Unlikely Heroes free essay sample

This paper compares the main characters of Harry Potter, The Wonderful World of Oz and The Hobbit. This paper looks at the main characters of the books Harry Potter, The Wonderful World of Oz and The Hobbit. It argues that each of these characters are unlikely heroes which makes the story even more charming for young readers. These heroes are compared to each other. From the paper: At the beginning of the Harry Potter saga, the reader is introduced to the boy who will become the epicenter of the Hogwarts world as a small, scarred baby nestled in the arms of a large, bury and uncouth gamekeeper. Although the image of Dorothy Gale has largely been fixed in the world?s mind as the luminous Judy Garland, crooning ?Somewhere Over the Rainbow,? in the actual first book in the Oz saga, The Wonderful Wizard of Oz by Frank Baum, the reader?s first vision of Dorothy is somewhat different. We will write a custom essay sample on Unlikely Heroes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the book, Dorothy Gale is introduced as a poor, young girl on a depleted dust bowl farm in the middle of Kansas during difficult economic times. The land is flat and dry and her world is flat and dry. The fantastic world of Middle Earth created by J.R.R. Tolkien is populated by creatures such as elves, wizards, and trolls. Yet the central, saving figure of his first book The Hobbit, the saving sort of creature who will take over the function of hero in the rest of the novels in The Lord of the Rings series is that of a Hobbit. A Hobbit is a small, furry, frequently hungry creature who at first seems to bear little resemblance to the ethereal elves or the wise wizards such as Gandalf. Hobbits have not even been awarded one of the great rings in the division of power that in Middle Earth. Yet it is a Hobbit, Bilbo Baggins, who ultimately gains control over the ring that shall rule them all.

South Africas Black Consciousness Movement

South Africa's Black Consciousness Movement The Black Consciousness Movement (BCM) was an influential student movement in the 1970s in Apartheid South Africa. The Black Consciousness Movement promoted a new identity and politics of racial solidarity  and became the voice and spirit of the anti-apartheid movement at a time when both the African National Congress and the Pan-Africanist Congress had been banned in the wake of the Sharpeville Massacre. The BCM reached its zenith in the Soweto Student Uprising of 1976  but declined quickly afterward. Rise of the Black Consciousness Movement The Black Consciousness Movement began in 1969 when African students walked out of the National Union of South African Students, which was multiracial but white-dominated, and founded the South African Students Organization (SASO). The SASO was an explicitly non-white organization open to students classified as African, Indian, or Coloured under Apartheid Law. It was to unify non-white students and provide a voice for their grievances, but the SASO spearheaded a movement that reached far beyond students. Three years later, in 1972, the leaders of this Black Consciousness Movement formed the Black People’s Convention (BPC) to reach out to and galvanize adults and non-students. Aims and Forerunners of the BCM Loosely speaking, the BCM aimed to unify and uplift non-white populations, but this meant excluding a previous ally, liberal anti-apartheid whites. As Steve Biko, the most prominent Black Consciousness leader, explained, when militant nationalists said that white people did not belong in South Africa, they meant that â€Å"we wanted to remove [the white man] from our table, strip the table of all trappings put on it by him, decorate it in true African style, settle down and then ask him to join us on our own terms if he liked.† The elements of Black pride and celebration of black culture linked the Black Consciousness Movement back to the writings of W. E. B. Du Bois, as well as the ideas of pan-Africanism and La Negritude movement. It also arose at the same time as the Black Power movement in the United States, and these movements inspired each other; Black Consciousness was both militant and avowedly non-violent. The Black Consciousness movement was also inspired by the success of the FRELIMO in Mozambique.   Soweto and the Afterlives of the BCM The exact connections between the Black Consciousness Movement and the Soweto Student Uprising are debated, but for the Apartheid government, the connections were clear enough. In the aftermath of Soweto, the Black People’s Convention and several other Black Consciousness movements were banned and their leadership arrested, many after being beaten and tortured, including Steve Biko who died in police custody. The BPC was partially resurrected in the Azania People’s Organization, which is still active in South African politics. Sources Steve, Biko, I Write What I like: Steve Biko. A Selection of his Writings, ed. by Aelred Stubbs, African Writers Series. (Cambridge: Proquest, 2005), 69.Desai, Ashwin, â€Å"Indian South Africans and the Black Consciousness Movement under Apartheid.† Diaspora Studies 8.1 (2015): 37-50.  Hirschmann, David. â€Å"The Black Consciousness Movement in South Africa.†Ã‚  The Journal of Modern African Studies. 28.1 (Mar., 1990): 1-22.

Oxford Referencing †Citing a Book

Oxford Referencing – Citing a Book Oxford Referencing – Citing a Book You need two things when citing a book in the Oxford referencing system: a footnote citation and an entry in a bibliography. The exact format for this can vary, so make sure to check your style guide if you have one. But if all you need is a clear, simple way of referencing sources in your written work, then you can follow our guidelines below next time you cite a book. Citing a Book in Footnotes To cite a book, you’ll first need to add a superscript number in the main text: Citations usually go after end punctuation, like this.1 These superscript numbers point to footnotes at the bottom of a page. This is where you provide source information. And the first time you cite a book, you will need to use the following format: n. Author Initial(s). Surname, Book Title, publisher, place of publication, year, page number(s). The page numbers here refer to the specific section cited. Using this format, then, you should end up with a footnote that looks something like this: 1. H. Kane, Discovering Rome, Penguin Roundhouse, London, 2002, p. 10. When referencing a book with two or three authors, meanwhile, use â€Å"† to separate the last two: 2. J. Jones, L. Larkin W. Ellis, How to Beat the System, Harper Collins, New York, 2004, p. 16. And if a book has four or more authors, use â€Å"et al.†   Ã¢â‚¬â€œ meaning â€Å"and others† – after the first named author rather than writing each author name out in full: 3. I. King et al., The Human Mind, Continuum, London, 2010, p. 3. After citing a book for the first time, you can use a shorter footnote format for repeat citations. We will look at how this works below. Repeat Citations: Latin Abbreviations Most versions of Oxford referencing use a set of Latin abbreviations for repeat citations. Typically, this includes the following: Ibid. (meaning â€Å"in the same place†). You can use this when citing a source more than once in a row. If you’re citing a different page number, remember to include this in the citation. Loc. cit. (short for loco citato, or â€Å"in the place cited†). You can use this alongside the author’s surname for non-consecutive citations of the same page of a source. If you have cited more than one work by that author, you may also need to include a shortened title. Op. cit. (short for opere citato, meaning â€Å"in the work cited†). Similar to â€Å"loc. cit.† but used when citing a different page of a previously cited work. We can see how this works in practice with the repeat citations below: 4. P. Walker, London Fields: A Guide for the Uninitiated, Penguin Roundhouse, London, 2002, p. 10. 5. Ibid., p. 13. 6. T. Williams, Going the Distance, Harper Collins, New York, 2010, p. 34. 7. Walker, op. cit., p. 16. Here, the Walker source is cited in footnotes 4, 5 and 7. We use â€Å"ibid.† for footnote five as it comes immediately after the initial citation, but we give a new page number because we’re citing a different part of the book. And in footnote 7 we use â€Å"op. cit.† because we’re citing a different part of the Walker book after citing a different source, making it a non-consecutive citation. Other Shortened Citations If your version of Oxford referencing does not use the Latin abbreviations above, you will still need to shorten repeat citations. Usually, this means citing just the author’s surname and a page number. If you are citing more than one source by the same author, however, you should also provide a shortened version of the book’s title in repeat citations. For instance: 4. P. Walker, London Fields: A Guide for the Uninitiated, Penguin Roundhouse, London, 2002, p. 10. 5. T. Williams, Going the Distance, Harper Collins, New York, 2010, p. 34. 6. P. Walker, Urban Rambling, Penguin Roundhouse, London, 2010, p. 211. 7. Walker, London Fields, p. 10. 8. Williams, p. 35. Here, we have two sources by Walker and one by Williams. As such, when we cite London Fields a second time, we include the shortened title to show which source we’re referencing. But when we cite Williams for a second time in footnote 8, we only give his surname and a page number. The Reference List Finally, with Oxford referencing, every source you cite in the main text should also appear in a reference list. The format for a book here is similar to the first footnote except for two things: You should give the author’s surname before the initial. This is so you can list the sources in your document alphabetically by author surname. You do not need to give page numbers for a book in the reference list. As such, the basic format for a book in an Oxford reference list is: Surname, Initial(s), Book Title, publisher, place of publication, year. And in practice, this would look something like this: Kane, H., Discovering Rome, Penguin Roundhouse, London, 2002.

