Scarlet Letter And Dimmesdale Essays - English-language Films

Scarlet Letter And Dimmesdale In the book The Scarlet Letter, the character Reverend Dimmesdale, a very religious man, committed adultery, which was a sin in the Puritan community. Of course, this sin could not be committed alone. His partner was Hester Prynne. Hester was caught with the sinning only because she had had a child named Pearl. Dimmesdale was broken down by Roger Chillinsworth, Hester Prynne's real husband, and by his own self-guilt. Dimmesdale would later confess his sin and die on the scaffold. Dimmesdale was well known by the community and was looked up to by many religious people. But underneath his religious mask he is actually the worst sinner of them all. His sin was one of the greatest sins in a Puritan community. The sin would eat him alive from the inside out causing him to become weaker and weaker, until he cannot stand it anymore. In a last show of strength he announces his sin to the world, but dies soon afterwards. In the beginning Dimmesdale is a weak, reserved man. Because of his sin his health regresses more and more as the book goes on, yet he tries to hide his sin beneath a religious mask. By the end of the book he comes forth and tells the truth, but because he had hidden the sin for so long he is unable to survive. Dimmesdale also adds suspense to the novel to keep the reader more interested in what Reverend Dimmesdale is hiding and his hidden secrets. Therefore Dimmesdale's sin is the key focus of the book to keep the reader interested. Dimmesdale tries to cover up his sin by preaching to the town and becoming more committed to his preachings, but this only makes him feel even guiltier. In the beginning of the story, Dimmesdale is described by these words; "His eloquence and religious fervor had already given earnest of high eminence in his profession."(Hawthorne,44). This proves that the people of the town looked up to him because of the fact that he acted very religious and he was the last person that anyone expected to sin. This is the reason that it was so hard for him to come out and tell the people the truth. Dimmesdale often tried to tell the people in a roundabout way when he said "...though he (Dimmesdale) were to step down from a high place, and stand there beside thee on thy pedestal of shame, yet better were it so, that to hide a guilty heart through life."(Hawthorne,65). Dimmesdale obviously is trying to tell her that he does not want to hide with this guilt and that he will feel it and have temptations later but also that he is going to go through life with the sin. Dimmesdale is obviously hiding behind his religious mask and is afraid to come out and tell his secret. This secret tears him apart and eventually is the cause of his death. Reverend Dimmesdale was torn apart by his sin. It would make him do and think evil things. The sin even made him resort to flagellation in order to make the pain of the guilt go away. This self-prescribed torture Dimmesdale eventually lead to his death on the scaffold where he did as he promised Pearl; holding her and her mothers hand in front of the entire community. His torture included him pushing himself to become a better minister to help keep the guiltiness pushed back inside his head. He began working extremely to ensure that where his work would make the community think of him as an even more holy man who had done no wrong. In turn making his guilt rise up even more and then making himself have to push on and try to hide his guilt. Dimmesdale even puts himself through self-beatings. Where once he was a attractive man was now considered a pale, weak, emaciated coward who could barely walk and would have great pains, in which he would grab his chest. His torture brought him to his death where he died upon the very scaffold that Hester, his fellow sinner, had stood to face her punishment. Dimmesdale, throughout the book, knows of where he is and what he is doing. He is seen in the book as a reverend and to the reader as a man who is quite well-known in the community, but is obviously hiding something. This keeps the reader interested in the book, Dimmesdale's regression and why he regresses to his deathly state. What he

Why the First World War lasted so long New style of warfare - attrition - trenches - stalemate

Why the First World War lasted so long New style of warfare - attrition - trenches - stalemate Why the First World War lasted so longThe First World War (1914-1918) was a war that lasted substantially longer than anyone anticipated. This was largely due to the technological developments created by the industrial revolution coupled with the sheer scale of the conflict and the huge amount of resources that the two armed sides were willing to commit. The war lasted as long as it did because of the new style of warfare employed and the fact that military leaders of the time were slow to realise the extent of the change warfare had undergone.The war was the culmination of a chain of events in Europe involving various Empires, the alliances they sought and their desire for power and security. The rivalry created by this caused an intense rush by countries to outdo one another, specifically between the German and British empires. By the.time the war itself started there was a massive technological change underway called the industrial revolution.The Vickers was the successor to the M axim gun and...This caused many new advances in all fields and a substantial change to the way of life for everyone alive at the time.A product of this revolution was an arms race that led to the improvement and expansion of armed forces and their equipment. New weaponry was created on both sides of the conflict, some of which were brought in during the later years of the war, not always at the beginning. These new weapons included poison gas, flamethrowers and on a different scale late in the war, tanks. These weapons caused older military tactics to become obsolete and created a style of warfare that had never been seen in the world before.The most notable weapon to appear was the most deadly weapon of the 20th century, the machine gun. It was designed in America in 1884...

