Free Essays on Pygmalion

Rappaccini’s Daughter and Eliza Doolittle are two young women who are trying to find there way in life. Although they are maturing in different environments they are both hampered in there search by society as well as a few individual men. This is illustrated in the short fiction Daisy Miller by Henry James, and in the play Pygmalion by Bernard Shaw. Daisy Miller is a fiction about a young expatriate in Europe. Daisy is a very beautiful intelligent young women who attracts the attention of many young men. Daisy is very flirtatious and being that she is from America she is much more open with the young men around her than is believed to be permissible at the time. This causes her many problems both with a man who she is in love with as well as with the society around her. The other expatriate Americans are slowly repulsed by her not wanting to be associated with someone who has as bad a reputation as Daisy. Pygmalion is a play about a young flower girl in England who is taken up by a professor of phonetics. Eliza is a very poor young wretch who is trying to survive on her own by selling flowers on the street. She goes to Professor Higgins hoping to buy lessons to improve her speech and get a better job. Higgins is intrigued by her and makes a bet with another man that he can pass her off as a duchess. The rest of the play is about Eliza’s struggle to adapt to her newly found status in society. The women in Daisy Miller were very cruel to Daisy, treating her like she was a floozy and a bad person. The first woman in the play is Winterbourne’s aunt who refuses even to meet Daisy. â€Å"I must decline the honour of her acquaintance. I am an old woman, but I am not too old- thank Heaven- to be shocked!† This is what Mrs. Costello tells Winterbourne when he asks her to meet Daisy. She says this because Winterbourne tells her that he may take her to the Castle Chillon, when he has only known her a few minutes. Mrs. Costello cannot... Free Essays on Pygmalion Free Essays on Pygmalion Rappaccini’s Daughter and Eliza Doolittle are two young women who are trying to find there way in life. Although they are maturing in different environments they are both hampered in there search by society as well as a few individual men. This is illustrated in the short fiction Daisy Miller by Henry James, and in the play Pygmalion by Bernard Shaw. Daisy Miller is a fiction about a young expatriate in Europe. Daisy is a very beautiful intelligent young women who attracts the attention of many young men. Daisy is very flirtatious and being that she is from America she is much more open with the young men around her than is believed to be permissible at the time. This causes her many problems both with a man who she is in love with as well as with the society around her. The other expatriate Americans are slowly repulsed by her not wanting to be associated with someone who has as bad a reputation as Daisy. Pygmalion is a play about a young flower girl in England who is taken up by a professor of phonetics. Eliza is a very poor young wretch who is trying to survive on her own by selling flowers on the street. She goes to Professor Higgins hoping to buy lessons to improve her speech and get a better job. Higgins is intrigued by her and makes a bet with another man that he can pass her off as a duchess. The rest of the play is about Eliza’s struggle to adapt to her newly found status in society. The women in Daisy Miller were very cruel to Daisy, treating her like she was a floozy and a bad person. The first woman in the play is Winterbourne’s aunt who refuses even to meet Daisy. â€Å"I must decline the honour of her acquaintance. I am an old woman, but I am not too old- thank Heaven- to be shocked!† This is what Mrs. Costello tells Winterbourne when he asks her to meet Daisy. She says this because Winterbourne tells her that he may take her to the Castle Chillon, when he has only known her a few minutes. Mrs. Costello cannot... Free Essays on Pygmalion Look again at the ‘At Home’ scene. How does Shaw make this amusing for the audience? I think that the ‘At Home’ scene is one of Shaw’s most amusing in ‘Pygmalion’. It is Eliza’s first outing in polite society. I will proceed to discuss and analyse the points that I feel make it amusing for the audience. The scene (Act III) begins with Mrs Higgins expecting visitors. It is her at-home day. Henry, her son, arrives unexpectedly. Her first words to him are amusing in themselves because instead of welcoming him with open arms as most mothers would do she says to him in dismay:- ‘What are you doing here today? It is my at-home day: you promised not to come’. She carries on throughout Act III scolding him and treating him like a naughty boy not to mention reminding him of his manners. Higgins... ‘What the devil do you imagine I know of philosophy?’ Mrs Higgins (warningly)... ‘Or of manners, Henry?’ It is hilarious that a mother would be talking to her adult son like that even more so when Henry is trying to teach Eliza manners. When the Eynsford Hills arrive Higgins tries to leave but is too late and is introduced to them. He recognises their voices but cannot remember where he has met them. The same happens when Eliza arrives and the Eynsford Hills feel they have met her before but do not recognise her as the poor flower girl. ‘I feel sure we have met before, Miss Doolittle. I remember your eyes’. It is most amusing that none of the adults recognise each other. Eliza has been primed to try to keep to two topics, health and the weather. She tries her best at first but causes some surprise when she speaks about the strange circumstances of her aunt’s death. Shaw creates a comic effect as Eliza lapses into cockney slang, her speech lessons have somewhat ‘gone out the window’. ‘But it’s my belief they done the old woman in’. ... ‘They all thought she was dead; but my fat...