Afterschool programs for kids in saudi arabia Essay

Afterschool programs for kids in saudi arabia - Essay Example While education is developing in Saudi Arabia, kids still don’t have the programs that can help them discover their potential skills and talents. Most kids waste their time during after school time either watching TV or playing video games at home. Having an after school program would be a very positive addition learning in Saudi Arabia. The concept of after school programs is not well developed in Saudi Arabia with very few programs available in the kingdom. According to Hirsch (year), After school programs have shown results of improved â€Å"homework completion, better test scores, higher grades, and even better psychological development of the student†. This is the main project that I will pursue as soon as I get back home. I am going back to Saudi Arabia in July 2012. My project will commence as an after school program by September 2013. In the USA, after school programs have seen a tremendous growth in the recent decade. According to an estimate by Afterschool Alliance (2009), â€Å"at least 6 million ( eleven percent) of school-age youth regularly participated in after-school programs during School Year 2002-2003†. The numbers of after school programs participants have increased lately with about 8.4 million K†12 children (roughly fifteen-percent) attending afterschool Programs by 2009 (Afterschool Alliance, 2009). There are a many good reasons why parents want their children to attend after-school programs. Primarily, Carver and Iruka (2006) believe that these programs â€Å"provide diverse services such as academic instruction, cultural enrichment, safe places to stay, and adult supervision for children â€Å". ... TASC created a model for daily after-school programs that community organizations operate in partnership with schools, offering kids sports, arts, academic help and support for their healthy social and emotional development. TASC is dedicated to reversing that inequality and giving every student a fighting chance to succeed. Knowing that most US kids spend eighty-percent of their waking hours outside the school, TASC became determined to fill that gap with a useful activity. Since its establishment, TASC has helped 376,000 New York City kids, supported 486 New York City public schools, partnered with 328 community and cultural organizations and colleges and trained 16,000 community members to work in schools (TAC Annual Report). Education in Saudi Arabia From the time of its foundation in 1932 until now, Saudi Arabia has made tremendous progress in the field of education. In 1925, King Abdulaziz (in his capacity as the King of Najd and Hejaz – before the establishment of the K ingdom of Saudi Arabia) established â€Å"the Directorate of Education," the first formally organized educational center under the Ministry of the Interior because there was not enough qualified and educated people to establish an education department that represented what’s now known as the Ministry of Education. During its early years, Saudi Arabia made use of Egyptian assistance; however, not only as an aid for teaching by providing both the manpower as well as the knowhow . Furthermore, it has also helped subsidize the curriculum and organize the Saudi educational system. At that time, the Egyptian educational system was based on the English model; hence, it was but natural to also adopt the same educational model in Saudi Arabia. Saudi Arabia’s first public school was

Applicability of the Principles of Empowerment and Recovery of the Essay

Applicability of the Principles of Empowerment and Recovery of the Mentally Ill in Practice - Essay Example There are many types of mental illnesses including: bipolarity, depression, panic attacks, obsessive-compulsive disorder, and schizophrenia among others. 1.0 Scenario One afternoon, a man in his late 20s was brought in for medical attention. For the purpose of confidentiality, we shall name him Andrew (not his real name). Andrew could not keep still and he kept on moving from one point to another, talking to imaginary people. The people who brought him to the hospital were his colleagues at work, who claimed that he had become very hostile, attacking everyone at the office and accusing them of trying to ruin his life. They claimed that he had also started talking to himself and repeatedly saying â€Å"they want to kill me†. Andrew was immediately taken to the psychiatrist ward for examination, while I was instructed to get more information about his actions from his colleagues. The workmates told me that in last few months, they had observed some abnormal behavior in their col league, but had dismissed the actions. For example, he would show up at work late, looking tired and had started withdrawing from his workmates. They also claimed that he could no longer meet deadlines and that he often did substandard work. After the discussion with the patients’ colleagues, I called his family before going to check on the progress of the patient. The psychiatrist informed me that they had sedated him to ease his agitation. I explained to him all the observances noted by Andrew’s colleagues and the doctor suspected that this could be a case of schizophrenia. As we were talking, Andrew’s wife and sister came in looking very worried. The doctor explained the patient’s condition to them and asked them to offer any information they deemed useful. The wife explained how Andrew a father of two and an accountant had started acting weird about the same time the previous year. He would often withdraw from his wife and children, he would become ea sily agitated if the children did anything wrong, and would act unmoved even if the children cried for attention. The wife also explained how in recent days Andrew had become very attentive to the safety of his family, claiming that someone was out to harm them. He would lock all the doors and constantly look out through the window to see whether someone was watching them. Andrew’s sister also explained how as a teenager, Andrew had suddenly lost all zeal for life. He no longer engaged in activities he had previously enjoyed. She explained that Andrew stopped playing rugby; his social life degenerated and he became withdrawn from his family. He did not seem to have any direction in life; neither did he know what career he wanted. Meanwhile his family attributed all this to adolescence and hoped it would pass. They did not expect Andrew’s condition to deteriorate to the present situation; neither did they attribute it to a mental disorder. At this point it was absolutel y clear that indeed Andrew was suffering from undifferentiated schizophrenia. When Andrew woke up he was much quieter and seemed to act more normally, except that he denied ever doing all the things that his colleagues had pointed out. He was not ready to face up to the fact that he was mentally ill and was still in denial. According to Warner (2004) it is common for people suffering from schizophrenia to deny their mental condition. Later on, the psychiatrist asked if I wanted to be involved in empowering Andrew to recover from his illness and I was

