Malala Yousafzai free essay sample

The horrific moment a Taliban gunman boarded a packed school bus and shot a teenage education activist twice at point blank range has been relived by her devastated friend. Malala Yousafzai, 14, was critically injured after being shot while travelling home from school earlier this week. The brave teenager was targeted by the Taliban after speaking out against atrocities committed under the regime. According to Malalas friend Shazia, speaking to the Christian Science Monitor, a group of militants riding on a bike stopped the bus carrying the schoolgirls. Masked men then boarded the vehicle and pointed guns at the girls, asking for Malala. A hooded Taliban militant shouted: Which one of you is Malala? Speak up, otherwise I will shoot you all. She is propagating against the soldiers of Allah, the Taliban. She must be punished. Almost as soon as he shouted this, the militant recognised the youngster and shot her at point blank range. We will write a custom essay sample on Malala Yousafzai or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The shooting has horrified people in Pakistan and internationally, and has been followed by an outpouring of respect for a girl who earned the enmity of the Taliban for publicising their acts and speaking about the importance of girls education. The Taliban has claimed responsibility for the shooting, saying that the girl was promoting Western thinking. Malala was shot twice at close range and is currently unconscious in hospital in a critical condition.Speaking to CBS News, a close friend of the family said doctors had given relatives a ray of hope . The woman said MRI scans showed that a bullet which had entered the skull did not cause significant damage to her brain. A number of people have been arrested by police in Pakistan in connection with the shooting. A Taliban spokesman said the top leadership of the Talibans Swat Valley chapter decided two months ago to kill Yousufzai in a carefully-planned attack after her family ignored repeated warnings.

buy custom Flat Feet essay

buy custom Flat Feet essay The foot is an automatic structure divided into three parts which comprose of the forefoot, the mid foot and the hind foot respectively. The heel is part of the hind foot. The mid foot forms the foot arches, which absorb vibration in the foot. The midfoot is joining the forefoot and the hind-foot. The forefoot contains five toes at the front of the foot. The mid-foot has a transverse arch and two longitudinal arches called the medial longitudinal arch and the lateral transverse arch. The arches of the foot are connected to the forefoot and the heel bone of the hind-foot. The medial longitudinal arch forms a curve with the ground and rises a little from the ground. The foots lateral longitudinal arch is placed at a much lower position than the lateral longitudinal; therefore, the longitudinal is closer to the ground. The arches move aiding walking and running as the movement makes the arches absorb shock (France, Diane 1). The divisions of the feet are the normal feet and the flat fee t. The aim of this paper is to give the comparison of the flat feet and the normal foot. Normal feet are the kind of feet that has a gap under the feet when one is staning, that is, arch of the foot is forms a curve with the ground. Flat foot is a medical condition where the arch of the foot falls and is nearly in contact with the ground or is actually in contact with the ground. Flat feet are extremely common in children due to the fat covering the developing arches. Flat foot can be either a flexible flat foot or a rigid flat foot. Flexible flat foot is the condition where the foot seems flat when one is standing but an arch is present when one stands on heels. In the case of flexible flat feet, the medial longitudinal arch is intact and the arch has not fallen entirely. The condition of a flexible flat foot can be easily be rectified through exercises. In the case of a rigid flat foot, the medial longitudinal arch is entirely absent (Aetna 14). Flat foot is associated with pain in the ankle, the general leg, the knee, the arch and the calf. In contrast, people with the normal foot don not experience pain in areas where their counterparts with the flat feet experience pain. Flat feet may also cause swelling of the ankle. People with flat foot also tend to walk oddly and clumsily and fatigue much faster than those with the normal foot. Other problem aassociated with the flat foot is the shoes of those with the flat teeth tend to wear faster than the shoes of their counterparts with the normal foot. Flat foot is associated with over-pronation. Pronation is the mechanism of absorbing shock when one is walking or running. The mechanism involves the foot rolling inwardly when a person walks or runs. Over-pronation involves too much of the inward rolling which causes the shock absorbed from running to be distributed unevenly in the foot. Pronation involves most of the toes while over-pronation involves involved two toes. People with the normal feet experience normal pronation, which is helpful in absorbing shock. People with flat foot experience over-pronation, which brings other complications. Complications of over-pronation include the knee injury and the foot. Conclusion People have either normal feet or the flat feet. Normal foot has the raised arch and the flat foot is where the arch is in close contact with the ground. The flat feet can be either flexible or rigid where the flexible flat foot is reversible by performing basic foot exercises. Buy custom Flat Feet essay