About Semiramis Also Known as Sammu-Ramat

About Semiramis Also Known as Sammu-Ramat Shamshi-Adad V ruled in the 9th century BCE, and his wife was named Shammuramat (in Akkadian). She was a regent after her husbands death for their son Adad-nirari III for several years.  At the time, the Assyrian Empire was considerably smaller than it was when later historians wrote of her. The legends of Semiramis (Sammu-Ramat or Shammuramat) are likely embellishments on that history. Semiramis at a Glance When: 9th century BCE Occupation:  legendary queen, warrior (neither she nor her husband, King Ninus, is on the Assyrian King List, a list on cuneiform tablets from ancient times) Also known as: Shammuramat Historical records Sources include Herodotus in his 5th century BCE. Ctesias, a Greek historian and physician, wrote about Assyria and Persia, opposing Herodotus history, publishing in the 5th century BCE. Diodorus of Sicily, a Greek historian, wrote Bibliotheca historia  between 60 and 30 BCE.  Justin, a Latin historian, wrote Historiarum Philippicarum libri XLIV, including some earlier material; he probably wrote in the 3rd century CE. Roman historian Ammianus Marcellinus reports that she invented the idea of eunuchs, castrating males in their youth to be servants as adults. Her name appears in the names of many places in Mesopotamia and Assyria. Semiramis also appears in Armenian legends. The Legends Some legends have Semiramis raised by doves in the desert, born the daughter of the fish-goddess Atargatis. Her first husband was said to have been the governor of Nineveh, Menones or Omnes. King Ninus of Babylon became captivated by the beauty of Semiramis, and after her first husband conveniently committed suicide, he married her. That may have been the first of his two biggest mistakes in judgment. The second came when Semiramis, now Queen of Babylon, convinced Ninus to make her Regent for a Day. He did so - and on that day, she had him executed, and she took the throne. Semiramis is said to have had a long string of one-night-stands with handsome soldiers. So that her power would not be threatened by a man who presumed on their relationship, she had each lover killed after a night of passion. Theres even one story that the army of Semiramis attacked and killed the sun itself (in the person of the god Er), for the crime of not returning her love. Echoing a similar myth about the goddess Ishtar, she implored the other gods to restore the sun to life. Semiramis is also credited with a renaissance of building in Babylon and with the conquest of neighboring states, including the defeat of the Indian army at the Indus River. When Semiramis returned from that battle, the legend has her turning over her power to her son, Ninyas, who then had her killed. She was 62 years old and had ruled alone for almost 25 years (or was it 42?). Another legend has her marrying her son Ninyas and living with him before he had her killed. Armenian Legend According to Armenian legend, Semiramis fell in lust with the Armenian king, Ara, and when he refused to marry her, led her troops against the Armenians, killing him. When her prayers to raise him from the dead failed, she disguised another man as Ara and convinced the Armenians that Ara had been resurrected to life. History The truth? Records show that after the reign of Shamshi-Adad V, 823-811 B.C.E., his widow Shammuramat served as regent from 811 - 808 B.C.E. The rest of the real history is lost, and all that remains are stories, most certainly exaggerated, from Greek historians. Legacy of the Legend The legend of Semiramis attracted not only the attention of Greek historians but the attention of novelists, historians and other storytellers through the centuries since. Great warrior queens in history have been called the Semiramis of their times. Rossinis opera, Semiramide, premiered in 1823. In 1897, the Semiramis Hotel was opened in Egypt, built on the banks of the Nile. It remains a luxury destination today, near the Museum of Egyptology in Cairo. Many novels have featured this intriguing, shadowy queen. Dantes  Divine Comedy  describes her as being in the Second Circle of Hell, a place for those condemned to hell for lust:  She is Semiramis, of whom we read /  That she succeeded Ninus, and was his spouse; /  She held the land which now the Sultan rules.

