Similarities and Differences Between Communism and Democratic Socialism

Similarities and Differences Between Communism and Democratic Socialism The main similarity between revolutionary Communism and democratic Socialism is that both of these political ideologies consider Capitalism (as the form of a socio-political governing) historically outdated and utterly immoral. This is because, according to the proponents of both ideologies, in Capitalist countries, the majority of ordinary citizens are denied the right to have a fair share in the national wealth.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More This is because in Capitalist societies, it is namely a small number of the representatives of bourgeoisie that exercise a unilateral control over the means of production. In its turn, this allows them to enjoy an undisputed dominance within the society – even though that there are no objective reasons for this to be the case. That is, if we exclude the fac t that the wealthy members of social elites simply happened to have enough of ill-gotten money in their bank accounts. In its turn, this creates a situation when most citizens are being denied the opportunity of a social advancement – only the individuals affiliated with the rich and powerful qualify for a social uplifting. Such state of affairs, of course, is far from being considered thoroughly fair. Another thing, upon which revolutionary Communism and democratic Socialism agree, is the sheer inappropriateness of the Capitalist practice of subjecting workers to an economic exploitation. This is because this practice establishes preconditions for employees to be treated as a soulless commodity – hence, causing them to experience the sensation of a societal alienation. In its turn, this prevents hired laborers (regardless of the essence of their professional duties) from being able to attain happiness. Both ideologies refer to such a state of affairs, as utterly inapp ropriate. Revolutionary Communism and democratic Socialism also criticize Capitalism on the account of this political system standing in opposition to the concept of egalitarianism. After all, it is specifically the assumption of people’s perceptual/cognitive inequality, which justifies the Capitalist idea that, in order to ensure the free-market economy’s proper functioning; societies must remain stratified along class-lines. Both, Communists and Socialists proclaim this idea being not only unethical, but also as such, that contradicts the dialectical laws of history.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Revolutionary Communists and democratic Socialists also share a strongly negative attitude towards the concept of a private ownership. According to the proponents of both political ideologies, the continual institutionalization of this type of own ership contributes to the process of a gap between poor and rich citizens growing wider, and makes the economy more vulnerable to financial crises. This is why, just as it is being the case with democratic Socialists, revolutionary Communists advocate the concept of a state-ownership, as such that ensures a fair distribution of the national wealth among citizens. Nevertheless, even though that revolutionary Communism and democratic Socialism do share much of an ideological ground, out which they initially emerged, there are many more differences between them than similarities. The most fundamental of these differences is the fact that, while Socialists consider Socialism to be the final phase of the humanity’s socio-economic advancement, Communists refer to it in terms of an intermediary one. According to them, Socialism is the ‘transitional’ form of a political governing, which will be eventually replaced by Communism (Kors 3). In its turn, Communism presupposes the complete liquidation of a private ownership, the elimination of money, as the instrument of commercial transactions, and the establishment of the ‘dictatorship of proletariat’, as the mechanism of maintaining the society’s ‘classless’ functioning. Democratic Socialists, on the other hand, point out to the fact that the practical realization of the earlier mentioned Communist agenda will prove impossible, as it does not consider the actual essence of people’s genetically predetermined psychological inclinations. Another major difference between democratic Socialism and revolutionary Communism is that, while Socialists refer to the transition between Capitalism and Socialism in terms of an evolutionary process, Communists promote the idea that this transition should be revolutionary. That is, according to Communists, there is only one way for ensuring the eventual triumph of Socialism/Communism – an armed uprising (Dobbs 495). Social ists, on the other hand, suggest that rather than parting away with Capitalism in the revolutionary manner (by the mean of overthrowing the government and eliminating bourgeoisie, as a social class), progressively minded people should aim to create preconditions for the gradual transformation of Capitalism into Socialism.Advertising We will write a custom research paper sample on Similarities and Differences Between Communism and Democratic Socialism specifically for you for only $16.05 $11/page Learn More As Roberts noted: â€Å"In economics, their (Socialists’) main commitment is not to creating a new man by expropriating the expropriators but to taming the excesses of the market through state intervention. They (Socialists) have also been stubbornly reformist and gradualist rather than revolutionary† (358). Unlike their Communist counterparts, Socialists do not subscribe to the idea that a truly fair society must necessarily be classless. I n fact, the Socialist idea of a ‘welfare state’ presupposes that, instead of remaining antagonized against each other, the representatives of different social classes should be equally affiliated with the values of a ‘communal solidarity’. Partially, the earlier mentioned conceptual dichotomy between democratic Socialism and revolutionary Communism can be explained by the fact