Naturalism in Theatre in the 19th Century Essay Example for Free

Naturalism in Theatre in the 19th Century Essay Naturalism in theatre in the 19th century, in its utmost simplest form, can be understood as the life like reproduction of life and human drama on stage. However the true understanding of naturalism is far more convoluted than this shallow notion. This essay will look at explaining and defining naturalism as a literature movement in the 19th century according to Emile Zola’s essay, Naturalism in the Theatre and Raymond Williams’ essay on Social Environment and Theatrical Environment. One way in which we may acquire a better understanding of naturalism is by comparing the other forms of theater that were precursors to naturalism. In the beginning of his essay Zola calls for an innovator’s mind to â€Å"†¦overthrow the accepted conventions and finally install the real human drama in place of the ridiculous untruths that are on display today† (Zola 1881; 351). This statement outlines the fundamentals of Romantic drama and Classical drama as being based on a grotesque exaggeration of reality and falsification of human drama. Often set in the Middle Ages (Classicism) or the Greek and Roman times (Romanticism) action was always of excess (Zola 1881; 353). If we compare this to 19th century naturalism the differences are major. Firstly we see that naturalism brought about the life like reproduction of human drama in the, then, present time, it sought realistic human stories, in real human environments. As Zola stated â€Å"Take our present environment, then, and try make men live in it: you will write great works†, here Zola expresses the basis for naturalism, real people in real situations in real environments. As this illustrates Naturalism was not concerned with fantastic untruths of another era as Romanticism and Classicism were, but was rather involved with the expression of the realistic drama of present life in a natural present environment. Williams’s classification of naturalism is divided into three ‘senses’. The first being an accurate reproduction of real life in the literal sense, this was school of thought was inherited from the naturalistic landscape paintings of the mid 1800’s, that sought to reproduce nature as accurately as possible on canvas. The second sense that Williams talks of is the distinction â€Å"between revealed (divine) and observed (human) knowledge† (Williams 1990; 125). This philosophical position viewed man as a biological element of the world as opposed to a divine metaphysical being of the universe. Naturalism in this sense was â€Å"consciously opposed to ‘supernaturalism’† (Williams 1990; 126). In the third sense Williams is more application specific, as he states that with in a play or novel it is the amalgamation of the first two senses that is â€Å"a conscious reliance on observed natural history and on human reason† (Williams 1990: 127). This expresses the urge of naturalism to rigorously investigate human nature and truth, not only in a temporal term but to â€Å"show character and action as determined or profoundly influenced by environment, either natural or social† (Williams 1990; 127). This illustrates how Williams has explained naturalism in three separate senses. [497] Determinism The Oxford Dictionary explains determinism as the belief that all events, and actions are fundamentally controlled by external causes, it suggests that humans have no free will as everything is pre-determined by the environment in which they live. As Williams points out â€Å"the novelty of the naturalist emphasis was its demonstration of the production of character or action by a powerful natural or social environment† (Williams 1990; 127). Here Williams is outlining the factor of influence, of the environment on the character or action. Naturalism as we have discussed, is concerned with the life like reproduction of life itself here Zola discusses the importance of reproduction by stating â€Å"most of all we would need to intensify the illusion in reconstructing environments, less for their picturesque quality than for dramatic utility. The environment must determine the character† (Zola 1881; 369). As this suggests, naturalism, particularly in written plays, will create the belief that the character has a predetermined outcome. As we have discussed in the second sense of Williams definitions of naturalism, the physiological man is preferred over the metaphysical view. This suggests that man is just apart of the environment in which he lives and, as a biological element, has no free will over his actions or environment. As Zola concurs â€Å"the physiological man in our modern works is asking more and more compellingly to be determined by his setting, by the environment that produced him† (Zola 1881; 370). As this illustrates, the notion of determinism in dramatic writing, especially naturalism is a vital one, as it’s study of human behavior, and what influences it in a given environment is crucial to the natural expression and form of a character. [291] The contemporary environment and its physical reproduction on stage The contemporary environment and its physical reproduction on stage is a vital facet in the workings of naturalism. Referring to Williams’ aspects of naturalism, the first being derived from the naturalistic painters of the mid 1800’s where replication of the environment was partially a scientific endeavor. Studying the surroundings and environment in exact detail is vital in understanding the action of a character, therefore in naturalism the lifelike reproduction of the characters environment on stage is essential (Williams 1990; 125). Here Williams states a ‘major feature’ of â€Å"naturalist drama in particular its specific central feature of the stage as a room† (Williams 1990; 129). This refers to the appearance of the stage as a physical extension of real present day life as it were, to supplement the feel of naturalism on stage. Here Zola agrees by stating â€Å"most of all we would need to intensify the illusion in reconstructing environments, less for their picturesque quality than for dramatic utility† (Zola 1881; 369). As this proves the aesthetical reproduction of life on stage is far more than a scenic attraction, it provides the environment in which the characters live and take influence. The second sense of naturalism that Williams describes is that of the physiological man opposed to the metaphysical man. This is an important factor as this philosophical position looks at the man as being apart of his surroundings in a biological sense. As Williams states â€Å"in the social sense that character is determined or profoundly influenced by its social environment, with the later and more penetrating observation that this social environment is itself historically produced, and in the wider sense of natural history, in the evolution of human nature itself within a natural world of which it is an interacting part† (Williams 1990; 127). Here Williams is stating that the character is impacted by his environment, that itself is historically produced. As Zola states that the physiological man in naturalism is requesting to be â€Å"determined by his setting, by the environment that produced him† (Zola 1881; 370). Zola does not take it as far as Williams as he does not state the environment itself as being historically produced, however it is agreed that they both see the physiological man being produced by his environment. This proves that the contemporary setting of a character is vital in naturalism as it illustrates the physiological man in his environment, as opposed to the metaphysical man in a distance time and place that has little relevance to mans contemporary intelligence. By utilizing two of Williams ‘senses’ of naturalism, we have seen the uses of the contemporary environment in which a character is places as well as the importance of the detailed physical reproduction of a characters environment. [458]

