Sunday, August 18, 2019
The Adventures of Huckleberry Finn: Critique Biography Mark Twain, the pseudonym of Samuel Clemens, was, as a literary writer, a genius. His use of numerous literary devices throughout the novel are quite unique. Examples of them would be, irony; "Here was a nigger, which I had as good as helped to run away, coming right out and saying that he would steal his children - children that belonged to someone that had done me no harm." p. 88; and colloquial enunciation; I ast 'm if dey 'uz gwyne to grab a young white genlman's propaty, en git a hidin for it?" p. 112 Samuel Clemens was a very controversial writer in his time. Although he was fiercely criticized, he was among the first writers to incorporate views other than that of a reverential main character into his stories, and he was also a primary user of colloquial enunciation. Plot Synopsis The plot is, as the title suggests, about the adventures of an unruly and carefree boy named Huckleberry Finn. The novel depicts the 1900's southern social climate in a manner that is not only satirical, but psychoanalytically intuitive. In it, Huck, as he is commonly known, runs away with a slave named Jim. As they travel along the Mississippi river, in the southern region of the United States, they undergo many extraordinary adventures. Analysis One of the most predominant themes in this novel is that of deception. Deception, in one form or another, is used with an avid consistency throughout the story. Two personifications of deception were the characters, King and Duke. They were "entrepreneurs" of deception (which is a polite way of saying hustlers). Samuel Clemens writes about them so ingeniously, that after a while the reader is able to understand the true nature of these tricksters, and that most of what they utter is either fabrication or a twisted truth.
Gifford Pinchot Gifford Pinchot was one of America's leading advocates of environmental conservation at the turn of the twentieth century. Born into wealth and endowed with imagination and a love of nature, he shared his money, possessions and intellect to further the causes of the common good. It was at Grey Grey Towers that James Pinchot first encouraged his son to explore the profession of forestry. But such training did not yet exist in the United States, so, after graduating from Yale University in 1889, Gifford went abroad to study at LÃ¢â¬â¢Ecole Nationale Forestiere in Nancy, France. With equal fervor Pinchot set to work. In the next two decades he raised forestry and conservation of all our natural resources from an unknown experiment to a nationwide movement. He became head of the Division of Forestry in 1898 and under President Theodore Roosevelt was named Chief Forester of the redefined U.S. Forest Service. National forest management was guided by PinchotÃ¢â¬â¢s principle, Ã¢â¬Å"the greatest good of the greatest number in the long run.Ã¢â¬ His magnetic personal leadership inspired and ignited the new organization. During his government service, the number of national forests increased from 32 in 1898 to 149 in 1910 for a total of 193 million acres. Pinchot and Roosevelt together made conservation public issue and national policy. Roosevelt considered the enactment of a conservation program his greatest contribution to American domestic policy. Gifford Pinchot was born at Simsbury, Connecticut, on August 11, 1865, in a house recently purchased by his grandfather, Amos R. Eno. The home had earlier been owned by Gifford's great grandfather, Elisha Phelps, a distinguished politician who served as Speaker of the U.S. House of Representatives during the 1820's. Gifford grew up spending his early summers with relatives in Connecticut and the rest of his time in New York City. Because of his father's business interests abroad, the family traveled extensively while Gifford was a child. He prepared for college at Phillips Exeter Academy, and in the fall of 1885, entered Yale University. Deciding to pursue forestry, and finding no such beast at Yale, he left for Europe after graduation to pursue his dream. When Roosevelt failed to win the Republican presidential nomination from Taft in 1912, Pinchot took an active role in founding the new Progressive Party, commonly known as the Bull Moose Party.
