Literature and History Essay Example | Topics and Well Written Essays - 750 words

Literature and History - Essay Example ause literature provides the future with specific interpretations of these events, it can be equally argued that history is subordinate to literature. Knowledge of history helps to inform on stories such as â€Å"Amy Foster† by Joseph Conrad. With the knowledge of how colonialism affected other parts of the world during the eighteenth and nineteenth centuries, this story is more easily understood as a person from a less developed country suddenly finds himself completely out of his context when he is shipwrecked on a foreign shore. This same effect, to different conclusions, is found in Kafka’s story about an ape who becomes human as a means of surviving his new surroundings. However, in their approach, these stories also serve to illustrate relatively universal human themes that remain applicable throughout time. While an understanding of history helps to inform the meaning of the work to a greater degree, this information also serves to help make the work more meaning ful personally to the reader. The nineteenth century began with the Regency period, during which sailors and merchants were beginning to overtake the ruling elite class in terms of economic success. This began to break down the rigid class systems of western society, particularly as these wealthy sailors and merchants began buying up the properties of the wealthy who had squandered all their available funds in trying to maintain the appearance of a properly genteel idle life. This was followed by the Victorian period, which is a period of great contradictions. It is considered to be the age of change and social advances as well as the age of strict social structure and a severe regard for the customs of the past. During this period, the Industrial Revolution came of age, blossomed and brought sweeping change across the country and the world. Life switched from being primarily dictated by the land one owned to a social structure based on commerce and manufacturing in the cities. In this

The Rampart Scandal Essay Example | Topics and Well Written Essays - 1750 words

The Rampart Scandal - Essay Example The LAPD's motto is 'To protect and serve' (Los Angeles Police Department, 2008). However, through numerous occasions involving corruption, obstructions of justice, racially motivated beatings and officers drug dealing, the city's police force's image has been tarnished and re-tarnished again and again as being recognized as an law enforcement agency unlike any other the country or the world has ever seen. Lawlessness as it would seem, has always been one of the key ingredients that keeps this law-enforcing agency a household name in the city of Los Angeles. The concept of a police department came after the city's second City Marshal Jack Whaling was murdered in 1853 (Los Angeles Police Department, 2008). His killer met his death at the hands of a bounty hunter, thus prompting the city's first chief, Dr. A.W. Hope to organize the Los Angeles Rangers. The Los Angeles Rangers volunteered to help the County Sheriff and Marshal. A white ribbon identified these new rangers, which had the words imprinted, "City Police - Authorized by the Council of Los Angeles (Los Angeles Police Department, 2008). The city's police department has always had a sen... Foster was mayor. The mayor saw it fit to lead a mob of people, which removed a criminal suspect from jail and hang him (Los Angeles Police Department, 2008). Mayor Foster was promptly reelected. Such actions were looked upon as normal, even praised at the times. However, an event such as this was just the fist step on a journey through the LAPD's history of its brand of no holds bar, Wild West type of judgment, when policing the community. Racial tensions between the LAPD and its constituents have seemed to be the social norm for the city Los Angeles. A look at a law in 1850 revealed that racial tension was protected under the state's statutes and was upheld by California's Supreme Court. According to Los Angeles Police Department, (2008), No black or mulatto person, or Indian, shall be permitted to give evidence in favor of, or against, any white person. Every person who shall have one-eighth part or more of Negro blood shall be deemed a mulatto and every person who shall have one-half of Indian blood shall be deemed Indian (p.1). Asian Americans suffered the same fate of persecution under the law, as this law extended to them as well. The racially motivated violence perpetuated in the city did nothing to reform the laws that governed the community. As more and more Chinese settled in the city looking for work on the railroads and in the mines, tension between White and Asian began to escalate at an alarming rate. The Los Angeles Massacre, which occurred on October 24, 1871, was believed to have been a dispute between two Chinese named Yo Hing and Sam Yuen (Los Angeles Massacre Site, 2004). The two men arguing led to Yo Hing being shot. The dispute continued in to the next day, as Officer Bilderrain

Mahatma Gandhi Essay Example for Free