Security Management ( Essay Example | Topics and Well Written Essays - 1750 words

Security Management ( - Essay Example All in all a complete security picture has been painted through this report. Security in the current scenario of ever-changing geo-political situation is the major talking point of any high profile event. This is due to the nature of damage any security lapses bring in such an event, both financial and moral. The report describes a detailed insight of security arrangements made for a high profile event. The event under discussion is a family festival in the capital of a small yet important country named Pakistan. The festival, takes place on the eve of Christmas, many dignitaries including the members of the American conciliate are invited. Hence the need for maximum security arrangements has been felt and a team of security consultants have been called in from the U.S.A. The detail of the event along with the security arrangements made to tackle any kind of a contingency has been chalked out in this report. Also, features like VIP movement and other factors have been highlighted. All in all, this report outlines all the measures that have been taken for the smooth running of this family gala, which takes place in a country where the security conditions are not ideal. Before coming to the actual arrangements, it is very important to know the gravity of the situation and the kind of the event that has to be handled. Only then one can understand the need for security measurements needed at the venue. As briefly stated before, it is a carnival for Christian families living in the federal capital of Pakistan. As Pakistan is a Muslim country, this is not a holiday season and therefore normal life routines are not halted for Christmas. This festival is an invite only event with many VIPs on the guest like the ambassadors of U.K and U.S. Since the invites have been sent already, the background check on all the guests has been carried out using the help of local law enforcing agencies. Any

Margaret Beaufort School Essay Example | Topics and Well Written Essays - 2000 words - 1

Margaret Beaufort School - Essay Example 33). The most notable external factor is the sector of the school. The environment depicts the people who make-up the population near the school as well as the economic activities around the school. The people determine the growth of the school and the behavior that the children get to develop. For instance, sale of drugs in the community that the school is a part of may become a negative influence. The children are a product of the community that surrounds them. The system, therefore, should be free from drugs and crime in order to create straight students who are ready to learn. The first comment relates to the external factor of pastoral care and the relocation of a new head in a bid to achieve academic success. The second observation tends to illustrate on the role of two leaders in the institution and their particular roles in the creation of a change in the culture of the institution. The community does not live in seclusion from the rules that govern the whole nation which the community forms part. Therefore, any positive change and that which is made with the aim to create an upsurge in performance and consequently falls within the rules of education should be applicable. The only uncertainty is the time since it may take a bit longer for the shift to settle. The factor depicts whether the school is a private school or a public school. Study illustrates that private schools tend to comprise a more teacher-student chemistry more that the public institutions (Kortmann, 2012, p. 17). The most probable reason is that the private schools tend to work on the performance of the students so that they can remain in business. Therefore, the factor that the school is a public one determines the performance of the students and the seriousness the teachers tend to put into their work. The size of the school may be subject to immigrations and other factors that may vary the number of either the students or the