that democratic Socialists do not think that the continual functioning of Capitalist societies should necessarily result in strengthening the acuteness of class-related antagonisms. The validity of this suggestion can be illustrated in regards to the ideas of Eduard Bernstein, who is now being considered the ‘father’ of democratic Socialism. According to Sturmthal: â€Å"He (Bernstein) pointed out that by its progress labor was gradually transforming the capitalistic society and predicted that by this method of gradual reform and in co-operation with democratic middle-cl ass parties, European labor would win democracy, and, at the end of a long evolutionary process, establish Socialism† (101). Communists, on the other hand, promote the idea that, as time goes on; the intensity of class-antagonisms within Capitalist societies should increase. In its turn, this should eventually lead to the creation of a ‘revolutionary situation’, and consequently to the removal of bourgeois governments. This brings us to discuss another important difference between both political ideologies. Whereas, democratic Socialists do favor democracy, as the people-oriented form of a political governing, Communists do not think this is actually the case – especially when we talk about the democracy’s functioning within Capitalist societies. According Communists, ‘capitalist democracy’ is nothing but the instrument for the representatives of social elites to maintain its dominance within the society. The reason for this is simple. B y providing ordinary citizens with the illusion that they can indeed influence the process of a political decision-making, by the mean of casting their votes, capitalists are able to reduce the acuteness of economic tensions within the society – hence, making these citizens less likely to revolt against being continually exploited.Advertising Looking for research paper on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More After all, the very conceptual premise of democracy presupposes the process of people casting their votes being second in importance to the process of these votes’ calculation. This is exactly the reason why, according to revolutionary Communists, the concept of democracy is synonymous with the concept of corruption. It also explains why democracy is dialectically predetermined to transform itself into oligarchy/plutocracy. Hence, the Communist idea that the best form of government is the ‘dictatorship of proletariat’ when, after having eliminated capitalists physically, workers enjoy a shared ownership over the means of production. This idea derives out of the assumption that capitalists will never be willing to share some of their riches with the society’s underprivileged members – unless when they are being forced to do so by purely external circumstances. These circumstances, however, must be strong enough. Therefore, in order for socially under privileged citizens to cease being the subjects of an economic/societal exploitation, they must be ready to defy the very principles, upon which the continual functioning of Capitalist societies is based – including the principle of a democratic voting. In its turn, this explains why; whereas, democratic Socialists refer to their presence in the Capitalist countries’ legislative bodies, as such that serves the purpose of the society’s betterment, Communists do not make any secret of the fact that the only reason why they participate in political elections, is that this provides them with yet additional opportunity to undermine ‘bourgeois democracies’ from within. Revolutionary Communism and democratic Socialism also differ, in regards to how the proponents of both ideologies address the issue of people’s political opinions being formed. According to Communists, the manner in which a particular individual perceives the surrounding socio-politi cal reality reflects the specifics of his or her affiliation with one or another social class. In other words, it is namely people’s class-status, which causes them to be what they are, in the cognitive sense of this word. Democratic Socialists, on the other hand, refer to the Communist interpretation of what causes people to adopt a particular behavioral pattern, as being overly simplistic. According to them, regardless of what happened to be the particulars of people’s class-affiliation, it is in their very nature to strive to enjoy a social fairness. Hence, the democratic Socialist idea that it is possible for the representatives of different social classes to cooperate. It is needless to mention, of course, that Communists do not agree with this idea, because according to them, the wealthy representatives of social elites, on the one hand, and impoverished workers/peasants, on the other, are sworn enemies. Therefore, there can be no cooperation with then, by defini tion. The final difference between both ideologies is that, while revolutionary Communism implies that people’s likelihood to attain happiness is being solely concerned with their varying ability to satisfy their physiological needs, democratic Socialism suggests that, besides being provided with the opportunity to fill up their stomachs, people also need to be given the chance of an emotional/spiritual self-actualization. In its turn, this can be explained by the fact that, unlike Communists, democratic Socialists believe that there is so much more to a particular individual than solely his or her desire to enjoy having a plenty of food. In this respect, democratic Socialism appears much more intellectually refined, as compared to revolutionary Communism, because it avoids making simplistic assumptions about human nature. Dobbs, Darrell. â€Å"Communism.† The Journal of Politics 62.2 (2000): 491- 510.Print. Kors, Alan. â€Å"Can There be an ‘After Socialismâ⠂¬â„¢?† Social Philosophy Policy 20. 1 (2003): 1-17. Print. Roberts, Andrew. â€Å"The State of Socialism: A Note on Terminology.† Slavic  Review 63.2 (2004): 349-366. Print. Sturmthal, Adolf. â€Å"Democratic Socialism in Europe.† World Politics 3.1 (1950): 88- 113. Print.