Mahatma Gandhi Essay In 1978, James McGregor Burns wrote about the dearth of leadership. One of the most universal cravings of our time is a hunger for compelling and creative leadership. McGregor Burns’ search for moral leadership reveals the tragedy of leadership studies- the confusion of leadership with power. Traditionally, leaders have been defined as those who hold power; allowing presidents, prime ministers and military generals, regardless of their accomplishments, to be considered leaders. Leadership studies have been further detracted from moral leadership because of the confusion of leadership with management. John D. Rockefeller, Henry Ford, and Bill Gates are considered leaders for the economic power they amassed. The confusion of leadership with power and leadership with management has led to a model of leadership that is Machiavellian (manipulative), hierarchical, authoritative, impersonal, elitist, and self-interested. The person I believe to be the greatest leader of the twentieth century exhibited none of the qualities named above. This person held no official political title; he commanded no army and he amassed no great wealth. He did, however, have tremendous influence. This truly exemplary leader derived his power from the conscious citizenry. The leader I am referring to is Mahatma Gandhi. Instrumental in the Indian Independence movement, Gandhi’s influence extended beyond the borders of India to the rest of the world. Gandhi’s philosophy of non-violence inspired millions, including the great American civil rights leader Martin Luther King Jr. A simple, pious man, Gandhi identified with and won the hearts of India’s most politically and economically marginalized people. He spent his life fighting to overcome modern forms of enslavement and oppression- caste oppression, religious hatred, gender oppression, and, what he saw as the worst form of violence, poverty. The purpose of this essay is to outline Gandhi’s philosophy of non-violence and it’s influence worldwide as well as the strategies and characteristics that made Gandhi successful. Gandhi’s philosophy of non-violence involved civil resistance, refusal to comply with unjust laws. He developed this philosophy while living and practicing law in South Africa. Organizing resistance to the notorious and grossly unjust apartheid system, which provoked significant legislative change, Gandhi left an indelible mark on the South African struggle for racial justice. Upon his return to India in 1915, Gandhi’s philosophy of non-violence became infused with the struggle for swaraj (self-rule). In India, Gandhi raised his philosophy of non-violence to new levels of sophistication. Gandhi believed that organized non-violent civil resistance, not war, would awaken the consciousness of the British to their unjust domination over India. This was the belief that guided the Bardoili protest, the Amritsar Massacre and the Salt March. Gandhi’s mobilizations were so successful that they tarnished Britain’s international reputation and provoked irreversible change in Britain’s policy towards India, illustrating the potential of organized non-violent civil resistance. Gandhi was an uncompromising opponent of violence. He knew that using violence to fight violence corrupts and debases even the most noble of causes and leaves a legacy of bloodshed. If we look to the revolutionary movements of the twentieth century, we see the truth in Gandhi’s beliefs. The Bolsheviks, Maoists, the Khmer Rouge, the Shining Path, Sein Fein and the Palestinian Liberation Organization all left tremendous bloodshed in the paths towards liberation. They left a legacy of death and violence, rather than peace. Gandhi knew that the only solution to hatred, ignorance and fear was love, truth, and forgiveness. He knew that overcoming unjust hierarchies doesn’t mean inverting them; it means eliminating them altogether. Gandhi and his followers, like those who risked their lives to hide Jews during the Nazi regime, were prepared to die to make injustice visible for the entire world to see. For Gandhi, truth was a powerful weapon, needing no others. Indeed, truth has proven to be the most powerful weapon humanity has even known. One of the strategies that made Gandhi an effective leader was his ability to build bridges between communities, between upper and lower caste Hindus and among Hindus, Muslims and Christians. Gandhi saw the intrinsic humanity of all individuals, regardless of their caste, religion, gender, or social position in society. Deeply upset by communalism (Hindu-Muslim animosity), Gandhi was able to promote religious harmony through his personal and public actions. When this harmony was threatened, he fasted. Gandhi’s tremendous ability to bring an end to provincial and religious hatreds was tested time and time again with the Yeravda Pact and his fasts to end violence in Calcutta, Bengal and Delhi. One of the characteristics that made Gandhi successful was his ability to identify with the poor masses of India. Gandhi’s philosophy of self-rule distinguished itself from the elitism that characterized the Indian Independence movement, as well as virtually all other Independence movements of this century. Gandhi knew that freeing India from the yoke of imperialism also meant freeing the masses from economic servitude. Gandhi