Keystones of the Ottoman Empire free essay sample

The Janissaries strengthened the military and the Millet System helped to organize Ottoman society and both were vital to the rise and support of the Ottoman Empire in the 15th and 16th centuries. The Janissaries were a new form of military order organized under the Ottoman Sultan Murat I (1360-1389), and forming the first standing (professional) army. At first, the Janissaries were young Christians captured during wars with the Byzantine Empire and trained to fight (there was not anything new about this practice). It is probable that the Christian captives formed the nucleus of a standing army; they may also have been the original company that was to grow into a new army; the yenceri or janissary corps. Their commanders were chosen from the Ottoman bey, thus giving him the benefit of his prestige, so that by the reign of Murat I in the mid- to late-fourteenth century the detachment had its own identity. We will write a custom essay sample on Keystones of the Ottoman Empire or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † The Janissaries were converted to Islam and given special training. Later, the Janissaries were collected through the devsirme system, a kind of tax. Janissaries became a very powerful force within the Othman Empire; they sometimes deposed Sultans and installed others. In April, 1512, with the help of the Janissaries, Selim I forced his father Byezid II to abdicate the throne and became Sultan. The Janissaries played a role in the upper and ruling classes of the government. They were appointed to protect on of the upper class people. They helped them by guarding them as personal body guards, and on multiple occasions, saved their principles lives. The Janissaries could also get into positions of jobs in palaces. They were the runners for the rich. The Janissaries could become guards and groundskeepers. In the capitals of the towns and cities they took over, the Janissaries would keep order in the castles, and guard the chambers at night. On a few occasions, they stopped a murder while on their rounds. The intensive military training made the Janissaries one of the strongest corps of their time. Under Murad II they began to use guns, instead of Bows and Crossbows. They were the third to do that in Europe. â€Å"These elite troops could fire their weapons in a kneeling or standing position without the need for any additional support or rest. They would use a structured formation to assault: two rows of nine gunmen. This ended up being a very successful method of fighting, and is one of the reasons that they were such good shots. â€Å"The Janissaries were accurate to the inch [when shooting], and were very lethal, each shot finding its mark† â€Å"The Janissaries would be aggressive and efficient fighters, on the ground , and horseback† The Battle of Varna, fought among the Ottomon Empire, Hungary, and Poland, took place on November 10, 1444. The king of Poland tried to rush the Ottomans, and overrun the Janissaries and take the Sultan prisoner. The Janissary body guards killed the king, and the Ottomans won the battle. The left flank, a total of 5,000 men in five banners (or battalions), was led by  Michael Szilagyi, and was made up of Hunyadis Transylvanians, Bulgarians, German mercenaries and banners of Hungarian  magnates. Behind the Hungarians, closer to the Black Sea and the lake, was the Wagenburg, defended by 300 to 600 Czech and  Ruthenian  mercenaries under hetman Ceyka, along with Poles, Lithuanians and Wallachians. Every wagon was manned by 7 to 10 soldiers and the Wagenburg was equipped with  bombards. The Ottoman center included the  Janissaries  and levies from  Rumelia  deployed around two  Thracian  burial mounds. Murad observed and directed the battle from one of them. The Janissaries dug in behind ditches and two palisades. The right wing consisted of  Kapikulus  and  Sipahis  from Rumelia, and the left wing was made up by  Ak? nc? s, Sipahis from  Anatolia, and other forces. Janissary archers and Ak? nc? light cavalry were deployed on the Franga plateau. The other Ottoman flank assaulted the Hungarians and Bulgarians of Michael Szilagyi. Their push was stopped and turned back; then Sipahis attacked again. Hunyadi decided to help and advised Wladyslaw to wait until he returned; then advanced with two cavalry companies. The young king, ignoring Hunyadis advice, rushed 500 of his Polish knights against the Ottoman center. They attempted to overrun the Janissary infantry and take Murad prisoner, and almost succeeded. But Wladyslaw had fallen in a pitfall in front of Murads tent and was slain by the  Janissary bodyguards, his head was cut off and later taken to the Ottoman court. The remaining Polish cavalry was destroyed by the Ottomans. One of their most important battles was the conquest of Constantinople, which took place on the Bosphorus, in 1453. Constantinople was the last Christian city within the Ottoman Empire. It was receiving supplies from Russia. The Ottoman army was led by the current Sultan, Mehmet II against the Christians, led by Constantine XI. This city was very important, because it was on a triangular peninsula on the Bosphorus separating Asia and Europe, and was in the center of the Byzantine Empire. In the siege of Constantinople, the Janissaries were ruthless and brave in their attacks, and had wave after wave trying to breach the wall. Whenever a comrade fell, another would pick him up, bring him back to safety, and go right back to the wall. â€Å"The Venetians shot at them with guns and crossbows, aiming at the one who was carrying his comrade, and both would fall; but then the others came to take these victims away, none fearing death, but willing to let ten be killed than suffer the shame of leaving a single Ottoman corpse by the wall. On April 28, 1453, the Janissaries were issued 2,000 ladders. That night, they set up all around the city, and they attempted to enter the city. Two hours before dawn, heavy cannon fire made a giant hole in the wall, and the Janissaries streamed through the wall and breached the city. When the city fell, so did the Byzantine Empire, and all of its land was the Ottoman’s. These battles are examples that demonstrate the value of the Ja nissaries. * * * The Millet System was put into place in 1454 by  Sultan Mehmet II  after he had conquered Constantinople and set himself to reorganize the Ottoman State as the heir of the Byzantine Empire. It was a system of confessional communities where each religion lived separately in its own town. Each religious group governed itself, and only had to answer to the Sultan. It was established to segregate the religions and to keep them from fighting among one another. When the Ottomans were taking over more and more Jewish and Christian land, Mehmet II realized that they needed a way to control the non-Muslim populations. The Sultan believed that that best way to control the crowds was to keep them apart altogether. They were national corporations with written charters, often of an elaborate kind. Each of them was presided over by a Patriarch (an eastern orthodox religious leader), who held office at the discretion of the Government, but was elected by the community and was the recognized intermediary between the two, combining in his own person the headship of a voluntary Rayah association and the status of an Ottoman official. The special function thus assigned to the Patriarchates gave the Millets the authority that the Patriarchates extended to the control of schools, and even to the administration of certain branches of civil law. The first groups to be under the Millet system were the Greeks and the Armenians. The Sultan relied on these officials to control these Christian populations, but the Patriarch answered to the Sultan. Later, the Sultans used this system for many other ethnic groups: â€Å"All the orthodox dyophysites, vis. Greeks, Bulgarians, Serbians, Albanians, Wallachians, Moldavians, Ruthenians, Croatians, Caramanians, Syrians, Melkites, and Arabs became associated under their represented chiefs, with the association of the Greek patriarch; while the orthodox monophysites, comprising the Armenians, Syrians, Chaldaeans, Copts, Georgians, and Abyssinians, became subject, under their respective chiefs, to the jurisdiction of the Arminian Patriarchy† Because the different groups were is olated, it was difficult for them to organize against the Empire. As a result, the cities of the Ottoman Empire were more peaceful. The general administrative systems of the state in the early centuries also prevented the fusion of different ethnic groups into larger political units†¦It was difficult in these circumstances for several related ethnic or linguistic groups to combine into one single social or political unit and establish numerical control over a specific region except for a few arias, such as Peloponnesus or the Aegean Islands where Greek settlements were compact. Thus, while the basic millet was universal and anational, the small community therefore produced, simultaneously, religious universality and local patriarchialism. The balance between religious universalism and ethno-cultural localism could be maintained as long as the economic a social organization remain intact, social mobility remained low, and the central government remained strong enough to maintain the status quo. † The taxes weren’t established by the Sultan, the local representative decided what the people would pay. They did, however, have to give a piece of it to the system. They were also easier to govern, because the Christian and Jewish leaders ran them on their own. The government made more tax money, and the Sultanate became more stable. The non-Muslims in the Millet system were useful. Some Christians and Jews were accomplished at things that the Muslims couldn’t do, or didn’t want to do. Many of the non-Muslims were traders and bankers and were able to increase the trade and finance of the Ottomans. They also became diplomats. â€Å"Dealing with foreigners was seen by strict Muslims as tainted and dangerous to the souls of those engaged in them. † The Janissaries were powerful and influential within the Ottoman army. They were pivotal in multiple battles, and were the first standing body of troops in the world. The Millet system gave the Ottoman society a useful way to control the non-Muslim population, and helped keep the Empire stable for a long time. It enhanced Ottoman society, and made the empire an easier place to live in. Both were necessary for the Ottoman Empire to be as successful as it was in the 15th and 16th centuries. Bibliography Adang, Camilla and Schmidtke, Sabine, Ed. , Controversies between Muslims, Jews and Christians in the Ottoman Empire and Pre-Modern Iran, Ergon Verlag Wurtzburg, 2010. Agoston, Gabor, Guns for the Sultan. Cambridge: Cambridge University Press, 2005. Agoston, Gabor, and Masters, Bruce Alan. Encyclopedia of the Ottoman Empire. New York, NY: Facts On File, 2009. Barber, Noel, The Sultans. New York : Simon and Schuster, 1973. Benjamin, Thomas, Encyclopedia of Western Colonialism since 1450. Braude, Benjamin and Lewis, Bernard, Ed. , Christians and Jews in the Ottoman Empire:   The Functioning of a Plural Society, Volume I – The Central Lands, Holmes amp; Meier Publishers, Inc. , 1982 Chary, Frederick B. The Ottoman Empire. Weapons and Warfare. Ed. John Powell, 2nd ed. 3 vols. Salem Press, 2010. Salem History Web. 1 Oct. 2012. Finkel, Caroline. Osmans dream: the story of the Ottoman Empire, 1300-1923. New York: Basic Books, 2006. Print. Goodwin, Godfrey, The Janissaries, Saqi Books, 1994. Pallis, Alexander, In the Days of the Janissaries:   Old Turkish Life as Depicted in the â€Å"Travel-Book† of Evilya Clelebi, Hutchinson amp; Co. , 1951. Peri, Oded, Christianity Under Islam in Jerusalem:   The Question of the Holy Sites in Early Ottoman Times, Brill, 2001 Roberts, M. , History of the World. New York: Oxford University Press, 1979. Shaw, Stanford J. , and Ezel Kural Shaw. History of the Ottoman Empire and modern Turkey. Cambridge: Cambridge University Press, 1976,1977. Sugar, Peter F. Southeastern Europe Under Ottoman Rule, 1354-1804.   Alibris Marketplace. Washington Press, n. d. Web. 04 Feb. 2013. Tallon, James N. The Ottoman Armies.   Weapons and Warfare. Ed. John Powell, 2nd ed. 3 vols. Salem Press, 2010. Salem History  Web. 01 Oct. 2012. [ 1 ]. Goodwin, Godfrey. The Janissaries. (London: Saqi Book Depot, 1997. ), 27. [ 2 ]. Agoston, Gabor, and Masters, Bruce Alan. Encyclopedia of the Ottoman Empire. New York, NY: Facts On File, 2009), 512. [ 3 ]. Agoston, Gabor, and Masters, Bruce Alan. Encyclopedia of the Ottoman Empire. (New York, NY: Facts On File, 2009), 138. [ 4 ]. Chary, Frederick B. The Ottoman Empire. Weapons and Warfare. Ed. John Powell, 2nd ed. 3 vols. (Salem Press, 2010. Salem History Web. 01 Oct. 2012. ) page 245 [ 5 ]. Agoston, and Masters,  Encyclopedia of the Ottoman Empire, 295. [ 6 ]. Shaw, Stanford J. , and Ezel Kural S haw. History of the Ottoman Empire and modern Turkey. (Cambridge: Cambridge University Press, 1976. ), 95. [ 7 ]. Goodwin,  The Janissaries. 8 ]. J. M. Roberts, History of the World. (New York: Oxford University Press, 1979. ), 289. [ 9 ]. Goodwin,  The Janissaries. 78 [ 10 ]. Goodwin,  The Janissaries. 27 [ 11 ]. Braude, Benjamin and Lewis, Bernard, Ed. , Christians and Jews in the Ottoman Empire:   The Functioning of a Plural Society, Volume I – The Central Lands, (Holmes Meier Publishers, Inc. , 1982) page 145 [ 12 ]. Braude and Lewis, Ed. , Christians and Jews in the Ottoman Empire, Volume I, 38 [ 13 ]. Ibid. 146. [ 14 ]. Braude and Lewis, Ed. , Christians and Jews in the Ottoman Empire, Volume I, 147 [ 15 ]. Ibid. 9