Material Culture - Artifacts and their Meaning(s)

Material Culture - Artifacts and their Meaning(s) Material culture is a term used in archaeology and other anthropology-related fields to refer to all the corporeal, tangible objects that are created, used, kept and left behind by past and present cultures. Material culture refers to objects that are used, lived in, displayed and experienced; and the terms includes all the things people make, including tools, pottery, houses, furniture, buttons, roads, even the cities themselves. An archaeologist thus can be defined as a person who studies the material culture of a past society: but theyre not the only ones who do that. Material Culture: Key Takeaways Material culture refers to the corporeal, tangible objects created, used, kept, and left behind by people.A term used by archaeologists and other anthropologists.One focus is the meaning of the objects: how we use them, how we treat them, what they say about us.Some objects reflect family history, status, gender, and/or ethnic identity.  People have been making and saving objects for 2.5 million years.  There is some evidence that our cousins the orangutans do the same.   Material Culture Studies Material culture studies, however, focus not just on the artifacts themselves, but rather the meaning of those objects to people. One of the features that characterize humans apart from other species is the extent to which we interact with objects, whether they are used or traded, whether they are curated or discarded. Objects in human life can become integrated into social relationships: for example, strong emotional attachments are found between people and material culture that is connected to ancestors. Grandmothers sideboard, a teapot handed down from family member to family member, a class ring from the 1920s, these are the things that turn up in the long-established television program Antiques Roadshow, often accompanied by family history and a vow to never let them be sold. Recalling the Past, Constructing an Identity Such objects transmit culture with them, creating and reinforcing cultural norms: this kind of object needs tending, this does not. Girl Scout badges, fraternity pins, even Fitbit watches are symbolic storage devices, symbols of social identity that may persist through multiple generations. In this manner, they can also be teaching tools: this is how we were in the past, this is how we need to behave in the present. Objects can also recall past events: antlers collected on a hunting trip, a necklace of beads obtained on holiday or at a fair, a picture book that reminds the owner of a trip, all of these objects contain a meaning to their owners, apart from and perhaps above their materiality. Gifts are set in patterned displays (comparable in some respects to shrines) in homes as markers of memory. Even if the objects themselves are considered ugly by their owners, theyre kept because they keep alive the memory of families and individuals that might otherwise be forgotten. Those objects leave traces, that have established narratives associated with them. Ancient Symbolism All of these ideas, all of these ways that humans interact with objects today have ancient roots. Weve been collecting and venerating objects since we started making tools 2.5 million years ago, and archaeologists and paleontologists are today agreed that the objects that were collected in the past contain intimate information about the cultures that collected them. Today, the debates center on how to access that information, and to what extent that is even possible. Interestingly, there is increasing evidence that material culture is a primate thing: tool use and collecting behavior have been identified in chimpanzee and orangutan groups. Changes in the Study of Material Culture The symbolic aspects of material culture have been studied by archaeologists since the late 1970s. Archaeologists have always identified cultural groups by the stuff they collected and used, such as house construction methods; pottery styles; bone, stone and metal tools; and recurring symbols painted on objects and sewn into textiles. But it wasnt until the late 1970s that archaeologists began to actively think about the human-cultural material relationship. They began to ask: does the simple description of material culture traits sufficiently define cultural groups, or should we leverage what we know and understand about the social relationships of artifacts to get to a better understanding of the ancient cultures? What kicked that off was a recognition that groups of people who share material culture may not ever have spoken the same language, or shared the same religious or secular customs, or interacted with one another in any other way other than to exchange material goods. Are collections of artifact traits just an archaeological construct with no reality? But the artifacts that make up material culture were meaningfully constituted and actively manipulated to attain certain ends, such as establishing status, contesting power, marking an ethnic identity, defining the individual self or demonstrating gender. Material culture both reflects society and is involved in its constitution and transformation. Creating, exchanging and consuming objects are necessary parts of displaying, negotiating and enhancing a particular public self. Objects can be seen as the blank slates upon which we project our needs, desires, ideas and values. As such, material culture contains a wealth of information about who we are, who we want to be. Sources Berger, Arthur Asa. Reading matter: Multidisciplinary perspectives on material culture. New York: Routledge, 2017.Coward, Fiona, and Clive Gamble. Big Brains, Small Worlds: Material Culture and the Evolution of the Mind. Philosophical Transactions of the Royal Society of London B: Biological Sciences 363.1499 (2008): 1969-79. Print.Gonzlez-Ruibal, Alfredo, Almudena Hernando, and Gustavo Politis. Ontology of the Self and Material Culture: Arrow-Making among the Aw Hunter-Gatherers (Brazil). Journal of Anthropological Archaeology 30.1 (2011): 1-16. Print.Hodder, Ian. Symbols in Action: Ethnoarchaeological Studies of Material Culture. Cambridge: Cambridge University Press, 1982. Print.Money, Annemarie. Material Culture and the Living Room: The Appropriation and Use of Goods in Everyday Life. Journal of Consumer Culture 7.3 (2007): 355-77. Print.OToole, Paddy, and Prisca Were. Observing Places: Using Space and Material Culture in Qualitative Research. Qualitative Research 8.5 (2008): 616 -34. Print. Tehrani, Jamshid J., and Felix Riede. Towards an Archaeology of Pedagogy: Learning, Teaching and the Generation of Material Culture Traditions. World Archaeology 40.3 (2008): 316-31. Print.van Schaik, Carel P., et al. Orangutan Cultures and the Evolution of Material Culture. Science 299.5603 (2003): 102-05. Print.