The topic has to be discussed with the writer Outline

The topic has to be discussed with the writer - Outline Example The research aims at answering how the ‘struggle on terror’ and the humanitarian communication reveal the use of information that imitates the genuine motives for eliminating war. Humanitarian researchers argued that, some humanitarian crises that were motivated politically could only be handled by crucial movements of state authority (Crovelli, 2007).Previously, compassionate action was not involved in humanitarian activities, and accepted within the humanitarian freedom a region free of political meddling beneath what can be referred to as a principle of silent impartiality (Abiew, 2010). This theory was accomplished by the (ICRC) International Committee of the Red Cross in the civil war of 1967-1970 in Nigerian-Biafran (Bajoria, 2008). Researchers and other human activists stimulated a political humanitarian achievement (Barber, 2009). In the beginning, it was the role of the government to provide humanitarian liberation even though the violating government failed to give permission (Abebe, 2009). The notion of humanitarian intervention about the right to interfere with humanitarian basis was second-handed by the UN in Iraq and Somalia during the 1991 and 1992, and in 1994 by the France government in Rwanda (Abbott, 2005). Complete application of this method to humanitarian achievement came in to shape United Nations Protection Force activity in Bosnia during 1994-95 (Dantiki, 2005). Evidence indicated that United Nations Protection Force function was to transport humanitarian assistance to refugees, and the surrounded civilian people in towns experiencing wars in areas like Sarajevo (Fisher, 2007). Alternatively, the main weakness of this method was that the interference did not denote stopping the real hostility that was leading to humanitarian catastrophe (Focarelli, 2008). The UN military force was only authorized to protect them, or defend the humanitarian workforce seeking to hand out aid to the civilians (Gutierrez, 2006). The

Cause and Effect Essay (Affirmative Action) Example | Topics and Well Written Essays - 750 words

Cause and Effect (Affirmative Action) - Essay Example Affirmative action can be considered one of the most effective means of reversing the injustices that were caused by the centuries-old discrimination against people from minority groups as well as women. It can also be said that it is a means through which the white dominated fields in the United States can be leveled to include minority groups. Despite the institution of affirmative action in our nation, however, the legacy of racism and racism still lives on and this is despite those gains, which were made by the Civil Rights Movement. The opportunities available for those who were previously excluded remain very few and this is one of the reasons that affirmative action is still very much needed today. It has been seen that black people are nearly twice as likely to get employment as white people are and this is despite the fact of the presence of Affirmative action. Not only is the unemployment rate higher among minority groups when compared to whites, these groups have been show n to earn much less than what their white counterparts earn. There tends to be very little likelihood of either black or Latino men to be given employment as managers or, as professionals, therefore, these are more likely to get jobs, which only involve labor. This also applies to women who have to work much harder and for lesser pay than their male counterparts do in order to get positions of authority (Phelan 376). To correct this, more needs to be done to ensure that such inequalities do not persist in American society so that the gap that has existed between the different groups for centuries get to be filled and the dream of equality becomes a reality. The main purpose of affirmative action is the promotion of fairness and equality in American society. In the United States, what is popularly known as the American dream is always framed as a race in which the swiftest people always win (Lawson 281). This is a very wrong impression of the American Dream because not everybody in t he United States started at the same level considering that minorities tended to be excluded from some of the most important aspects of American life. Therefore, Affirmative action exists in order to ensure that everybody in American society starts from the same level so that all can achieve their dreams fairly. Therefore, it does not give an advantage to the minorities in discrimination of white people and instead, it is meant to correct those practices, which had conspired to keep minorities behind while others continued with their advancement in society. Affirmative action is in reality a policy of inclusion whose purpose is to ensure that all people have an equal chance to compete in making their dreams and aspirations come true. Previously, minority groups were completely excluded from the majority of economic activities in the United States except for those who were considered labor intensive. Moreover, these groups were rarely ever accepted in the mainstream American life unt il after the institution of Affirmative action. From its very beginning, there has been opposition towards it with those against it stating that it is giving an unfair advantage to minority groups over other people. They further state that affirmative action goes against the spirit of the American Constitution due to the fact

How to get benifit & cost saving for marketing planning Essay

How to get benifit & cost saving for marketing planning - Essay Example This can be great cost saver with benefits of achieving better business profits. The marketing plan should be organized in such a manner that it specifically demonstrates the benefit of cost saving to the customer or the distributor. This again requires innovation to find the cost benefit that can be available to a large segment of consumers. Once the benefits are recognized, the target market has to be identified This will create a situation by which the consumers of that particular target group are benefited and the volume and profits thus generated, for the business, due to non-occurrence of further marketing expenses. Therefore, it is important to locate the right kind of target group that needs such benefits. Market research in this direction always helps. Once the target is identified, it is necessary to address in the marketing plan, a message that clearly and aggressively tackles the requirements of such customers, while highlighting the benefits and savings offered. This in marketing jargon can be called as target marketing or segmentation of prospects. The media of message and the message itself in a marketing plan is important, as it may not be same for different target groups. While email marketing may result in cost savings to the business, with increase in sales figure as well; it may not be the preferred way to market a product that requires physical demonstration. Marketing through other channels may be the requirement, in such cases. Every step in a marketing plan involves market research. Even after the identification of a targeted consumer group, the exact method to be adopted to address your marketing plan to that particular group needs further research. If we are using new technologies to address our target, then there is a need to find their adaptability with our targeted audience. We cannot afford to address our marketing plan to a group that is