Important Female Artists of the Surrealist Movement

Important Female Artists of the Surrealist Movement Founded in 1924 by writer and poet Andrà © Breton, the Surrealist group was comprised of artists whom Breton had handpicked. However, the movements ideas, which focused on exposing the subconscious through exercises like automatic drawing, were not contained to the select few whom Breton capriciously favored or shunned. Its influence was worldwide and found its strongest outposts in Mexico, the United States, Europe, and Northern Africa. Due to Surrealism’s reputation as a male discipline, female artists are often written out of its story. Yet the work of these five female artists upends the traditional narrative about Surrealism’s focus on objectifying the female body, and their participation in the movement is testament to the fact that the Surrealist ethos was more expansive than art history has previously assumed. Leonor Fini Leonor Fini was born in Argentina in 1907, but she spent her youth in Trieste, Italy after her mother fled an unhappy marriage to Fini’s father. As an adult, Fini became well-acquainted with the Surrealist group in Paris, befriending figures such as Max Ernst and Dorothea Tanning. Her work was exhibited in MoMA’s seminal 1937 â€Å"Fantastic Art, Dada, and Surrealism† show. Fini was taken by the idea of the androgyne, with which she identified. Her lifestyle was in keeping with her unconventional approach to gender, as she lived in a menagetrois with two men for over forty years. She spent summers in a rundown castle on Corsica, where she gave elaborate costume parties, for which her guests would plan for months. Leonor Fini with one of her paintings. Francis Apesteguy/Getty Images Finis work often featured female protagonists in positions of dominance. She illustrated erotic fiction and designed costumes for her friends’ plays. She would also design her own costumes for social events. Her often over-the-top self image was photographed by some of the era’s most well known photographers, including Carl van Vechten. Perhaps Fini’s greatest commercial success was in designing the perfume bottle for Elsa Schiaparellis â€Å"Shocking† perfume. The bottle was made to look like the naked torso of a woman; the design has been mimicked for decades. Dorothea Tanning Dorothea Tanning was born in 1911 and grew up in Galesburg, Illinois, the daughter of Swedish immigrants. Stifled by a strict childhood, the young Tanning escaped into literature, becoming acquainted with the world of European arts and letters through books. Confident that she was destined to become an artist, Tanning dropped out of the Art Institute of Chicago in favor of living in New York. MoMA’s 1937 â€Å"Fantastic Art, Dada, and Surrealism† cemented her commitment to Surrealism. It was not until years later that she became close to some of its key characters, when many moved to New York to escape the growing hostility in Europe due to the Second World War. Portrait of Dorothea Tanning, 1955.   Michael Ochs Archives/Getty Images When visiting Tanning’s studio on behalf of his wife Peggy Guggenheim’s â€Å"Art of this Century† Gallery, Max Ernst met Tanning and was impressed with her work. They became fast friends, and eventually married in 1946, after Ernst had divorced Guggenheim. The couple moved to Sedona, Arizona and lived among a cohort of fellow Surrealists. Tanning’s output was varied, as her career spanned around eighty years. Although she is perhaps best known for her paintings, Tanning also turned to costume design, sculpture, prose, and poetry. She has a large body of work consisting of plush humanoid sculptures, which she was known to use in installations throughout the 