reported that the American military knew of killings of civilians in Vietnam, and concealed this information for nearly 40 years. These included several massacre of civilians. Servicemen reported these during the war, only to have the military throw up smoke screens of denial. As in The Pentagon Papers, the Los Angeles Times articles are based on a recently disclosed secret archive detailing attacks on civilians. These documents show that the military frequently issued denials it knew were untruthful, wrongly impugned the credibility of those who reported atrocities, and otherwise strove to maintain secrecy. Again, the credibility of the documents is boosted by the government’s stubborn efforts to keep them secret. One story in the L. A. Times recounts how a young soldier watched as American soldiers carried out gruesome orders to â€Å"kill anything that moves. † (Turse) There was no evidence that any of the nineteen Vietnamese who were killed were combatants or that they resisted the Americans in any way. Confronted with the reports that these soldiers told, the Army suppressed the truth for nearly forty years. (Turse) The United States is now at war in Iraq. As in Vietnam, this is a war of occupation, fighting insurgents from within the indigenous population. American forces are racially distinct from the native peoples. They do not speak the language. They are unschooled in the culture. Already there are reports of killings of Iraqi civilians. Responding, a retired General who helped assemble the secret archive, John H. Johns, supports the disclosure of the incidents in Vietnam in light of alleged incidents in Iraq, saying . We cant change current practices unless we acknowledge the past.

Baldwins Writing Style in Notes of a Native Son Essay -- James Baldwi

James Baldwin was born in Harlem in a time where his African American decent was enough to put more challenges in front of him than the average (white) American boy faced. His father was a part of the first generation of free black men. He was a bitter, overbearing, paranoid preacher who refused change and hated the white man. Despite of his father, his color, and his lack of education, James Baldwin grew up to be a respected author of essays, plays, and novels. While claiming that he was one of the best writers of the era could be argued either way, it is hard to argue the fact that he was indeed one of the most well-known authors of the time. One of his intriguing skills as a writer is his ability to intertwine narration and analysis in his essays. James Baldwin mixes narration and analysis in his essays so well that coherence is never broken, and the subconscious is so tempted to agree with and relate to what he says, that if you don’t pay close attention, one will find him self agreeing with Baldwin, when he wasn’t even aware Baldwin was making a point. Physical placement of analytical arguments and analytical transitions, frequency and size of analytical arguments, and the language used within the analytical arguments are the keys to Baldwin’s graceful persuasion. Throughout this essay, I will be using Baldwin’s â€Å"Notes of a Native Son† for examples. â€Å"Notes of a Native Son† is an essay that Baldwin wrote which focuses primarily on his life around the time his father died, which also happens to be the same time his youngest brother was born. With the exception of the last paragraph, you never see a paragraph in â€Å"Notes of a Native Son† which offers only analysis. The majority of the time, Baldwin will either start ... ...any places throughout his essay which effectively helps the reader accept what he says as fact. Then, within these analyses, he uses a passive voice to make points. He doesn’t assert anything. He merely suggests and notices things around him, then lets you make the obvious connections. Maybe Baldwin uses this writing style no purpose or maybe he just writes this way naturally without noticing. Baldwin may have written these essays with the intent to make a point, or he may have written them for some other reason. It was not my intent to assign a purpose to Baldwin’s writing, but rather to note an interesting and powerful writing technique Baldwin uses, and how it results in writing which is extremely easy to agree with. Baldwin, James. ?Notes of a Native Son.? 1955. James Baldwin: Collected Essays. Ed. Toni Morrison. New York: Library of America, 1998. 63-84.

Political map Essay

Where were you on the political map? (ie. Libertarian, Liberal, Centrist, Conservative, or Statist – make sure to include your personal and economic issue scores) On the political map was favoring the left liberal section. My personal issue score is at 70% and economic is at 30%. Do you believe that your Personal or Economic issues had a greater influence on your final result? Why? Yes I do because after I took the test I notice the personal score was higher. My personal issues are greater because I believe with my whole heart that what the people do in their daily lives are their business and not they government. After reading the description of the political group you most identified with, provide some feedback on your results? Do you agree or disagree and why? I Agree on my results. I agree because I believe that we as citizens have freedom to our personal choices in life but I also believe that we have to follow the government and follow word for word. As the government, they should tolerate the diverse lifestyles of their citizens because everybody can’t act the same. I believe that the government should regulate the money to the disadvantage and have strict rules regarding money for the big businesses. Where do you think President Obama would score? To support your answer, please choose an issue and describe the stance of President Obama in regards to it. To be honest I really don’t know where Obama would stand because I know nothing about him.