Media Violence in Childrens Lives Essay -- essays papers

Media Violence in Children's Lives During the past decade, America has witnessed an alarming increase in the incidence of violence in the lives of children. On a daily basis, children in America are victims of violence, as witnesses to violent acts in their homes or communities, or as victims of abuse, neglect, or personal assault. The causes of violent behavior in society are complex and interrelated. Among the significant contributors are poverty, racism, unemployment, illegal drugs, inadequate or abusive parenting practices, and real-life adult models of violent problem-solving behavior. At the same time that there has been an increase in the number of reported violent acts directed at children, there has been an increase in the amount and severity of violent acts observed by children through the media, including television, movies, computer games, and videotapes, and an increase in the manufacture and distribution of weapon-like toys and other products directly linked to violent programming. In response, Governing Board appointed a panel of experts to guide the development of initiatives and resources to assist teachers and parents in confronting the issue of violence in the lives of children. This position statement addresses one aspect of the proble -- media violence -- and is the first in a series of projects the Association plans to address this important issue. We have chosen to address the issue of media violence first because, of all the sources and manifestations of violence in children's lives, it is perhaps the most easily corrected. The media industry ought to serve the public interest and ought to be subject to government regulation. The responsibility of adults and of public policy to protect children from unnecessary and potentially harmful exposure to violence through the media and to protect children from television content and advertising practices that exploit their special vulnerability (Huston, Watkins, & Kunkel, 1989). Television and other media have the potential to be very effective educational tools for children. Research demonstrates that television viewing is a highly complex, cognitive activity, during which children are actively involved in learning (Anderson & Collins, 1988). Therefore, supports efforts to use media constructively to expand children's knowledge and promote the development of positiv... ... Vol 1: Summary report. Washington, DC: U.S. Government Printing Office. Piaget, J. (1962). Play, dreams, and imitation in children (C. Gattegno & F.M. Hodgson, Trans.). New York: Norton. (Original work published 1951) Piaget, J. (1963). The origins of intelligence in children. (M. Cook, Trans.). New York: Norton. (Original work published 1936) Rule, B., & Ferguson, T. (1986). The effects of media violence on attitudes, emotions and cognition. Journal of Social Issues, 42, 29-50 Simon, P. (1989, August 21)). Coming soon: An act that should reduce television violence. Newsday. Singer, D., & Singer, J. (1984). TV violence: What's all the fuss about? Television & Children, 7(2), 30-41. Singer, J.L., & Singer, D.G. (1986). Family experiences and television viewing as predictors of children's imagination, restlessness, and aggression. Journal of Social Issues, 42, 107-124. Singer, J., Singer, D., & Rapaczynski, W. (1984). Journal of Communication, 34(2), 73-89. Tuscherer, P. (1988). TV interactive toys: The new high tech threat to children. Bend, OR: Pinnaroo Publishing. Van Dyck, N.B. (1983). Families and television. Television & Children, 6(3), 3-11.