The Vietnam And Somalia Syndrome History Essay

The Vietnam And Somalia Syndrome History Essay Defining humanitarian intervention has become fraught with ambiguities since it has most recently been a veneer in interventions in Iraq and Afghanistan ex post facto. As Reiff asserts Wars waged by developed countries all aspire on a certain level to humanitarian intervention  [1]  The use of humanitarianism justification as veil for national interests has clouded the terminology and sustained perceptions that humanitarianism is a vehicle of Imperialism.  [2]  In order to frame the analysis, Holzgreffe qualifies humanitarian intervention as The threat or use of force across state borders by a state (or group of states) aimed at preventing or ending widespread and grave violations of the fundamental human rights of individuals other than its own citizens.  [3]  Although humanitarian intervention is rarely purely altruistic, the desire to address violations of human rights beyond national interests should be the driving force.  [4]   This analysis aims to explore the extent to which Vietnam and Somalia, two foreign policy interventions widely perceived as failures, have become synthesized into humanitarian intervention policy-making. As Robert Jervis argues, No intervention is discreet and separate; each instance changes the political landscape in which the actors operate.  [5]  Therefore the analysis will explore how these historical analogies interacted and informed policy-making consciousness. By evaluating the extent to which policy makers viewed humanitarian crises through the historical lens, it will examine how every decision is partly a response to past outcome.  [6]  The analysis will retrace political implications of Vietnam in the Carter and Reagan era, leading to examine if George H.W Bushs assertion that the Gulf War successfully kicked the Vietnam syndrome held truth. Furthermore, it will argue that failures in Somalia can be linked to Vietnam syndrome thus shaping foreign policy in Rwanda. It will argue that historical legacy of Vietnam and Somalia had three key repercussions for US humanitarian interventions: it questioned the global US role, it altered strategy by insisting on clear objectives and end goals and heightened the need for garnering public consensus. However, that historical factors cannot be viewed in isolation, a confluence of system level factors in the post-cold war period and individual factors also moulded episodes of humanitarian engagement. Owing to the limited scope of the essay, the analysis will focus upon key case studies up until the Clinton era, although this is by no means an exhaustive list of humanitarian interventions. The trope Vietnam has functioned as a metaphor for humiliation, exposing the limits of American power and capability on the international scene. Vietnam syndrome extended from a term to describe post traumatic stress experienced by veterans to encompass the political impact of the conflict on home soil, engendering a belief that the United States should avoid military intervention abroad  [7]  . Amid the rising causalities, the loss of public consensus raised questions about the US role in conflicts with limited national interest.  [8]   However, the way in which lessons from Vietnam were synthesized into foreign policy varied and often coalesced into different strategies. In his Notre Dame Speech Carter recognised the moral void left by Vietnam calling it: the best example of intellectual and moral poverty.  [9]  Across the left, Vietnam syndrome generally manifested itself in an aversion to military engagement fear in which the US would become bogged down in a similar quagmire. As a result, the Democratic majority in Congress enacted the 1973 War Powers Resolution, restricting the president from sending U.S. troops into combat for more than ninety days without congressional consent.  [10]  By reasserting congressional authority over foreign policy making, it aimed to avoid centralization of decisions in the hands of a presidency to prevent another Vietnam scenario.  [11]   Conversely, the failure of Vietnam was perceived largely across the right as self-inflicted owing to the absence of strong leadership and substantial force thus contributing to the post-war decline. Reagans revisionist interpretation of Vietnam attributed self-doubt to the failure in Vietnam: There is a lesson for all of us in Vietnam. If we are forced to fight, we must have the means and determination to prevail.  [12]  Thus he aimed to restore the US role to its pre-war status quo and dispel the image of US decline on the world stage. Congressional refusal to authorise military intervention in Central America despite Reagans attempt to link humanitarian and national security interests, showed that Vietnam syndrome had trumped the Reagan Doctrine. The proxy war bolstering anti-communist allies and the reluctance to commit boots on the ground demonstrated that Vietnam had left a profound imprint on US strategy. In view of a potential Vietnam re-run in Central America, the Weinberger doctrine codified collective lessons from the Vietnam. It consisted of six tests to be used before the United States intervened including that vital interests must be at stake and congressional and public support must be obtained.  [13]  The clearest enunciation of military policy since Vietnam reflected how Vietnam syndrome had become integrated in US strategy, later informing the Powell doctrine.  [14]   Reagans successor George H. W Bush, was acutely aware of the constraints Vietnam syndrome placed on foreign policy as referenced in his inauguration speech The final lesson of Vietnam is that no great nation can afford to be to be surrendered by memory.  [15]  Bush asserted that Vietnam was a case in point of how not to use military force, voicing particular criticism of Johnsons gradual escalation of firepower in Vietnam.  [16]   Bushs chance to exorcise Vietnam Syndrome came when Saddam Husseins military repression of Kurdish and Shiite uprisings prompted a mass exodus of refugees into Turkey and Iran. This was compounded by the closure of Turkeys borders, forcing thousands of Kurds to be trapped in the hostile mountain pass. Following international pressure, the US retracted its initial policy of non-intervention, founded on the fear it would make the U.S responsible for the government that emerged in Iraq.  [17]  Resolution 688 authorized military force to guarantee humanitarian organisations access to civilians in Iraq and was launched by declaring a no-fly zone and relief operation for the Kurds.  [18]   The intervention synthesized the lessons from Vietnam in two key ways. Firstly, the need to garner public support was met by Bush emphasising moral grounds, which were ambiguously delineated in Vietnam. Bush equated Saddam to Hitler revisited creating a good vs. evil frame through which public opinion could perceive the conflict.  [19]  He contended that I think the humanitarian concern; the refugee concern is so overwhelming that there will be a lot of understanding about this.  [20]  The moral impetus of the US role as an upholder of humanitarian values, coupled with the United Nations Security Councils resolution appended legitimacy to intervention serving to reinforce public support. Secondly, Vietnam syndrome had clear repercussions in Bushs strategy. The conditions for the use of force, stipulated in the Weinberg doctrine were becoming institutionalized with the Powell doctrine.  [21]  Ã‚  From an individual level of analysis Colin Powells beliefs sets were shaped by experiences as a Vietnam veteran , I was appalled[]fighting the war in Vietnam without ever pressing the political leaders to lay out clear objectives for them.  [22]  The Powell doctrine called for overwhelming force, once diplomatic means are exhausted, and a clearly defined exit strategy. The doctrines tenets are reflected in Operation Provide Comfort given the USs reluctance to persuade Turkey to meet its international humanitarian obligations and open its borders, grounded in the fear of being sucked into a civil war.  [23]  Bushs advisers warned that broadening a U.S. mission to finding a solution to Kurdish identity could become a protracted business, ceding to mission creep anal ogous with Vietnam. After the success of the Gulf war, Bush proclaimed: By God, weve kicked the Vietnam Syndrome once and for all demonstrating the degree to which Vietnam had shaped foreign policy. Operation Provide Comfort had no doubt raised the nations confidence in its foreign policy and military leadership.  [24]  However Bushs eulogy of the syndrome was premature: the conduct of humanitarian intervention, emphasising air-power and avoiding mission creep complied with the Vietnam syndromes central canons of using maximum force with minimal casualties which effectively institutionalized the syndrome rather than kicking it.  [25]  Equally, the military success is more likely to have triumphed the Powell doctrine rather than exorcising Vietnam Syndrome and concerns with intervention abroad.  [26]  Informed by the lessons of Vietnam, the Powell Doctrine reinforced heavy reliance on fire-power, technology and a concrete exit strategy which blinded US policy makers to the complexity of the p olitical terrain in Somalia.  [27]   Clinton inherited the Somalia intervention from the Bushs administrations involvement in UNISOM I which monitored the ceasefire in Mogadishu and escorted deliveries of humanitarian supplies. Making a clear distinction between his democratic engagement policy, Clinton stressed that intervention in Somalia was purely humanitarian: The U.S. military mission is not now nor was it ever one of nation building.  [28]  However, the initial success was curtailed by the black-hawk down incident culminating in images of a dead US soldier dragged through the streets of Mogadishu, rekindling the latent casualty aversion left by the Vietnam vestige. This was exacerbated by the belief that Somalia was a low-risk humanitarian intervention and by the CNN effect of real-time news reports eliciting a strong emotional response amongst public opinion.  [29]  Amid rapidly deteriorating public and congressional support for the mission, Clinton announced the end of U.S. involvement in Somalia. The Somalia syndrome is inherently linked to Vietnam Syndrome as alluded to in diplomat Richard Holbrookes coining of Vietmalia syndrome  [30]  . The Powell Doctrine, stemming from the lessons of Vietnam, locked the US into a realist mindset that overwhelming force would reap success in combat operations, shifting the focus away from non-state actors.  [31]  Equally, limited objectives tethered by the avoidance of mission creep prevented the mission expanding into a tougher approach to peace-keeping. These factors were incoherent with the deeply rooted political factors of the humanitarian crisis. Bushs assertion that Our mission was humanitarian [] we do not plan to dictate political outcomes  [32]  became untenable given that political reconstruction became intrinsic to humanitarian interests; this is evidenced when the purely humanitarian objective spiralled into pursuing a Somalia warlord. In their man-milieu hypothesis, Sprout and Sprout argue the context in which decision makers operate is formed by a variety of factors including history, culture and political institutions.  [33]  Clintons lack of military experience attracting criticisms of incompetence, his personal anti-Vietnam stance  [34]  and the republican majority in congress all interacted to shape the Somalia strategy.  [35]  The reluctance to commit troops to Somalia highlighted not only how the spectre of Vietnam permeated the policy remit but also that the historical analogy coalesced with individual and domestic factors. This supports the initial argument that Vietnam syndrome was present amongst a confluence of other factors influencing foreign policy. In the first framework of US peace-keeping role in the post- Cold War period, PDD 25 formally enshrined The Somalia Syndrome in US policy. It outlined specific criteria for US peacekeeping efforts and stipulated the US unwillingness to become involved in sub-national conflicts.  [36]  This precluded refusal to respond to the Rwandan genocide and supported the view that Somalia was a pivotal factor in influencing US policy making process.  [37]   The Somalia syndrome manifested itself in two key ways in US policy regarding Rwanda. Firstly, the public and political sphere viewed the unfolding violence misguidedly through the Somalia lens. As Klinghoffer sustains: The Somalia image of a failed state with random violence masked the actual premeditation and directing role of the Hutu extremists in the interim government.  [38]  This demonstrates that the historical proximity of the Rwandan genocide to Somalia became an analogical referent through which the events were seen in the frame work of a common African schema. That is to say, characteristics of the Rwandan genocide such as a failed-state and mass violence etc. were seen as synonymous with Somalia. Des Forges argues the hopeless imagery created by Somalia, legitimized the policy inaction.  [39]  In this line of thought, congressional and public opinion perceived a repeat of the Somalia imbroglio as unacceptable to future peacekeeping operations. Secondly, Washingto n became wary of peacekeeping missions undertaken by other countries fearing a costly U.S entanglement and crossing the Moghadishu line from peacekeeping to combat operations.  [40]  This underscored a retreat from assertive multilateralism to a limited US role in peacekeeping g operations. Non-intervention in Rwanda demonstrates that the Somalia syndrome had profound effects firstly in terms of defining the US role. As the sole superpower in the post-war era with leverage over United Nations, the unwillingness to demonstrate moral leadership in Rwanda restricted the parameters of US exceptionalism. Furthermore, policy makers responded to public casualty aversion in Somalia which consequently limited strategy options in Rwanda where national interests were not articulated.  [41]   Vietnam and Somalia have become increasingly institutionalized; ranging from the War powers act to PDD 25.  [42]  As outlined in the introduction, this has set a paradigm of redefining the US role in humanitarian interventions. By narrowing criteria for intervention, the Somalia Syndrome undermined the USs special role in New world Order envisioned by Bush.  [43]   Furthermore, the strategies which have evolved from lessons of Vietnam and Somalia have not be homogenous; Reagans proxy wars, the Powell doctrine and non-intervention in Rwanda demonstrate how the historical milieu has interacted with system and individual level factors thus generating key differences between Vietnam and Somalia syndromes. Following Vietnam, the US wanted to avoid the Soviet Union capitalising on US entanglement in a Third World conflict. Conversely, as the worlds sole superpower in the post Cold-war era, in the aftermath of Somalia Washington downplayed the threat posed by failing states with no national interests. This is supported by the man milieu theory which shows that Individual factors such Clintons lack of experience in foreign policy and Powells Vietnam experience have interacted with the lessons of Vietnam to formulate humanitarian intervention policy. Finally, public support became intrinsic to granting the moral legitimacy lacking from Vietnam. The polarization of public and congressional opinion constrained future presidential policy options and exemplified the need to link national interests with humanitarian crises. A significant drop in American tolerance for battlefield causalities no longer justifiable in the post Cold-War era by the struggle against communism, forced Clinton to retreat from an earlier multilateral humanitarian agenda.  [44]   Historical analogies continue to inform foreign policy. Parallels between Vietnam and Afghanistan in terms of protracted insurgency, public hostility and scepticism of a moral justification raise questions about the legacy of Afghanistan Syndrome on future humanitarian crises.