was opposed to Independence for only an elite few; he was fearful of an Independent India that would replicate past religious, caste and economic oppressions. Gandhi provided leadership by example. He exhibited the perfect marriage between personal morality and public action. The best example of this was his use of homespun cloth that provided employment for the poor masses and revived the village economy. In a world in which the inequalities generated by a global economy are becoming more obvious and frightening, Gandhi’s critique of technology and economies that benefit the powerful and marginalize the powerless is all too relevant today. The best demonstration of Gandhi’s leadership is his worldwide influence. American civil rights leader, Martin Luther King Jr., the Dalai Lama, Archbishop Desmond Tutu, Archbishop Belo of East Timor, and countless other leaders have been deeply influenced by Gandhi and his philosophy of non-violence. For example, in 1994, in a Gandhian spirit of forgiveness and reconciliation, Nelson Mandela reached out to his adversaries- the same ones who had tortured and imprisoned him to bring an end to apartheid rule. Gandhi’s greatest legacy is the notoriety he achieved for advocating non-violence as a means of overcoming oppression. It is this belief that guides the actions of millions of average citizens who participate in civil society movements today across the globe. A tribute to Gandhi’s enduring lifetime achievements will be paid by naming the first decade of the new millenium the United Nations Decade of Non-Violence. No greater tribute has ever been paid to a leader of this century. Inspired and profoundly moved by his life and work, I hope the Decade of Non-Violence will truly awaken the consciousness of humanity into liberating ourselves from all and every kind of oppression; using truth as our only tool.

Positive and Negative Effects of Television on Children

Positive and Negative Effects of Television on Children Children’s television viewing time be carefully controlled or for some age groups eliminated entirely Contents (Jump to) Introduction TV, young children and aggression: Is TV dumping down our young? The role of TV in the obesity epidemic: Is TV – helping the young to a more positive view of the world? TV linked to better language and literacy? Conclusion: References: Introduction: Since the advent of the television in the daily lives of the common people, the lifestyle and routine of the people have been changed. Television is no longer an idiot box in the lives of many instead it is one of the most important parts of the lifestyle. The television has come up with variety of programs and the increasing importance of the television in the daily life of the people has given the entertainment world a different name. It has been observed in many countries like the United States the children are devoting maximum of about thirty hours watching television per week. This has given rise to a hobby or a habit of watching television (Kelemen, 2002). In many countries the children like to watch television, forgoing their studies and this had created awareness within the parents and the teachers. The most important issue regarding this matter is that the children are getting wrong information in some particular cases from the different programs of the television. There are many interesting programs apart from the cartoon shows which attract the children. The study is all about the awareness that had been generated by different research outcomes conducted by different organizations. The study discusses many important issues and analyses both the positive and negative sides of the issues (Yapp, 2014). TV, young children and aggression: It is observed all over the world that the children are adversely affected by the violent programs which they view in the television. Eastman (2004) had said that by the time when the American children become grown up to leave the high school they would have viewed thousands of murders and other violent activities in the television. On the other hand Rowell Huesmann et al (2003) have said that there is a tendency in the infants to imitate the activities they observe from the television and hence the violent programs could have much impact on the minds of the children and could cause severe accidents in their lives (Huesmann Moise-Titus, 2003). Murray (2005) have pointed out that in many cases it has been observed that children having maximum exposure to violent programs get their sensitivity towards violence and this turn increases their tolerance of violence in the society. On the other some children are found to be getting more sensitive towards the violence and that might affect their physical and mental strength. It is not always good for the infants to watch television as they might be affected by the colors, hues, saturation and exposure level of the television portray. The sound effects might also affect the hearing aspect or the mental development of the infants as initial stages (Murray, 2012). Is TV dumping down our young? According to Anderson and Pempeck there is a close relationship between the development of language and watching TV. The children below 2 years who watch