Book Report on Paper Towns by John Green Essay Example

Book Report on Paper Towns by John Green Essay Example Book Report on Paper Towns by John Green Essay Book Report on Paper Towns by John Green Essay Book Report Project in English By Claire Andrea Pascual – III-Arezzo Title: Paper Towns Author: John Green Genre: Young adult novel, mystery Characters: 1. ) Quentin â€Å"Q† Jacobsen – He is the protagonist and the one who is telling the story. He is childhood friends and neighbors with Margo, who he also had a crush on ever since they were children. As the years passed, their contact with one another has decreased. As the story progress, he tries to unfold clues he thinks Margo intentionally left for him when she went missing. 2. ) Margo Roth Spiegelman – Margo is Quentin’s childhood friend/neighbor who runs away from home. She was pursued by Q. She thinks planning out adventures is more fun than doing them. She was one of the popular kids in school before she ran away. 3. ) Marcus â€Å"Radar† Lincoln – He is one of Q’s best friends. He maintains a website called Omnictionary (which is very similar to Wikipedia). His parents own the largest collection of Black Santas. He assists Quentin in the search for Margo. 4. ) Lacey Pemberton – She’s been Margo’s best friend since kindergarten. Margo felt that Lacey had been very undermining throughout their entire friendship. She is also involved with searching for Margo. . ) Ben Starling – Another one of Q’s best friends who helps in looking for Margo. He becomes Lacey Pemberton’s boyfriend. Summary: â€Å"Quentin Jacobsen has spent a lifetime loving the magnificently adventurous Margo Roth Spiegelman from afar. So when she cracks open a window and climbs back into his life- dressed like a ninja an d summoning him for an ingenious campaign of revenge- he follows. After their all-nighter ends, and a new day breaks, Q arrives at school to discover that Margo, always an enigma, has now become a mystery. But Q soon learns that there are clues- and they’re for him. Urged down a disconnected path, the closer he gets, the less Q sees the girl he thought he knew. † Official Summary Synopsis: The story took place in Orlando, Florida and it started in a subdivision called â€Å"Jefferson Park†. Quentin, the protagonist and narrator, and Margo, his friend and neighbor, who were both nine years old at that time, went to the park and discovered the rotting corpse of Robert Joyner, one of the citizens of the subdivision who was divorced then committed suicide. The story then fast-forwarded to when they’re both in high school and they’ve both grown apart. One night, Margo showed up at Quentin’s bedroom window wearing all-black apparel and black facepaint. She convinced Quentin to follow her plan, sneak out using his parents’ car and go around town at night so he can help her get revenge on people who she thinks have hurt her. They first visited Margo’s ex-boyfriend, Jase, who was allegedly cheating on her with a girl named Becca. Margo made Quentin call Becca’s father and tell him that Jase and Becca are having sex in the basement. They then broke into Becca’s house, graffiti a blue ‘M’ on their wall and left a fish with a message for Becca. Next, they visited the person who told Margo that her boyfriend was cheating on her. She left the person a bouquet of flowers. This character was only mentioned once throughout the story. They then went to Jase’s house, broke in, left a fish with another message and a blue ‘M’. They visited a character named Lacey next. Margo felt that Lacey was not being a good friend to her, despite them being friends since kindergarten. She was constantly undermining her with seemingly harmless comments that she interpreted as subtle, backhanded insults. She left a fish in her car with a message, then sprayed a blue ‘M’ on the roof of her car as well. At 3:15 in the morning, they went inside the SunTrust bank building and relaxed for a short while. Margo said their town is a â€Å"paper town†, describing it as â€Å"fake† and â€Å"not even hard enough to be made of plastic†. When they left the building, Margo asked who Q wanted to take revenge on, and Q chose Chuck Parson, a bully in their school. They snuck into his house, used hair removal cream on one of Chuck’s eyebrows to remove it, and then proceeded to slather Vaseline on all their doorknobs. They escaped and then broke into SeaWorld, but Margo was disappointed because the animals weren’t there. They went back to their respective houses around the time they’re supposed to be waking up for school. All Quentin thought about the next day was how things have changed. He wondered if Margo will start hanging out with him and his friends, but she didn’t even show up in school that day. After Margo has been missing for three days, her parents filed a report. Margo’s parents were more frustrated than worried, because Margo already ran away five times in the past so they thought she’ll eventually come back. After learning that Margo ran away, he noticed a poster of Woody Guthrie attached to the back of the shades in her room. The poster led him to a song called Walt Whitman’s Niece, which then led him to a book of poems, Walt Whitman’s Leaves of Grass. There were sections in the book which were highlighted that led Q to believe that Margo intentionally left these for him to find. He then used these clues to find out where she was. He then found a piece of paper with an address on it. He and his friends skipped school the next day to go to the address indicated in hopes of finding Margo or at least, have an idea where she was. The address led him to a mini-mall which contained evidence that Margo was actually there. Eventually, the clues made Q believe that Margo may be hanging around one of the many abandoned subdivision projects around Orlando. His mother calls them â€Å"pseudodivisions†. After searching these â€Å"pseudodivisions†, he concluded that she was not there. While getting ready for graduation, Q discovered something which led him to believe that Margo was hiding in a fictional town in New York called Agloe. Q, Ben, Radar and Lacy all skipped graduation to drive to New York to look for her. They drove from Orlando, Florida all the way to New York just a bit short of twenty-four (24) hours. They found Margo in an old, dilapidated barn and they tried to convince her to go back. She reacted negatively when they found her, which offended Ben, Radar and Lacy. They left Margo and Q behind to spend the night in a motel, giving them the opportunity to talk to each other. She decided to stay in New York. Q wanted to stay with her but he returned to Florida with his friends in the end. Personal Review: I give it an 8. 5/10. It is one of my favourites, although there were a few points which made me rate it a bit lower. I loved the quotes and references there, there were a few funny moments, the suspense of where Margo was hiding in the story made me not put the book down, but the ending was quite the downer. I didn’t expect it to end that way, which if you look at it, makes the entire journey almost meaningless. What I loved about this book is how the characters were differently portrayed, and the way Q came off to me was that he really was just a normal teenager living in America, which makes his book more realistic. Margo is an interesting character, and she has a lot of good and bad points, so she is actually more human compared to other female protagonists. I also liked the format of the book when they were already on their trip to New York to look for Margo; it really felt like the clock was ticking and I could feel the tension, excitement and suspense building up to the final moment. All in all, it was a really good read, and I would recommend it to people who like a bit of thinking about possible outcomes while they read.

Princess Hijabs Graffiti Essay Example | Topics and Well Written Essays - 250 words

Princess Hijabs Graffiti - Essay Example As pointed out in the most general definitions, graffiti is considered as drawings or writings scratched, sprayed, scribble, painted on a flat surface, such as walls of buildings, mostly of public possession, billboards, jail cells, walls of garages etc. In fact, Princess Hijab's work meets the criteria of graffiti as well. Firstly, her works are painted in public places, such as streets and public transport, on billboards with various advertising campaigns. Secondly, as it has been mentioned above, they are created to attract attention to a particular problem in the society and express some sort of resistance.Graffiti may be regarded as an art form based mostly on aesthetic criteria. In particular, unlike simple tags on walls on inside the public transport, more complex paintings require imagination and planning and comprise such artistic elements as composition, color, line, shape, form etc. In addition to this, complex graffiti is painted using technique and skills possessed by ar tists only. Also, graffiti may be considered as an art form due to the fact that the society has recognized it for today, some works, for example, by such artists as Banksy, are shown in different galleries and even are purchased for great sums of money.At the same time, graffiti may be also considered as vandalism. The main argument is, in fact, comes from the definition of graffiti itself. More specifically, by definition, graffiti is a drawing painted without permission on the property of other people or public property.

Should schools help students think indiviually Essay

Should schools help students think indiviually - Essay Example The argument whether school’s should teach uniformity or encourage to think individually was settled in the character of the new teacher Mr. Keating who was unlike other teachers who does not stick to the syllabus whose teaching style is different. He instead use poem and encourage his students take risk even that means breaking rules to make their â€Å"lives extraordinary†. He even introduced the idea of Carper Diem of letting the students decide what is good for them. There are two philosophers who encouraged independent thinking – they were Thoreau and Emerson. Both delved into transcendental philosophy through the exploration of the higher dimension of the self through non-conformity (Emerson) and simplicity (Thoreau). Self-reliance as put forth by Emerson and Thoreau is the independence of the self that does not subscribe to the â€Å"foolish consistency [which] is the hobgoblin of little minds, adored by little statesmen and philosophers and divines† (Emerson) and independence which is free from any unwarranted neediness that enables one to appreciate existence better as articulated by

Anthropology of humor Assignment Example | Topics and Well Written Essays - 750 words