HuckleBerry Finn Essay

â€Å"‘Ransomed? What’s that? ’ ‘†¦ it means that we keep them till they’re dead’† (10). This dialogue reflects Twain’s witty personality. Mark Twain, a great American novelist, exploits his humor, realism, and satire in his unique writing style in The Adventures of Huckleberry Finn. Mark Twain, born in 1835, wrote numerous books throughout his lifetime. Many of his books include humor; they also contain deep cynicism and satire on society. Mark Twain, the author of The Adventures of Huckleberry Finn, exemplifies his aspects of writing humor, realism, and satire throughout the characters and situations in his great American novel. Mark Twain applies humor in the various episodes throughout the book to keep the reader laughing and make the story interesting. The first humorous episode occurs when Huck Finn astonishes Jim with stories of kings. Jim had only heard of King Solomon, whom he considers a fool for wanting to chop a baby in half and adds, â€Å"‘Yit dey say Sollermun de wises’ man dat ever live’. I doan’ take no stock in dat’† (75). Next, the author introduces the Grangerfords as Huck goes ashore and unexpectedly encounters this family. Huck learns about a feud occurring between the two biggest families in town: the Grangerfords and the Sheperdsons. When Huck asks Buck about the feud, Buck replies, â€Å"’†¦ a feud is this way: A man has a quarrel with another man, and kills him; then that other man’s brother kills him; then the other brothers, on both sides, goes for one another; then the cousins chip in – and by and by everybody’s killed off, and there ain’t no more feud’† (105). A duel breaks out one day between the families and Huck leaves town, heading for the river where he rejoins Jim, and they continue down the Mississippi. Another humorous episode appears n the novel on the Phelps plantation. Huck learns that the king has sold Jim to the Phelps family, relatives of Tom Sawyer. The Phelps family mistakes Huck for Tom Sawyer. When Tom meets with Aunt Sally, he â€Å"†¦ [reaches] over and [kisses] Aunt Sally on the mouth† (219) This comes as a surprises to her and Tom explains that he â€Å"[thinks] [she] [likes] it† (219) Later, Huck runs into Tom on the way into town and the two make up another story about their identities. The two then devise a plan to rescue Jim. They use Jim as a prisoner and make him go through jail escaping cliches. While going through these rituals he replies â€Å"‘I never knowed b’ fo’ ‘twas so much bother and trouble to be a prisoner’† (252). In the end, though, Tom reveals that Jim owns himself. Twain uses humor as a way to add realism to multiple situations. Mark Twain employs several examples of realism in the way he wrote The Adventures of Huckleberry Finn. Twain explores the gullibility of society when the duke and king go to the camp meeting and collect money from the poor, unsuspecting, church-going people. The king makes up a story about his profession as a pirate who lost his crew at sea, to which the people respond saying, â€Å"‘Take up a collection for him, take up a collection! ’† (128). Twain uses deceit, lying, and hypocrisy throughout the novel, which appear in various chapters. Twain also reveals examples of realism through the dialect the characters use in the novel. In his book, Twain utilizes the real dialect used at the time, which further demonstrates the realist qualities which he possesses. Throughout the book, Twain includes many different dialects including â€Å"the Missouri Negro dialect; the extremest form of the backwoods Southwestern dialect; the ordinary ‘Pike County’ dialect, and four modified varieties of the last† (2). Other examples of realism occur throughout the setting. The story takes place in St. Petersburg and on the Mississippi, near Twain’s place of birth. In particular, Mark Twain makes use of the episodes of realism as a way to satirize society. Satire, another element in Twains writing, occurs many times throughout his novel as well. A convincing example of satire occurs in the first chapter when Huck says, â€Å"[b]y and by they fetched the niggers in and had prayers, and then everybody was off to bed† (5). This pokes fun at the fact that Miss Watson tries to become a better Christian and a better person but still owns slaves and considers them property. Another satisfactory example of satire occurs when Pap becomes outraged at the thought of a black man having the opportunity to vote. However, the black man actually has more education than Pap (27). Twain uses the Boggs-Sherburn event to include more satire. When Boggs enters the story he says he has come to murder Colonel Sherburn. Sherburn then proceeds to shoot Boggs and the townspeople plan to lynch him. Sherburn laughs in their faces and says to them, â€Å"‘you are – cowards’† (142). Finally the crowd breaks up and moves on (142). Huck reflects on this incident and says â€Å"†¦ the pitifulest thing out is a mob† (142). Another prime example of satire occurs when Huck goes to the Phelps plantation and sees the two frauds, the king and the duke, tarred and feathered. He points out that â€Å"[h]uman beings can be awful cruel to one another† (222). Mark Twain includes numerous examples of satire throughout the novel. Through the use of humor, realism, and satire, Twain illustrates these aspects of his writing style. His style portrays the flaws in society and how pre-Civil War people treat each other. Mark Twain, one of the great American novelists of the nineteenth century, uses his books to teach others about life in the 1840s. Huckleberry Finn Analysis Although there are several themes that are apparent in Mark Twain’s The Adventures Huckleberry Finn, there is one theme that is more distinguished throughout the course of the novel than any other. This satirical view of Twain’s is apparent through his story of Huckleberry Finn. Mark Twain uses satire to convey his views on the failings and evils of society by poking fun at the institutions of religion, education, and slavery. This satirical view of Twain’s is apparent through his story of Huckleberry