Great Expectation Essay Example for Free

Great Expectation Essay Compare the filming techniques used in Pips first meeting with Miss Havisham with two adaptations of Charles Dickenss Great Expectations  The two film clips that this essay will be based on, and comparing, is a version by Julian Jarrold which appeared on TV screens in 1999 and a much older cinema appearance by David Lean from 1946. The first noticeable difference is that the earlier film is played in black and white and therefore has certain lighting limitations and, as a result of technological disadvantages, has limited camera shot availability. However, there are a number of useful factors available for analysis. Both films attempt to build up a sense of mystery and increasing tension all the way through the scenes and the task in hand is to focus in on all the different types of filming techniques used to do so. On the whole, the 1999 version is darker than the 1946 edition and this increases the tension factor. Each scene takes us from Pip entering Miss Havishams room to when he leaves and incorporates all of the insults and belittling from Miss Havisham and Estella, although even this is played differently in the two films; David Lean makes very obvious insults as though Estella is actually telling him he is lower than her yet in Jarrolds version Estella either insults Pip to Miss Havisham or to herself in an undertone. There are six main techniques used by each director which this essay will analyse, they are: shot types and framing-how each camera shot affects the mood of the scene, camera angles and lens movement-how the camera is positioned and what bearing that has on the scene, editing, music and sound effects-the backing sounds and its effect on the viewer, costumes-what each actor is wearing and what it does for the characters personality/appearance, lighting and visual effects-how the light and dark areas of the screen portray different ideas. Firstly, there are a few similarities between both scenes Shot types and framing/Camera angles and lens movements/Editing. The first is that both incorporate a long shot as Pip enters to show the huge room in front of him and show that this room really is intimidating as Pip looks tiny compared to the huge open space ahead. Secondly, both films show Pips reaction as a close up shot after the insults from Estella, this gives the viewer a real sense of pity for Pip and shows us what exactly is going through his mind at the time. The final similarity is as the game of cards unfolds, both films fade into the game to show a passing of time and both use an extreme close up to show us what is happening and, Miss Havisham is sat high on a chair in the middle, with Pip and Estella on the floor either side, with a medium shot, making Miss Havisham look very dominant and the children look almost patronised. The 1999 version has a lengthy amount of time when Pip is wondering around the room looking at certain objects, building up mystery and tension, which Jarrold misses out and skips from Pip entering straight to his conversation with Miss Havisham. This added section has a mixture of medium close ups, close ups and extreme close ups, but all the way through the shots are positioned a bit higher than Pip so it gives the audience the idea that somebody has a watchful eye on him, and this, to a certain extent, is almost creepy, certainly builds up mystery and also borderlines on scary. For example, when Pip is walking past the dummies the camera is high up so it is as though the viewers are looking through Miss Havishams eyes. The other main camera uses are when Pip sees Miss Havisham in the mirror, she looks virtually ghost like and it is almost scary, but just before she appears, its looks again as though he is being watched, and as Miss Havisham waves her arm to tell Pip to play, there is a close up of her arm to show her dominance and shortly after a close up of Pips face to show the confused reaction. This section of the scene is very clever camera work by Jarrold, and really does freak the audience out. Both films use shot types, framing, camera angles, lens movement and editing differently, but there a number of specific differences between the two. When the two films join back up, there are many different camera uses and consequences of such. In the 1946 version, there is a long shot as Pip walks up to Miss Havisham and a medium close up as they talk to one-another and as Pip advances further, the camera moves in an arc to keep him and Miss Havisham on the picture at the same time. When they are closer, it allows an even closer shot than before of their faces and therefore portrays both expressions and the reactions to each others expressions individually. An addition to this version of Great Expectations is how the camera zooms in on a cobweb covered bible to show the lost faith of Miss Havisham, and explain to the audience that something terrible has happened earlier in her life to make her do so. A two shot of Miss Havisham and Pip is on screen, and, as Estella joins the camera slides horizontally to follow her in. As Estella whispers in Miss Havishams ear there is a two shot to portray Miss Havishams expression. When Miss Havisham asks Pip his opinion of Estella he is made to whisper it in her ear but as he does so there is a medium close up showing all three expressions at the same time, i.e. Pips horror as Miss Havisham tells Estella what he has just said and Estellas delight of hearing such approving words. As Pip approaches the gate to go home, there is another fade in to show more time has passed by. This can be compared with the 1999 version which has a much briefer conversation between Pip and Miss Havisham as much time is spent when Pip walks around, but, when Pip is whispering about Estella, the camera zooms in on Estellas face to show her reaction after being praised by Pip. Finally, when Pip and Miss Havisham are talking, there is a two shot of them to show each reaction as each person says something.