Anthropology of humor - Assignment Example Humor is a part of our day-to-day life and people use humor while conversing, imagining, and observing. Humor is also beneficial as it gives social, psychological, and material advantages to the persons who make humor. Humor is soothing for pain, grief, anxiety, and nervousness. Mcgraw and Warren are of the view that â€Å"humor is a positive and adaptive response to benign violations. Humor provides a healthy and socially beneficial way to react to hypothetical threats, remote concerns, minor setbacks, social faux pas, cultural misunderstandings, and other benign violations people encounter on a regular basis. Humor also serves a valuable communicative function† (1148). Humor whatever may it be is not innocent; it reveals as much as it hides. Also, humor does not actually produce aggression, it is not unrelated to aggression. Gruner, Humor and Aggression There have been so many attempts by philosophers, scientists, critical theorists, and comedians to theorize humor and delin eate its intricacies. There are several theories, which try to interpret humor. What is humor? What is its social function? What ought to be considered as humor? Humor theorists have tried to find answers to all the above questions and beyond. These theories try to understand all sorts of humor by assuming some antecedents, like incongruity, tension release (Freud) or superiority (Gruner). However, the problem with them is that they speculate humor as an outcome of some tragedies. According to Gruner, â€Å"[p]rostitution could serve as the subject matter in a joke in order to make fun of others besides the girl and her client† (122). Humor, even it is on some people only, is always related to the society as a whole. Therefore, humor could reveal the social unconscious and the traces of repressed aggression within it. Many times, apparently, â€Å"the subject matter is sex [of humor], but the object of ridicule the conceited nature of both a young man and a young womanâ€⠄¢ (italics original) (Gruner, 126). Certainly, humor is an attack, a rebellion against the conceited nature of transactions in a non-transparent society. Charles R Gruner has offered a deep-going superiority theory of humor. He has contributed a lot in conceptualizing the humor. The central theme of Gruner’s theoretical formulation regarding the complexities of humor is that ‘much sexual humor is can also profit in humorousness by its active ingredient of aggression. That is, if both aggression and sexual content each make for good jokes, a combination of the two adds up to double enjoyment.† (emphasis original) (127). He equates humor with a game and firmly believes that there are winners, losers, and spectators in humor. Gruner is of the view that ‘sexual humor is one of the most prevalent and best-enjoyed kinds of humor† (127). Gruner's Superiority Theory of Humor has three fundamental assumptions. First, in the entire humorous situation there will be a winner and a loser. This notion is compatible with the human nature. Gruner believes that human beings are always competitive in their mind. In addition, humor has substituted the actual fight. Through humor people are competing with each other for hundreds of years. The winner, in Gruner’s notion, always makes fun of the loser. If we go to any talk show there we find comedians, who winners, making fun of politicians and elites, who are considered as losers.

What is the Turning Point in Romeo and Juliet?

What is the Turning Point in Romeo and Juliet? In this essay I am going to analyse act 3 scene 1 of Romeo and Juliet to work out why it is the turning point of the play. I will analyse the characters; historical context; the structure of the play; the main characters and the language used by William Shakespeare. I will also analyse how Shakespeare built up tension within the audience. I have read the play and have watched the original movie directed by Zeffirellis and the modern version directed by Lurhmann. By watching both the traditional and the modern version I now have a clearer interpretation of the message that Shakespeare wanted to put across. It is acceptable for the play to be modernised as it gives the message to a different audience in a way that they can understand. Both of the versions were unique but they still carried the same message which is that love is blind and that although there are many different types of love, they can all lead to disaster. The genre of the play is a tragedy and this is clearly shown throughout the play especially in act 3 scene 1. The Capulet and the Montague families are both feuding. They are fighting because Romeo had gate-crashed the Capulets party; he gate crashed the party because he was hoping to see Rosaline, who he wanted to see as he thinks he loves her. Romeo has the personality of any other teenager and is prone to getting into fights. The weather was to blame for many of the fights as it was extremely hot and this was making many people agitated, so maybe if the weather was cooler Mercutio would not have been as argumentative and the fight would never have started. Also, if Romeo had not gate-crashed the party Tybalt would not want revenge. Also, if Romeo had stayed with Juliet, Tybalt and Mercutio would have just fought to let out their anger and nobody would have died but Romeo turned up just at the wrong point which meant Tybalt stabbed Mercutio. Romeo did not want to fight; in fact his original intention was to stop the fight and this was because he was now related to Tybalt so he did not want to hurt one of his relatives but he could not control himself after Tybalt had killed Mercutio and ended up fighting with Tybalt. Before the fight Romeo says to Tybalt Either thou or I must go with him and he is trying to implement the fact that Mercutio has only just died and one of them must join him. Even if the fight had not taken place and Romeo had not killed Tybalt, Romeo and Juliet would still not be able to live happily as the two families would still be fighting and would not agree with their marriage. Benvolio says The day is hot, the Capels are abroad, And if we meet them we shall not escape a brawl, For now, these hot days, is the mad blood stirring. This is very much foreshadowing what is to come as the minute the two families meet a fight does start. Benvolio highlighted twice that the weather was very hot and this was because Elizabethans believed the heat made men angry and they thought that there was even more of a chance that there would be a fight as the weather was hot. In the eyes of the audience this was the start of things to come as this was the start of the turning point of act 3 scene 1. This tells the audience what would happen if the two families meet but what the audience do not know is that the two families do meet which would have built up tension in the audience. The way that Shakespeare puts Mercutio in the fight is showing that act 3 scene 1 is the turning point of play. This is because it is completely changing Mercutios character as he is always harmless and full of life and would never get into a fight, and would certainly not start one. This change to Mercutios character affects the play greatly because if there was no fight Mercutio would not be killed, which would of not triggered the fight between Romeo and Tybalt. This would then mean that Romeo would not be banished as he would not kill anyone. This would change the outcome of the play dramatically as Juliet would know where Romeo was and they could put a plan together to decide what they were going to do next. Before Mercutio died he said A plague aboth houses! By saying this he was wishing the worst luck on both of the families as they are both as much to blame as each other for the fighting and all of the fall outs over the years. Shakespeare had used the plague as this was something that was spreading throughout the time the play was written and if a family caught it their future did not look good. This was also dramatically foreshadowing the future of the two families as even though the audience didnt know it, this is what was going to happen; both families were going to have a great loss. Romeo is another character that Shakespeare dramatically changes throughout act 3 scene 1 to show that this scene is the changing point of Romeo and Juliet. One way that Shakespeare uses Romeo to show that this scene is the turning point is in the change in his attitude. At the start of the play Romeo just wants to be left alone as he his thinking about Rosalyne, and then there is a point at the party where he gets back to his normal self and then falls in love with Juliet and this changes his thoughts and personality dramatically as he changes his views and thoughts on the Capulet family. He realises that if he wants his marriage to be successful he needs to make friends with Juliets family. But by the end of act 3 scene 1 this has changed completely and Romeo ends up killing Tybalt who was Juliets Cousin, a Capulet. This is what completely changed the outcome of the play as Romeo is banished for killing Tybalt which ends eventually in Romeo and Juliet both dying. This is why Romeo was the main cause for act 3 scene 1 being the turning point of the play. Throughout act 3 scene 1 Shakespeare uses very dramatic and powerful language. One example of this is when Tybalt says thou art a villain this is aimed at Romeo. At the time the play was written this was intended as a very serious insult and was like calling him the lowest of the low an extremely bad person. Shakespeare uses this to show that this point in the play is changing the rest of the play. By Tybalt saying this to Romeo it is making it look as if all of the problems are caused by Romeo and he is the cause of the pain and suffering. This shows us that Romeo has changed; he is not seen as the one who stays away from the fights and wants to stop them happening; he is now seen as one of the people to start them. Another example of Shakespeare using dramatic language is when Romeo says But love thee better than thou canst devise. He said this to Tybalt and he meant that he loves Tybalt in a way greater than he could imagine meaning he is now related to Tybalt as he is married to Juliet, Tybalts cousin. This is dramatic irony in the play as the audience knew that Romeo is married to Juliet but no one else does apart from the Nurse and Friar Laurence. By Romeo saying this it is showing how the marriage was affecting the lives of everyone. The marriage was the reason that Tybalt killed Mercutio as if Romeo had not of been with Juliet he would not have left her and interrupted the fight which would not have caused Tybalt to stab Mercutio. Romeo says My very friend, hath got his mortal hurt. In my behalf; my reputation staind. Romeo is saying that Mercutio has been killed on his behalf. This is because the Capulets wanted to have revenge for Romeo gate crashing their party. This is the reason the fight started and if there fight had not have started Mercutio would not have been killed. So because of this Romeo is now blaming the death of Mercutio on himself even though it is clear that it is not his fault as he didnt turn up until the end of the fight. This is another way that we are shown act 3 scene 1 is the turning point of the play as all of the characters feelings and thoughts keep changing dramatically throughout act 3 scene 1. The stagecraft of the play is another way that act 3 scene 1 was shown as the turning point to the play. One way that this was shown was the way that Shakespeare showed someone being stabbed. The actor would wear a pigs bladder under his clothes, this would be full of blood and when another actor touched this with their sword it would burst and the blood would come out making the actor look as if he had been stabbed. This was very gory but very effective making the audience believe the actor had actually been stabbed. This was used in act 3 scene 1 when Mercutio was stabbed and would have dramatically affected the audiences mood and feelings this would have been because they would have felt as if the actor had really died and it would have affected them as they would of felt as if they had just watch someone die. This would have also entertained the audience as the Elizabethans loved blood and gore and would be something that they would want to see in a play. In conclusion, Act 3 scene 1 has many reasons that show it is the turning point to Romeo and Juliet and this is shown by Shakespeare using the way the characters feelings and thoughts change throughout the act 3 scene 1. Also the way that Shakespeare used dramatic language to change the thoughts and tension in the audience. The fight between Tybalt and Mercutio completely changed the outcome of the play this was because this fight led to Tybalt killing Mercutio which led to another fight between Tybalt and Romeo which ended with Romeo killing Tybalt. This then meant Romeo had to be punished and this is done by banishing him from Verona which meant when Friar Laurence and Juliet made a plan for them to live together, the details dont get to Romeo and in the end they both end up killing themselves which lead to the play ending as a tragedy. So if the fight in act 3 scene 1 had not taken place the ending to the play would not have been so sad. This is why act 3 scene 1 is definitely the turning point to the play as it seriously changed the rest of the play. I have analysed the language used by Shakespeare and how he used language to change the mood of the audience and show that act 3 scene 1 is the turning point in Romeo and Juliet. I have also analysed the way that Shakespeare used characters and stage craft to show this. After analysing these points I think without act 3 scene 1 Romeo and Juliet would not be a tragedy as it would not have ended in the way it did.