Finn. Religion is one of the key recipients of Twain’s satire throughout the novel. Huck is forced by Ms. Watson to read and learn about the important people in The Bible, and within the first pages of the book we discover Huck is not fond of the widow or her lectures. Twain uses Huck to reveal his idea that people put so much devotion into the works of long-gone ancestors of The Bible that they ignore other moral accomplishments of the present day. It is shown that religious people seem to be blind to the realities of modern civilization, and are living their lives according to old morals. This is why Huck mentions that the widow does not see any good in his works, and regardless of what Huck feels, his good deeds are not a . . . The youngest Grangerford grows up in a world of feuds, family picnics, and Sunday sermons that are appreciated but rarely followed and never questions the ways of his family. This family lives their lives by tradition, and the fact that the feud is a tradition justifies its needless, pointless violence for them. As Mark Twain once said, â€Å"I believe I have no prejudices whatsoever. Another time, Pap is ranting about an educated black and insists that he is superior to the colored man, even though he himself has no education and, is a drunk. This novel also shows that recognition of a human being is sometimes unintentionally ignored, as seen through religion and education, yet very deliberate through the torment of slavery. After this, Huck begins to truly consider the fact that Jim is smart, â€Å"I never see such a nigger†¦. nything honorable, like biblical events, in the eyes of his elders. By using this feud as an example, Twain shows that people will blindly follow what they have been raised on without stopping to think about the consequences. Huck admires the Grangerfords’ principles, and the interest they placed in good manners, delicious food, and attractive possessions. The reasons for the rivalries between the two families have been forgotten. This idea is brought to the reader’s attention when Col. All I need to know is that a man is a member of the human race. The Shepherdsons done the same† (110). Common topics in this essay: Huck Jim, Mark Twain, Bible Huck, Twain Huck, Grangerfords Huck, Mark Twains, Deacon Winn, Grangerford Shepherdsons, Huckleberry Finn, Ms Watson, huckleberry finn, apparent story, finn mark, mark twain, adventures huckleberry, adventures huckleberry finn, huckleberry finn mark, view twains apparent, view twains, twains apparent, satire throughout, story huckleberry, apparent story huckleberry, beliefs towards, story huckleberry finn, Huckleberry Finn In Huckleberry Finn, Mark Twain created a character who exemplifies freedom within, and from, American society. Huck lives on the margins of society because, as the son of the town drunk, he is pretty much an orphan. He sleeps where he pleases, provided nobody chases him off, and he eats when he pleases, provided he can find a morsel. No one requires him to attend school or church, bathe, or dress respectably. It is understandable, if not expected, that Huck smokes and swears. Years of having to fend for himself have invested Huck with a solid common sense and a practical competence that complement Tom’s dreamy idealism and fantastical approach to reality (Tom creates worlds for himself that are based on those in stories he has read). But Huck does have two things in common with Tom: a zest for adventure and a belief in superstition. Through Huck, Twain weighs the costs and benefits of living in a society against those of living independently of society. For most of the novel, adult society disapproves of Huck, but because Twain renders Huck such a likable boy, the adults’ disapproval of Huck generally alienates us from them and not from Huck himself. After Huck saves the Widow Douglas and gets rich, the scale tips in the direction of living in society. But Huck, unlike Tom, isn’t convinced that the exchange of freedom for stability is worth it. He has little use for the money he has found and is quite devoted to his rough, independent lifestyle. When the novel ends, Huck, like Tom, is still a work in progress, and we aren’t sure whether the Widow Douglas’s attempts to civilize him will succeed (Twain reserves the conclusion of Huck’s story for his later novel, The Adventures of Huckleberry Finn). Mark Twain: Realism and Huckleberry Finn Mark Twain: Realism and Huckleberry Finn Wednesday, August 29th, 2007. Is Mark Twain a Realist, nothing more and nothing less? As well as considering the meaning of Realism in a literary context this essay will critically examine the issues raised by the question with an analysis of Chapter XXXI, in which Jim is â€Å"stolen† and Huck decides that he will help Jim though he believes he will go to hell for doing so. In so doing it will be seen that the assertion is too narrow. One view is that Realism is not attainable: it is simply impossible to represent reality within a literary framework, K. Dauber (1999, p.386), considering Realism, argues that we can only get near to it in the imagination of the reader. The use of metaphors and similes assists us to create, within our own imagination, a landscape within which plausible events occur as part of an understandable and plausible plot. Dauber, strictly speaking, is correct, however Realist texts do exist, in considering them we need a guide as to what it is that makes them Realist. A descriptive term like Realism is useful to the reader. D. Pizer considers that â€Å"descriptive terms† such as â€Å"romanticism, realism and classicism are valuable and necessary† (1961, pp.263 – 269). His starting point is George Becker’s definition. Becker based his definition upon readings of European and American fiction since 1870; dividing realism into three categories: the realistic mode, realism of subject matter, and philosophical realism, Pizer considers â€Å"the realistic mode† based on three criteria: â€Å"Verisimilitude of detail derived from observation and documentation† (1949, pp. 184 – 197). The use of various dialects (discussed