Contemporary America Essay

Joven Isamer Bilog 12 Apr 2011 History 162 Section 8 America’s role in World War II was fueled by the desire to fight oppression abroad. However, America’s own oppressive behavior contradicts this desire. Segregation and discrimination were still prominent in WWII. Full citizenship rights were denied to African-Americans. The Jim Crow laws kept the separation of black and white soldiers. Black and white soldiers shared different bathrooms and were trained in different military units. African-American soldiers fought two wars: one over the Axis Powers and one with domestic racial prejudice.There is no sense for America to fight for democracy if America could not have even exemplified it. There was no motive to guide an African-American soldier to shed blood for hypocrisy. In January 1942, a cafeteria worker named James G. Thompson sent a letter to the Pittsburgh Courier that decided to confront the contradiction of a Jim Crow army defending democracy and proposed the Dou ble Victory sign. The first â€Å"V† stood for victory over America’s enemies abroad and the second V stood for victory over African-American’s enemies at home.The Pittsburgh Courier’s â€Å"Double V† campaign was a profound movement that provided incentive for African-American war efforts and effectively revealed the disparity between America’s ideals abroad and the reality at home. The Double V campaign instantly grabbed the attention of the Pittsburgh Courier which started publishing the Double V insignia in its February 7th edition. Thompson’s letter made an immediate impact due to its simple yet memorable slogan with the words. His Double V idea was great enough for a very popular black press to quickly support.The slogan â€Å"gave voice to a democratic dream that would be widely shared across the country. † African-Americans could quickly relate to the cause because of its positive message. The Pittsburgh Courier used gr eat tactics such as photographs to charge the â€Å"Double V† Campaign. The photographs in the paper had a woman with a â€Å"VV† on the back of her dress, a class of six graders flashing the Double V sign and a soldier forming a Double V with his hands and two military flags. The campaign did not discourage patriotism or influence a turn against America.It called for the democratic truth America tried to embody. Private Charles F. Wilson wrote to President Roosevelt, â€Å"Are the Chinese to believe that we are fighting to bring them ‘freedom, equality, and justice,’ when they can see that in our Armed Forces we are not even practicing what we preaching? † This illustrates the powerful effect the campaign had in motivating people to stand up for the double victory cause. Democratic America was a fraud in World War II and Thompson’s letters called America out to be a true model for democracy.White America only had to worry about the victory o ver the Axis powers. The Double V showed the greater challenges colored Americans had to face. An African-American soldier named E. G. McConnell of the 76ist Tank Battalion said, â€Å"I was in a unit I was damn proud of, and I knew that the things we did would shape the future for my children and grandchildren. † The soldiers who felt unsure about the war now had a certain answer which was that the ideal would be one day reached with enough sacrifices. The maintenance of patriotism is vital to unifying the country.Black and White Americans live in America. Love for one’s country is something that can be undeniably shared. The Courier’s introduction of the Double V Campaign had a brilliant statement which was â€Å"WE HAVE A STAKE IN THIS FIGHT†¦. WE ARE AMERICANS TOO! † This statement shows that all Americans no matter what race share the loyalty and pride for the country. Black and White Americans share the same goal in defeating the Axis Powers in the name of democracy. African-Americans have just as much to lose as White Americans. Support for the campaign also came from famous whites.Politician Thomas Dewey supported the campaign stating, â€Å"All Americans must participate in the terrible struggle ahead – in our munitions factories at home – and in every branch of our armed forces on the battle fronts. † This shows how the Double V campaign was able to make the problems on the home front evident. The Pittsburgh Courier showed a picture of a black and white man showing the Double V sign in its Feb 28, 1942 edition. This showed that the fight for democracy was not limited to that of a colored American. The Double V ideal was available to all American people.The Courier gracefully executed a fight not against the whites but to fight with them. The National Association for the Advancement of Colored People (NAACP) denounced the army’s segregationist policy: â€Å"A Jim Crow army cannot fight for a free world. † The mutual effort between colored and white Americans was necessary to defeat the evils of discrimination. There can be no peace and justice without cooperation because a change in a nation requires everyone. The editor of the Pittsburgh Courier wrote: â€Å"We call upon the President and Congress to declare war on Japan and against racial prejudice in our country.Certainly we should be strong enough to whip both of them. † This statement illustrated America’s great potential to win both victories and amplified America’s greatness. If America is fighting for democracy abroad it should be easily able to fight for democracy at home. There was a calling for America to prove it is a truly marvelous country that conquers any problem. The two victories coexist well because the fight is the same but just in different areas. Just as much as democratic principles were being eradicated in Europe by the Axis Powers; democratic equality was being ignor ed in America.Black columnist George Schuyler said â€Å"Our war is not against Hitler in Europe, but aganst Hitler in America. Our war is to get a democracy we never had. † Schuyler points out that only is there a problem with World War II and the fight against Germany, but that there is a segregation and discrimination problem on United States soil. The victory at home is necessary for the victory abroad because there is no justification in fighting for a contradiction. Black soldiers’ presence made a huge difference for America. African-Americans were allowed into the Air Corps on January 16, 1941 and the War Department office was flooded with applications.Although black soldiers were able to fight in the sky they still faced racial prejudice. â€Å"Promotions of blacks were nonexistent; it was obvious when young whites were promoted over blacks with years of exemplary military service. † These black soldiers personally felt the harsh discrimination. Their ha rd work was overlooked and there was nothing to be done about it. The War Department was stern on its traditional treatment of colored soldiers. These soldiers could not protest the discrimination. The â€Å"Double V† campaign gave them the ability to protest by instilling the idea that fighting in the war will later result in a better future.The soldiers were fighting for the second victory at home. A Tuskegee administrator said, â€Å"When Negroes do not have to be continuously on their guard against such unnecessary strains during the period of their flying training they will do better as flyers. † This illustrated a contradiction because segregating training camps is a definite example of racial discrimination. The segregation cultivated strains of doubt and hopelessness in the minds of the black soldiers. The Double V helped link black soldiers’ urge for victory in WWII with the hope for an end to discrimination and segregation.A black airman in the 99th, a nd an eventual Tuskegee Airman, â€Å"every man in the 99th was aware that the success of the 99th would impact the status of blacks in the Army Air Force and the army as a whole and that each man performed his job as if the race depended on him. † The â€Å"Double V† Campaign gave black America the opportunity to feel like they were a part of a greater struggle for freedom everywhere. One soldier said, â€Å"Just carve on my tombstone, ‘Here lies a black man killed fighting a yellow man for the protection of a white man’. This showed the paradox that they are expected to do the same dangerous and life risking things as the white man but do not reap the same benefits. Black soldiers were willing to protect country even though the relationship was not reciprocal. These black soldiers needed to risk their life for a worthy cause which is what the â€Å"Double V† Campaign did by providing them with the motive of victory on the home front. Considering U. S. involvement in WWII â€Å"government officials began stressing the need of a united home front to ensure victory, and many blacks realized that whites could no longer ignore the issue of discrimination. With the increasing participation of colored Americans in the war, the issue of discrimination became a bigger concern. The issue could no longer be avoided. The Double V stepped in at the perfect time and confronted the issue of discrimination. As can be seen throughout the whole of this analysis, The â€Å"Double V† campaign was a profound movement that provided incentive for African-American war efforts and effectively revealed the disparity between America’s ideals abroad and the reality at home. Thompson’s words were very inspiring because he showed the perseverance to overlook all the unjust treatment and still have optimism in America.The positive assertion contributed greatly to the success of the campaign. The â€Å"Double V† campaign was o ne of the most extensive patriotic drives in the country during the war because it kept black America appraised of the struggle for victory overseas and victory at home through numerous publications. World War II gave African-Americans the perfect opportunity to change the ways of America. It was impeccable timing for the â€Å"Double V† campaign to start. Many African-Americans participated in the war and were willing to sacrifice their lives.There were also many African-Americans such as men in the military who questioned if was worth defending a nation representing hypocrisy. The â€Å"Double V† Campaign was started for these people who represented the common theme of discrimination. It was during World War II in which the possibility of African-Americans being heard. The connection of the two victories was clever because it demonstrated that African-Americans are fighting for everyone else and raises the question of why it is not reciprocated which shows that Afric an-Americans are entitled to equal rights.There is a request for cooperation among all Americans to truly represent democracy. To be constantly brought down by discrimination and prejudices and still persevere is mind blowing showed the amazing patience African-Americans had. The â€Å"Double V† campaign showed the public that there is a potential existence of an America practicing what it preaches where all men are created equal and no innate social, cultural or human right is withheld from you. ——————————————– [ 1 ]. Ronald Takaki, Double Victory: A Multicultural History of America in World War II (Boston: Little, Brown and Co, 2000), 25 [ 2 ].Michael S. Foley, Home Fronts A Wartime America Reader (New York: The New Press, 2008), 56 [ 3 ]. Takaki, 21 [ 4 ]. Washburn, Pat The â€Å"Pittsburgh Courier’s† Double V Campaign in 1942 (1981), 4 [ 5 ]. Takaki, 30 [ 6 ]. Takaki, 34 [ 7 ]. James G. Thompson†The Courier’s Double ‘V’ For a Double Victory Campaign Gets Country-Wide Support,† The Pittsburgh Courier, February 14, 1942 [ 8 ]. James Edward Boyack, â€Å"Denounces Limit Placed on Negro in War Efforts,† Pittsburgh Courier, Feb. 28, 1942, 1 [ 9 ]. Washburn, 8 [ 10 ]. Takaki, 23 [ 11 ].Beth Bailey, â€Å"The â€Å"Double-V† Campaign in World War II Hawaii: African Americans, Racial Ideology, and Federal Power,† Journal of Social History 26:4 ( March 1993): 817 [ 12 ]. Takaki, 24 [ 13 ]. Lynn M Homan, Black Knights: The story of Tuskegee Airmen (Gretna, Lousiana: Pelican Publishing Company, 2001), 30 [ 14 ]. Homan, 71 [ 15 ]. Homan, 34 [ 16 ]. Lawrence P. Scott, Double V The Civil Rights Struggle Of The Tuskegee Airmen (East Lansing, Michigan: Michigan State University Press, 1992), 134 [ 17 ]. Takaki, 34 [ 18 ]. Washburn, 2 [ 19 ]. Scott, 167