HEA ACT :: essays research papers

In our society, there are many obstacles that face students who are trying to obtain a college education. First, the student has to do well in high school, pass the S.A.T.’s, and be able to afford to pay for a college education. For those who can’t afford to pay for college there is Financial Aid. But what if financial aid was taken away from students based solely on one minor drug offense? I will address several reasons why I believe the Souder Amendment is unethical and why it should be repealed.   Ã‚  Ã‚  Ã‚  Ã‚  The Souder Amendment was developed by Rep. Mark Souder that denies financial aid to students with a drug conviction. This amendment is in total contradiction of the Higher Education Act which was developed in 1968 to provide financial aid to over 7 million students each year. Financial Aid was invented to provide financial assistance to students who come from low income families. Seeing how financial aid is solely based on the families financial household income, the money that is awarded to the family should not be in jeopardy if being taken away due to the students prior drug offense. By using this offense as a consequence to committing a drug related crime, it introduces many obstacles for middle class people, 2 minorities, and it ignores the most widely abused drug on college campuses - alcohol.   Ã‚  Ã‚  Ã‚  Ã‚  Working class students are the majority of people that attend college on scholarships and financial aid. While in school, experimentation may introduce itself as something that should be done while attending college. The consequences of allowing yourself to fall victim to drinking or taking drugs previously only had the consequence of a tremendous hang over the next morning. If caught by an official abusing drugs or alcohol, detainment would normally occur and several minor measures would be met to ensure the diversion of attempting to â€Å"experiment† again. But now that the Souder Amendment has been drafted, that one offense prevents a student from obtaining anymore government financed money to attend school. This is unethical to me because after the student realizes their mistakes and suffers the embarrassment of getting caught, they now have the burden of trying to obtain money to continue to pay for school. Quickly raising several thousands of dollars to pay for their next semester rarely happens and they are forced to take a semester off of school to save up so they can enroll the following semester.