The Great Gatsby :: essays research papers

In today society, many people like to follow the current. They want to catch the wave. Which mean, it does not matter if things were good or bad, right or wrong, they just follow and do them without any thinking. Therefore, there are not too many people would like to be a normal, thoughtful nor neutral person. However, in the novel, The Great Gatsby, by Scott Fitzgerald, one of the character name is Nike Carroway, he was the good and neutral narrator. It was because, in the novel, he analyzed all of the things with regard to accuracy of observation. In The Great Gatsby, when Mr.Gatsby told Vick he wantedto return the past over again with his lover- Daisy, Nike Carroway warned him to give it up, because it was impossible. Unforturately, Mr.Gatsby was not believe it. So at the end, Mr.Gatsby's dream still had not came true because Daisy did not break up with Tom and go with him. It can be seen in the last chapter on the novel, when Gatsby was murder, Daisy went to somewhere else with her husband, and did not go to Gatsby's funeray. I called up Daisy half an hour after we found him, called her instinctively and without hersitation. But she and Tom had gone away early that afternoon, and taken baggage with them. Therefore, Nike Carroway's analysis was right by these clear observation. However, Nike Carroway is a good narrator, he sees everything happen and does not trust everybody easily. So during the people discuss about something at a time, he does not believe it is true. After he proves it, he will accept the truth. Moreover, when Nike went to Gatsby's party, there is a drunk lady telling everyone Gatsby killed a man before. Somebody told me they thought he killed a man once. Also, there is one more lady said that Gatsby was a German spy: It is more that he was a German spy during the war. Nike heard it, but when Nike had a chance to have a lunch with Gatsby, he told Nike, he was an Oxford man and show him that fought in World War One. Then Nike knew Gatsby was not a German Spy nor a murderer. Furthermore, at the end of the novel, when Daisy drove Gatsby's car and killed Mrs.Wilson in a car accident, Nike's first though Gatsby killed Mrs.Wilson. But after Gatsby told him all of the things at that moment, then Nike was thinking and discuss between Gatsby and Tom's speaking, and make his own conclusion.