Leo Tolstoy

LEO TOLSTOY Leo Tolstoy, or Count  Lyev Nikolayevich Tolstoy[1]  (Russian:   ?) (September 9, 1828  Ã¢â‚¬â€œ November 20, 1910[2]), was a Russian writer of  realist fiction  and philosophical essays. His works  War and Peace  and  Anna Karenina  represent, in their scope, breadth and vivid depiction of 19th-century Russian life and attitudes, a peak of  realist fiction. [3] Tolstoy's further talents as essayist, dramatist, and educational reformer made him the most influential member of the aristocratic  Tolstoy family. His literal interpretation of the ethical teachings of Jesus, centering on the  Sermon on the Mount, caused him in later life to become a fervent  Christian anarchist  and  anarcho-pacifist. His ideas on nonviolent resistance, expressed in such works as  The Kingdom of God Is Within You, were to have a profound impact on such pivotal twentieth-century figures as  Mohandas Gandhi[4]  and  Martin Luther King, Jr. [5]  Many consider Tolstoy to have been one of the world's greatest novelists. [6][7] Biography Tolstoy was born in  Yasnaya Polyana, the family estate in the  Tula  region of Russia. The  Tolstoys  were a well-known family of old Russian nobility. He was the fourth of five children of Count  Nikolai Ilyich Tolstoy, a veteran of the  1812 French invasion of Russia, and Countess Mariya Tolstaya (Volkonskaya). Tolstoy's parents died when he was young, so he and his siblings were brought up by relatives. In 1844, he began studying law and oriental languages at  Kazan University. His teachers described him as â€Å"both unable and unwilling to learn. â€Å"[8]  Tolstoy left university in the middle of his studies, returned to Yasnaya Polyana and then spent much of his time in Moscow and  Saint Petersburg. In 1851, after running up heavy gambling debts, he went with his older brother to the  Caucasus  and joined the  army. It was about this time that he started writing. His conversion from a dissolute and privileged society author to the non-violent and spiritual anarchist of his latter days was brought about by his experience in the army as well as two trips around Europe in 1857 and 1860–61. Others who followed the same path were  Alexander Herzen,  Mikhail Bakunin, and  Peter Kropotkin. During his 1857 visit, Tolstoy witnessed a public execution in Paris, a traumatic experience that would mark the rest of his life. Writing in a letter to his friend V. P. Botkin: â€Å"The truth is that the State is a conspiracy designed not only to exploit, but above all to corrupt its citizens †¦ Henceforth, I shall never serve any government anywhere. † His European trip in 1860–61 shaped both his political and literary transformation when he met  Victor Hugo, whose literary talents Tolstoy praised after reading Hugo's newly finished  Les Miserables. A comparison of Hugo's novel and Tolstoy's  War and Peace  shows the influence of the evocation of its battle scenes. Tolstoy's political philosophy was also influenced by a March 1861 visit to French anarchist  Pierre-Joseph Proudhon, then living in exile under an assumed name in Brussels. Apart from reviewing Proudhon's forthcoming publication,  La Guerre et la Paix  (War and Peace  in French), whose title Tolstoy would borrow for his masterpiece, the two men discussed education, as Tolstoy wrote in his educational notebooks: â€Å"If I recount this conversation with Proudhon, it is to show that, in my personal experience, he was the only man who understood the significance of education and of the printing press in our time. Fired by enthusiasm, Tolstoy returned to Yasnaya Polyana and founded thirteen schools for his serfs' children, based on the principles Tolstoy described in his 1862 essay â€Å"The School at Yasnaya Polyana†. [9]  Tolstoy's educational experiments were short-lived due to harassment by the  Tsarist  secret police. However, as a direct forerunner to  A. S . Neill's  Summerhill School, the school at Yasnaya Polyana[10]  can justifiably be claimed to be the first example of a coherent theory of democratic education. Personal life On September 23, 1862, Tolstoy married  Sophia Andreevna Bers, who was 16 years his junior and the daughter of a court physician. She was called Sonya, the Russian diminutive of Sofya, by her family and friends. [11]  They had thirteen children, five of whom died during childhood. [12]  The marriage was marked from the outset by sexual passion and emotional insensitivity when Tolstoy, on the eve of their marriage, gave her his diaries detailing his extensive sexual past and the fact that one of the serfs on his estate had borne him a son. [11]  Even so, their early married life was ostensibly appy and allowed Tolstoy much freedom to compose  War and Peace  and  Anna Karenina  with Sonya acting as his secretary, proof-reader and financial manager. [11]  However, their latter life together has been described by  A. N. Wilson  as one of the unhappiest in literary history. Tolstoy's relationship with his wife deteriorated as his beliefs became increasingly radical. This saw him seeking to reject his inherited and earned wealth, including the renunciation of the copyrights on his earlier works. His fiction consistently attempts to convey realistically the Russian society in which he lived. Anna Karenina  (1877) tells parallel stories of an adulterous woman trapped by the conventions and falsities of society and of a philosophical landowner (much like Tolstoy), who works alongside the peasants in the fields and seeks to reform their lives. Tolstoy not only drew from his own life experiences but also created characters in his own image, such as Pierre Bezukhov and Prince Andrei inWar and Peace, Levin in  Anna Karenina  and to some extent, Prince Nekhlyudov in  Resurrection Anna Karenina Great changes were taking place during the mid-1870s in Russia. The serfs had been liberated in 1861. This was a long-overdue economic change in Russian society, but unfortunately it was not matched with land reform. As a result, most former serfs continued to work on the large farms as â€Å"free† peasants. The â€Å"land question,† also known as the â€Å"peasant question,† was a major political issue in Russia at the time of Anna Karenina. Tolstoy weighs in on this issue in many parts of the book, especially Part Three. At the same time, Russia was slowly and painfully undergoing a process of modernization. Western Europe had already completed many stages of industrialization, and Russia was far behind. Many of the new changes that were happening within Russia were in response to the changes in Europe. Western thought about democracy, liberalism, and social change accompanied the technological innovations that were imported throughout the mid-1870s and later 19th century. While many intellectuals and members of society saw this phenomenon in a positive light, others, like Tolstoy, were horrified by the negative aspects of Western â€Å"progress†? the rise of the urban center, the emergence of capitalism, decadent living, and the disconnection of people from the land. Some of Tolstoy's horror was well-placed: not all Western innovations would work in Russia. For all of its backwardness, Russia was not Europe, and few ideas or technological innovations would change that fact. The scene in which Levin attempts to implement a new agricultural theory on his farm and meets with resistance from his peasants, for example, has a basis in reality. A great deal of the spiritual underpinnings of Anna Karenina, especially Levin's struggle to find the Lord, are based on Tolstoy's own life. One critic has called Anna Karenina a â€Å"spiritual autobiography. † Tolstoy went through many religious crises in his life and struggled to find a way of living religiously that fought against the hypocrises and greed of the Greek Orthodox Church. Though the Church is not addressed specifically in this novel? indeed, Tolstoy was excommunicated a few years after its publication and was probably being careful not to upset them with any commentary in Anna Karenina? it is vital to think about Tolstoy's own spiritual questions when reading this book. Gabriel Garcia Marquez Latin-American journalist, novelist and short story writer, a central figure in the so-called Magic Realism movement. Gabriel Garcia Marquez was born in Aracataca, in the â€Å"banana zone† of Colombia, the first child of Luisa Santiaga Marquez, the daughter of Colonel Nicolas Marquez, and Gabriel Eligio Garcia, an itinerant homeopath and pharmacist. Soon after his birth, his parents left him to be reared by his grandparents and three aunts. At the age of fifteen, he was sent to the Liceo de Zipaquira, a high school for the gifted. He then studied law and journalism at the National University in Bogota and at the University of Cartagena. In 1982 Garcia Marquez was awarded the Nobel Prize for Literature. Love in the time of cholera Love in the Time of Cholera, published in 1985, was  Gabriel Garcia Marquez's first book after winning the Nobel Prize for Literature in 1982. Although it has often been compared negatively with Marquez's greatest achievement,  One Hundred Years of Solitude, many critics see Love in the Time of Cholera as a convincing and powerful love story that deftly accomplishes the goal Marquez et for himself: writing a story about love between two people of an age that no respected writer had managed before Gustave Flaubert French novelist of the realist school, best-known for MADAME BOVARY (1857), a story of adultery and unhappy love affair of the provincial wife Emma Bovary. As a writer Flaubert was a perfectionist, who did not make a distinction between a beautiful or ugly subject: all wa s in the style. The idea, he argued, only exists by virtue of its form – its elements included the perfect word, cunningly contrived and verified rhythms, and a genuine architectural structure. Madame Bovary  was first translated into English by Karl Marx's daughter Eleanor Marx. Gustave Flaubert was born in Rouen into a family of doctors. His father, Achille-Cleophas Flaubert, a chief surgeon at the Rouen municipal hospital, made money investing in land. Flaubert's mother, Anne-Justine-Caroline (nee Fleuriot), was the daughter of a physician; she became the most important person in the author's life. Anne-Justine-Caroline died in 1872 Flaubert began to write during his school years. At the age of fifteen he won a prize for an essay on mushrooms. Actually his work was a copy. A disappointment in his teens – Flaubert fell in love with Elisa Schlesinger, who was married and some 10 years his senior – inspired much of his early writing. His bourgeois background Flaubert found early burdensome, and eventually his rebel against it led to his expulsion from school. Flaubert completed his education privately in Paris. On his return Flaubert started  Madame Bovary, which took five years to complete. The realistic depiction of adultery was condemned as offensive to morality and religion. nce Flaubert said: â€Å"Emma, c'est moi. †Ã‚  Delphine Delamare, who died in 1848, is alleged to have been the original of Emma Bovary. Flaubert died of a cerebral hemorrhage on May 8, in 1880. Flaubert's other, non-literary life was marked by his prodigious appetite for prostitutes, which occasionally led to venereal infections. Direct experiences of the author also were reworked into the novel. For instance, in creating Emma Bovary, the novel's protagonist, Flaubert was inspired by his mistress Louise Colet, who gave him the insight to consider Emma's discontented childhood. Moreover, Doctor  Lariviere  was based on Flaubert's father, and the maid Felicite was based on Flaubert's nurse, Julie. Flaubert also used medical terminology with the help of his brother Achille and his friend Bouilhet. Initially the novel was considered highly controversial due to its depiction of adulterous affairs, and it was the subject of a trial in 1857. Flaubert delves into the sexual relations between Emma and her lovers and, more importantly, appears to glorify adultery and disgrace marriage. Since it was considered inappropriate for the public, precautions were taken to prohibit access to the book. Setting The setting of Madame Bovary is crucial to the novel for several reasons. First, it is important as it applies to Flaubert's realist style and social commentary. Secondly, the setting is important in how it relates to the protagonist Emma. It has been calculated that the novel begins in October 1827 and ends in August 1846 (Francis Steegmuller). This is around the era known as the â€Å"July Monarchy†, or the rule of  King Louis-Philippe. This was a period in which there was a great up-surge in the power of the bourgeois middle class. Flaubert detested the bourgeoisie. Much of the time and effort, therefore, that he spends detailing the customs of the rural French people can be interpreted as social criticism. Flaubert put much effort into making sure his depictions of common life were accurate. This was aided by the fact that he chose a subject that was very familiar to him. He chose to set the story in and around the city of  Rouen  in  Normandy, the setting of his own birth and childhood. This care and detail that Flaubert gives to his setting is important in looking at the style of the novel. It is this faithfulness to the mundane elements of country life that has garnered the book its reputation as the beginning of the literary movement known as â€Å"literary realism†. Flaubert also deliberately used his setting to contrast with his protagonist. Emma's romantic fantasies are strikingly foiled by the practicalities of the common life around her. Flaubert uses this juxtaposition to reflect on both subjects. Emma becomes more capricious and ludicrous in the harsh light of everyday reality. By the same token, however, the self-important banality of the local people is magnified in omparison to Emma, who, though impractical, still reflects an appreciation of beauty and greatness that seems entirely absent in the  bourgeois  class. Flaubert's novel is a landmark in that unlike the literature of his predecessors, it produces a story of gritty and perhaps even jarring reality. While even today the romanticism of the â€Å"Hollywood ending† is popular, the real ism of â€Å"Madame Bovary† was quickly reflected in classic works such as Fyodor Dostoevsky's â€Å"The Idiot† (1869) and Leo Tolstoy's â€Å"Anna Karenina† (1877). This paper uses the author's tones in â€Å"Anna Karenina† and â€Å"Chronicle of a Death Foretold† to compare Leo Tolstoy's and Gabriel Garcia Marquez's cynical tone towards society. Both authors use satire and irony to criticize the corruption of society and the institution of marriage. The paper shows that Tolstoy focuses on his disapproval of the upper-class aristocracy, while Garcia Marquez satirizes society in general. Tolstoy does not present the aristocracy with much honor or morals, unlike Garcia Marquez who uses a town that, although is corrupted, still has a strong moral back bone.