Sampling Assignment Example | Topics and Well Written Essays - 250 words

Sampling - Assignment Example Probability techniques are based on the principle that each member of the population has an equal chance of being included into the study sample. These measures improve the likelihood that the chosen sample will be representative of all the relevant trends seen in the population. Thus, there is a greater chance that the conclusions drawn from the data would be truly applicable to the entire population (Frankfort-Nachmias & Nachmias, 2008). For a majority of studies, probability sampling techniques help in providing more valuable data, but with some research questions, non-probability techniques are more effecting in gathering the requisite sample. Some of the probability techniques include Simple Random sampling, Systematic Random Sampling, Stratified Random Sampling, and Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). On the other hand, some types of Non-Probability sampling techniques include Availability Sampling, Purposive Sampling and Non-Probability Cluster Sampling (Christensen, Johnson & Turner, 2010). Regardless of all the effort taken to draw a representative sample from the population, there is always a chance that the sample chosen is not really representative. This would mean that there is a chance that the results of the study may not be representative of the population, and extrapolating them would be erroneous. When the chosen sample is not really representative of the population, it is due to Sampling Error (Frankfort-Nachmias & Nachmias, 2008). Typically, Probability techniques help in reducing the chance of Sampling Error by ensuring that each member of the population has the same likelihood of being chosen. Thus, when studying large and heterogeneous populations, Probability techniques are considered to be more valuable in drawing a representative sample (Christensen, Johnson & Turner, 2010). Sampling error can

The Holocaust. When Did The Nazis Decide on The Final Solution Essay

The Holocaust. When Did The Nazis Decide on The Final Solution - Essay Example It remains unclear whether the Nazi administration declared the final solution. However, the regime employed a number of euphemisms to camouflage their real intentions of annihilating the Jewish population in the expansive Germany. On this account, therefore, the final solution is chief among the vague expressions used by the Nazi government to refer to the spontaneous killing and annihilation of the Jews (Inter alia & Bullock, 1961, 480). Incidentally, the Nazi regime perpetuated the rampant annihilation of Jews throughout its reign, and there was no precise instant when a specialized mission to eradicate Jews was made until 1941. Nevertheless, it is quite relevant to note that there could have been a basis for the resolve to eradicate the Jewish population in Germany by the rogue Nazi administration. For that reason, the final solution could have been a result of systematic considerations and deliberations that eventually settled on the eradication of the Jewish population. Such a sequence of deliberation would point towards the exact cause the Nazi administration endeavoured to achieve through the systematic murder of Jews (Shirer, 1989, 864-865). This paper takes historical account of the holocaust by contemplating on the events leading to the final solution that involved the brutal murder and annihilation of the Jewish population in Germany by the infamous Nazi regime. The Nazis commonly used euphemistic speech to disguise the correct nature of their crimes. They used the expression â€Å"Final Solution† to mean to their agenda to wipe out the Jewish people. It is not recognized when the organizers of Nazi Germany definitively settled on to execute the "Final Solution." The genocide of the Jews was the height of a decade of increasingly brutal discriminatory measures. Under the leadership of Adolf Hitler, the maltreatment and isolation of Jews was executed in stages (Hilberg, 2003, 55). After the Nazi party ascended to power in Germany in 1933, its government-sponsored prejudice led to anti-Jewish laws, economic embargos, and the aggression of the Kristallnacht pogroms, all of which intended to systematically cut off Jews from the general public and coerce them out of the country. After the September 1939 German incursion of Poland (the commencement of WWII), anti-Jewish program escalated to the incarceration and ultimate murder of European Jewry. The Nazis first instituted ghettos (enfolded areas intended to segregate and manage the Jews) in the Generalgouvernement (a region in central with eastern Poland controlled by a German national government) as well as the Warthegau (a region of western Poland seized to Germany). Polish along with western European Jews were extradited to these ghettos where they resided in overcrowded and unhygienic conditions with insufficient food. Following June 1941 German offensive of the Soviet Union, SS (in addition to police units acting as portable murder units) began enormous killing operatio ns intended at entire Jewish groups (Cesarani, 1994, 78). These plated trucks had exhaust pipes rearranged to pump venomous carbon monoxide gas into potted spaces, murdering those sheltered within. They were planned to complement continuing shooting operations. On July 17, 1941, one month after the assault of the Soviet Union, Hitler commissioned SS leader Heinrich Himmler with an obligation for all security affairs in the inhabited Soviet Union. Hitler bestowed Himmler broad power to physically get rid of any perceived dangers to permanent German occupation. A fortnight later, on July 31, 1941, Nazi chief Hermann Goering sanctioned SS