Saturday, August 17, 2019
Newspaper article to evaluate and review the purpose of faith schools in multi-faith and multicultural Britain. Faith schools in Britain are schools that teach general national curriculums but using religious principles and aims within their teaching. The extremities of these principles vary between different faiths and different schools. The term Ã¢â¬Å"faith schoolsÃ¢â¬ was first used in 1990 when Muslim institutes demanded for more freedom within education. There is approximately 7000 faith schools in Britain, almost a third of all state funded schools with around one and quarter million pupils but many ask if there is any need for such a large number of faith schools in a society that is becoming more secular. In 2006, 197 faith schools made up the 209 primary schools in the UK that achieved Ã¢â¬Å"perfectÃ¢â¬ results in that yearÃ¢â¬â¢s league tables. All students reached the expected standard for 11 year olds in English, maths and science. The best school in the tables was North Cheshire Jewish primary school which offers Ã¢â¬Å"a traditional Jewish educationÃ¢â¬ . The most improved school was St AnneÃ¢â¬â¢s Roman Catholic primary school whose results tripled within three years. Some would say that faith schools create a Ã¢â¬Å"social sortingÃ¢â¬ of children according to class, ability, religion and academics. This could be backed up by the fact that faith schools achieve higher exam results on average in the UK. However, the pupils who attend the secondary faith schools who have been to high-achieving primary schools appear to be from more well-off families. As well as this, according to a report for the Government, faith schools only achieve better results as they select the best pupils, not because of their religious ethos thus raising the question in whether if there is a need for faith schools. The Politics Show South has surveyed all the secondary schools in the region and found that 72% of pupils at the regionÃ¢â¬â¢s faith schools got five good GCSE results, as against a national average of 53. 7% getting five good GCSE results. Four out of five faith schools in the South beat the national average. A parent at the Islamia Primary School in QueenÃ¢â¬â¢s Park, North London, also sees cultural advantages for her children in faith schools. Ã¢â¬Å"I wanted them to have a sense of pride as a Muslim but also to be following the English curriculum so that they could hopefully continue on to university and mix with everyone else. Ã¢â¬Å"But at the same time theyÃ¢â¬â¢d know about Islam from a Muslim and not a Christian point of view. Ã¢â¬ As well as result statistics, faith schools are also keen on imposing discipline and teaching ethics to students. Some say that Ã¢â¬Å"the force of their religion and faith and the ethos of how to become a good citizen will be there all the time. Ã¢â¬ This means that students who study at these faith schools may have difficulty indulging in a crime or hating people or doing something which is not like their religious ethos. However a lot of people would agree that the rise of multi faith schools within the country would actually produce more secular societies as the rise in numbers and funding of one particular faith for schools could lead to unsettlement from other faiths. Also, single faith schools can also leave children unequipped to deal with life in mainstream Britain as only select things are taught within single faith schools. Director of National Secular society said: Ã¢â¬Å"If they are moving from restricted communities into a single faith school, they have very little contact with those from the majority community. And then suddenly, when they are 16 they come out into the majority community for the first time and into the workplace. IÃ¢â¬â¢m worried about the implications of that.Ã¢â¬
Friday, August 16, 2019
1. Summary In summary, this report is based on the based on how the skill of effective communication can improve your writing, listening, conflict and anger management skills. It is seen that communication is the key to proper writing which is critical to tertiary education students as is required for the successful completion of a certificate, degree and masters. Also, communication can be an influential force in effective listening, which is important for job interviews, group projects and communication in the workplace. Lastly, there is conflict and anger management which are problems that usually arrive due to the lack of adequate communication skills. 2. Introduction 2.1 Communication Communication is the exchange and flow of information and ideas from one person to another; it involves a sender transmitting an idea, information, or feeling to a receiver. Effective communication occurs only if the receiver understands the exact information or idea that the sender intended to transmit. Many of the problems that occur in an organization are the either the direct result of people failing to communicate and/or processes, which leads to confusion and can cause good plans to fail (U.S. Army, 1983). The following are elements of communication (Pearson, 1983): 1.1.1 Communication Channels This is the term given to the way in which we communicate. There are multiple communication channels available to us today, for example face-to-face conversations, telephone calls, text messages, email, the Internet (including social media such as Facebook and Twitter), radio and TV, written letters, brochures and reports to name just a few. As a result choosing an appropriate communication channel is vital for effective communication as each communication channel has different strengths and weaknesses. 