Blindness in Oedipus essays

Blindness in Oedipus essays Blindness is defined as the inability to see but blindness can be overlooking details or ignoring the facts. These examples can be seen in the play Oedipus the King by Sophocles. There are many people throughout the play that demonstrate their blindness. One person is the Herdsman. Due to his blindness, the Herdsman is one person to be blamed for the murder of Laius and for the plague that struck Thebes. On page sixty-three, line 1177, the Herdsman tells Oedipus that a man came from another country to adopt him. O master, I pitied it, and thought that I could send it off to another country and this man was from another country. Assuming that the mans story was true, the Herdsman just gave him baby Oedipus. Although the Herdsman knew what Oedipus fate was (to marry his mother after killing his father) he just allowed the man to take the baby. The Herdsman should have asked more questions or even told the man what the childs fate was to make sure that Oedipus would never return to Thebes. I chose this passage because the agony that Thebes went through could have been surpassed if the Herdsman made sure that Oedipus was killed or out of the country for good. The blindness of the Herdsman caused the city to go through this suffering. I found this passage to be important because the irresponsible Herdsman was blind to the fact that he might be the cause of the extinction of a city. He single-handedly could have saved Thebes by making sure that Polybus and Merope were from another country or by allowing Oedipus to die the way Laius and Jocasta wanted him to. ...