Men in Bowler Hats and Women in Great Dresses Essay examples -- Volunt

Men in Bowler Hats and Women in Great Dresses The day was grey and heavy; snow, in great drifts, lined the brick way. The brick and concrete halls loomed in the horizon; the years of the past century seemed to descend upon me as a curtain. Men in bowler hats and women in great dresses seemed more appropriate than my khaki cargo pants or leather jacket. The brick became concrete; and, I walked the path down the hill, past the great elms, and into the Sackett building. Wandering up the stairs, down halls, and finally finding the appropriate room, I entered and greeted the ruckus of the Best Buddies’ organizational meeting. For those unfamiliar with Best Buddies, it is an organization of committed students who champion the interests of men and women with intellectual disabilities. However, Best Buddies is a humble organization; the organization emphasizes personal relationships and bonds of friendship over great initiatives of policy or mass demonstrations. The students who serve recognize the significance of such efforts but wish to participate in a more direct long term response. Working in several volunteer organizations, Best Buddies and the challenges confronted by both buddies and students most clearly underscore, for me, the growing need to recognize the role of volunteer organizations. To affect lasting change, students who work with disadvantaged children and people with disability must create lasting bonds, perennial bonds. Big Brother and Big Sister, Best Buddies, and the United Way all recognize this need and ask volunteers to commit to the cause for at least a year. For children in broken homes and people with disabilities, you need to establish trust. Only from a basis of trust, can a volunteer understand,... ...ry contributions the problems of society. Allowing children and adults from broken homes or with disabilities the opportunity to live fruitful lives, in part, must result from committed organizations of citizens, dedicated to weathering the inevitable heartbreaks of hard lives. So to my classmates and fellow volunteers, I urge you to remain committed and increase the awareness of the need for long term service. We Americans must recognize the need for civil society and restore a place for it; otherwise, we sanction the continuance of the great sorrows of society. We abandon what hearts, time, and hands can do and relegate our responsibility to the limits of foundations and money. As I walked away in the snow and wind, a sense of continuity filled me. My classmates and I joined a long tradition, reaching back beyond men in bowler hats and women in great dresses.

Women in Combat

Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638 Women in Combat Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638 Women in Combat Women In Combat â€Å"From Kelly Flinn to G. I. Jane, controversy has raged in recent months over whether women are fit for military service† (Brown 326). In the articles â€Å"Women Unfit for Combat? Au Contraire! † and â€Å"Women are not a Warrior Class,† both authors convey their thoughts on women in combat. Both authors give many reasons why or why not women should be allowed to fight in combat. Timothy Brown, the author of â€Å"Women Unfit for Combat? Au Contraire! gives many more strong examples to argue his case than the author of â€Å"Women are not a Warrior Class† and, consequently, has a more persuasive essay. In an effort to discourage women from considering combat rolls in the military, Paul Hackett, one of the authors of â€Å"Women are not a Warrior Class,† made this bold statement in his argument, â€Å"Can women master the skills and strategies of combat as well as men? Yes. Can women mentally endure the rigors of combat as well as men? Yes. Can women meet the physical rigors of combat at the level required by the U. S. orces and in particular the U. S. Marine Corps? Absolutely not! † Is it fair to assume that women are incapable of having the stability to fight in combat? Brown uses the women commandos of Nicaragua who fought for their country to argue his point that if given the opportunity and encouragement, American women could effectively perform well in combat. Since the beginning of time, women have been viewed as the weaker sex. Through the years, the stature of women in society has grown, leading a way for women to become not the male’s possession but his equal. This is not true all the time, especially when dealing with women in combat. James Collins another author of â€Å"Women Unfit for Combat† argues that when women are put in life threatening conditions, many of them would rise to the challenge, but he doesn’t believe that women should be allowed to be on the front line in combat. As Brown explains, anyone who wants to fight on the front line for his/her country should be able to, regardless of sex. Women have proved themselves to be fully capable in doing most jobs a man can do. It’s not an issue of who is better. â€Å"In terms of the demands of infantry warfare, women have proved themselves capable of fighting under even the most arduous of conditions† (Brown 327). According to Elizabeth Cady Stanton, â€Å"all men and women are created equal† (WIC). Brown supports this statement made by Stanton by using personal experiences of women such as Angelica Maria. â€Å"A legend among her male peers, Angelica Maria then continued as commander of her almost all-male platoon until, wounded in ombat for a seventh time, she was forced to seek medical attention† (Brown 326). Hackett on the other hand says â€Å"The marine Corps grunts are the Olympic gold medallists when it comes to combat. If for the sake of diversity and political correctness we want to include a women in combat, then consider the cost of that decision: the silver medal in combat is defeat† (Hackett 329). The reality that Hackett can actually believe that a woman i n combat would lead to defeat is absurd and degrading to the entire female population. As Brown believes, women should be able to fight for their country, without being demoralized while doing so. Not only does Timothy Brown convince his readers that woman in combat is more than just about women’s rights and morals. He convinces his readers that women in combat are about the ability to make dreams come true is what really matters. By doing so, he is paving the way for many other men and women to speak their mind on this very important issue and also helping women progress in the field of combat. Bibliography Work Cited Brown, Timothy C. â€Å"Women Unfit for Combat? Au Contraire,† The Structure of Argument. 1994. Bedford/St. Martin’s Collins, James, Paul L. Hackett, Bill Norton. â€Å"Women are not a Warrior Class,† The Structure of Argument. 1994. Bedford/St. Martin’s The New American Desk Encyclopedia Penguin Group, New York, 1998 Women’s History in America Presented by Women’s International Center (WIC) www. wic. org/misc/history. htm Word Count: 638