1.1.2 Encoding Messages All messages must be encoded into a form that can be conveyed by theÃ communication channel chosen for the message. We all do this every day when transferring abstract thoughts into spoken words or a written form. However, other communication channels require different forms of encoding, e.g. text written for a report will not work well if broadcast via a radio programme, and the short, abbreviated text used in text messages would be inappropriate if sent via a letter. Complex data may be best communicated using a graph or chart or other visualisation. Effective communicators encode their messages with their intended audience in mind as well as the communication channel. This involves an appropriate use of language, conveying the information simply and clearly, anticipating and eliminating likely causes of confusion and misunderstanding, and knowing the receiversÃ¢â¬â¢ experience in decoding other similar communications. Successful encoding of messages is a vital skill in effecti ve communication. 1.1.3 Decoding Messages Once received, the receivers need to decode the message, and successful decoding is also a vital skill. Individuals will decode and understand messages in different ways based upon any Barriers to Communication which might be present, their experience and understanding of the context of the message, their psychological state, and the time and place of receipt as well as many other potential factors. Understanding how the message will be decoded, and anticipating as many of the potential sources of misunderstanding as possible, is the art of a successful communicator. 1.1.4 Feedback Receivers of messages are likely to provide feedback on how they have understood the messages through both verbal and non-verbal reactions. Effective communicators should pay close attention to this feedback as it the only way to assess whether the message has been understood as intended, and it allows any confusion to be corrected. Bear in mind that the extent and form of feedback will vary according to the communication channel used: for example feedback during a face-to-face or telephone conversation will be immediate and direct, whilst feedback to messages conveyed via TV or radio will be indirect and may be delayed, or even conveyed through other media such as the Internet. Without the above elements it would be impossible toÃ have effective communication. 2. Types of Communication People communicate with each other in a number of ways that depend upon the message and its context in which it is being sent. Choice of communication channel and your style of communicating also affect communication. So, there are varieties of types of communication. Types of communication based on the communication channels used are (Muhammad, 2012): Verbal Communication Nonverbal Communication 2.1 Verbal Communication Verbal communication refers to the form of communication in which message is transmitted verbally; communication is done by word of mouth and a piece of writing. Objective of every communication is to have people understand what we are trying to convey. In verbal communication remember the acronym KISS (keep it short and simple). When we talk to others, we assume that others understand what we are saying because we know what we are saying. But this is not the case. Usually people bring their own attitude, perception, emotions and thoughts about the topic and hence creates barrier in delivering the right meaning. So in order to deliver the right message, you must put yourself on the other side of the table and think from your receiverÃ¢â¬â¢s point of view. Would he understand the message? How it would sound on the other side of the table? Verbal Communication is further divided into: Oral Communication Written Communication 2.1.1 Oral Communication In oral communication, Spoken words are used. It includes face-to-face conversations, speech, telephonic conversation, video, radio, television, voice over internet. In oral communication, communication is influence by pitch, volume, speed and clarity of speaking. Advantages of Oral communication are: It brings quick feedback. In a face-to-face conversation, by reading facial expression and body language one can guess whether he/she should trust whatÃ¢â¬â¢s being said or not. Disadvantage of oral communication: In face-to-face discussion, the user is unable to deeply think about what he is delivering; as a result they may say the wrong thing. 2.1.2 Written Communication In written communication, written signs or symbols are used to communicate. A written message may be printed or hand written. In written communication message can be transmitted via email, letter, report, memo etc. Message, in written communication, is influenced by the vocabulary & grammar used, writing style, precision and clarity of the language used. Written Communication is most common form of communication being used in business. So, it is considered core among business skills. Memos, reports, bulletins, job descriptions, employee manuals, and electronic mail are the types of written communication used for internal communication. For communicating with external environment in writing, electronic mail, Internet Web sites, letters, proposals, telegrams, faxes, postcards, contracts, advertisements, brochures, and news releases are used. Advantages of written communication include: Messages can be edited and revised many times before it is actually sent. Written communication provides record for every message sent and can be saved for later study. A written message enables receiver to fully understand it and send appropriate feedback. Disadvantages of written communication include: Unlike oral communication, written communication doesnÃ¢â¬â¢t bring instant feedback. It takes more time in composing a written message as compared to word-of-mouth. A number of people may struggle with their writing ability. 