in the preface), detailed descriptions of the river and nature are Realist observations. The style fits the first part of this definition. Secondly is â€Å"reliance upon the representative rather than the exceptional in the plot, setting, and character† (1949, pp. 184 – 197). A slave’s escape from captivity and recapture is plausible and thus Realist. Thirdly is â€Å"an objective†¦. rather than a subjective or idealistic view of human nature and experience† (1949, pp. 184 – 197). Observations and descriptions of slavery, life in the South and on the river are objective. In chapter XXXI, Huck must decide between a moral obligation to contact Miss Watson and his debt to Jim for his help on their journey down river. The text of Huckleberry Finn up to, and including, chapter XXXI conforms to Becker’s â€Å"realist mode† definition. On this basis, Twain is a Realist. However, categorisations are just guides as to what we may expect from a text or writer when categorised as Realist, Romanticist or Classicist. Twain explains his style in the preface. From this preface, Twain clearly considered it a Realist book. It is clear and generally agreed amongst critics, that up to and including chapter XXXI, Huckleberry Finn is a realist text. Given the difficulties facing a slave on the run, within the contemporary context of its setting, it is plausible that Jim would face capture and be either lynched, mutilated or at least beaten if caught. However, one cannot consider Twain was â€Å"nothing more and nothing less than a Realist† in the context of this chapter alone. Critics, in the first half of the twentieth century, focused on the ending or â€Å"evasion† for analysis. Since the mid Twentieth Century, attention has focused on issues of race, gender and sexuality. Many view the ending as disappointing: described it as an anti climax, even â€Å"burlesque† (De Voto, 1932). Tom Sawyer’s scheming to set free an already free slave is a betrayal and even â€Å"whimsicality† (T. S. Eliot (although he also argues that this is the only correct ending)). The style of the ending is different from the preceding text, it is more slapstick and humorous. Ernest Hemingway (1935) claimed, â€Å"All modern American literature comes from Huckleberry Finn†, but continued: â€Å"if you read it you must stop where the nigger Jim is stolen from the boys. This is the real end. The rest is cheating†. De Voto (1932) considered the last eleven chapters fell â€Å"far below the accomplishment of what had gone before†¦this extemporized burlesque was a defacement of his purer work† (Cited by Hill, 1991, p 314). Tom Sawyer describes it, an â€Å"evasion†. It certainly detracts from the power of chapter XXXI: Huck’s rejection of Southern values, its belief in slavery and the superiority of whites. The â€Å"evasion† is the missed opportunity to emphasise this rejection by descending in to whimsicality and burlesque. The problem with Hemingway’s advice is that the book does not end at Chapter XXXI. Full analysis requires a complete reading. The whole thrust of the ending, from when Tom returns to centre stage is that of comedy and farce, it is as though Huck is acquiescing in Tom Sawyers pranks and wild schemes. L. Trilling (1948) argues that Huck is simply deferring to Tom by giving him â€Å"centre stage†. Eliot agrees, but then argues that it is right Huck does give way to Tom. The style of the book comes from Huck and the river provides form: we understand the river by seeing it through Huck, who is himself also the spirit of the river and like a river, Huckleberry Finn has no beginning or end (cited by Graff and Phelan, 1995, pp 286 – 290). Therefore, Huck, logically, has no beginning or end: as such he â€Å"can only disappear† in a â€Å"cloud of whimsicalities†. For Eliot this is the only way that the book can end. However, Eliot and Trilling rely on the fact that the River, Huck and Jim are symbolic, that they are allegorical. This suggests that the later chapters of the book are Romantic in style. The entire book must be considered in the context of the ending (however much it may disappoint), it is more a Romance; and to say that Twain is â€Å"nothing more and nothing less than a Realist† is thus incorrect. However, what is Romanticism? In the United States Romanticism enjoyed philosophic expression within the movement known as Transcendentalism, in the texts of Emerson and Thoreau. Symbolic novels of Nathaniel Hawthorne and Herman Melville emphasized concern with Transcendent reality. Nathaniel Hawthorne in the preface to The Scarlet Letter, The Custom House, writes, â€Å"If a man, sitting all alone, cannot dream strange things, and make them look like truth, he need never try to write romances. † Romance offers a symbolic view of the world and, in that context, a historical representation of current issues is crucial (M. Kinkead-Weekes, 1982, p. 74). Symbolism and allegory are fundamental to a Romanticist text: â€Å"astonishing events may occur, and these are likely to have a symbolic or ideological, rather than a realistic, plausibility† R. Chase (1962, p13). Eliot’s interpretation, when considered in this context, asserts that Twain was not in fact writing as a Realist exclusively or, arguably, at all. Hemingway does receive support in his argument that the ending â€Å"is cheating†. From Leo Marx, in his 1953 article: â€Å"Mr. Eliot, Mr. Trilling, and Huckleberry Finn†. He agrees that the ending does not fall within the realist tradition and offends plausibility in several ways: Miss Watson would not free Jim, the interjection of humour is â€Å"out of keeping† with the rest of the book: Huck’s easy transformation from bravely assisting an escaped slave and agonising over this moral position maturely, to clown; is not plausible. To assist in humiliating Jim, a slave transformed to â€Å"freedom fighter†, when known, by Tom at least, that he is free already (however implausible that may be) is at odds with chapter XXXI and all preceding chapters. The ending reflects a conflict within Twain represented by Huck and Tom, he wanted to criticise Southern society but also