Morbid place Essay

Pip thinks that Magwitch looks as though he is ‘eluding the hands of the dead people, stretching up cautiously out of their graves, to get a twist upon his ankle and pull him in. ‘ There is a gibbet where a pirate had once been buried in the marshes and Pip looks at Magwitch ‘†¦ as if he were the pirate come to life, and come down, and going back to hook himself up again. ‘ Dickens makes the reader wonder if that is how Magwitch is going to meet his end. The descriptions from Pip are very eloquent and show us that he has a wonderful imagination. In Dickens’s time, criminals (and a person could be called this just for stealing a loaf of bread for his/her family, or committing some sort of petty crime) were thrown into prison or put in hulks. Hulks were old naval ships that had been converted into prisons; the convicts were shackled so that there was less chance of escaping. If a person escaped from a hulk s/he was transported to Australian on a ship that had atrocious living conditions, many people dies from disease or malnutrition before they arrive din Australia. People were thrown into the debtor’s prison when they got into any debt, even if they only owed a little bit of money. The person in debt was imprisoned indefinitely until the person who they owed the money was satisfied. Many debtors died in these prisons because of the terrible living conditions. This is extremely different to how it is now, and so the modern reader doesn’t understand the situation. Today almost everyone is in some sort of debt; mortgages, loans, overdrafts, and yet no one is thrown into prison for it. Magwitch speaks as though he’s not very educated. He says â€Å"wittles† when he means ‘victuals’, â€Å"partickler† instead of ‘particular’ and â€Å"percooliar† when he should say ‘peculiar’. Dickens uses phonetics to show his dialect and colloquialisms. This makes Magwitch seem not very sophisticated. The ‘younger’ Pip’s dialogue shows that he has had some sort of education as it’s a lot more educated than Magwitch’s: â€Å"If you would kindly please to let me keep upright, sir, perhaps I shouldn’t be sick†. But when compared to the ‘older’ Pip’s dialogue, we can see that he became more educated: â€Å"It was a dressing-room†¦ and prominent in it was a draped table with a gilded looking-glass. † Miss Havisham and Estella seem to speak ‘posh’ and rather snobby. When they are playing cards Estella says: â€Å"He calls the knaves Jacks! † She obviously thinks that her way of talking is proper. Dickens shows the reader how the different classes spoke in Victorian times; from the poor and uneducated (Magwitch) to the wealthy and refined (Miss Havisham). We don’t see much of Estella and Dickens leaves the reader asking questions; who is the young and pretty girl and what is she doing in such a morbid place? But what we do see isn’t very nice. Although she is a beautiful girl she is very vindictive. â€Å"†¦ what coarse hands he has. And what thick boots! † She makes Pip feel ashamed of himself and doesn’t even say his name; she talks as if she is speaking about him to someone else, as if she could never lower her standards enough to talk to such a common ‘thing’. ‘She put the mug down and on the stones of the yard, and gave me the bread and meat without looking at me, as insolently as if I were a dog in disgrace. ‘ She isn’t satisfied until she makes Pip ‘lean against the wall and cry’ and watched him twist his hair with bitter frustrations. Miss Havisham is unusual because although aged, she is not married. In Dickens’s England a woman was expected to get married and then look after her husband and children for the rest of her life. This was necessary because women relied on their fathers, then their husbands. Without a husband how would a woman survive if her father died? Or ran into debt? This is another situation were that the modern reader finds unusual. These days, women have equal rights and do not need to get married. Dickens makes us feel some kind of consideration for Miss Havisham during our first meeting with her: ‘†¦ The bride within the bridal dress had withered like the dress, and like the flowers†¦ ‘ She seems like an injured soul and we comprehend why when she says her heart is â€Å"broken! † The reader wonders how come Miss Havisham is in her unmarried state and this makes us feel sorry for her. She lives in the dark, keeping all the light out as if she can’t bear to face the world. Then the reader’s attitude towards her changes when we realise that Miss Havisham just wants Pip for a plaything and we begin to feel less kind towards her. When she goes as far as telling Estella to â€Å"beggar him† and â€Å"break his heart† we definitely we definitely start to dislike her. The reader doesn’t feel that Pip is safe with her. The differences between the happenings now and in ‘Great Expectations’ make the modern reader surprised and mystified, but still able to relate to Pip’s story. ‘Great Expectations’ is can still be related to today because at some point, everyone goes through the struggles that Pip must battle. It shows that assets and wealth do not change who people are inside, and that finding one’s self can be a long tedious process until finally everything becomes clear. Dickens wrote ‘Great Expectations’ as a way for him to introduce himself into his writing; many aspects of his life can be found in the book, making it very autobiographical. It was also a way of making his feelings known about the social issues in England in his time. He tells the reader not to judge people, as appearances are very deceptive. The ‘moral’ of the story seems to be that no matter how you change your outward appearance and how much you educate yourself, you can’t change who you really are.