2.2 Nonverbal Communication Nonverbal communication is the sending or receiving of wordless messages. WeÃ can say that communication other than oral and written, such as gesture, body language, posture, tone of voice or facial expressions, is called nonverbal communication. Nonverbal communication is all about the body language of speaker. Nonverbal communication helps receiver in interpreting the message received. Often, nonverbal signals reflect the situation more accurately than verbal messages. Sometimes nonverbal responses contradict verbal communication and hence affect the effectiveness of message. Nonverbal communication has the following three elements: 1. Appearance Speaker: clothing, hairstyle, neatness, use of cosmetics Surrounding: room size, lighting, decorations, furnishings 2. Body Language Facial expressions, gestures, postures 3. Sounds Voice Tone, Volume, and Speech rate 3. Barriers to Communication There exist many barriers to communication and these may occur at any stage in the communication process. Barriers may lead to your message becoming distorted and you therefore risk wasting both time and/or money by causing confusion and misunderstanding. Effective communication involves overcoming these barriers and conveying a clear and concise message. 3.1 Physical Barriers An example of a physical barrier to communication is geographic distance between the sender and receiver(s). Communication is generally easier over shorter distances as more communication channels are available and less technology is required. Although modern technology often serves to reduce the impact of physical barriers, the advantages and disadvantages of each communication channel should be understood so that an appropriate channel can be used to overcome the physical barriers (Ting-Toomey and Chung, 2004). 3.2 Psychological/Emotional Barriers To communicate effectively, according to McBride and Maitland (2001, p.117) you must clearly convey thoughts and emotions both verbally and nonverbally. Many times, emotional barriers on your part or the part of the person you are speaking with may inhibit your ability to communicate on an effective level. Your emotional state may influence your capacity to make yourself understood and hamper your understanding of others. 3.3 Cultural Barriers Cultures provide people with ways of thinkingÃ¢â¬âways of seeing, hearing, and interpreting the world. Thus the same words can mean different things to people from different cultures, even when they talk the Ã¢â¬Å"sameÃ¢â¬ language. When the languages are different, and translation has to be used to communicate, the potential for misunderstandings increases. Ting-Toomey and Chung (2004) describes three ways in which culture interferes with communication as: 1. Cognitive Constraints Ã¢â¬â These are the frames of reference or world views that provide a backdrop that all new information is compared to or inserted into. 2. Behaviour Constraints Ã¢â¬â Each culture has its own rules about proper behaviour which affect verbal and nonverbal communication. 3. Emotional Constraints Ã¢â¬â Different cultures regulate the display of emotion differently. Some cultures get very emotional when they are debating an issue. However, this fails to take account of Ã¢â¬Å"Linguistic Constr aintsÃ¢â¬ that may be involved when communicating with someone from a different culture. The lack of knowledge about all barriers can hinder your attempt to communicate effectively. 3. Effective Listening 3.1 Listening It is vital to keep an open mind while you are listening. If you have already judged a situation and come to an option you are likely to hear only those things which are consistent with your existing opinion. Focus on what the speaker is saying and how they are saying it. Failure to adhere to these rules it may make it difficult for you to communicate effectively and clearly understand what is expected of you, whether the requirements for an assignment or specifications for a module. Effective listening will beÃ crucial to your success in writing for educational advance (Cameron, 2009). 4. Conflict and Anger Management 4.1 Conflict Conflict is a lack of agreement between opinions and principles of needs, values and interests. Conflict can be internal (within oneself) or external (between two or more individuals). Conflict as a concept can help explain many aspects of social life such as social disagreement, conflict of interests, and fights between individuals, groups or organisations. In political terms, Ã¢â¬Å"conflictÃ¢â¬ can refer to wars, revolutions or other struggles, which may involve the use of force as in the term Ã¢â¬Å"armed conflictÃ¢â¬ (Myers, 2007). Conflict can be a major hindrance for effective communication, but can be controlled through proper communication skills. 