television for a long time do not develop their language and vocabulary. The children start to speak less and they follow only gestures. The children below 2 years who watch educational programs like Sesame Street and Dora the Explorer face the similar problems in the language development. But the children over 2 years while watching these programs specially designed for the development of language get a better learning opportunity and they develop the language faster (Gliebe, 2011). The parents’ co-viewing with their kids has shown to be beneficial as the parents could manipulate the programs accordingly and might help their children in understanding the meaning of the programs they watch. The children are sometimes found to be more inclined towards the face to face communication and learn to develop language from this type of conversation. The parents could control the time their children are devoting towards watching the television. They could even ban or eliminate many programs from being watched by their children if they find some anti social or unethical in the programs. The role of TV in the obesity epidemic: The children who are watching television for a longer period are found to be affected by the increasing issue of obesity as they forgo their physical activities and sit idle at a place and watch television. The children get less time for any extra curriculum activities and due to that they are growing some problems in their physical growth. The habit of having fast food or snacks are being promoted by the television ads which are growing the habit of consuming fast food and snacks at an increasing rate which is affecting the health of the children to great extent. The children are getting much inclined towards the fast food and the ready to cook foods as they are being advertised very skillfully to attract the children (Boulos, Vikre, Oppenheimer, Chang, Kanarek, 2012). On the other hand television programs are also promoting some beneficial programs which are helping in the development of many good habits and learning. The television is also promoting various programs from where the children could learn about the culture of their countries or about different animals etc. There are some programs which are promoting the habits of practicing regular exercise in the daily regime of the children and the children are trying to follow them. Is TV helping the young to a more positive view of the world? According to Moeller (1996) the television programs are helping to understand the world around us through different specific channels. The television can have positive impacts on the minds of the children depending on the perception that the people are growing within them. Sometimes it is seen that people both children and adults like to believe that whatever is shown in the television is normal and real without judging the truth. This might have positive or negative effects depending on the individual conception development (Moeller, 1996). Some programs might show the children the way they want to prove the world around us and could have negative impact on the minds of the children. On the other hand there are certain programs which are useful to the children to collect many academic information or data which they could skillfully use in their studies and could increase their general knowledge (Wiseman, 2012). There are certain worrying issues where the children get wrong ideas about the cultures or the society of many places from the television. The children with good intelligence would take the positive views but the children with poor intelligence would not be able to get the positive views without the guidance of their parents or teachers. TV linked to better language and literacy? Many research work have proved that watching television is helping in the development of language and literacy in the children. The children of two years get to develop their language competency from watching television. Many children have been found to have grown better vocabulary by watching television. The children get to learn many things from television. There are many well designed education oriented programs like Sesame Street which provides good communication and language skills to be developed in the children (Close, 2004). Not all the learning programs are designed to develop language skills in the children. It is the responsibility of the guardians to supervise the programs and allow the children accordingly to watch the programs which are suited for their children. The adult co-viewers are responsible to grow and develop the language competencies within the children through their active participation. The conversation between the adult co-viewer and the children below two years is vital in developing the language within them. The parents or guardians have to play an active role in the development of language and literacy through watching television (Linebarger, 2006). Conclusion: The above discussion shows for and against the reduction of the television viewing by the children below two years and also for the children who are sensitive to many issues. The parents or the guardians have to be more conscious about the controlling of the time dedicated to the