DBQ ESSAY essays

DBQ ESSAY essays Children in society today, as many centuries ago, are shaped by the opinions thrust forth upon them by the adults they live alongside. Experiences of most children in the 16th through 18th centuries were shaped by the differing and continuous views of the adults they were living with in their certain time periods. Adult views and their subsequent effects on children were all changing in the sixteenth, seventeenth, and eighteenth centuries. In the sixteenth century adults had a pessimistic view of children, and therefore treated them harshly, while expecting many things out of them. Robert Clever, a Calvinist, whom was influenced by his religon concerning how children should be treated, points out that children are born with a wrong doing heart and are drawn towards evil (1). This man, of the upper class points out the lack of trust between the adult and the child, and how children need to be shown to be good via education, but that until then the child is evil. Lady Jane Grey recalls upon her experiences in the 1530s as having to be perfect around adults and having to do things to the utmost standards, or else she would have physical punishment inflicted upon her. This shows all that was expected of children and the consequences of their failure to achieve this ideal set forth by the adults. Lastly, in the sixteenth centuries, the pessimistic view of children resulted in their harsh treatment because, as Bartholo mew Batty pointed out in 1581 how parents beat their children, inflicting discipline in violent ways, which shows the violent and harsh disciplinary actions put forth on the children during this time. Because of the negative thought towards children in the sixteenth century, they were treated violently and punished harshly. In the seventeenth century, more positive adult views towards children at the time emerged, and less seemed to be expected of children, as they were given more room for error ...