4.2 Anger Management Anger is an emotion related to oneÃ¢â¬â¢s psychological interpretation of having been offended, wronged, or denied and a tendency to react through retaliation. Anger is a normal emotion that involves a strong uncomfortable and emotional response to a perceived provocation. The term anger management commonly refers to a system of psychological therapeutic techniques and exercises by which someone with excessive or uncontrollable anger and aggression can control or reduce the triggers, degrees, and effects of an angered emotional state (Centrec Care, 2002). Through networks that facilitates proper communication such as therapy or counselling one can learn how to proper deal with their anger which can be a barrier to effective communication. 5. Conclusion In conclusion, these are all ways by which communication can be helpful to an individual who is interesting in building their employability, writing and interpersonal skills. Communication is vital to everyday task and can be the deciding factor on its successful completion or failure. Effective communication is a skill that can be applied to a wide variety of other skills. Once used properly this is no limit to the new skills you can attain. 6. Recommendations The purpose of this report is to inform readers on the importance of having effective communication skills and how it can help improve your other skills such as listening, writing and conflict management. I recommend that reader try to implement each of the listed skills above through communication to help them advance in their goals. Whether it is to listen more and talk less or just being aware of your tone and body language when communicating to others. You may be surprised by the difference in response you may receive from others. 4. References 1. SkillsYouNeed, 2013. What is Communication? [online] Available at: [Accessed 9 December 2013]. 2. SkillsYouNeed, 2013. Barriers to Effective Communication. [online] Available at: [Accessed 9 December 2013]. 3. McBride, P. and Maitland, S., 2001. The EI Advantage: Putting Emotional Intelligence into Practice. [e-book] Berkshire: McGraw Hill Professional. Available at: Google Books [Accessed 30 November 2013]. 4. Ting-Toomey, S. and Chung. C. L., 2004. Understanding Intercultural Communication. [e-book] USA: Oxford University Press. Available at: Google Books [Accessed 30 November 2013]. 5. Cameron, S., 2009. The Business StudentÃ¢â¬â¢s Handbook: Skills for Study and Employment. 5th ed. Essex: Pearson Education Limited. 6. Muhammad, A. B., 2012. Communication Process. [online] Available at: [Accessed 5 December 2013]. 7. U.S. Army, 1983. Military Leadership. FM 22-100. Washington: U.S. Government Printing Office. 8. Pearson, J., 1983. Interpersonal Communication. Illinois: Scott, Foreman and Company. 9. Myers, G. D., 2007. Social Psychology. 9th ed. Berkshire: McGraw Hill Professional. 10. Centrec Care, 2002. Anger Management Counselling. [online] Available at: [Accessed 5 December 2013].
Thursday, August 15, 2019
Darfur is an area in Sudan which lies in the western part of Sudan and boarders Libya, the Central African Republic and Chad. It has an approximate residence of six million people who are among the poorest people in Africa and only rely on nomadic herding and subsistence farming. Genocide in Darfur has taken place only ten years after the genocide in Rwanda which claimed hundreds of thousands of lives. In Darfur, thousands of people have been killed and almost double the amount has been displaced from their home areas. Many of the people have become refugees in their homeland and are currently living in a network of internally displaced people (IDP) camps which completely rely on the United Nations and other humanitarian organizations help for their most basic needs for living. Others have fled to the neighboring countries such as Chad which has also been affected by the Darfur genocide. Others who are still in the villages are under constant threat of bombing, murder, rape, raids and torture and their only help for safety is from undermanned and underfunded African Union (AU) peacekeeping force whose personnel compared to the situation on the ground. However, this force which is referred to as the Ã¢â¬ËAMISÃ¢â¬â¢ force larks civilian protection and has no adequate means to stop the violence. Due to its anemic capacity, the only thing which it now does is to monitor and give reports on ceasefire violations. The current crisis which are experienced in Darfur are as a result of neglect of people by the government and the entire world, cases of drought which has persisted for many years, oppression of the residents and the poor by the government and the affluent people and conflicts between the people and tribes in the northern in Sudan. The Sudanese Liberation Army/ Movement (SLAM) and Justice and Equality Movement (JEM) are the two main rebel groups in Sudan. These groups represent the agrarian farmers who most of them are non Arabs African Muslims from different tribes. They mounted a challenge and pressure to the SudanÃ¢â¬â¢s president Omar al-Bashir whose response was very brutal. The government increased arms and support to the militias and the local tribes known as the Janjaweed for the main purpose of seeking to defeat the rebel movement. Entire villages have been wiped, food and water supplies have been destroyed and livestock killed by the government supported groups. No part of the entire Darfur civilian population has not experienced the murder, rapes and torture by the government armed groups. The government military has painted their attack aircrafts white, the same color which the United Nations humanitarian aircraft which a violation of the international humanitarian law. This move