M.A. English

Each course British Poetry British Drama British Novel Aspects of Language will comprise one assignment of 100 marks. This assignment be tutor marked. Aims: The TMAs are conceffred rrainly with assessing your application and understanding of the course material. You are not required to reproduce chunks of information from the course material but to use the skills of critical appreciation that you may have acquired during the course of study. These assignments airn to teach as well as to assess your performance.Please ensure that you read the texts and the ccompanying study guides that we have prepared for you. Let rne repeat: you must read all the texts prescribed. Do make points as you go along. It there is anything you do not understand, please ask your Counsellor at the Study Centre for clarification. Once you are able to do the assignments satisfactorily, you will be ready to take the exam Nith confidence. Instructions: Before attclnpting the assignment please read the following instructions carefully. 2 3 Read the detailed instructicns about the assignments given in the Programme Guide Elective Courses.Write your roll 1 ro. aflle, full address and date on the top right corner of the first page of your response sheet(s). Write the Course Title, Assignment Number and the Narne of the Study Centre you are attached to in the centre ofthe first page ofyour response sheet(s). The top of the first page of your response sheet should look like this: Use only foolscap size paper for your response and tag all the pages caref-ully. Write the relevant question nuinber with each answer.You should write in your own handwriting Submission: T'he completed assignment should be sent to the Coordinator of the Study Centre allotted to you ty 3tr† March, 2aL4 gar Juty 2013 Session) and 30'h Sept 201 i (for January 2014 Session). Please react the instructions given in the Programme Now read the following guidelines carefully before answering the questions. GUIDELINES FOR T MA You will find it useful to keep the following points in mind: 1. Planning: Read the assignment carefully. Make some points regarding each question and then rearrange these in a logical order.And please write the answers n your own words† Do not not reproduce passages from the units. 2. 0rganisation: Be a little more selective and analytic before drawing up a rough outline of your answer. In an essay-type question, give adequate attention to your introduction and conclusion. The introduction must offer your brief interpretation of the question and how you propose to develop it. The conclusion must summarize your response to the question. In the course of your answer, you may like to make references to other texts or critics as this will add some depth to your analysis.Make sure that your answer: ) is logical and coherent; b) has clear connections between sentences and paragraphs; c) is written correctly giving adequate consideration to your expression, style and presentation ; d) does not exceed the number of words indicated in your question. 3. Presentation: Once you are satisfied with your answers. you can write down the final version for submission, writing each answer neatly arid underlining the points you wish to emphasize. You may be aware that you need to submit your assignment hefore you can appear for the Term End Exams.Please remember to keep a copy of your completed ssignment, Just in case the one you submitted is lost in transit. Good luck with your work! Note: Remember the submission of ussignment is precondition of permission of appearing in examination. If you have not submitted the assignment in time you will not be allowed to appear in examination. MEG-OI: BRITISH POETRY Programme: MEG Max. Marks: 1 Ast code: MEG-OI ,TMA12013-1 4 In a conventional class your teacher would have discussed your assignment with you, pointed out what made a good essay and what a bad one. We have done exactly the same thing in Unit 52 of the British Poetry (M EG-OI) course.Read it carefully and discuss it with your counselor and class-fellows at the Study Centre. Thereafter decide upon a topic, i. e. a period or literary group in the history of British poetry. you may, if you wish, select a topic from the list given in sz. z. t (p. 70) in Block X. Alternatively, you could write on a British poet of your choice. you may write on a poet discussed in the units, i. e. on the syllabus, or even a poet we have not discussed in detail such as Robert Burns, G. M. Hopkins, R. S. Thomas, Ted Hughes or Seamus Heaney. You may have heard some of our lectures on The Movement, Philip Larkin nd Ted Hughes on the EduSat.It may now be available on e-gyankosh on wmw. ignou. ac. in You have yet another choice. Write an essay on a famous poem in English literature. Having decide upon your topic, do your research and then read section 36. 5 in Unit 36 in Block VIII for a model essay and a format for presentation. you may learn how to present your term paper/se ssional essay from 36. 5. You must not quote from unacknowledged sou rces. To sum up, write an essay on a period or a literarv group in British poetry or a British poet or a British poem in about 3000 words on the model provided in 36. (in unit 36).The full marks for the essay is 100. We look forward to reading your sessional essay. Sincerely yours Teacher MEG-02: BRITISH DRAMA (Based on Blocks 1-9) Programme Code: MEG Assignment code: N{EG-02 120 1 3-201 4 Maximum Marks: Answer the fbllowing questions in 300 words each. Discuss 2. the plot ot Dr. Faustus. l{ow would you rate A Mid,cummer Night's Dream 3. Clomment on the indecisive bent of mind of Hamlet. (10) 4. What features make Alchemisl an allegory? 5. How is Playboy relevant as a comedy? today? 6. Comment on Pygmalion as a Shavian play. 7. What fbatures make Murder in the Catherlral a poetic drama? 8.Conrnrent on the title of 9. Waiting. tttr Discuss the theme of Look Back in Anger. 10. Irrorn among the plays you have read cho ose any one that you have liked giving reasons lor your choice.Trace the development of modern English fiction with specific referenc6 to the major shifts in literary perspective during the nineteenth century. 20 2. Would it be correct to say that in Tom Jones, Fielding considers mariage to be a ere socio- economic arrangement under which women feel continuously suppressed?Discuss. 3. Discuss the metaphor of the web in the context of events and people relating to Bulstrode in Middlemarch. 4 Suggest the political and artistic implications ot placing the Orientalist paradigm. 5. How does Realism ftnd expression in ofl Passage to British fiction of the 1960s? Base your answer on your understanding of The Prime of Miss Jean Brodie. MEG. 04: ASPECTS OF LANGUAGE course code: All questions are compulsory Write short notes on any two of the following. Competence and performanceLangue and parole Conversion as a morphological device Falling tone and rising tone the conclusion India within sta ge. brietly the history ot language planning snowing clearly the tocus at each Give your own definiti* of language. What are the characteristics of human communication and how is it different from animal communication? 20 What is foregrounding? Discuss this in terms of deviant examples from your reading of literature. ‘Pick out your own examples; say how they are deviant, and what is the impact on the reader. What is the difference between pure vowels and diphthongs? How do you describe both?