television viewing by the children. The Government should take steps either to ban some violent or anti social programs or to make the schedule of the programs as per the prime time or the general time for watching television. The study shows the positive and negative impacts of the television on the minds and developments of the children below and over two years. The study describes the various issue which are related with the viewing of the television. Watching TV is also hampering the physical development of the children and even increasing the rate of obesity in the children. The study throws lights on various findings from the research conducted by many researchers. The research should be able to analyze both the positive and negative impacts of watching television. More research is needed to provide more data and information regarding how much positive or negative it is to watch television for the children. The society should try to instigate the positive impacts of watching television rather than the negative impacts. The society should be well aware of the adverse effects which could affect the children from initial stage. References: Boulos, R., Vikre, E. K., Oppenheimer, S., Chang, H., Kanarek, R. B. (2012). ObesiTV: How television is influencing the obesity epidemic. Physiology Behavior, 146-153. Retrieved from friedmanfellows: http://friedmanfellows.com/assets/pdfs/elibrary/ObesiTV_final.pdf Close, R. (2004, March 13). Television and Language Development in the Early Years. Retrieved from literacytrust: http://www.literacytrust.org.uk/assets/0000/0429/TV_early_years_2004.pdf Gliebe, S. K. (2011, August 12). The Effects of Video and Television on Young Children: Research and Reflection for Christian Educators . Retrieved from cuchicago: http://lej.cuchicago.edu/early-childhood-education/the-effects-of-video-and-television-on-young-children-research-and-reflection-for-christian-educators/ Huesmann, R., Moise-Titus, J. (2003). Longitudinal Relations Between Children’s Exposure to TV Violence and Their Aggressive and Violent Behavior in Young Adulthood: 1977–1992. Retrieved from umich: http://rcgd.isr.umich.edu/aggr/articles/Huesmann/2003.Huesmann,et al.Longrelations.Developmental Psych.pdf Kelemen, L. (2002, December 18). The Truth about Television. Retrieved from aish: http://www.aish.com/ci/s/48924702.html Linebarger, D. L. (2006, September 28). Elements of Effective Educational TV. Retrieved from pbskids: http://www-tc.pbskids.org/read/files/BOB-PARTI-ElementsofSuccessfulEdTV.PDF Moeller, B. (1996, October). Learning from Television: A Research Review. Retrieved from dcmp: https://www.dcmp.org/public_content/caai/nadh175.pdf Murray, J. (2012, January 09). Childrens Antisocial Behavior, Mental Health, Drug Use, and Educational Performance After Parental Incarceration. Retrieved from NCBI: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3283435/ Wiseman, R. (2012, June 30). Self help: forget positive thinking, try positive action . Retrieved from theguardian: http://www.theguardian.com/science/2012/jun/30/self-help-positive-thinking Yapp, R. (2014, January 10). Children who watch too much TV may have damaged brain structures. Retrieved from dailymail: http://www.dailymail.co.uk/health/article-2537240/Children-watch-TV-damaged-brain-structures.html Positive and Negative Effects of Television on Children Positive and Negative Effects of Television on Children TELEVISION: ITS EFFECTS AMONG CHILDREN IN TERMS OF EMOTIONAL AND BEHAVIORAL DISCOURSE IMPELIDO, DEANMARK G. Outline Watching television has many positive and negative effects on the behavior among children. Positive effects include, while negative effects includes violence, behave aggressively and their emotional aspects affected. The Effects of Television Positive Effects Negative Effects Violence Behave aggressively Emotional Aspects affected Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Introduction Technology makes our life easy and it becomes a part of our lives everywhere, anywhere. Before the growth of the technology being rampant, there is a first major source of innovation in technology and that is the television. Television sets become a major industry in the world. Almost all the people in the world, in their households have television sets, and every day, more and more people tend to view on television. By touching its button and by searching different channels, it gives us benefits and solutions to our challenges in the modern-faced world. This includes receiving reports from local and world events, to inspire young minds by exploring geography and history, watch a fantasy, and to entertain us. Television also tends to escape from the reality, which gives us a temporary relief from our problems in life or when we feel depressed. Due to the growing industry of television, television networks always wants to know their audience perspective on what kind of program they want to watch. Audiences have a big impact in the television industry without them, no image on the screen. Most probably, adults are the one who watch, but as the time goes by, children also considered a part of their audience so that television networks consider the programs they watch. Children in the 21st century