by the government is to confuse the villagers so that when they approach the villages, the people will confuse them for the United Nations aircraft which have come for their help but in the real sense their mission is to kill and bomb them. The current humanitarian situation on the ground in Darfur is constantly deteriorating to worrying levels. There has been increased attacks which has increased the number of IDPs and refugees. Visitors of the camps who includes the Save Darfur Coalition have reported worrying and dire conditions the people undergo and its a pity they have survived under the conditions for such a long time and there seems to be no hope of remarkable improvement. The only help which seems to be forth coming is from the United Nations and the non-governmental humanitarian relief agencies who have introduced some refugee camps and provided several thousands of of aid workers who despite the relief agencies support work under logistical and difficult conditions due to constant harassment the Sudanese government and the red tape. These humanitarian operations and their workers are increasingly being targeted by the fragmenting rebel movement elements and the government. Their vehicles are being robbed and hijacked constantly, the aid workers are intimidated and assaulted when performing their duties and their offices are being looted and broken into making their work more harder. In the wake of 2007, reports from the United Nations showed that more that 80,000 Darfurians joined the already over populated IDP camps due to the continuing violence. The humanitarian bodies and United Nations as a result of the government harassments and the worsening security problems have given warning of their growing inability to support and sustain their operations. They say that any interruption of the flow of the humanitarian aid is likely to cause more deaths than the ones already experienced and per month death rates could raise up to 100,000 in case the humanitarian support system collapses. Civilians in Darfur have suffered deliberate and indiscriminate attacks violating their human rights such as rapes, pillage and torture. The government of Sudan has continued to protect the people accused of violation of human rights. In the cases of Ahmad Harum and Ali Kushayb who were arrested and charged with 51 counts of war crimes and crimes against humanity such as murder, prosecutions, torture, rape and forcible displacements in 2003 and 2004, the government has refused to hand over the two suspects but instead they have given one of them a prominent post in the public positions and the other was promoted to the state as the Minister for Humanitarian Affairs. This responsibility was towards the well being of the very victims of the crimes he was alleged to have committed and is currently the key liaison to the United Nations-African Union peace keeping force who are in charge of the victims protection. He was also appointed in late 2007 to a committee in charge of hearing complaints on human rights abuse in Sudan and Ali Kushayb was released from the Sudanese in October 2007 for lack of evidence. (Draklich &Wagner p167). Sexual violence against women and the girl child have been featured mostly in the government and militia attacks with the main aim of terrorizing the population and gain control over them and their displacement mission. The worrying issue is that even after the displacement, the militia groups have set their camps near the IDP camps and therefore continued to sexually harass the women. (Human Rights Watch, p 5-7) Rape and many forms of sexual violence have remained endemic and have threatened the safety of women and girl children reflecting the current dynamics of law and order breakdown. Women and girls are not ready to admit their sexual abuse by the militia for fear of social stigmatization and have no trust that the government will take any action. Most of the authorities refuse to acknowledge the problem which is experienced by women and instead, they accuse the victims of giving false information to the international social aid workers of their fate for the purpose of political gains. Some of the local Sudanese authorities have even gone a step ahead to stifle the humanitarian agencies who are working on the issue and due to this, agencies which are running womenÃ¢â¬â¢s health clinics in the largest IDP camps are constantly subjected to harassment and obstruction by government officials and decline to publicize their duties. As the conflicts increases, so do the sexual perpetrators who now include the military, militia, rebels, police and criminal gangs who attack civilians in IDPs, towns and rural areas near the military bases and areas under rebel control. On February 2008, the government groups performed ground and air attacks in the towns of Sirba, Silea and Abu Suruj. This led to more than 1000 deaths, property destruction, massive displacement and several cases of women and girls rape cases and sexual assaults by the government officials. In 2006, sexual violences cases were reported during the government and militia attacks in Abu Sakin regions where women and girls were abducted, brutally raped and forced to walk back to the camps while naked and to date, the military has declined to give information of the suspects. Other rape cases reported by the human rights officers during government attacks were in Deribat, Kabkabiya, Zamzam IDP camp, Kalma IDP camp in South Darfur among others. (Human Rights Council , p. 26-30).