Why Chinese Mothers Are Superior

In the article, â€Å"Why Chinese mothers are Superior, Chua describes her efforts to give her children what she describes as a traditional, strict â€Å"Chinese† upbringing. ] This piece was controversial. Many readers missed the supposed irony and self-deprecating humor in the title and the piece itself and instead believed that Chua was advocating the â€Å"superiority† of a particular, very strict, ethnically defined approach to parenting. In fact Chua has stated that the book was not a â€Å"how-to† manual but a self-mocking memoir. In any case, Chua defines â€Å"Chinese mother† loosely to include parents of other ethnicities who practice traditional, strict child-rearing, while also acknowledging that â€Å"Western parents come in all varieties,† and not all ethnically Chinese parents practice strict child-rearing. Chua also reported that in one study of 48 Chinese immigrant mothers, the vast majority ‘said that they believe their children can be â€Å"the best† students, that â€Å"academic achievement reflects successful parenting,† and that if children did not excel at school then there was â€Å"a problem† and parents â€Å"were not doing their job. ‘ Chua contrasts them with the view she labels â€Å"Western† – that a child’s self-esteem is paramount Amy makes it clear that the Asian kids are not born smart (For the most part, at least) It is hard work and training from the parents that shapes the children into these wonder kids. To prov e her point she lists up a number of things that her daughter were never allowed to do, such as: * Have a play date * Watch television or play computer games * Attend a school play. And so on.. Prohibitions that seems totally unreasonable for us â€Å"westerns†, as she loosely has named us. Throughout the text she covers several perspectives on parenting, which of a few I surprisingly agree on. Most of her viewpoints I deeply disagree with though and is far from my idea about proper parenting. Each time she lists up one of her perspectives, she compares the Chinese perspective with the Western perspective. She does this in a very subjective manner I think. She is very clever rhetorically. At some parts of the text, I actually caught my self being very close to getting dragged towards her side. I found it quite amusing to feel the power of pathos, but at the same time a bit daunting. According to Amy, the main difference between Chinese parents and Western parents is the way they see their children. Western parents believe that respecting their children’s choices, their individuality and always encouraging them to pursue their true passions is the way. In contrast, Chinese parents believe that preparing their children for the future, and.. Why Chinese Mothers Are Superior Children all over the world are raised in hundreds of different ways. Some parents strive to get a successful child, some are more casual, and some parents even relive their youth through their kids. China is on the running course with the rest of the world, and when it comes to creating masterminds, China is way ahead of everyone else. Should we follow, or should we simply go on the way we always have? In the article â€Å"Why Chinese Mothers Are Superior† by Amy Chua, we’re informed about the differences between the western way of raising children and the Chinese way.She is a Chinese mother herself, and from her perspective she explains how she has raised her children by excluding them from every social activity, both within school, but also during their extracurricular.Her opinions are pretty clear, and she doesn’t hesitate to express how much she thinks her way of raising children is better than the western way. She explains that not all Chinese mothers are l ike her â€Å"Conversely, I know some mothers of Chinese heritage, almost always born in the West, who are not Chinese mothers, by choice or otherwise†1.Throughout the article, she states that the western way of raising children is not as good as the Chinese, and even though some western parents think they’re strict towards their children, it’s nothing compared to the Chinese idea of strict â€Å"†¦even when Western parents think they’re being strict, they usually don’t come close to being Chinese mothers. (†¦ ) my Western friends who consider themselves strict make their children practice their instruments for 30 minutes every day. An hour at most.For a Chinese mother, the first hour is the easy part. It’s hours two and three that though†2. This proves that she truly thinks that she, and the rest of the hardworking Chinese mothers, are superior. Throughout the article, she also resorts to studies, that have examined the opi nions of 50 western women and 48 immigrated Chinese women, all mothers. â€Å"Almost 70% of the Western mothers said either that â€Å"stressing academic success is not good for children† or that â€Å"parents need to foster the idea, that learning is fun†Ã¢â‚¬ 3.The opinion of the Chinese mothers was a whole different story, though â€Å"By contrast, roughly 0% of the Chinese mothers felt the same way†4. Dragging these studies into her article doesn’t only make her reliable, she also argues very well for her case. The fact that she is a professor at Yale Law School also backs up her reliance. Being a professor for future lawyers usually requires being good at arguing, which she certainly is.In her article, she has included stories and experiences from her own life, in which she was also raised the Chinese way: Play to be the best, or don’t play at all. The first experience she explains is how her father used to call her names when she was disres pectful towards her mother â€Å"†¦ when I was extremely disrespectful to my mother, my father angrily called me â€Å"garbage†Ã¢â‚¬ 5, but she also states that she was never negatively affected by his name-calling â€Å"I felt terrible and deeply ashamed of what I had done.But it didn’t damage my self-esteem or anything like that†6. Throughout the article, she uses humor even though she seems to be a strict lady, that doesn’t waste time messing around â€Å"One guest named Marcy got so upset she broke down in tears and had to leave early. My friend Susan, the host, tried to rehabilitate me with the remaining guests†7. This shows that she does, even though it might be a bit hard to detect, have a sense of humor. She is pretty subjective in this article, since she assumes that every Chinese child is an A-class student.This is, though a bit of a paradox, since she in the start of the article wrote that not all Chinese mothers are the same â₠¬Å"If a Chinese child gets a B – which would never happen – there would be a screaming, hair-tearing explosion. †8. She is convinced, that a Chinese parent can treat their child in any way they want to, calling them names and forcing them to do things, they don’t want to do, whereas western parents can’t be critic at all or demand anything of their child without ruining the self-esteem of their child â€Å"Chinese mothers can say to their daughters â€Å"Hey fatty – Lose some weight.†By contrast, Western parents have to tiptoe around the issue, talking in terms of â€Å"health† and never mention the f-word, and their kids still end up in therapy for eating disorders and negative self-image†9. In the modern world, it’s all about stepping up and making a name for yourself, no matter if you’re on Wall Street or a part of the underground music revolution. Many years ago, China’s economy was a wreck, peopl e starved and you had to be the best to survive.Call it Darwinism, but these people had to fight to be something, and I think this is how this Chinese way of raising children was created, and we learned from Amy’s article, that Chinese children are still raised this way. If a young child is brilliant at for example an instrument and a video is posted on Youtube and it goes viral and people hear about it, they sometimes ask â€Å"Is the kid Asian? †. Then people laugh, but it’s funny because it’s true!The Chinese, not to speak of rest of Asia, has conquered a big part of the market for manufactured products, and everywhere you go you see the stamp â€Å"Made In China†. No wonder if everyone in China raise their children like Amy does. When all this is said, I think children should be allowed to be children. It’s healthy for them to create social bands, but if they’re cut out from all social activity by their parents, they will automati cally become the outcast in their class.This is why we on American high schools always see white and black kids hang out together, but the Asians are usually for themselves. It’s natural to make boundaries for your child, the child should know the difference between right and wrong, but should definitely not learn that socializing is wrong. Maybe Amy didn’t get damaged in the process of being perfected by her parents, but I’m sure not every Chinese child is like her. We keep talking about leaving a better planet for our children – But how about leaving better children for our planet? Why chinese mothers are superior â€Å"Nothing is fun until you’re good at it.