1970s. She died in 2012 at age 101. Leonora Carrington Leonora Carrington was born in the United Kingdom in 1917. She briefly attended the Chelsea School of Art, then transferred to Londons Ozenfant Academy of Fine Arts. She met Max Ernst in her early twenties and soon moved with him to the south of France. Ernst was arrested by the French authorities for being a hostile alien and later by the Nazis for producing degenerate art. Carrington suffered a nervous breakdown and was hospitalized at an asylum in Spain. Her only means of escape was to marry, so she married a Mexican diplomat and left for the United States, where she was reunited with many of the Surrealists in exile in New York. She soon moved to Mexico, where she helped to found the Womens Liberation Movement and ultimately spent the rest of her life. Carringtons work centers on symbols of mysticism and sorcery, and often deals with significant recurring images. Carrington also wrote fiction, including The Hearing Trumpet (1976), for which she is best known. Sculpture by Leonora Carrington in Mexico City.    Meret Oppenheim Swiss artist Meret Oppenheim was born in Berlin in 1913. At the outbreak of the First World War, her family moved to Switzerland, where she began to study art before moving to Paris. It was in Paris that she became acquainted with the Surrealist circle. She knew Andrà © Breton, was briefly romantically involved with Max Ernst, and modeled for Man Ray’s photographs. Oppenheim was best known for her assemblage sculpture, which brought together disparate found objects in order to make a point. She is most famous for her Dà ©jeuner en Fourrure also called Objet, a teacup lined in fur, which was exhibited at MoMA’s â€Å"Fantastic Art, Dada, and Surrealism† and was reportedly the first addition to the collection of the Museum of Modern Art by a woman. Objet became an icon of the Surrealist movement, and though it is responsible for Oppenheim’s fame, its success has often overshadowed her other extensive work, which includes painting, sculpture, and jewelry. Though she was crippled by the early success of Objet, Oppenheim began to work again in the 1950s, after several decades. Her work ËÅ"has been the subject of numerous retrospectives around the world. Often addressing themes of female sexuality, Oppenheim’s work remains an important touchstone for understanding Surrealism as a whole. Dora Maar Dora Maar was a French Surrealist photographer. She is perhaps most famous for her photograph Pà ¨re Ubu, a closeup of an armadillo, which became an iconic image for Surrealism after it was exhibited at the International Surrealist Exhibition in London. Maars career has been overshadowed by her relationship with Pablo Picasso, who used her as muse and model for many of his paintings (most notably his â€Å"Weeping Woman† series). Picasso convinced Maar to close her photography studio, which effectively ended her career, as she was unable to revive her former reputation. However, a significant retrospective of Maars work will open at the Tate Modern in the fall of 2019. Photographs by Dora Maar of her lover, Pablo Picasso.   Getty Images Sources Alexandrian S.  Surrealist Art. London: Thames Hudson; 2007.Blumberg N. Meret Oppenheim. Encyclopedia Britannica. https://www.britannica.com/biography/Meret-Oppenheim.Crawford A. A Look Back at the Artist Dora Maar. Smithsonian. https://www.smithsonianmag.com/arts-culture/pro_art_article-180968395/. Published 2018.Leonora Carrington: National Museum of Women in the Arts. Nmwa.org. https://nmwa.org/explore/artist-profiles/leonora-carrington.Meret Oppenheim: National Museum of Women in the Arts. Nmwa.org. https://nmwa.org/explore/artist-profiles/meret-oppenheim.