Personal Statement Essay Example for Free

Personal Statement Essay My name is Chi Chen Hsieh from Taiwan. In my whole life i never be a super-student who is academically ingenious. I’m more proud about what I’ve achieved, and I take pride in my success. When you take a look at the world I come from, maybe you’d be impressed by me, the student who has came from very far away from the United state, the boy who spends his whole high school years learn how to speak English and completes an honest number of volunteer hours. The world I come from is much different than what the numbers and letters may portray because those numbers are relative to everyone around me. But my world is unique and my success is genuine. Since the beginning of high school, I’ve had to shape most of my path on my own while breaking down academic barriers. I graduated from a middle school at Taiwan and I did not do well on the high school entrance exam over there so i decided to study in America. Obviously I was underprepared for high school compared to other international students. Nonetheless, when given the option to challenge myself as a freshman, I did. I struggled through every courses and even had to repeat a half of semester of Old Testament ( an religious course) because I could not speak any English. I had been home sick for a lot of time in a year and my parents and teachers were very upset about my performance at school. So by the time I changed my high school in my sophomore year, I was really happy that I did change to another boarding school, because it is a smaller school and have a lot of people from all over the world. I start working hard and social with a lot of people from different countries. At the end of my junior year, I become the International students prefect by the head of the school. Receiving this honor w as meaningful because it showed that I had taught myself how to succeed. My situation at home was different as well. All of my family went to the top colleges in Taiwan, and though they have always encouraged me to attend to the top colleges in USA. The process has been very challenging as I’ve needed to find the resources and information about colleges mostly on my own because the application system is different from Taiwan . At my high school, being the first generation in your family to go to college in USA immediately makes you the minority, regardless of ethnicity. But i found a lot of support from my school, I asked a lot of teachers about colleges. They all gave me a lot of suggestion so I finally decide what colleges I am interesting and study business as a measure. I am really happy that I can graduate from this high school because, I understand that my high school teaches more than just English, they teaches me how to challenge myself and be successful. The academic struggles I’ve faced in my world have geared me toward attending college and pursuing a career thereafter. Good things are given to those who work hard, like the International prefect spot I received. I know that difficulties and challenges arise, but I also know that there’s always a way to break the barrier. Wherever I go, I’ll take advantage of every opportunity I’m given because I’ve already proven to myself that I can be successful, even if the odds are against me.

Tone Techniques: Dances With Wolves :: Dances With Wolves

Tone Techniques: Dances With Wolves      In his novel, †Dances With Wolves†,   Michael Blake uses several techniques throughout the story to enhance the tone displayed to the reader.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Blake uses tones that vary from sad, (war times) to happy (victorious.)   Tone can be defined as the emotion or feeling set upon a reader during a novel/short story. Most times, the tone will change. It can change from sad to dramatic, happy to angry, angry to calm, or basically anything else. Tone is important because it sets the theme, or main feeling for the story.   In â€Å"Dances With Wolves†, the tone changes dramatically as the story progresses. In the beginning, Blake gives us a hostile environment. The setting is that Dunbar, a drunk army officer, is assigned to a remote trading post near a tribe of Sioux Indians, his sworn enemies. Communications between them are limited, and the Indian tribe describes white men as â€Å"dumb and useless.†Ã‚   The feeling is mutual, too. White men then considered Indians as barbaric, uncivilized, and also useless. These two groups of people acted extremely hostile towards each other.   But that is sure to change. Dunbar only goes out because he wants to see the frontier, or land that hasn’t been settled. This just so happens to be Indian land. As the story progresses,   Dunbar befriends the tribe, turns against his Northern army, and goes to live with the Sioux. The tone here is a more warm and friendly environment, because Dunbar realizes that his new friends are more civil than men of his own kind.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Things really start to turn around when Dunbar’s troops find out that he has joined the Sioux. They trap him and beat him, then make him serve as a slave. Dunbar never ends up going back to the white men’s army.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The way that Blake presents the overall use of tone in this story only makes it more intriguing and exciting. I think the mood that is most prevalent in this novel is a mood of courage, shown mostly by the Indians, but mainly through John Dunbar.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Towards the middle of the story, we find a tone of romance through John and â€Å"Stands With a Fist.