to gain its approval. He does this by â€Å"freeing† an already free slave, so of the two white heroes, neither transgresses the law, nor break any moral codes of the South, and Huck is saved from going to Hell. This marks a massive retreat from the powerful, and arguably most dramatic, scene in the text: the decision of Huck to reject that society’s values and go to Hell, rather than betray his friend Jim. Marx may have been critical of the ending of the book in terms of content, but, in his 1956 article, which examines the literary style of Twain in Huckleberry Finn, he considers use of language and the â€Å"book’s excellence†. He concludes the article by eulogising the text as one â€Å"which manages to suggest the lovely possibilities of life in America without neglecting its terrors†. The two articles when read together are a powerful argument in favour of categorizing Huckleberry Finn as a Romance Twain a Romanticist rather than â€Å"Nothing more and nothing less than a Realist. † J. M. Cox (1966) challenges Marx’s assessment: postulating that it is a story about a boy who has found himself, through force of circumstance in a difficult position. The reappearance of Tom in the story is a relief to Huck. By deferring to Tom at this stage, Huck is acting within character as developed earlier in the text: happy to be free of the responsibilities thrust upon him. However, this analysis disregards the moral development of Huck in the text up to and including Chapter XXXI and the maturity of his moral deliberations. Marx, and others, are attempting to impose a political agenda that is not evident from the text; succumbing to the fashion that it is necessary for a hero to have an agenda. Huckleberry Finn is a child’s book. To impose sub texts involving subtle critiques of racial, gender, sexual and political issues misses the point entirely and is an over intellectualisation: blatantly ignoring Twain’s instructions at the beginning of the book (R.Hill, 1991). If following Hemingway’s advice then Twain is no more and no less than a realist, but is not to read the book in its entirety: Chapter XXXI is not the end of the text. Twain has succeeded in creating a work of fiction that engenders precisely the kind of debate that he ironically dissuades the reader from indulging in: a literary masterpiece that stubbornly refuses to fit neatly into any categorization at all. To say, â€Å"Twain is a Realist nothing more and nothing less† is thus inaccurate. Word Count: 1609 Bibliography George Becker, (June 1949), pp. 184 – 197, â€Å"Realism: An Essay in Definition†, in Modern Language Quarterly Richard Chase, (1957), The American Novel and Its Tradition, Anchor Books p. 13 James Cox, â€Å"Attacks on the Ending and Twain’s Attack on Conscience†, in Mark Twain: The fate of Humor, University of Missouri Press (1966); excerpted in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 305 – 312 Kenneth Dauber, (Summer 1999), â€Å"Realistically Speaking: Authorship, in late 19th Century and Beyond†, in American Literary History, Vol. 11, No. 2, pp 378-390 T. S. Eliot, â€Å"The Boy and the River: Without Beginning or End† reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 296 – 290 Ernest Hemingway, 1935, Green Hills of Africa Gerald Graff and James Phelan Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, (1995) St. Martins Press Richard Hill, (1991), â€Å"Overreaching: Critical Agenda and the Ending of Adventures of Huckleberry Finn†, Texas Studies in Literature and Language (Winter 1991): reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 312 – 334 Mark Kinkead-Weekes, (1982), â€Å"The Letter, the Picture, and the Mirror: Hawthorne’s Framing of The Scarlet Letter† Nathaniel Hawthorne New Critical Essays, Vision Press Limited, p. 74 Leo Marx, (1953), â€Å"Mr. Eliot, Mr. Trilling, and Huckleberry Finn† The American Scholar reproduced in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 290 – 305 Leo Marx, (1956), â€Å"The Pilot and the Passenger: Landscape Conventions and the Style of Huckleberry Finn†, in American Literature, Vol. 28, No. 2, (May, 1956) pp. 129 -146 Robert Ornstein, (1959), â€Å"The Ending of Huckleberry Finn†, in Modern Language Notes, Vol. 74, No. 8 (Dec. , 1959), pp. 698 – 702 Donald Pizer, (1961), â€Å"Late Nineteenth Century American Realism: An Essay in Definition†, in Nineteenth Century American Fiction, Vol. 16, No. 3 (Dec 1961), pp 263-69 E. Arthur Robinson, (1960), â€Å"The Two â€Å"Voices† in Huckleberry Finn†, in Modern Language Notes, Vol. 75, No. 3. (Mar. 1960), pp. 204 – 208 Lionel Trilling, (1948), in Introduction to Adventures of Huckleberry Finn, 1948 Rinehart edition, excerpted in Mark Twain, Adventures of Huckleberry Finn, a Case Study in Critical Controversy, Edited by Gerald Graff and James Phelan (1995) St. Martins Press pp. 284 – 290 Posted in Mark Twain: Realism and Huckleberry Finn, American Fiction | No Comments  » Huckleberry Finn Sponsored Links Huckleberry Finn Youth Find Deals, Read Reviews from Real People. Get the Truth. Then Go. www. TripAdvisor. com Ernest Hemingway wrote that â€Å"all modern American literature comes from one book by Mark Twain called Huckleberry Finn. †¦All American writing comes from that. There was nothing before. There has been nothing as good since. â€Å"The Adventures of Huckleberry Finn was published in 1885, and in that year the public library in Concord, Massachusetts, became the first institution to ban the novel. Twain’s use of the word â€Å"nigger† later led some schools and libraries to ban the book. Huckleberry Finn was first attacked during Twain’s day because of what some described as its indecency; later, it would be attacked as racist. But by the end of the twentieth century, its status as one of the greatest of American novels was almost universally recognized. Huck Finn, the protagonist and narrator of the novel, is around thirteen or fourteen years of age. He is being raised by Miss Watson and the Widow Douglas, both of whom blindly accept the hypocritical religious and moral nature of their society and try to help Huck understand its