Differentiation of Microorganisms Lab Report Example | Topics and Well Written Essays - 1000 words

Differentiation of Microorganisms - Lab Report Example The researcher tells that in culture media experiment the test included a synthetic medium, tryptic soy broth, SF broth, Macconkey Agar, and nutrient agar. The liquid media like the nutrient broth was used in the reproduction and isolation of organisms. McConkey Agar was a solid medium that examined colony morphology and the isolation of the organisms. Most of the culture media were complex; their chemical composition was unknown. Additionally, the culture media were selective. They selected certain microbe types by supplying the growth conditions. An example of this media was SF medium; it was designed to select Enterococcus faecallis in warm-blooded animals. In Enzymes experiment, the tests included the Caseinase which hydrolyzed casein to peptides to amino acids, gelatinase hydrolyzed gelatin, and   Catalase protected the cells from the hydrogen peroxide. In addition, Oxidase indicated the presence of cytochrome in the microorganisms, during oxidation the compounds turned red or blue. In fermentation experiment, the fermentable compounds were sugar (glucose, sucrose, and lactose). Consequently, an indicator dye was used to change the color from red to a yellow color when the PH is below 7. In motility, experiment flagellum was used a bacterial motility. The experiment used several ways to determine motility i.e. hanging drop and motility agar. In the course of the experiment, if the culture tested is strict aerobe, then growth will occur on the tube surface. The hanging drop slide was used in motility viewing when the oxygen is depleted. In the experiment that dealt with differentiation of enteric bacteria, most bacteria used were facultative anaerobes and anaerobes. The enteric bacteria used here encompassed facultative anaerobic rods, gram negative, and non-spore forming bacteria. The Coliforms were characterized by their fermenting ability. Other tests that were used to identify the enteric bacteria included H2S, KCN, MB agar, TSI agar, SS agar, and MacConkey agar. Discussion The culture media experiment used the following microorganism: Escherichis Coli, Enterococcus faecalis, and Pseudomonas aeruginosa. The two culture media in the experiment were synthetic medium and tryptic Soy Broth. The

Marketing matrix Essay Example | Topics and Well Written Essays - 500 words

Marketing matrix - Essay Example lm which comes with a total bill of $200 million will need a staggered release so that at every stage of the release the filmmaker is able to recover a part of the production cost and hope to increase his/her profits (Waxman, 2006). To make everyone adopt simultaneous release would be to enforce an innovation upon individuals who may not wish to follow it. Therefore, for small productions and those which cost very little to bring to the market, a policy of simultaneous release would be much better and perhaps more profitable than a staggered release to the public. This idea was strongly supported by Godas (2005) who is the founder of Dogwoof Digital which is the company that went for a simultaneous release of its low budget home grown production titled ‘EMR’. In fact, while giving the advantages of simultaneous release, Godas (2005) also describes the idea of having a staggered release and mentions that â€Å"this model works well with larger films (Godas, 2005, Pg. 1)†. While simultaneous release can be seen as a well employed method for film distribution when it comes to small productions, larger films and movies which costs many millions may not see this as a useful method for allowing the public to access movies. Of course it is difficult to say how the future will take shape since major film producers such as George Lucas have already mentioned the benefits of simultaneous release as a means of fighting piracy. Additionally, the innovations used by independent producers and filmmakers may become attractive to larger movie houses but for the most part, what independent release has done for major movie studios is to shrink the window between launching a movie on the box office and launching it on DVD for rentals (Godas, 2005). Undoubtedly, the theatrical experience and the home movie watching experience are two different things and the impact of a work of art in the cinema and in the home may be quite different. Both experiences have their value and the