Wednesday, August 14, 2019
The MillerÃ¢â¬â¢s Tale was written and is set in medieval England, a time when women had much fewer rights than men, and were more or less just owned by their fathers, and then by their husbands when they got married. 17th century United States in The Crucible has a slightly different society but also has the similar male dominance. The HandmaidÃ¢â¬â¢s Tale is set in a dystopian future where women are also heavily dominated by men, but in a completely different way. This essay is about the ways that women in general are portrayed and perceived in these three stories, as well as touching on the characters of the individual women in these tales. The MillerÃ¢â¬â¢s Tale is one of the stories from the Canterbury Tales series, all written in poetic form, by Geoffrey Chaucer. These tales in the series are all told by different pilgrims, who are also fictional, so this uses a story-within-a-story literary device. Their tales are part of a contest to entertain each other on their pilgrimage from Southwark to Canterbury Cathedral. In The MillerÃ¢â¬â¢s Tale, it is the millerÃ¢â¬â¢s turn to tell a tale, and he tells the story of a devious young student called Nicholas, who is attracted to the much younger wife of a carpenter, his neighbour, and plots a cunning plan to sleep with her. He does this by telling the dim and simple carpenter that a flood is coming, and that he must tie some tubs to the ceiling of his home for the three of them in order to keep them safe. Whilst the carpenter is away at work on these orders, Nicholas takes the carpenterÃ¢â¬â¢s wife Alison downstairs and manages to seduce her until she very willingly has sex with him. Alison from The MillerÃ¢â¬â¢s Tale is eighteen years old, and described as passionate and highly attractive. Her faithfulness in marriage to her husband is very questionable when she allows herself to be easily taken in by this other man, her neighbour, and commits adultery with him without much care for her own husband. Near the beginning of the MillerÃ¢â¬â¢s Tale, there is a clear, physical description of Alison, being a lively woman who might want to have an affair. For she is Ã¢â¬Å"wilde and yongeÃ¢â¬ , meaning that her behaviour is rather uncontrolled, and her older husband is jealous and possessive of her. The miller describes her as having a Ã¢â¬Å"body gent and smalÃ¢â¬ as a weaselÃ¢â¬â¢s, meaning that she has an attractive slim figure, and that suggests that she is also a very sly character just like a weasel. Alison is also vain and very concerned about her appearance. She is selfish and cares more about herself than of other people, and she does not even think much of all the men that take a strong liking to her. She has established herself as a not at all a likeable character in this story. The fact that she sleeps with Nicholas right in her very own marital home, whilst her own husband is just upstairs at work at the very same time, must show how very daring she is, because he could have easily come downstairs and catch them in the act. But it could also mean that she does not actually really mind or care much about the carpenterÃ¢â¬â¢s feelings or whether he knows that she is being unfaithful to him or not. We feel some sympathy for the carpenter, who is being conned like this by two people, as well as being cheated on by his wife and having to bear the shameful title of a Ã¢â¬Å"cuckoldÃ¢â¬ . Alison is certainly one to take risks in exchange for her own selfish sexual desires, going against the female stereotypes of the time by being rebellious and free-spirited and instead of being faithful and modest like a woman should be in her time. Alison from The MillerÃ¢â¬â¢s Tale is a lot like Abigail Williams from The Crucible. They are similar ages, and are both selfish and sexually immoral women who both have illicit sexual affairs and go against societal and moral rules that are expected of them for their own personal gain and pleasure. Also, neither Alison nor Abigail show any shred of remorse for their sinful actions. Where Alison goes behind her albeit dim husbandÃ¢â¬â¢s back to sleep with her neighbour Nicholas, she is in turn fulfilling his desiring lustful plan. Sex outside of marriage was very wrong in her time, let alone committing adultery. Alison might have just married the carpenter for the sake of security, since he is described in the story as a Ã¢â¬Å"rich gnofÃ¢â¬ , but obviously cannot control her extramarital sexual urges and is very open to acting on them whenever the chance arises. Seventeen year old Abigail betrays her position as a house servant in the ProctorÃ¢â¬â¢s home by having an affair with John Proctor whilst he is still married to his kind wife Elizabeth, who happens to be ill at