codes and customs. They represent an artificial life that Huck wishes to escape. Huck’s attempt to help Jim, a runaway slave, reunite with his family makes it difficult for him to understand what is right and wrong. The book follows Huck’s and Jim’s adventures rafting down the Mississippi River, where Huck gradually rejects the values of the dominant society, especially its views on slavery. Bibliography Blair, Walter. Mark Twain and Huck Finn. Berkeley: University of California Press, 1960. Smith, Henry Nash. Mark Twain: The Development of a Writer. Cambridge, Mass. : Belknap Press, 1962. Any new collection of essays on Mark Twain’s Adventures of Huckleberry Finn is quite welcome. With the continuing debates over the novel and its relevance in the classroom, easy access to a variety of viewpoints can only help readers arrive at their own decisions. Katie de Koster’s anthology serves this purpose, offering a range of perspectives from the date of Huckleberry Finn’s publication to the present. In the Series Foreword, the general editors state that the essays for each volume are chosen specifically for â€Å"a young adult audience. † With this audience in mind, de Koster includes brief summaries of each article in the table of contents, and she groups the essays themselves into thematic sections with descriptive headers. Both arrangements will likely help students locate information and ideas relevant to their interests. On the other hand, many of the essays’ original titles have been changed (and this may prove confusing to some scholars), but original publication information is footnoted on the first page of each essay. De Koster has arranged the notably diverse essays into four sections: â€Å"The Storyteller’s Art,† â€Å"Images of America,† â€Å"Issues of Race,† and â€Å"The Problematic Ending. † Each section includes four or five essays. The first section includes opinions by Brander Matthews, Victor Doyno, James M. Cox, Alfred Kazin, and Ralph Cohen. Matthews’ 1885 review provides a practical starting point for understanding the novel as well as its shifting literary and historical significance. Matthews not only praises its realism, the vernacular dialect of Huck, and its humor, but he also admires Twain’s depiction of Southern blacks and Tom Sawyer’s treatment of Jim in the final chapters. Doyno’s selection–excerpted from Writing Huck Finn: Mark Twain’s Creative Process (1991)–focuses on how Twain painstakingly revised the manuscript to shape the individual personalities of each character. Doyno’s excellent and detailed analysis, however, might have served better after Cox’s and Kazin’s more general discussions of Huck’s personality and choices and of Twain’s artistic discoveries and social purposes. In the final essay of this section, Cohen highlights a topic of probable interest to many college-age readers: the games, tricks, and superstitions of Huckleberry Finn. In the second section, â€Å"Images of America,† de Koster chooses essays/excerpts by Horace Fiske, Andrew Hoffman, Gladys Bellamy, and Jay Martin. Fiske’s 1903 appreciation of Huckleberry Finn tends toward summary, paraphrase, and long quotation rather than interpretation, and it seems somewhat out of place in the collection. On the other hand, Hoffman examines Huck as a representative of the nineteenth-century social and political ideals associated with Andrew Jackson. The excerpt by Bellamy purports to discuss Huckleberry Finn as a satire on American institutions, but the section on the institution of slavery has been removed, and the expressed opinions about race often come across as dated. For example, Bellamy writes that Twain â€Å"shows us the African in Jim, imbuing him with a dark knowledge that lies in his blood† (97). Such pronouncements are not well calculated to illuminate young readers’ understanding of Twain’s novel. In the last essay of this section, however, Martin provides a useful and nuanced explanation of Huck’s vacillating position between Nature and Civilization. The third section, â€Å"Issues of Race†, contains essays by John Wallace, Richard Barksdale, Shelley Fisher Fishkin, Eric Lott, and Jane Smiley. Wallace’s oft-quoted essay, in which he describes Huckleberry Finn as â€Å"racist trash,† raises several valid concerns regarding the use of the novel in American high schools, but lacks strength in its textual analysis. Nevertheless, his major concern is taken up effectively by Barksdale, who places the novel within its historical context to show both the ironic intentions of Twain and the difficulty of learning and teaching those ironies in the classroom. Fishkin then explains not only the indebtedness that Twain had toward African American sources, including â€Å"Sociable Jimmy,† black spirituals, and personal acquaintances, but also the impact Twain had on subsequent American writers. Exploring this further, Lott discusses how Twain’s reliance upon blackface minstrelsy both allowed the complex achievement of Huckleberry Finn while simultaneously making it â€Å"perhaps unteachable to our own time. † In the final essay of this chapter, Smiley compares â€Å"Twain’s moral failure† in his characterization of Jim to Harriet Beecher Stowe’s unequivocal anti-racism in Uncle Tom’s Cabin. Overall, this section is the strongest. That these complex understandings of Mark Twain and Huckleberry Finn often tend toward the negative comes as something of a surprise after de Koster’s preface. De Koster introduces this collection within the context of the current racial controversy, but then offers a rather emphatic but largely unsupported series of statements. For example, after recounting Huck’s famous decision to â€Å"go to hell† and free Jim, she writes, â€Å"The Adventures of Huckleberry Finn is clearly antislavery. The reader is supposed to believe Huck made the right choice when he helped an escaped slave† (13). Instead of telling the reader what s/he is supposed to believe, de Koster would do better to explain her reasoning within the complicated matrix of ideas in her collection. On a more positive note, her preface also includes a 