Integrating different perspectives Essay Example for Free

Integrating different perspectives Essay School violence is a growing concern in our schools at present, and it is a reality that we must deal with if we are ever to find solutions for these situations and how to prevent it form happening again. The world was shocked when the recent killings in Virginia Tech occurred last month and somehow it seemed irrational and illogical for an academically excellent student to have committed. But as the images of horror and violence flashed through the millions of television sets across the world, one asks what may have caused the person to commit such acts and what may explain his behavior. Violence is a form of aggression and it is often an outward or overt expression of anger and hostility which is a product of a perceived emotional affront or sense of persecution (Armistead, 1996). There are several psychological perspectives that have looked into the issue of school violence and it has been observed that most if not all of those that have occurred are extremely violent, with the use of weapons and guns and have resulted to the death of one or more individuals in school. There are also other forms of violence which may have gone unnoticed and unreported to school officials but nonetheless have probably involved bullying in its many forms; from physical, emotional, psychological, racial or even technology based. The cognitive psychology perspective says that violence is the end result of mental distortions and cognitive dissonance that an individual may have experienced in relation to his/her relationships and interactions in class and in school. For example, the Korean student who killed 30 people in Virginia Tech said in his video that he was seeking retribution or revenge from the rich kids in school, because he has suffered much from them. The sense of being insulted and humiliated may be imagined but to the student, it is his reality. He may have experienced or witnessed an incidence where a poor student was bullied and he had identified with the person so much that he claimed the action as targeting him. This mental distortion of what is real and not, of the building paranoia causes the person to behave in ways that may lead to violence. When the individual believes that he has nothing left, or that he has suffered so much that it is time to avenge himself in order to stop the mental anguish thus move the person to violent acts like shooting those he perceives as enemies, to burn the school that he feels have been unfair to him or to poison a class who have ridiculed him (Lowry, Sleet, Duncan, Powell Kolbe, 1995). Another perspective that explains school violence and violence per se is the biological and evolutionary psychology perspective. This approach says that there is a biological basis for violence, and that a child who has been violent early in life and who has parents who have violent streaks will likely become violent. The perspective argues that aggression is coded into the brain of the person and that it is a normal reaction that lesser animals have continued to exhibit as a means of protecting themselves from predators, and since we share the same instinctual drives. Violence is a behavior triggered by survival instincts, for example, a student who has been flunked by every teacher in his school may certainly lose the opportunity to graduate from high school or got to college. Now the school is the world of the student, it is where he/she builds relationships, accomplishes something, learns and thrived on. If the student is flunked, then he may cease his existence in the school, or is in danger of falling out from the group and losing his sense of belongingness (Menhard, 2000). This naturally is a threat to his survival in the school and thus would be moved to protect his existence in the school system; he may come to school and kill those who will prevent him from reaching his goals. Lastly, the social learning perspective says that school violence occurs because it is now becoming a social reality and that each child is exposed to so much aggression and hostility that it has now become a social construct that is almost an accepted aspect of the American educational system (Newman, 2005). Social learning theory argues that a child learns a behavior if it is rewarded and reinforced, it is also learned if it is shared and accepted by significant others in the child life. For example, if a child grew up in a family where violence is a normal occurrence, it may lead the child to believe that there is nothing wrong with violence. Moreover, if after hurting someone, the child is able to get what he/she wants, then the behavior in reinforced, if the child is praised for hitting the next door bully, then he would learn that hitting is not wrong. Media influence if not depicts and glamorizes violence perpetuate its perception as a normal aspect of human behavior. The peer group and the school is the most influential group in a student’s life, if the student is thwarted, punished and humiliated by either his peers or the school in general, his only recourse is to become violent in order to redeem his self because it is what people do when they are oppressed. School violence is painful, it is jolting, it is irrational and sometimes quite baffling, but what is common to all of the perspectives is that school violence is only a result, an end product that is brought about only by certain events and experiences and from which more effective means of preventing school violence can be developed. References Armistead, L. (1996).What to do before the violence happens: Designing the crisis communication plan. NASP Bulletin, 80, p. 31-37. Lowry, R. , Sleet, D. , Duncan, C. , Powell, K. Kolbe, L. (1995). Adolescents at risk for violence. Educational Psychology Review, 7, 7-39. Menhard, F. (2000). School Violence: Deadly Lessons. New York: Enslow Publishers. Newman, K. (2005). Rampage: The Social Roots of School Shootings. New York: Basic Books.