The Story Behind Words for Hair Color

The Story Behind Words for Hair Color The Story Behind Words for Hair Color The Story Behind Words for Hair Color By Mark Nichol The conventions for referring to hair color are tousled. Why is it that we refer to someone with light-colored hair as a blonde (and, rarely, a blond) but we call someone with red hair a redhead? Why are blonde and brunette spelled two ways? Blond and its feminine form blonde, both from the Latin word blundus (â€Å"yellow†) by way of French, may have in turn come from a Frankish word that could be related to Old English blondan, â€Å"to mix,† which shares its origins with blend. Blond is usually employed as an adjective, the term as a noun for a man with blond hair, by contrast, is rare. Because blonds and blondes are more likely to be fair-skinned as well as fair-haired, the term is also associated with light complexion. The presence of both masculine and feminine forms for blond/blonde and brunet/brunette is due to their French (and ultimately Latin) roots, as it were, as opposed to the Germanic origins of black and red, the words for the other major hair colors, which have a neutral form. Normally, English might have jettisoned one gendered form for blond/blonde. However, the venerable theme in popular culture of the blonde-haired woman as more sexually attractive and available (as well as flighty, shallow, and dimwitted), as compared to females with hair of another color, has caused the noun form blonde and brunette to endure. The numerous terms for variations in blond hair, not necessarily in order of darkness, include sandy, strawberry, and dirty. Towhead (the first syllable refers to its resemblance to tow, flax or hemp fibers used for twine or yarn) describes a person with yellowish and often unruly hair. Brunet and brunette, from the gender-specific diminutives of the French brun (â€Å"brown†), mean â€Å"brown haired.† (Brun and its diminutives originally also referred to a dark complexion.) As with blond and blonde, the male form is rarely used on its own as a noun, though the masculine and feminine variations persist probably because of the same double standard in association of hair color with female sexuality and with personality characteristics as mentioned in reference to blondes above. (Dark-haired women are stereotyped as serious, sophisticated, and capable.) Words for shades of brown hair, from darkest to lightest, are brunet/brunette, chestnut, walnut (the last two as compared to colors of the respective nuts), golden, and ash. Redhead is yet another term for hair color used as a noun; in contrast to the colors mentioned above, it is not gender specific, though as blonde and brunette are much more common in usage than blond and brunet, it is more likely to refer to a woman than a man. Variations in red hair, listed in alphabetical order rather than according to depth of color, include auburn, copper, ginger, and orange. (Auburn derives ultimately from the Latin word albus, meaning â€Å"white,† but thanks to the influence of brun, the French spelling auborne changed, as did the meaning, to â€Å"reddish brown.†) The prevailing and long-standing cultural stereotype about redheads is that they are hot tempered; the hair color has also been associated with a high libido. Alone among descriptions of people with general hair tones, a black-haired person is never referred to by the word black alone. Hair-color categories are arbitrary strawberry blond is sometimes considered a type of red hair, and auburn might be classified as a type of brown hair though a system called the Fischer-Saller scale, devised for anthropological and medical classification, assigns alphabetical letters and roman numerals to various grades of hair color. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:30 Religious Terms You Should KnowDawned vs. Donnedâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Potato Osmosis Assignment Example | Topics and Well Written Essays - 2500 words

Potato Osmosis - Assignment Example The researcher states that even the simplest unicellular protozoan needs to communicate with the external environment for survival because it needs to ingest food, eliminate waste products and toxins of metabolism and exchange gases through respiratory mechanisms. This communication is further developed in a more intricate manner in the multicellular organisms where exchanges take place within and between the cells in carrying out their assigned physiological functions. All cells are bound on the outside by a limiting membrane akin to a boundary wall which separates and protects the cellular components from the external environment. This membrane is known as the cell wall and the plasma membrane in plants and animals respectively. This membrane is a specialized component which selectively permits passage of water and other components across it either inward or outward depending upon the gradient of the fluid environment and internal contents or due to selectivity for particular molec ules through specialized pores or channels. Two of the processes by which such exchanges take place are known as diffusion and osmosis. Diffusion is simply the movement of molecules from a region of higher concentration to a lower concentration (intranet.landmark.edu). Diffusion occurs within a single compartment or environment where molecules move from a region of higher concentration to a lower concentration until equilibrium is reached. Such diffusive activity can take place inside a single cell. Osmosis too is also a movement of components within a solution either from a higher gradient to a lower one or selectively under active transport systems controlled by cellular physiology, but this diffusion occurs across a semi-permeable membrane such as the plant cell wall or the animal plasma membrane. The plant or the animal cell walls are selectively permeable for certain molecules and do not allow other molecules to pass through them.