Cultural Differences between China and the U.S.A. Essay

China and the United States have different cultural backgrounds, different values and national conditions, it determines the Sino-US education idea, education mode and method is put in the difference with bigger. China’s basic education and basic education in the United States were compared, the majority of people believe that education is the foundation of China, the basic education,† learn more understanding and less†; American education is to cultivate innovation ability education, learning more than studying†Ã¢â‚¬ . What is the† science† or† Enlightenment†? In twentieth Century, the famous British mathematician, philosopher, educator Whitehead once said:† education is a complicated problem †¦ †¦ On this issue there is only a little I can be sure, that is not generally applicable and simple way.† Each student in the school ‘s development, it is not only the educational mode, education content, education system and method to decide, because in the growth of the students, society, family, school education and individual four together play. Therefore, we can not only with the part of the students development, to assert that the entire education system rationality, so it is unreasonable. Two the difference of basic education between China and America Basic education between China and America merits, different people hold no point of view. For example, if the comparison is the mathematical curriculum, China ‘s basic education must exceed the United States; but if the comparison of students’ practical ability especially the practice ability and innovation ability, the American basic education is certainly more than chinese. Elementary education between America and why there is this discrepancy? First, the two countries have very different educational tradition, Chinese basic education pay attention to the accumulation of knowledge and indoctrination, pay attention to the cultivation of students’ knowledge of their master, pay attention to the cultivation of students the same thinking. While the United States is to pay attention to the training of students to use the knowledge to solve the actual problem ability, pay attention to the cultivation of the students’ knowledge of development and innovation, pay attention to the cultivation of students’ critical thinking and divergent thinking. We can see, China Education focused on knowledge static acceptance, and the United States of America education focuses on knowledge of the dynamic control; China is a mode of education, while the United States is a kind of elite education. As the Nobel winner professor Chen Ning Yang said, China and the United States educational philosophy is quite different, the United States of America education philosophy on the former 30%-40% student is good, because they do not need to follow the prescribed order of learning, can jump in learning, the students through training can quickly achieve success. While Chinese education philosophy on 30%-40% student is good, because these students follow the prescribed order, has a solid foundation of the process, have become the opportunity. Secondly, different country on the foundation stage of Education Foundation has different understanding. Take mathematics as an example, the educational circles of China have historically considered, the basic concept and the basic operation is the foundation of mathematics in middle school, so we need to remember a lot of formulas and theorems. While the United States that know where to find these theorems and formulas are more important, they think that can be found in these formulas and theorems, there is no need to worry effort to memory, the brain can be saved to think about other things, such as the theorem has applications? If I need to learn? Wait. China’s education is the basis of that, the brain in a computer independent premise, the reserve knowledge as much as possible, as quickly as possible to extract knowledge, so Chinese students of the brain in these two aspects are fully trained ( on the end game wood, 2002). American education is the basis of that, the brain to make full use of the computer under the premise of development, give up those belonging to the computer work area required capacity, only those belonging to the computer cannot work areas required capacity ( on the end game wood, 2002). Therefore, when by virtue of classroom achievement scholarship, American students often than Chinese students, but can make full use of information tools, in specific practice areas, do some research work, Chinese students often than American students. Hence, in the development of brain underlying function, Chinese education better, but in the use of a variety of information tools to solve problems and make innovation, the United States educational advantage is self-evident. Moreover, from the value tropism, the American basic education from the perspective of individualism, individual supreme is the traditional value pursuit, American basic education of cultivating the students’ personality and creativity. Basic education in China is from social interests, collectivism and patriotism values is its tradition of the pursuit of value, which determines that China’s basic education carried by the individual ability and the training of creative ability are also and values related to. This and the American individualism education a fundamental distinction. For example, the concrete teaching activity, the United States to encourage students to have their own ideas, teachers in the teaching process, pay attention to the students’ independent personalized thinking habits, pay attention to the students’ divergent thinking and critical thinking of the culture, politics, religion, history and many other aspects of the many problems teachers are prohibited to provide the only correct the answer, encourage a variety of different views exist, against the teacher instead of students thinking. China education focusing on the same thinking, when the examination, assessment focus is often the student’s knowledge, objective test almost flooded in the sciences, inspects the student to answer whether the test standard and consistent answers, the side guide students and teachers to set the only answer to be consistent, so the result is the most students rely on Teachers’ thinking and teaching. This and the United States banned from providing the only answer is quite different. The United States of America education emphasizes individual, Chinese education emphasizes respect love others. The ancients cloud, respect for nature love herself, not nurture. So we think, Chinese basic education relative to the United States of America ‘s individualistic education, superior and more. Chinese basic education should be guaranteed in the standard of society under the premise of the pursuit of individual students and innovation ability the development of maximization. Finally, China ‘s basic education attaches importance to the sound of the United States, and a plurality of Chinese education; education pay attention to the longitudinal depth, while the United States Education attention span; the United States of America education pay attention to cultivate students’ self-confidence and self-reliance spirit, Chinese education pay attention to cultivate students’ strict and rigorous academic attitude. The United States of America corresponding, a loose, free atmosphere, can fully take care of every student interest and the hobby; while the Chinese basic education is dull. Basic education in China is characterized by fast speed, high degree of difficulty, knowledge of many points, the high degree of abstraction, often the United States a week about the content of China, ten minutes can be finished, and students have the pressure of the college entrance examination, relative to foreign countries, students by pressure, quoting professor Chen Ning Yang ‘s words Chinese education narrow stiff. From the above we can see, China, in the education idea, education mode and method, there is a great difference. China ‘s education is more a model of education; and the United States of America focuses on emphasizing the innovation spirit, individualism, is a kind of elite education. In essence, focusing on innovation or focus on the foundation is an American basic education and basic education in China the fundamental difference. As the Nobel winner professor Chen Ning Yang said, China and the United States of America Education Foundation, cannot tell which one is good, which one is not good, be it differs from man to man. In the teaching