Master Harold and the boys - Inclusion in the Curriculum Essay

Master Harold and the boys - Inclusion in the Curriculum Essay In his masterpiece "Master Harold" and the boys, Athol Fugard has journeyed deep into sensitive issues including racism and growing up, without sacrificing the high technical standard that often distinguishes great theatre. The poignant and enlightening journey that is Fugard's piece undoubtedly deserves inclusion in any English curriculum, with the work's characterization, themes, conflicts and motifs all earning this distinction. With only three characters sharing dialogue and one of these playing a minor role, detailed characterization is a highlight of "Master Harold and the boys. The major protagonist, Hally, is a white seventeen-year-old intended to be an autobiographical depiction of a younger Fugard. Hally is an intelligent and thoughtful young man, whose cheerfulness is dulled in the book with the news that his father may be returning to his home from hospital. Essentially, Hally is ashamed of his alcoholic, crippled and untrustworthy father, and dislikes having him at home. In a conversation to his mother, he states "I'm sick and tired of emptying stinking chamberpots full of phlegm and piss" (48) revealing this discontent. Thus, whenever he is mentioned, Hally becomes autocratic and aggravated towards the other men - he unreasonably expects the "boys" to seamlessly move between scapegoat and friend. Nonetheless, when we reach the climax of the novel, Hally says with great pain "I love him, Sam" (58). Thus Hally is divided in his heartfelt emotions of both love and anger. The other major characters in "Master Harold" and the boys are Sam and Willie - the 'boys'. These two black men are servants of Hally's mother, and work at the tearoom in which the play is set. Sam is a competent, intelligent and intuitive man, and it seems that in any other society, he would be a valued and successful citizen considering his abilities. From Sam's intellectual and emotional aptitude, Fugard clearly depicts to readers the injustice of the South African Apartheid system of racist segregation during which the play is set. Willie, on the other hand, is portrayed as a character that would be an outcast regardless of the societal values that surround him. Little is heard from him during the novel. Thus, Fugard has depicted to us the three echelons of Apartheid society... ...ve something truly special. Nonetheless, their friendship is broken by the Apartheid system, represented by the final motif - the bench. The "Whites Only" bench is symbolic of the theme of white supremacy and segregation, which splits relationships and friends apart. Sam realizes this and comments to Hally: "You know what that bench means now, and you can leave it any time you choose." (60) This is Fugard's underlying message - that if we look past racist ideals and walk away from them, we can "fly another kite" (59) and establish a society where equality and harmony are paramount. "Master Harold" and the boys is a masterfully composed, poignant piece of drama, and undoubtedly deserves inclusion in English studies. With technical aptitude in characterization and motifs, and moving, sensitive issues explored in its themes and conflicts, this work will undoubtedly encourage students to question racial prejudice and segregation in modern society. Just as Fugard intended, it will educate young minds that to be just and fair in regard to racism in society, "All you've got to do is stand up and walk away from it." (60). That is perhaps the most important lesson of all.

Students Be Allowed to Share Their Answers

In my first argument I will argue why think students should be allowed to share answers and homework. One of the big reasons why students should be allowed to share their answers and homework with other classmates Is to find out If and why their answer was wrong. Lets say a student named Sebastian does his homework. He studies, writes the test and gets the result. He will probably get something like 10/20 or 25/40 or whatever the results may be. The point is that Sebastian doesn't get enough feedback.Some teachers actually give good feedback to their students but its ere rare and most teachers these days leave it up to the students to find out the right answers after the test and so on. The result of this will be that most students don't look up the right answers, there for they will never know the right answers. If students had the option to share their answers with classmates they would know if and why they are right or wrong. If they don't compare answers and understand why one an swer Is right and one is wrong, they will never learn. Teachers in this generation seem to expel Cheating Is beneficial for studentsI am going to argue why I think cheating could be beneficial for students. I am going to focus on 2 topics. 1 . Why students should be allowed to share their answers and homework with shooter. 2. Why teachers shouldn't be allowed to accuse students of cheating based off of similar answers/thoughts. In my first argument I will argue why I think students should be allowed to share share their answers and homework with other classmates is to find out if and why studies, writes the test and gets the result. He will probably get something Like 10/20 or 25/40 or whatever the results may be.The point Is that Sebastian doesn't get enough feedback. Some teachers actually give good feedback to their students but Its very rare and most teachers these days leave It up to the students to find out the one answer is right and one is wrong, they will never learn. Teach ers in this generation seem to expect students to do all of their work independently. According to Inchoation. Org 75% – 98% of college students have cheated. Another reason why Cheating Is beneficial for students I am going to argue why I think cheating could be beneficial for students. I am going Cheating is beneficial for students