the time the affair occurs. However, there is much more to Abigail than involvements in adultery, as this leads to her seemingly falling in love and becoming obsessed with John Proctor. She says to him in Act One before the trials: Ã¢â¬Å"I know how you clutched my back behind your house and sweated like a stallion whenever I come nearÃ¢â¬ ¦ ItÃ¢â¬â¢s she put me out, you cannot pretend it were you. I saw your face when she put me out, and you loved me then and you do nowÃ¢â¬ . Abigail has seriously formed an impression that John is just as infatuated with her and she is with him, even though he constantly denies it and tells her she is speaking a Ã¢â¬Å"wild thingÃ¢â¬ . So at the very start of the play, she is casting a spell to kill Elizabeth so that she can be out of the way for herself and John to be together, as she believes that Elizabeth is the only person in her way of having John. We can sympathise a little with Abigail, as we know she has had a very troubled past. She is an orphan, who had watched both her parents being viciously murdered by Indians one night a long time ago. She reveals this in Act One, after ordering the girls to lie about their activities in the woods, she viciously threatens to get them in the night, and in her own words says Ã¢â¬Å"you know I can do it: I saw Indians smash my dear parentsÃ¢â¬â¢ heads on the pillow next to mine, and I have seen some reddish work done at night, and I can make you wish you had never seen the sun go down! Ã¢â¬Å". This traumatic event that was imposed upon her at such a young age does provide some explanation and understanding as to why her personality seems rather unstable, and why she acts so brutally towards other people. On the other hand, we donÃ¢â¬â¢t really know anything about AlisonÃ¢â¬â¢s past, so we assume she is just a nasty sly character and though her crimes are not as dire as AbigailÃ¢â¬â¢s, we do not really have the evidence to feel as much sympathy for her behaviour. Though I think we can like Alison to some extent, as even though we condemn her behaviour, the men in her story are not as admirable as John Proctor so maybe her behaviour does not seem so bad. She even has the advantage of being secure in a marriage, unlike Abigail who is an unmarried orphan living with her uncle. The presentation of Abigail in The Crucible is rather dark and frightening, a good example of this being at the court scene, where she is deliberately causing hysteria by throwing around accusations of witchcraft, and even going as far as pretending to be bewitched by Mary, and getting all the other girls to make believe the very same thing and repeat AbigailÃ¢â¬â¢s exact chants and actions.
Tuesday, August 13, 2019
Global Marketing Management - Essay Example into the Japanese market, they first employed situational analysis measures, which established that Japanese people accepted Coca Cola products and felt flamboyant when wearing jeans manufactured by the Jeans Wear company (Dibb and Lyndon 35). This paper will seek to write a report evaluating the entry of Pizza Haven Company into the Japanese market and analyze the marketing environment of Japan by examining the PEST analysis, PorterÃ¢â¬â¢s Five Forces, and SWOT analysis. Politically, Japan is today experiencing a state of political stability and to some level; one can say that the country is actually Ã¢â¬Å"abstaining from political violenceÃ¢â¬ . Japan has a Monarchy form of governance. A monarchy is a form of governance where the monarch leads the country within the confines of the existing un-codified, blended, or written constitution (Sandhusen 40). In all cases, investors from overseas countries consider the aspect of political stability very much before opening their businesses. Since the Pizza Haven Company is willing to invest in Japan, it can choose to locate its premises in certain parts of the country where political stability is highest. In Japan, some provinces where political turmoil tends to hit first result to mass destruction (Buckley 33). By use of questionnaires, researchers established that, this country is indeed politically stable as there have been no cases of coup or high risks incurred due to political instability (Chapman 101) A new businessperson seeking to invest in an overseas country should consider investing in Japan. This is so because, this country has political freedom, officials uphold the rule of law well, and there are just a few bureaucracy cases. The countryÃ¢â¬â¢s constitution guarantees investors general respect and offers a systemic platform for upholding the willpower of law making it ideal for Pizza Haven Company to invest in Japan (Gillespie and Hubert 58). This entails that, it is not easy to lose investments through either