process, for Chinese students, they should have more innovation, for American students, should let them lay a good foundation, it can compensate for each other, is the most appropriate. Three thinking American education is to the East, began to seize a base. In 2001 June, the United States President Bush proposed an education reform bill, $24000000000 in primary and secondary schools to strengthen the education investment and management, requires that all schools must hold the reading test ( approximate Chinese examination ) and math exam, students must pass the examination before graduation, only students meet the eligibility requirements, the school to receive federal extra government funding. If 3 consecutive unqualified, principals and teachers to leave. The bill got through to absolute advantage. Comparison of reference only, can only draw lessons from, in order to improve. The United States has acted, we should also take action. As can be seen, the United States of America ‘s elementary education reform focuses on the basis of innovation in bridge foundation. China ‘s basic education traditionally focus too much on the cultivation of students’ Collectivism, patriotism and common thinking, without adequate attention to the cultivation of students’ personality and creativity, so the education of our country should be based on the basis of the increase in innovation. ( a ) curriculum and course requirements We should give full consideration to the child and adolescent students’ physical, mental and psychological development stage, progressive. Different students should have different learning tasks, can not be one-sided pursuit of knowledge and too many courses, to know that knowledge is endless, the source of knowledge is very rich, can’t put the eye only to lock in the textbook, should give students leave enough space for development, to those who have expertise students with adequate development of individualized freedom, as they provide sufficient superior conditions and the necessary learning guidance, so that more of Qian Zhongshu’s birth. The United States is not the national curriculum standards, but states, counties or districts can compile curriculum standard. From look on the whole, the United States of America curriculum is quite flexible, mainly including compulsory courses and elective classes two categories. Required courses for credit is more, content is wide but not deep, emphasize the students’ practical ability, thinking ability and awareness of the problem, to solve the question ability. Elective course of many types, are based mainly on students, employment and social life of the actual need, students according to their own interest in free to choose, to obtain the required credits. So we think, our country in the setting of curriculum time completely should learn from the American experience, emphasize the foundation of life, pay attention to life experience, guide multivariate development, more from the needs of society and students survival needs to consider, setting conforms to our country national curriculum standard. ( two) teaching material Chinese teaching material relative to the United States, is boring. Take the United States of† Literature†, the contents of the article are novels, short stories, essays and other kinds of themes, but, each subject by a number of different age, different types of styles of different articles. The article, with background reports, authors and other related content. In addition, each lesson has special column has associated the literature Web site, thereby facilitating students’ extracurricular reading. Many foreign genre, content is wide, it is domestic Chinese textbook can match. Therefore, we can draw lessons from the United States of America teaching material on knowledge widen, the contempt of the depth of knowledge of excessive mining; attach importance to the students’ practice ability, practical ability training, the contempt of the knowledge of the rote learning; pay attention to students’ learning autonomy, independence and creativity cultivation, despise the same thinking too much training, so as to our teaching materials, arrangement of reform. At the same time, the United States of America textbook illustrations, vivid image, in our textbook layout can also absorb it to this experience. ( three) the classroom teaching Our classroom teaching, classroom capacity, demand is high, the classroom atmosphere more serious. Although this gives students lay a solid system foundation, but also brought inactive classroom, teacher, student thinking less defects, typical teacher-centered teaching mode, and the United States of America free, relaxed classroom atmosphere, students can walk freely during the class, free discussion, to express own viewpoint, is a typical student centered teaching mode. Therefore, we can draw lessons from the United States of America ‘s absorption of education mode, form Chinese characteristic education pattern, which is put forward by Professor He Kekang dominated — subject education mode, to improve the traditional classroom teaching, improve the students’ enthusiasm and initiative, to cultivate the students’ creative thinking and divergent thinking. The specific measures are as follows: First of all, optimize the teaching goals. According to the needs of social development, developed to meet the needs of social development, meet the future employment needs of specific teaching objectives, and formulate the corresponding evaluation scheme, to ensure the teaching objectives of the implementation. Secondly, adjust the structure of classroom. Outstanding students as the main body, autonomous learning, free development idea, overcome students ‘† hello† eat teaching phenomenon. Then, strengthen teaching methods. To follow through induction, guide correctly, improve students’ questions, the practical ability to solve problems, teachers should change their roles from the traditional preaching, impart knowledge and solve doubts are transformed into organizer, promoter, by management as a guide, the relationship between teachers and students should be converted to partners. At the same time, the teacher in the teaching process, pay attention to the use of suitable for the courses of various teaching mode of application, such as inquiry-based learning, Blended Learning. Finally, to create a good teaching environment. To establish harmonious relationship between teachers and students, to the students to create a good, harmonious, free study atmosphere. To encourage the learning and the use of modern information technology, the research and production of computer auxiliary teaching courseware, improving the quality of teaching, at the same time, make full use of the school to provide the digital learning environment, in the teaching process can realize the information technology and curriculum integration. ( four) other aspects In strengthening the above aspects at the same time, but also to improve the treatment of teachers, strengthening the teachers team construction; increase the investment in education, improve school conditions; at the same time regular teacher training, improve the quality of teaching. Four summary Through the above on the United States and China basic education after comparing, we can see, actually the most ideal education is the two kind of education modes advantages of integration, this will have solid foundation and innovation. But as a result of these two kinds of educational models are based on different cultural traditions and social background, so together with considerable difficulty. China’s basic education and higher education, there exist some problems and shortcomings, the United States of America education it has many advantages and advanced education in China, worth learning. But this does not mean that the Chinese education reform must complete to American education as an example, the overall absorption, to know the Sino-US education system is rooted in the cultural tradition, historical background and value orientation, whoever can not fully absorb each other’s essence. To sum up, we can see, different education reflects the different social and cultural connotation of the United States now, suitable teaching methods may not be entirely suitable for the Chinese education. Therefore, China ‘s education must be based on suitable for China’s national conditions based on the, it reflects the Chinese social and cultural connotation. So, how to explore with Chinese characteristics, in line with China’s national education method and the education system, is our future education