20-page biography of Samuel Clemens that provides a useful introduction for students unfamiliar with his life. In the final section of the collection, â€Å"The Problematic Ending,† de Koster includes opinions by Joyce Rowe, Jose Barchilon and Joel Kovel, Carson Gibb, and Richard Hill. Rowe argues that Twain intentionally destroys the â€Å"fictional comforts of verisimilitude† in the final chapters to expose the â€Å"grotesque† values of society, including those of the readers. Barchilon and Kovel offer a psychoanalytic interpretation of the escape, interpreting Jim’s prison as a womb, his chains as an umbilical cord, and the Mississippi River as Huck’s loving mother. Gibb justifies the ending as an intentionally bad joke that reflects the culture that Huck seeks to escape, yet the 1960 essay is most noticeable for the repeated use of the word â€Å"nigger† without quotation marks. Gibb seems to feels justified in this usage because he has explained that Huck and Tom â€Å"believe niggers and people are two different things† (177). However, its use is unnecessary to his argument and also insensitive to the extreme. Because of this, the essay itself seems inappropriate for a collection aimed at young readers. Finally, Hill presents the most formidable vindication of the final chapters to date, arguing that Huck’s response to Tom is plausible for a boy, and that Jim’s response shows an intelligent manipulation of contemporary stereotypes to exert at least some control over a delicate and dangerous situation. All in all, de Koster’s collection offers a useful variety of opinions. It will doubtless contribute to current debates of Twain’s Huckleberry Finn and its place in our classrooms. About the reviewer: Joe Coulombe grew up in the Mississippi River town of LaCrosse, Wisconsin (mentioned briefly in Life on the Mississippi, ch. 30). After earning his PhD at the University of Delaware in 1998, he began a tenure-track position at the

Digital Television Essays - Digital Television, Television

Digital Television Essays - Digital Television, Television Digital Television Digital Television On November 1, 1998 computer companies, television makers, broadcasters, and program suppliers have made a transition from analog to digital television. When the FCC passed a law forcing the networks to change from an analog broadcast to a digital broadcast, all the above mentioned industries have been scrambling to get a jump on their competition. The picture and sound qualities of digital TV broadcasts are the best on Earth. However, at this moment cost remains a big problem. You can spend anywhere from $6,000 to $10,000 at the present time (Booth 80). Once the cost is driven down over the next few years, the average citizen will be able to experience the advantages of digital TV. Digital TV will allow for a wider screen display, like those screens in movie theaters, and a sharper picture. What causes this perk is the fact that digital signals have a higher bit rate. This allows for more bits to be transmitted into the TV (cable, antenna, or satellite). The more bits a TV can transmit, the better the picture or screen resolution. The digital TV signal can carry as many as 19.4 megabits of data, which means a broadcaster can mix multiple programs of varying bit sizes onto a single channel. Say youre watching a football game, since one camera view only uses up so many bits, you can select a different camera angle while watching the same game on the same channel. It is possible for a network, like NBC, to show two different programs at the same time on the same channel. Conceivably, if the president in on, you can watch regular scheduled programming. With the introduction of the digital TV, the introduction of WebTV is upon us. One will be able to surf the internet through the television instead of using their computer. That is how the computer industry is involved in the digital TV. What companies like Sony and Microsoft hope to do is combine the TV and PC into one unit. They believe they can diminish the lines between consumer electronics and computers. Ultimately, both companies would like to make things more convenient and interface both industries. This will force computer companies and television makers to get on the ball and compete with these two corporate giants. What will the transition to digital TV be like? Like any new radical product transition, the changeover will take some time. There will be the people who will adopt early and pay the high prices to get the first sets. There will be varying degrees of value. Some people will buy the movie screen type display with the 16x9 aspect ratio. Others may want a digital TV with the screen size ratio we have now. That will allow for a drastically sharper image. Some will want the DTV-ready box. This is a converter box you set on top of your current TV, and it will change the image to a sharper digital image. This could give you an extra 10 years out of the TV you currently own. The industry is flexible in learning how to merchandise a mix of changing products. Theyve done it hundreds of time before and will certainly do it again. One example is the introduction of the audio compact disk. On November 1, 1998 the era of digital TV began. It isnt available nationwide yet. The current markets include the 12 largest cities in the U.S., where 30 DTV stations began airing DTV programs on new channels assigned by the FCC. Come next spring, 15 more stations in another 11 cities will hit the airwaves. This will extend the coverage to about four of every ten American TV households. Here is what the FCC hopes to accomplish: nationwide coverage by 2003. During the year 2006, the FCC hopes to discontinue analog broadcasts all together (Booth 78). That goal isnt set in stone since many other factors will come into play, many of them being political. What turns on TV sets is programming that people want to watch. During the analog era, viewers have tolerated ghosts and snow in order to watch their must see TV. Americans only want the best available equipment and digital TV is available now. The average