† That statement is the essence of the Chinese way of parenting. Studies show, that Chinese parents spend about 10 times as long as Western parents on academic activities with their children on a daily basis. But the question is, will all that discipline and those high expectations really create content and successful adults or does it in fact create children who will eventually resent their parents?The article was brought in The Wall Street Journal in 2011 and it is written by Amy Chua’s and from her point of view. She is a professor and a mother of two. She believes in the Chinese way of parenting – that discipline and expecting nothing less but perfection from your children, will eventually create happy and successful adults. In the article she argues for the reason why the Chinese upbringing is successful. She is married to a Westerner and therefore she has recognized three big differences in the Chinese and Western parental mind-sets.Amy believes these three differences to be the reason why Chinese children have a tendency to perform better at school. First of all, she thinks that Western parents are too concerned with their children’s self-esteem. As she says it: â€Å"Western parents are concerned about their children’s psyches. Chinese parents aren’t. They assume strength, not fragility, and as a result they behave very differently.† This statement is somewhat true. Western parents have a tendency to tiptoe around an issue; because they are petrified they might hurt their child’s feelings or damage their child’s self-esteem.If you expect your children to be fragile, they most likely will become fragile. If you on the other hand expect strength, and that they can handle the truth without getting a damaged self-esteem, they will be strong. But as always there must be moderation in all things. Amy Chua says: â€Å"That’s why the soluti on to substandard performance is always to excoriate, punish and shame the child. The Chinese parent believes that their child will be strong enough to take the shaming and to improve from it.†Punishing your children for a disappointing performance at school by castigating the child is very far from the Western parental mind-set. If you are disappointed in your children, it is better to be honest with them and tell them you know they can do better and what you expect of them in the future. It is unnecessary to lambast your children. It seems, that in Amy Chua’s mind respect and fear is the same thing, which in my mind seems hopelessly out of date.You should not fear your parents; instead they should be the ones in whom you could always seek comfort and support. Amy Chua has a completely different mind-set on where children are in the social hierarchy, which is the next big difference between Chinese and Western upbringing.Amy Chua believes that the second big difference between Chinese and Western upbringing is, that Chinese parents believe their kids owe them everything. In this part she uses her husband as an example of what a Westerners view is: â€Å"It’s parents who foist life on their kids, so it’s the parents’ responsibility to provide for them. Kids don’t owe their parents anything.†This is an opinion most Westerners share. It is a culture difference. It is  not only the Chinese culture, but also the Muslim, Jewish etc. that have this type of social hierarchy, where it is the older you are, and the higher status you have. Amy Chua may exaggerate when she says Chinese children owe their parents everything, but a lot of Westerners could learn to show more respect towards the elderly people. We could learn something from each other’s way of parenting, even though they are opposite of each other.In the next part Amy Chua points out the last big difference between the two very different ways of parent ing. â€Å"Third, Chinese parents believe that they know what is best for their children and therefore override all of their children’s own desires and preferences.† To explain the reasoning behind this statement, Amy tells a story from her own life, when her  daughter refused to play a piano piece because it was too hard. But Amy made her do it and in the end she did it and performed it perfectly. To a certain degree, it is okay for parents to make their children do something they do  not want to, because it takes practice.What you have to be careful about is keeping them away from the things they want to do. If they have a desire to something, not allowing them will only enhance that desire, and in the end that might cause some kind of drastic reaction from their part. Once again it is a really big difference between the Chinese and the Western mind-set. Western parents usually encourage their children to pursue their desires and support their decisions, whereas the Chinese parents believe they know what is best for their children.The fact that Western parents allow their children to do what they want with their lives, makes the Chinese parents think that Chinese parents care more about their children, because they won’t let them turn out badly. On the other hand, Westerners think that Chinese parents are callous people, who do not let their children be children. Amy think’s that is a misunderstanding on both sides, because as she says: â€Å"All decent parents want to do what is best for their children. The Chinese just have a totally different idea of how to do that.† Amy respects both ways of parenting, but it is oblivious throughout the article that Amy Chua believes the Chinese way of parenting is the right way to go.Amy Chua’s views on parenting might be slightly provoking to a lot of people, but she argues well for the reasoning behind it. In the article it seems that there are no consequences of the Chine se parental mind-set. But there always is. There is a possibility that Amy Chua’s way of parenting might cause her children to resent her at some point, when they realize that not every parent is like that. Also undermining the creative subjects like gym and drama is not the way to go.A lot of studies show the importance of creativity in a child’s life and exercise is crucial for children as well. It is also important to remember that the social intelligence is just as important as  the logical one, and maybe more. When the children are going to job interviews etc. it is very important to be socially qualified, and they won’t learn that by being kept away from sleepovers, play dates and so on. There are definitely consequences of the Chinese way of upbringing that Amy describes, just as well as there is of the Western way.Even though Amy is an advocate of the Chinese way of parenting, she does not glorify it. She uses humour and exaggeration to engage the read er for example: â€Å"If a Chinese child gets a B – which would never happen – there would first be a screaming, hair-tearing explosion.† She amplifies a lot in the examples she uses in order to emphasize just how different Western and Chinese parents are. An article is not engaging if it only consists of statistics and surveys. But like Amy does use those statistics and surveys to back up her own story. By doing that, the story becomes more believable. As readers we are much more interested to hear a personal story that is part of a greater hole.Amy also engages the reader by making a bold headline: â€Å"Why Chinese Mothers Are Superior†. When we read that we instantly feel a desire to know why and which arguments she has for making such a statement.The article ends with a summary of the contrast between the Western and Chinese parental mind-set. Both are very positive, but still very different. In that way Amy enlightens how both ways of parenting can be equally as good. The message of the article is that we should learn from each other’s way of parenting, and just because one environment is different, does not mean it is not equally as loving and nurturing as the other.