Islam Worksheet Essay

When studying Islam, it is important to understand the essential elements of the faith, how they are practiced, and the distinctions among the three branches: Shiite Islam, Sunni Islam, and Sufism. Write a 1- to 2-paragraph response for each of the following directives and note where there are differences among the three branches of Islam. 1. Explain the meaning of the name, Islam. Islam is the monotheistic religion articulated by the Quran, a text considered by its adherents to be the verbatim word of God, and by the teachings and normative example (called the Sunnah and composed of Hadith) of Muhammad, [ considered by them to be the last prophet of God. An adherent of Islam is called a Muslim. 2. Explain the basic concepts of Islam. Is an unerringly monotheistic religion. It enjoins the existence of one God, his prophet Muhammad who is the Last Prophet in a long line of prophets sent throughout time and to every civilization, and the Quran as the Word of God revealed to Muhammad through the angel Jibrael. Muslims believe that God is one and incomparable and the purpose of life is to worship him and to adhere to his word, as laid down in the Quran, and in Sunnah , as closely as possible. They believe that Islam is the final, completed and universal version of a faith revealed too many prophets before; most notably Abraham, Moses and Jesus, but whose message has now been distorted. Describe the practices of Islam. They go to church in cathedral mosques (Jami’a), in which sermons are preached and congregational prayers are offered up for the reigning Sultan every Friday. Besides these there are about one hundred and eighty Muslim oratories or chapels (Mesjà ®d), to many of which schools are attached. Prayers are also frequently said at the grated windows of the little shrines or tomb-houses of celebrated welys, or saints, which are numerous in Damascus. Men of the higher classes rarely go to the mosques except on Fridays, as they can command proper places for ceremonial ablution and prayer in their own houses; but to a Muslim of the lower ranks, a large mosque which is open every day from sunrise to sunset or later, is like a second home. 3. Describe the goals of Islam. The 4. Describe the view of authority in Islam. philosophy, and the arts in the Muslim world. Write a 1- to 2-paragraph response for each of the following questions. Provide examples to illustrate your thinking. 1. What is the legal ideal in Islamic law? How does the Qur’an inform and guide Muslims in attaining this ideal? 2. What is the relationship between philosophy and theology within Islam? Is it acceptable for Muslims to hold separate philosophical and theological beliefs? 3. What artistic themes are regularly expressed in Islamic art and architecture? How are these themes explored? How has the Qur’an influenced the development of art in the Islamic world?

Night3 essays

Night3 essays This whole situation started out simple enough. The men and myself first moved into this little town called Sighet. The people there seemed so naive. None of them realized what was about to happen; none of them realized what happened when the Germans move into town. We first started by imprisoning the officials and made all the Jews were yellow stars. The Jews were then moved into a very small ghetto and cramped quarters. It was obvious that none of them had heard of the horror of the concentration camps and what awaited them once they left the safety of their homes. Me and some of the other officers tried to be nice to the Jews because I, personally, hated carrying around this gun. Once you were in the camp the site of these officers holding these weapons struck fear into the hearts of all in the camp. We had finally gotten all of the people of the town of Sighet onto the train and had started the journey towards Auschwitz. The condition on the train is something I dont think I could have stood for. The Germans were put in charge of the train in the middle of the journey. The officers were told to collect any valuable from the people on the train and if they refused to yield their valuables, the were to be shot. As I have said I hated carrying around this gun but I did have a job to do and I was willing to follow orders if need be. Luckily I never had to unload a single shot on that train. Some people on the train were in very bad shape. They were hallucinating and many of them simply couldnt take the heat and the smell any longer. They were beginning to go crazy. The officers had a meeting and we were told to tell them that they were all just going to a labor camp and the families would be kept together. The lying was also a normal part of my job. Little did they know that they were going to a terrible place in which the males and females would be sepera ...

Industrial Revolution change Western European society Essay

Industrial Revolution change Western European society - Essay Example As one of the western European countries, Germany was irreversibly affected by the industrial revolution. Economically, during the 1830s and 1840s, Germany underwent great changes as far as transport is concerned, in that several railway lines were built to transport goods from the industries (Henderson, 2013, pp. 18). For example, the industrial revolution enabled Germany to build the Berlin-Baghdad railroad which allowed the Germans to have more economic influence on the Ottoman Empire (Henderson, 2013, pp. 109, 157). In fact, Germany was the second fastest builder of railways on the continent after Belgium. As a result, Germany gained a lot economically in terms of full utilization of natural resources in the country. Raw materials and finished products alike could easily be transported to previously inaccessible markets. There was an increase in the number of towns around Germany as a result of the railway lines (Henderson, 2013, pp. 18-19). The industrialization period in Germany also led to an increase in employment opportunities. According to Henderson (2013, pp. 21) about a third of the population in Germany was employed in factories while the remaining were mostly farmers. For example, the coal mines employed approximately 1400 people by 1900 while producing around 280,000 tons of coal (Henderson, 2013, pp. 21-22). Germany witnessed rapid population growth as a result of the industrialization process. According to Henderson (2013, pp.22), the period between 1815 and 1850 saw Germany’s population rise by 10 million. Germany’s population was second to Russia’s, meaning that there was more increased manpower to work in the industries and in the production of raw materials. In addition, what is the upsurge in population meant is that there were more people to consume the finished products locally, thus boosting the German economy. In addition to the traditional textile industry that enabled Germany to

Tests for Business Law Essay Example | Topics and Well Written Essays - 500 words

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