Jean Rhys Wide Sargasso Sea

WIDE SARGASSO SEA Spoiled Rose A child is a reflection of their parents becoming a product of their environment. Childhood is the most crucial stage in life, for this is when a child is most impressionable. What is experienced, felt, and taught is what shapes a child into who they will become upon entering adulthood. Antoinette (Bertha) Mason from Jean Rhy’s Wide Sargasso Sea, is victim to mental injury, forced to grow up on her own, feeling out of place without the love and care of her mother.The loneliness and hurt she felt at a young age imprisoned her to a life of unhappiness. Eventually madness took over her which mushroomed furthermore in her arranged marriage to Mr. Rochester, who unravels her already precarious mental state. He drives her to the point where Bertha decides to take her life, believing in a deluded state it is her destiny. Her tragic life reveals the importance of growing up in a stable home environment, especially in her day, and location, given her soci al status and race, growing up stable was not a basket of roses considering her circumstances.Early on, we learn of Antoinette’s family life, with the absence of her father all she has is her mother and younger brother who suffers from a learning disabled state which prevents her from bonding with him. Then there is Christophine who is their servant, a black obeah woman who becomes of great influence to her, as well as Tia her brief and only childhood friend who is of African descent. Her mother is very distant with her, only paying attention to her sick brother.Although she was not physically abused, Antoinette suffered severe emotional abuse due to un-acceptance of others as well as neglect and lack of love from her Mother, which in some cases is more harmful because it goes unnoticed until it becomes too late. According to an article exploring the nature of victim and victimizer emotional abuse is a silent attacker. â€Å"Emotional abuse (psychological abuse, verbal abuse , and mental injury) includes acts or omissions that have caused, or could cause, serious behavioral, cognitive, emotional, or mental disorders†Ã‚  (Banks).At a young age we can see Antoinette is susceptible to these symptoms. For example her mother would shove her away when shed try to get close, â€Å"calmly, coldly, without a word† as Antoinette was â€Å"useless† (Rhys 11). This lack of being loved can affect her judgment of what love truly is, because she never properly received it. According to a file in the National library of Health- NHS Evidence, Children may experience a number of different emotional disorders. Behavioral issues such as avoidance of feared activities as well as clinginess or reluctance to separate from trusted adults may arise (NHS).At a young age we can see Antoinette is susceptible to these symptoms. As she wakes up early one morning she finds her mother’s horse dead â€Å"I ran away and did not speak of it for I thought if I told no one it might not be true. †(Rhys 10) When faced with troubled situations, she runs away and in a cognitive state, she reasons with herself denying a current situation is not real. Burying her reality is a defense mechanism she has built and constantly uses into adulthood in order cope when faced with unsettling realities, distorting her perception, memory and judgment.Antoinette also grows very fond of Christophine, as she is the only one who seems to genuinely care for her, Antoinette grows attached to her, feeling a security when she has christophine around because she is the only one who respects and protects the Cosways. Additionally growing up in Jamaica just after the emancipation act of 1833 during a harsh time combating slavery and rights, Antoinette found it difficult to fit in and find some sense of identity. She was a beautiful young white skinned Creole girl, daughter to ex-slave and plantation owners, surrounded by mainly blacks and few rich whites.Althoug h she came from a wealthy background, as she grew up her mother was not financially doing well and was fairly close to losing their plantation. Evidently her and her family was despised. She was not accepted by the black community surrounding her and underwent racism having to constantly be called a â€Å"white cockroach† (Rhys 13) by the black community. The few whites in the area also frowned upon her and her family for not being of true English descent.So although she lived in a Calibri estate surrounded by beautiful nature and ocean sun filled days, on the inside she felt out of place, fearful and lonely. Her only childhood friend Tia betrayed her leaving her further damaged by stealing her clothes and pennies, while out one day swimming unsupervised. A child needs friends and interaction with others in order to communicate and be socially inclined. Things seem to turn around for Antoinette, when her mother marries Mr. Mason, a wealthy English man, who decides to stay and renovate Coulibri.Unfortunately racial tensions arose among recent freed black slaves, escalading to a protest that ends in catastrophe. Their home gets burned down with torches; her brother injured fatally passes away, leading her mother to fully manifest insanity due to the event. At this point Antoinette’s life drastically changes she is injured and sick for several weeks. She is faced with death once more by the passing of her brother and loses her mother as she becomes mentally unstable and dies; Mr. Mason abandons them leaving Jamaica while traveling.Antoinette is sent to live in a catholic convent ran by nuns. As you can imagine this was very hard for Antoinette, although she was surrounded by others she was left their isolated. In the convent she grows a fascination with death, since it is something she is used to she begins to like the dark ominous part of religion and death. I believe Antoinette suppresses all the calamities she has had to deal with till that point . Life has not been kind to her and despite of it she still manages to keep it together although she becomes a docile human being.When she finally reaches the age of seventeen Mr. Mason visits her more and finally removes her from the convent and introduces her to his English friends. Upon this happening an arranged marriage is what is in store for Antoinette. She is married to Mr. Rochester; their marriage is more like a business pact because they do not marry on the base of love. It is apparent Mr. Rochester marries Antoinette merely for her riches. She is not in love with him but do to her docile way she becomes intoxicated with the idea of Love and having a male companion.At first Mr. Rochester is amorous with Antoinette, upon finding out about her past, which he was not aware of his attitude and view towards Antoinette changes. His indifference towards her, affects her deeply as she becomes distressed. She looks to Christophine for help, who unknowingly makes the situation with herself and husband worse. Gradually Antoinette begins to drink more, making her act out violently. Alcohol distorts the mind and suppressed feelings she has kept hidden arise.The fact that her husband had no real love or apathy for her austerely depressed her and made her sick, she became emotionally unstable. Due to the era they were in, divorce was not easy to achieve. Upon marrying Mr. Rochester She basically became his property along with all of her wealth. She was trapped and depended on her husband. She had no control of her life and she was going the same route her mother went. Mr. Rochester constantly called Antoinette Bertha, which affected her because it was not what she went by, this Bertha finally manifested herself in Antoinette. Mr.Rochester’s disdain and abandonment was the climax to Antoinette’s insanity, as she was isolated and locked in an attic. Throughout her life Antoinette suffered multiple losses, her mental health got worse as she transitioned into an adult. Her mood was low and depressing, she barely ate, and she became delusional by believing in her dreams as a true reality. I think anyone in her position would go insane and prefer to die than live in such a horrible reality. As a child she had not one positive role model to look up to, primarily her mother is at fault with how Antoinette’s life came to be.She could have been a real mother and been loving and supportive towards her daughter who always needed her. Childhood is the most vital part of life; this is when a child needs to be in a positive loving environment. Otherwise a child becomes a dysfunctional part of society as an adult, causing harm to oneself or others. Due to the treatment she received as a child, she had very low self esteem and no self worth; always accepting situations when all along she could have changed her destiny, if only she was not so weak.Ironically she turned out weak just like her mother, unknowingly becoming mentally ill, lead ing to the loss of her life. The beautiful rose she was turned black as death, never fully blooming. Works cited Banks, Ron. Focus Adolescent Services. â€Å"Bullying What Parents and Teachers Should Know. † EECE Publications, Digest EDO-PS-97-17 www. focusas. com NHS, National Electronic Library for Health. â€Å"Isolation and Mental Health† http://www. library. nhs. uk/mentalhealth/ Jean Rhys, Wide Sargasso Sea (Penguin Books Ltd: Middlesex, England, 1966).