Persuasive Essay on How Students Should Get Paid for Good Grades

Persuasive Essay on How Students Should Get Paid for Good Grades Writing a persuasive essay on students getting paid for good grades is not an easy thing to do, but at the same time, it is not an impossible type of essay paper to write either. This is because with the right organization and the right type of arguments, you can easily end up with a great essay paper of this kind. The first stage of organizing writing this paper is to begin with the preliminaries by looking for the content for the title page and writing it down. The word arrangement on the title page and the type of details to be included on the title page usually depends on the citation style being used to complete the essay paper. This is so because each citation style dictates the type of details that should be on the title page and also how these details should be arranged. Details seen on most title pages are those that enable the lecturer or reader to identify the piece of work that has been written and identify the individual who wrote the work. When composing the main body of an English essay of any type, it is important to follow a liner arrangement, which enables the reader to catch the story from its beginning, as well as how it develops to the end. This therefore implies that before writing the essay, you must have a clear line of argument to be stated in the thesis statement, so that when writing the body of the essay paper, the other arguments included in the body of the paper will support the main argument of the entire paper. When composing the introduction of this essay, the writer should keep in mind that the reader will be expecting to see two sections of the introduction, which must both be written in a clear way. The first part of the introduction should contain a few general statements about the subject of the essay, especially designed to help the reader fully concentrate on the essay paper, while attempting to explain why the writer has decided to write the essay and even in some cases explain the benefits of the essay. The second part, which is usually a single sentence, should be the thesis statement that has specific topic subdivisions and indicates how the subject will be explored throughout the essay paper. Once you get the introduction correct, it will be easier to write the body paragraphs of the essay paper, which should all have ideas that lead to the conclusion of the paper. Are you still struggling with essay writing on this topic? Dont hesitate to visit our custom essay writing service now!

Air lines industry Research Paper Example | Topics and Well Written Essays - 5000 words

Air lines industry - Research Paper Example Introduction Air travel in the US is a complex industry, whereas its flow aspect – the airlines – is liberalized economically. The airline industry is prone to many guidelines. Moreover, the reimbursement aspects, work regulations and capital of the airline industry still reflect approximately fifty years of political power and protection (Smith & Cox, 2008). The airline industry needs lasting decision-making since it is highly capital demanding. For instance, decisions such as hire, building airport infrastructure, developing route systems or buying aircraft have multi-decade inferences and require large capital investments. Consequently, accounting data in the airline industry is not likely to be the solitary forecaster of future growth opportunities. The 1978 deregulation of the industry eliminated the shields that protected airlines from ecological ambiguity and market rivalry, for example economic recessions and fuel price increases. Hence, following deregulation, it might be difficult to see the clear connection between the firm’s stock proceeds and managers' actions in the airline industry. Moreover, these factors advocate that non-financial approaches might have significant information concerning managerial actions, not enclosed in financial measures. This necessitates including them unreservedly or explicitly in compensation deals which decreases the risk borne by airline managers (Srinivasan, et al, 1998). The decade of the 1980s was a chaotic era for the commercial aviation division in the United States. The deregulation of the American commercial aviation sector in 1978 had totally modified the features of civil aviation in the nation. Prior to deregulation, the federal government had noteworthy influence over routes and fares. Conversely, following deregulation, liberated rivalry steered in a new period in passenger air travel. Airlines discarded smaller cities, assumed ‘hub’ cities, competed with new less signific ant airlines that had entered the market and possibly most essential, decreased passenger fares noticeably. The resultant effects of deregulation, however, proved to be more spectacular for the airlines (Siddiqi, 2009). Ultimate problems affect the industry despite considerable gains of economic liberalization. A number of these problems are transitional, the enormous modifications needed by the end of a half century of severe directive. The regulated airline cartels obtained returns on capital that were supposed to be sensible. Nevertheless, these returns factored in high costs that would frequently not exist in a competitive market. For instance, the airlines’ unionized personnel, founded and reinforced under regulation, gained liberal salaries and unproductive work policies compared with expectation in a competitive market (Smith & Cox, 2008). Major Financial problems The returns of the airlines have not been proportionate with the incomes. For instance, the twelve main U. S. airlines moved from a net profit of $72.5 million in 1955 modest as compared to their $ 1.5 billion of working incomes through a sequence of less gainful years, which comprised a general loss for 1961. At the end of 1962, with net profits of roughly $40 million on revenues of $3.0 billion, the carriers were considerably behind their 1958 and 1959 situations, which effected mainly from non-jet operations (Kerley, 1967). Dempsey (2008) indicates that

Neo-Confucianism Research Paper Example | Topics and Well Written Essays - 250 words

Neo-Confucianism - Research Paper Example Neo-Confucianism was developed as a response to Confucianism, Daoism, and Buddhism. Due to the mystical and superstitious influence of Daoism and Buddhism on a huge portion of Confucianism, neo-Confucianism set out to generate a more rationalist and secular version of Confucianism. Chu Hsi, who is believed to be the first pioneer of neo-Confucianism, wanted a belief system that played more on an ethical philosophy then spiritual development or religious enlightenment. Dunyi accomplished this by completely abandoning the mystical characteristics that Confucianism had originally adopted from Daoism and Buddhism, thus creating neo-Confucianism. However, despite rejecting Daoism and Buddhism beliefs, neo-Confucianism still borrowed terminology and concepts from the two spiritual paths. The greatest characteristic of neo-Confucianism was the total rejection Taoism and Buddhism, which contained beliefs that were prevalent in Confucianism. The main principle of neo-Confucianism, which can be categorized as rationalistic and humanistic, is that â€Å"it was up to man to create a harmonious relationship between the universe and the individual (Craig 552).† Furthermore, there were also two primary schools of thought: Cheng-Zhu and Yangmingism. Cheng-Zhu school taught that human nature is good, but is not considered to be pure unless action is taken to purify one’s life. Yangmingism taught that the best place for an individual to seek is within themselves, as opposed to an outside force or deity. The most noticeable impact of neo-Confucianism on Chinese civilization was that it was established as state ideology, bumping Buddhism out of place as the dominant