Ethos, Logos, Pathos for Persuasion

Ethos, Logos, Pathos for Persuasion You may be surprised to learn that much of your life consists of constructing arguments. If you ever plead a case to your parents- in order to extend your curfew or to get a new gadget, for example- you are using persuasive strategies. When you discuss music with friends and agree or disagree with them about the merits of one singer compared to another, you are also using strategies for persuasion. Indeed, when you engage in these arguments with your parents and friends, you are instinctively using ancient strategies for persuasion that were identified by the Greek philosopher Aristotle a few thousand years ago. Aristotle called his ingredients for persuasion pathos, logos, and ethos. Persuasion Tactics and Homework When you write a research paper, write a speech, or participate in a debate, you also use the persuasion strategies mentioned above. You come up with an idea (a thesis) and then construct an argument to convince readers that your idea is sound. You should become familiar with pathos, logos, and ethos for two reasons: First, you need to develop your own skills at crafting a good argument so that others will take you seriously. Second, you must develop the ability to identify a really weak argument, stance, claim, or position when you see or hear it. Logos Defined Logos refers to an appeal to reason based on logic. Logical conclusions come from assumptions and decisions derived from weighing a collection of solid facts and statistics. Academic arguments (research papers) rely on logos. An example of an argument that relies on logos is the argument that smoking is harmful based on the evidence that, When burned, cigarettes create more than 7,000 chemicals. At least 69 of these chemicals are known to cause cancer, and many are toxic, according to the American Lung Association. Notice that the statement above uses specific numbers. Numbers are sound and logical. An everyday example of an appeal to logos is the argument that Lady Gaga is more popular than Justin Bieber because Gagas fan pages collected 10 million more Facebook fans than Biebers. As a researcher, your job is to find statistics and other facts to back up your claims. When you do this, you are appealing to your audience with logic or logos. Ethos Defined Trustworthiness is important in research. You must trust your sources, and your readers must trust you. The example above concerning logos contained two examples that were based on hard facts (numbers). However, one example comes from the American Lung Association. The other comes from Facebook fan pages. You should ask yourself: Which of these sources do you suppose is more credible? Anyone can start a Facebook page. Lady Gaga may have 50 different fan pages, and each page may contain duplicate fans. The fan page argument is probably not very sound (even though it seems logical). Ethos refers to the credibility of the person posing the argument or stating the facts. The facts provided by the American Lung Association are probably more persuasive than those provided by fan pages since the American Lung Association has been around for more than 100 years. At first glance, you might think that your own credibility is out of your control when it comes to posing academic arguments, but that is incorrect. Even if you write an academic paper on a topic that is outside your area of expertise, you can improve your credibility- using ethos to persuade- by coming across as a professional by citing credible sources and making your writing error-free and concise. Pathos Defined Pathos refers to appealing to a person by influencing his emotions. Pathos is involved in the strategy of convincing the audience by invoking feelings through their own imaginations. You appeal through pathos when you try to convince your parents of something. Consider this statement: Mom, there is clear evidence that cellphones save lives in emergency situations. While that statement is true, the real power lies in the emotions that you will likely invoke in your parents. What mother wouldnt envision a broken-down automobile perched by the side of a busy highway upon hearing that statement? Emotional appeals are extremely effective, but they can be tricky. There may or may not be a place for pathos in your research paper. For example, you may be writing an argumentative essay about the death penalty. Ideally, your paper should contain a logical argument. You should appeal to logos by including statics to support your view such as data that suggests that the death penalty does/does not cut down on crime (theres plenty of research both ways). Use Appeals to Emotion Sparingly You may also use pathos by interviewing someone who witnessed an execution (on the anti-death penalty side) or someone who found closure when a criminal was executed (on the pro-death penalty side). Generally, however, academic papers should employ appeals to emotions sparingly. A long paper that is purely based on emotions is not considered very professional. Even when you are writing about an emotionally charged, controversial issue like the death penalty, you cant write a paper that is all emotion and opinion. The teacher, in that circumstance, will likely assign a failing grade because you havent provided a sound (logical) argument. Source â€Å"Whats In a Cigarette?†Ã‚  American Lung Association,

Classical Mythology in Abstract Expressionism Essay

Classical Mythology in Abstract Expressionism - Essay Example The essay "Classical Mythology in Abstract Expressionism" investigates classical mythology influence on abstract expressionism. The influences of depicting Classical Mythology begin with the thematic work that is accepted with both Surrealists and Abstract Expressionists during both time frames. The main ideology is based on creating the universal theme of humanism that is a part of every experience. The modern artwork depicts this by taking the mythology and relating it to the human experience by representing the mythology from a different perspective. The ideology was to take the idea of humanism and to create a modern approach to the myths that would combine the poetic expression of the artwork and the humanistic ideologies related to the myths. Instead of the stories representing the ancient and mysterious, both artistic movements created a sense of duality with the mythology. This was dependent on the mysterious and the human that combined together to create a sense of poetic me aning with the artwork. By doing this, artists were able to create a sense of meaning through the subject matter which could be depicted in modern society. The importance of the humanistic approach was not only to express the universal themes of duality between human nature and the myths. This was furthered with the time frame in which the artists were developing the portraits in. Many that were depicting the artwork focused on the social and political agenda of the time, specifically with the movement into modernism. The social and political approach was one which consisted of conflicts in society, stress which many were under because of political agendas and change that was continuously moving forward during this time frame. The themes were based on the tension of those who were living with the humanistic side, as opposed to the political and social agendas based on status, violence and struggle. Depicting these themes became an important aspect of the work in both time frames, sp ecifically because of influences of war, political leaders and social change that continued to move forward through contemporary events and ideas which followed (Bernstock, 1993: 153). An example of the artwork that showed the humanistic side and the social and political stresses came through works such as Andre Masson and Jacques Lipchitz (see Appendix A). The work of Andre Masson, Myth of Sisyphus, shows the French Surrealist viewpoint of conflict and humanism during the time. The myth is depicted by a boulder being rolled up a hill, only to continue to roll back down. This is followed in Greek mythology by a king who moves into power but doesn’t follow through with wisdom, instead ruthlessly killing thousands and betraying the gods. The influence of the 1930s was one which was created through the political agendas leading to war as well as the philosophical belief that there wasn’t meaning behind this. When looking at the painting of Masson, it is able to follow the myth of the ruthless actions and the boulder only going back down the hill. Masson does this by making the boulders appear out of place and time, each which carries the same myth as is depicted in the Greek legends. By doing this, Masson is able to create a link to the political leaders of the myth that deceive the gods to the present day, in which the same