Abraham Lincoln Essays - Lincoln Family, Abraham Lincoln

Abraham Lincoln Cinder26 On the stormy morning of Sunday, February 12, Nancy Hanks Lincoln, wife of Thomas, gave birth to a boy. He was born on a bed of poles covered with corn husks. The baby was named Abraham after his grandfather. In 1811 the Lincolns moved to a farm on Knob Creek which was also near Hodgenville. In 1811 or 1812, Abraham's younger brother, Thomas, died in infancy. Abraham spent a short amount of time in a log schoolhouse. He began to learn his ABC's from a teacher named Zachariah Riney. He attended school with his sister, Sarah. Late in 1816 the Lincoln family moved to southern Indiana and settled near present day Gentryville. A cabin was constructed near Little Pigeon Creek. It measured 16 X 18 feet, and it had one window. Abraham's mother, Nancy, passed away on October 5th, 1818, she died of milk sickness. In 1819, Abraham would barrow books from his neighbors to read. In 1821 Abraham attended school taught by James Swaney for about 4 months. Also in 1824 Abraham attended school taught by Azel Dorsey. In 1827 Abraham's sister, Sarah died giving birth to her son. In 1831, Lincoln decided to leave his family and go off on his own. In July he moved to New Salem, Illinois, where he boarded at Rutledge's tavern and became acquainted with the owner's daughter, Ann. New Salem was a frontier village consisting of one long street on a bluff over the Sangamon River. On August 6th, 1832 Lincoln was defeated while running for the Illinois State Legislature. Lincoln began to operate a general store in New Salem along with William F. Berry. Again, In 1834, Lincoln ran for the Illinois State Legislature, but this time he was elected. During the summer, John T. Stuart advised Lincoln to study law. On December 1 he took his seat in state government in Vandalia. In 1837 Lincoln, 28, was admitted to the Illinois Bar on March 1, and he moved to Springfield on April 15. He became a law partner of John Stuart and lived with Joshua Speed. Lincoln now had income from a law practice as well as a state legislator. November 4,1842 Lincoln married Mary Todd. The first son of the Lincolns, Robert Todd, was born August 1, 1843 at the Globe Tavern. In 1844 Abraham and Mary purchased a home from Dr. Dresser in Springfield for $1500. It was located at the corner of Eighth and Jackson. The family moved in on May 2nd. In 1849 Lincoln failed in his attempt to be appointed commissioner of the General Land Office, and he returned to a full time law practice in Springfield as his term in the House of Representatives had expired on March 4th. On March 7th he was admitted to practice law before the United States Supreme Court. In 1850 Lincoln's son, "Eddie," died on February 1. His third son, William Wallace was born on December 21st. The fourth and last son of the Lincolns, Thomas, was born on April 4th, 1853. In 1858 Lincoln was nominated by the Republicans to run for the U.S. Senate against Stephen Douglas. He gave his famous "House Divided" speech. The Old State Capitol in Springfield where Lincoln gave the House Divided speech. During the summer, Lincoln and Douglas engaged in a series of 7 debates throughout Illinois. On November 2nd Douglas won the election. On May 18th, 1860 Lincoln was nominated for President at the Republican National Convention in Chicago. On November 6th Lincoln was elected President over 3 opponents (Stephen Douglas, John Breckinridge, and John Bell) winning 39% of the popular vote but nearly 60% of the electoral vote. On January 1st, 1863 the Emancipation Proclamation, which freed the slaves in the rebelling areas, took effect. On March 3rd Lincoln approved the first draft law in U.S. history. In early July the Union won two major battles at Gettysburg and Vicksburg. In 1864 Lincoln nominated Ulysses S. Grant as the first full lieutenant general since George Washington. Grant assumed his role as General-in-Chief of Union armies. Lincoln received the Republican nomination on June 8th to run for a 2nd term as President. Andrew Johnson was his Vice-presidential running mate. On November 8th he easily defeated Democrat

Managers Duties in Terms of the Four Functions of Management Essay

Managers Duties in Terms of the Four Functions of Management - Essay Example When we say the word planning, we are referring to defining objectives and goals for the organization and then formulating a path of action for their achievement. As far as I have seen, this HR manager is pretty much involved in employees’ planning such as how many employees need to be hired in the coming quarter and how and what kind of training should be given to the existing employees so that they are better able to contribute towards that attainment of organizational goals. Â  The organizing function of management refers to the arrangement of sources and people for the attainment of goals and objectives (Heather Rothbauer-Wanish, 2009). The HR manager is usually seen involved in the division of work so that the goals can be achieved in an organized and clear manner. For instance, if a new project is announced, after designing a recruitment plan, he would assign for himself, HR officers and admin person different tasks such as giving advertisement in newspaper, writing job descriptions, defining a career development plan, identifying training needs, sorting resumes, making interview calls such that the process be carried out systematically. Â  Leading is all about having such an influence on the employees which acts as a motivator for them. This HR manager is keen in communicating with his subordinates on a day to day basis. He discusses problems and their solutions, counsels, motivates and guides them as well as educates them on appropriate behavior. Â  Controlling as a management function means ensuring that all efforts towards goal achievement are being properly carried out. Our HR manager keeps a check on employees’ performance and behavior and corrects them where necessary. Â  The HR manager seems to be carrying out the four management functions effectively.