Myth and the Evolution of Heroes

What is a hero? What comes to your mind when someone speaks of heroes and or heroines or Super Heroes and Heroines for that matter? Well lets see, Webster defines a super hero as a benevolent fictional character with superhuman powers and a hero as a person, typically a man, who is admired or idealized for their courage and outstanding achievements, and is typically identified as a person of noble qualities. A person who people will sympathize with. A man of the people. Or, the people’s champion if you will.These character types are often used in media and education and can be applied to almost any story, be it in literature, theatre, film, television series, games, or whatever. In classical mythology we find some of the first of many accounts of these Hero’s. In all actuality they could be called the first super hero’s. Although they did not have the superpowers that we come to expect from modern day super hero’s they still make the cut. And in many ways the heroes of legend could be what you would expect from (and I do use this loosely) real superheroes.See the births, backgrounds, and life’s of these characters are a bit more on the adult side of the movie store so to speak. They tend to reflect that of real people and real life. Not the real life that is watered down and boxed and fed to kids but the hard life and reality that we all come to realize is reality the more we grow up. Their stories are that of struggle, humility, sacrifices, and all that trial and tribulation that you have come to know and loathe through out the years.But at the same time they stick with the layout that, as though given to them of Russian scholar Vladimir Propp. See Propp broke down almost all myth with the publication of â€Å"Morphology of the Folk tale†. In this publication he depicted that all folk tales follow what is essentially a predefined course of action for almost all stories. Oddly enough this is still relevant to this day. A summary of which is the following: The hero usually has a birth that is very out of the normal. And from the moment of his birth he usually undergoes and over comes a threat to his life as a small child.As he grows up he usually under goes an extreme task and or an extreme amount of small tasks that for some reason or another he feels or is expected of him to prove his worth. Or these tasks maybe forces upon the hero by the antagonist. Usually these task are almost impossible and the hero then begins to meet friends and ally’s that aid him on his quest. These quests usually involve all type of thrills chills and of course the possibility of death for our hero. (Come on what epic story would be complete with out that? Also these quests always come with some sort of taboos that the hero must not do. They usually exist in the form of challenges that conflict’s with the up bringing of the character. Upon the over coming of that challenge the hero usually grows up, if the ir a kid you start to see where the hero is growing up. This concept is generally really popular with the long running cartoon stories of kids and helps the viewer learn right along side our protagonist. The viewer then grows with them and grows up with the character themselves learning life lessons.This is a good and bad thing. Because of this in modern society we have generations of children raised by stories as such. For some odd reason I guess lazy parents have taken these stories as alternatives to raising their children themselves. Ultimately death is the ultimate conquest that the hero will end up facing. This usually comes in the form of some journey to the underworld or realm of the dead or whatever they choose to call it. In some instances the hero actually dies and is resurrected.I know of a few stories where the hero dies and is resurrected numerous times symbolic of the conquest over death or maybe just the mocking of it to show off the heroes might. That not even death can stop them. From this point the hero then usually reaches a point of enlightenment or transcends into a higher being. This is a rough summary of Propp’s outline but most stories and heroes of legend commit to it. For example one of the most notable of extraordinary births is Perseus. Zeus got a hold of his mother while she was locked up in an underground chamber.After his birth his mother raised him there for four years in secret. After Acrisius discovered the birth of the child he put him and his mother in their coffin for an old sea man’s burial. They set a float until they landed on the island of Seriphos and were discovered by the old fisherman Dictys. Even when the hero’s are young or in some cases in there infancy they under go tribulation. Like Oedipus who’s name means â€Å"swollen-footed†. This is cause his feet were tied together when he was a baby so that he may never walk.He was to fulfill a prophecy that said he would kill his fath er and marry his mother, and thus brought disaster on his city and family. So he was supposed to be casted out into the wilderness and left to die. Fortune favors the young hero and he is eventually taken in and cared for until he comes of age and has Propp’s states must under go labors to prove his worth. The growing pains of Heracles’ 12 labors are probably the most famous in all of classical myth. The labors of the character’s journey are what transform the protagonist from joe-shmo to our loveable and courage’s hero.The meat and potatoes of the story, for it is here where they evolve into the hero. Cause their actions usually start from seemingly mundane but upon the completion of their mission they gain the praise of the people. In most cased because they end up saving a city, or a massive amount of people from destruction. Or a young woman of noble birth that resides, as say a princess of a powerful city. In some really basic stories after the compl etion of this the hero becomes king or just saves the day and wins the girl and then lives happily ever after.In others the end of the labors are signified by the defeat of the antagonist. Like the killing of Hector by Achilles. Some of my favorites are when upon the conclusion of the finale the hero dies. I know that sound kind of bad but the ending is more real because in these versions just as in real life there isn’t always a happy ending. Usually is these epics the hero is transformed into a legend and revered because of his ultimate sacrifice. Best example of this is Oedipus. He had worked his way into the Gods favor and upon his death Colonus was blessed.And through his death he was made into a hero once again. This motif is all to familiar to Christians for it is capstone for their believe structure. Theses allegories of myth show us how heroes come to be and through Propp’s illustration of all folktale template we see the underlying structure of all stories. A nd the evolution of all heroes.Works Cited Morford, Mark P. O and Roberet Lenardon. Classical Mythology 8th ed. New York: Oxford 2007. â€Å"Vladimir Propp† Wikipedia: The Free Encyclopedia. Wikimedia Foundation Inc. July 07, 2010. .