are now exposed in the television screens and we cannot prevent that. They are treated by the researchers and policy makers as a â€Å"special audience† due they are in process to learn things from the screen (Potter, 2008). Also, they are not yet mature to select a show appropriate to them. So that, as more and more children tempt to watch, the more they see something wrong or something right depending on the content of the program they watch. As illustration, if a child sees violence, the more violent he become; and when he see educational and inspiring, it teaches him to learn new things. According to Hollenbeck Slaby, 1979, children starts to spend television at the age of 6 months, as they grow up, it increases number of hours they spend on television until it reaches by up to six and a half hours every day. Because of this, we think that it leads to positive and negative effects of the behavior of children as they grow up. According to psych iatrist Dr. Victor Cline in his speech in Norfolk, New Virginia, that all the pictures they see in television, it can clearly affects the self-image then, later behavior of young people. He also added that mental diet is the same as nutritional diet. Once a child sees on a television, it will put what they see it in their mind, later; it will take its changes on their behavior once they grow up. He consider the children’s minds into a bank-whatever we put on it, we will get it back 10 years or more with an interest (Cline, 1989) In general, watching television may lead to the positive and negative effects on the behavioral and emotional discourse of the children. Some positive effects are: it enhances learning skills and recognize emotions; and the negative effects are it leads to violence, behave aggressively and lastly, it leads to emotional problems. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Discussion Positive Effects of Television Television has a great benefit among children as they get easily aware and connect about the physical happenings in their modern-faced society (Gunter and McAleer, 1997: xii-xiii).They also stated that television is not ‘one-eyed monster’ who waits to spread evil over the young members of the household. This is an implication that when a child watches a significant program that is – educational, informative, and values-promoted shows will increase their intellectual growth. Researchers explain this, through watching preschoolers ‘Sesame Street’ regularly, it easily recognize their emotions and to cope trauma when the 9/11 terrorist attack in New York by featuring a story about grease fire in Hooper’s Stone which required the help of the brave firefighters (Wilson, 2008). Second positive effect of television among children is that they acquire basic languages on it. Studies shows that if they watch educational programs, their tendency is to learn basic shapes, numbers, letters, etc. if their parents guided them (Lemish and Rice, 1986). However, Naigles and Mayeux (2001) found that in certain circumstances children learn words and their meanings from educational programs that are specifically design for them (age, content etc.). Further, we must say that we select programs that are capable to their age and they must guide them in order for them to learn their language acquisition. Although still, there is no significant evidence that suggests television as part of their everyday lives to learn new things in life. Negative Effects of Television Violence is one of the primarily negative effects of television among children. Television violence had been increasing for the past years. In the studies, it shows that an average of 32 acts per hour, a child may see on the screen (Gerbner). Because of the number of violent acts a child may see, there is a result of the mental problem called â€Å"copycat phenomenon†. Copycat Phenomenon defines as imitating or copying the act or behavior of a person from a particular show (Sparks, 2013). An example of this is if a child sees on television, a person who acts to be violent; there is a possibility to imitate its action, further, once it continues to imitate until he/she grows up, it results as to be his/her personality. Many people have experience this even adults because it stirs up their emotions easily and somehow, they relate on that scene they watch. Further to that, it results in increasing number of crime and harm things; so that it is very alarming when a child happen to it. Violent television teaches children step-by-step; on how to commit mistakes and violent acts easily (Cline, 1989, 2B.). Watching violence can lead to behaving aggressively. Does it really lead to behave aggressively among children? It is true that it may lead to behave them aggressively through the following factors: if a character in a particular scene performs violent acts; then that character receives a reward for their actions, and there is a possibility of increasing aggression to children especially on boys and not on girls. And this theory he proposed is the social learning theory (Bandura, 1973). To illustrate, if a child sees a scene in a screen which has violent acts, then later the character receives reward on it, there is a chance of imitating or