Pros and Cons of the Compulsory Military Service

Military Service is a course to create a fit and capable citizen with strong characters. For that reason we see that the majority of world countries obligate the young people to attend of the military service. Should men compulsory attend the military service? Are there any advantages or disadvantages of it? Supporters say that the military service is a very practical course through which young people would attend to learn a wide range of skills physically, morally an even psychologically.Parents at home can not offer their children all the principles that are needed for them to face the tough life bravely, wisely and steadily. But military service can offer a wide variety of programs through certain strategies developed by specialists to attain these noble goals. Contrary to that, the army requires individuals to fit into its pattern, or otherwise draftees become an object of ridicule among the others. Many sensitive young men are forced to be obedient and those who are not submissi ve to the strict rules are treated in a very brutal way. Read more about Pros and Cons Of ReligionIt may affect badly their psyches and cause unforeseen harmful results. Therefore, from a psychological point of view, conscription may beget more evil than good. The other argument against conscription is that it is, in fact, unnecessary in the modern world- we have less and less wars, and the real forces are well-trained, small troops consisting of people whose whole life is fighting, not skinny, hunchbacked teenagers suffering from asthma.What is more, nowadays the real strength of a country depends rather on well-qualified experts, able to operate complicated missiles than on the manpower. All in all, the military service should be optional, not compulsory, and everyone should be granted freedom of choice and not being forced to something against his plans, nature or individual character and world-view.

A Film Review of Emma essays

A Film Review of Emma essays Director Douglas McGrath took on a challenge when he agreed to direct Emma, a film adaptation of Jane Austens timeless classic. It is always a gamble for a director to take on a much loved story for film, but McGrath has succeeded spectacularly in this lavish love story. Austens novel adjusts wonderfully well to the big screen, virtually lending itself to such purposes with unforgettable characters and witty dialogue. McGrath remembers to add to his film what so many other Austen adaptations have lacked -warmth. Emma is the story of a young womans personal growth and maturity, but McGrath never lets his audience forget that the film is a romantic comedy for their enjoyment. Emma Woodhouse is the daughter of Mr. Woodhouse, a rich gentleman living in their small country town of Highbury. Emmas mother has died and her older sister has long since married and left home. Emma has no need to marry, so she is left to her own devices - and what Emma likes to do above anything else is match make. She has already married her old Governess to the respectable Mr. Weston, and flushed with success, is on the lookout for some other lonely soul. Emmas attempts at matchmaking go horribly wrong when she settles on the orphaned Harriet Smith in the worst way possible - Mr. Elton, the local reverend, falls for Emma instead! Towards the end of the film, however, Emma steers away from matchmaking as she learns the hard way about how exemplary she is to the rest of the residents of Highbury. As in all traditional romantic comedy, Emma learns the error of her ways and even discovers attractions of her own towards the handsome Mr. Knightley. In this way, Emma is a film that cannot be taken very seriously - in real life, such Director Douglas McGrath took on a challenge when he agreed to direct Emma, a film adaptation of Jane Austens timeless classic. It is always a gamble for a di...

Rhetorical Move - Definition and Examples

Rhetorical Move s Definition: (1) In rhetoric, a general term for any strategy employed by a rhetor to advance an argument or strengthen a persuasive appeal. (2) In genre studies (in particular, the field of institutional discourse analysis), a term introduced by linguist John M. Swales to describe a particular rhetorical or linguistic pattern, stage, or structure conventionally found in a text or in a segment of a text. See also: ArrangementDiscourse CommunityKairosLinguisticsRhetorical Situation Examples and Observations: Rhetorical Move: Definition #1Dilip Gaonkar notes that the rhetoric of science is an argument a fortiori: If science is not free of rhetoric, nothing is. Yes. The rhetorical studies of biology, economics, and mathematics over the past twenty years have used this tactic, reading even scientific texts rhetorically. Gaonkar does not like it, not one bit. He wants to keep Science distinct from the rest of culture. He wants rhetoric to stay in its cage. He is a Little Rhetoric guy. [...]Gaonkars rhetoric of proof throughout is merely assertive; he hasnt any arguments worthy of the name. He depends on bluster, a merely rhetorical move: if you make assertions at length, portentously, with ample throat clearing, you can depend on fooling some of the people some of the time.(Deirdre McCloskey, Big Rhetoric, Little Rhetoric: Gaonkar on the Rhetoric of Science. Rhetorical Hermeneutics: Invention and Interpretation in the Age of Science, ed. by Alan G. Gross and William M. Keith. State Univ. of New York Press, 1997) The initial rhetorical move of philosophy (Platos move) was to assume the existence of a metalanguage outside of normal language that would be a superior form of language. As Foucault (1972) points out, the claim to truth is the essential rhetorical move authorizing philosophy: Philosophy creates the distinction between true and false language. . . .Rhetorics view is to see philosophy language as not ontologically different, but rather just different, a kind of language still subject to rhetoric with its own conventions and rules, historically constituted and situated, and with its own disciplinary (and hence, institutional) parameters. Although philosophy distrusts nomos, rhetoric invests nomos, local language, with power. Why should rhetoric have any more right than philosophy to make this move? No more rightthe point is that rhetoric recognizes it as a rhetorical move, its own move included.(James E. Porter, Rhetorical Ethics, and Internetworked Writing. Ablex, 1998)The de-rhetori cization of historical thinking was an effort to distinguish history from fiction, especially from the kind of prose fiction represented by the romance and the novel. This effort was, of course, a rhetorical move in its own right, the kind of rhetorical move that Paolo Valesio calls the rhetoric of anti-rhetoric. It consisted of little more than a reaffirmation of the Aristotelian distinction between history and poetrybetween the study of events that had actually occurred and the imagining of events that might have occurred, or could possibly occurand the affirmation of the fiction that the stories historians tell are found in the evidence rather than invented.(Hayden White, The Content of the Form: Narrative Discourse and Historical Representation. The John Hopkins Univ. Press, 1987) Rhetorical Move: Definition #2[T]he study of genres in terms of rhetorical moves was originally developed by [John M.] Swales (1981, 1990, and 2004) to functionally describe a part or section of Research Articles. This approach, which seeks to operationalize a text into particular segments, originated from the educational objective of supporting the teaching of academic writing and reading for non-native speakers of English. The idea of clearly describing and explaining the rhetorical structure of a particular genre and of identifying each associated purpose is a contribution that can assist beginners and novices who do not belong to a specific discourse community.The move analysis of a genre aims to determine the communicative purposes of a text by categorizing diverse text units according to the particular communicative purpose of each unit. Each one of the moves where a text is segmented constitutes a section, revealing a specific communicative function, but this is linked to and contributes to the general communicative objective of the whole genre.(Giovanni Parodi, Rhetorical Organisation of Textbooks Academic and Professional Discourse Genres in Spanish, ed. by G. Parodi. John Benjamins, 2010) [I]n recent publications, reviewing previous literature and incorporating citations to other works is by no means restricted to the second half of the opening (M1) move but can occur throughout the introduction and indeed throughout the article as a whole. As a result, literature review statements are no longer always separable elements in either placement or in function and so can no longer be automatically used as signals for independent moves as part of a move analysis.(John Swales, Research Genres: Explorations and Applications. Cambridge Univ. Press, 2004)The wide variation in delineating the extent of a move may be attributable to the use of two different units of analysis. The approach of Swales (1981, 1990) is the most consistent since he considers moves as discourse units rather than lexicogrammatical units. However, he does not address the question of how move boundaries can be determined. In dealing with this difficult problem, others have tried to align move boundaries wi th lexicogrammatical units.(Beverly A. Lewin, Jonathan Fine, and Lynne Young, Expository Discourse: A Genre-Based Approach to Social Science Research Texts. Continuum, 2001)

The Real World of Management Essay Example | Topics and Well Written Essays - 3000 words - 3

The Real World of Management - Essay Example the direction of using specific analytical and evaluative methodological tools which can help to identify, promote and evaluate the quality of learning procedures inside organizations. (Easterby-Smith and Araujo 1999). The coming out of the idea of the ‘learning organization’ is covered with that possibly by defining contribution provides a theoretical framework connecting the know-how of living in a circumstance where there is increased change with the consequent need for learning. Loss of the stable state means that our society and all of its institutions are always encountering transformation. We cannot look forward to new constant states that will last for our own lifetimes. We must therefore learn to appreciate, direct, manipulate and manage these changes. We not only have to be in a position to be capable to change our institutions, in relation to the emerging changing situations in the collaborating organization; but must also be in a position to invent and develop institutions which are capable of bringing about their own continuing transformation. (Schon 1973) Efficiency and healthy competition are, by far and wide a function of knowledge generation and processing information about the market, firms and territories are prearranged in networks of production, management and distribution, the core economic activities are global that is, they are capable to work as a unit in real time, or given time, on a environmental scale. (Castells 2001) The Learning Company is a vision of what might be possible. It is not arrived at by simply training individuals; this only happens as a result of learning at the whole organization structure. A Learning organization facilitates the training of all its members and continuously transforming itself. (Pedler et. al. 1991) The international disintegration of production in global value chains, driven by technological progress, cost, access to resources and markets, and trade policy reforms, challenges the way we look