again â€Å"Copycat Phenomenon†. But, if the character did not receive rewards from it but receive punishment, there is a small chance of that child will refrain to do that act. But, in his further studies, it shows that this effect is not clearly depending on kind of program they watch; it is regardless of the kind of program they watch. T herefore, whatever kind of program they watch still, there is a risk of their behavior due to prolonged expose to television and violence. Once it changes their attitudes, it will clearly affect all their emotional aspects. Children emotions lead to anxiety, fear, trauma and even depression (Wilson, 2008). First, there is a possibility of anxiety to them. Second, their fear increases. There is a study that many children have experiences short-term reactions to television. When they watch a scary movie, (example is Monster House), they get react easily and probably they frightened. So that, after they watch it, they feel devastated and therefore, it results to trauma. It will also intensify these effects if they watch a particular news footage that contains tragedy or violence. As a result, children are full of fears to face the real-world. It will hard for them to express themselves and they might see the real-world as a difficult, more complicated and may a victim or real violence. It is normal, but, their emotional capacity maybe more difficult to cope. Watching television has positive effects (which include enhance learning skills and recognize emotions) and negative effects (includes violence, behave aggressively and lead to emotional problems) among children Conclusion: References: Books: Potter, W. J. (2008). Media literacy 4th edition, Sage Publications, Thousand Oaks, CA: USA. Sparks, G. G. (2013). Media Effects Research 4th Edition, Boston, MA: Wandsworth-Cengage Learning Internet Resources:

Use of Insanity and Madness in Hamlet Essays -- Literary Analysis, Sha

It is or is it not true that Hamlet was faking his insanity? I’m not saying Hamlet was faking the whole thing. The meaning for insanity on Dictionary.com is â€Å"a permanent disorder of the mind.† I don't think Hamlet had a permanent disorder of the mind he knew what he was doing and even planned the majority of the events that happened. Most of the time anyway. Having your father die is bad enough, but to have your mother marry your uncle, within a few weeks of your father’s death? Then to see the ghost of your dead father. That would drive anyone a little insane, but maybe not to the extent that everyone thought Hamlet was acting. Hamlet is torn between acting sane and letting everyone else see him as insane. Hamlet is so grieved by his father's death that he begins to think of suicide. â€Å"O,tht this too too soid flesh would melt thaw and resolve itelf into a dew!† (Act 1, Scene 2, Lines 129-130). Hamlet's next thought to be mad when he begins to follow the ghost. Horatio attempts to tell Hamlet not to follow the ghost, Horatio questions him to about what might happen if the ghost â€Å"assume some other horrible form Which might deprive your sovereignth of reason. And draw you into madness†(Act 1, Scene 4, Lines 72-74)? Throughout the play Hamlet seems to act insane then sane again. His comment to his friends best describes his madness when he says, â€Å"I am but mad north-north-west: when the wind is southerly I know a hawk from handsaw† (Act 2, Scene 2, Lines 378-379). Hamlet is insane only when he thinks it is best for him to be insane. He uses his insanity as a way to vent his feelings toward others in the play. Hamlet’s display of insanity allows him to prove that Claudius did in face murder his father. After seein... ...s 319-326). Hamlet leaves his final words to Horatio. He tells him that he leaves behind a story unknown, and that he would like him to give up his happiness until the pain is gone and the story is told. In summary, I do not think that hamlet was insane. I think he had every right to be mad and upset at everyone who done him wrong. He should not have held all of his feelings inside. If I had been Hamlet, I had been mad and wanted to avenge my father's death also. If he had been insane he would not have done all the things that he'd managed to do. It was a pretty smart plan that Hamlet had created, and it almost work, if everyone didn't die at the end. Works Cited Shakespeare, William. â€Å"The Tragedy of Hamlet, Prince of Denmark† Literature: An Introduction to Reading and Writing. Ed. Edgar V. Roberts. 9th Ed. New York: Pearson Longman, 2009. Print

Blacks and Latinos in America Essay -- American History Culture Ethnic

Blacks and Latinos in America   Ã‚  Ã‚  Ã‚  Ã‚  Through our readings of the Mexicans in the U.S. and the African-American experience modules, we begin to understand the formation of identity through the hardships minorities faced from discrimination. In this paper, I am going to compare and contrast the ideas of identity shown through the readings. These two modules exemplify the theme of identity. We see how Blacks and Latinos tried to find their identity both personally and as a culture through the forced lifestyles they had to live.   Ã‚  Ã‚  Ã‚  Ã‚  Identity is one of the main questions throughout all of our readings, because it is hard for people to accept who they are in society. Accepting their identity as a minority with little if any freedoms sparks many of the social problems which I will show happening in all communities and cultures. The main issue we will discuss is how social environments effect the search for identity. The Mexicans in the U.S. module gives us examples how Mexicans try to keep their customs while living in a discriminated environment by the Whites. This module also gives us examples how people are searching for personal identity while struggling with cultural traditions. Finally, the African-American module gives us more examples to compare with the Mexicans in the U.S. module, because these readings deal with Blacks finding personal identity also through discrimination from the Whites. To properly understand the theme of identity, we must first look the factors influencing it.   Ã‚  Ã‚  Ã‚  Ã‚  The first influence we see in both modules is discrimination. The Whites as a whole did not give any acceptance towards both cultures. There were several barriers keeping the Blacks and Mexicans from breaking the lines between them and the Whites. First, the Whites saw both groups of people as minorities. They felt both subcultures were unequal from the beginning, therefore holding discriminating beliefs about the cultures from which both groups came from. Also, the Whites were very angry with these groups, who were trying to share the same freedoms.   Ã‚  Ã‚  Ã‚  Ã‚  Next, both the Blacks and Mexicans lived through their cultures and traditions from ancestors. It was very hard for either group to compete with the Whites' economy and lifestyles while keeping their beliefs strong. Now that we have an understanding of the influences on both groups' identity struggles, we w... ...d upon them as the Mexicans.   Ã‚  Ã‚  Ã‚  Ã‚  In The Autobiography of Malcolm X, Malcolm is told by his 8th grade teacher to think realistically about career goals. He is told to drop his ideas of becoming a lawyer, and look into the field of carpentry, which was a stereotypical Black job. Blacks were being discriminated against in all aspects of their lives. Even as maturing students, they were told what to do with their lives, simply because Whites did not believe Blacks should hold the same freedoms. In the movie, Eye on the Prize, we see how Blacks tried to keep their cultural values while living in the "White mans world." Like the Mexicans, Blacks had a societal identity, yet they faced many hardships in trying to find their personal identity.   Ã‚  Ã‚  Ã‚  Ã‚  As we have seen, the role of identity is a key issue in our history. The discrimination and stereotypes pressed upon the Blacks and Mexicans changed their ideas of personal and social identity. The factors that influence identity also made the understanding of this idea hard for both groups. The role that identity played in both groups was a key concept for them to understand in creating their new individuality in the "White America."

My Ideal Friend †Low Essay

My ideal friend is Frank. I’m sure Frank is my ideal friend because we have been friends for many years already. Since we were kids, Frank has always been there when I fell down from my bicycle, when I was scolded by my parents, and helped me chase away dogs that were chasing me whenever we walked to school. One day, when I was walking to school together with Frank, we were attacked by 2 stray dogs. Frank took a stick and hit one of the dogs on the nose and the other dog on its leg. I was afraid of dogs but Frank was brave. He was afraid too but he wanted to make sure that his friend was protected. I am not as brave as Frank and thanks to him, I learned that we have to be brave even though we are afraid of something. When I was in school, I was always being bullied by others because I was small. There was a boy called Rino that will always take my money and I did not tell anyone about this. Rino was much bigger than me and I was afraid he would beat me if I told anyone that he took my money. After 2 years, Frank saw Rino taking my money behind an empty class during recess and he pushed him away from me. He told him that if he saw him doing it again, he would tell the Principal about this. Since then, Rino never bullied me and my life in school became better. Now that we’re already seniors in this school, both Frank and I are involved in many activities and study groups. I managed to have many friends because of him and he has taught me many things about our subjects and school activities. I have become a better leader because of him and I have learned many skills from entering sports activities like hockey and rugby. Together, we managed to be selected for the state team and represented Sabah for hockey and played together in Kuala Lumpur. This is how Frank has improved me as an individual. All in all, Frank has never left my side and is still my best friend today. His character and attitude has made him an ideal friend to me. I will never have another friend like Frank and I admire his morals and how he always stands up for his friends even when he is scared. He is helpful and encourages others to be better and has made me his ideal friend too. (427 words)