Compare and Contrast the Characters of Rochester and St John Rivers Essays

Compare and Contrast the Characters of Rochester and St John Rivers Essays Compare and Contrast the Characters of Rochester and St John Rivers Paper Compare and Contrast the Characters of Rochester and St John Rivers Paper Essay Topic: Literature Edward Rochester and St. John Rivers are both extremely interesting characters. They have deep personalities so that it requires some thought to fully understand their actions. They can both do the same thing, under the same circumstances, with different motivations and in different ways. Rochester was born into a wealthy family, of high rank. The Rivers name was also well spoken of and highly respected. Both men had highly intellectual minds which they sought to cultivate and nurture. Each, in their own way, thought themselves superior over other people. Rochester bluntly behaved in a proud manner, whereas St. John quietly held himself above others Rochester is an unkempt bachelor, owner of several estates. He is a globetrotter who rarely stays in one place long. He has a tendency to be loud and demanding. St. John Rivers is a handsome and well-kept minister in a small town who feels called to work as a missionary in India. He is quiet, if he says anything it is to the point and very clear. He is studious and very active in his parish. Rochester seems to go about doing things fairly spontaneously and very boldly, in an abrupt and selfish manner, without much thought as to religion. St. John does everything very quietly in a well-planned way, under the pretence of religion and his calling. Everything that he does is said to be done for the benefit of his mission. Mr. Rochesters ways were manipulative and leading at times and St John appeared to be on the exterior a saint compared to him, but in reality, St. John never had the inclination or will to learn from his mistakes the way Mr. Rochester did and he never would admit to his wrongdoings. He justified himself by words from the Bible which he used out of context at times when it suited his case: No fear of death will darken St. Johns last hour, his mind will be unclouded, his heart will be undaunted, his hope will be sure, his faith will be steadfast. His own words are a pledge of this. It is right to say that both Rochester and St. John shape Janes life in some way or another. They are both very strong male models in her life who teach her things about herself that she didnt know. The similarity that appears to be the most obvious is how they acted towards Jane. They both were extremely selfish about how they treated her and neither of them showed much, if any, compassion for her feelings. We meet Mr. Rochester first when Jane is on her way to Thornfield and he has an accident on his horse. Jane feels quite comfortable lending her shoulder to help the stranger, (which she eventually does for the rest of his life), as she does not find him attractive and therefore not in the slightest intimidating. Had he been a handsome, heroic-looking young gentleman, I should not have dared to stand and question him against his will, and offering my services unasked. He proves to be a very abrupt and mysterious employer, who talks to Jane about his mistresses, telling her he needs her to reform him. Mr. Rochester played with Janes mind and emotions, to find out if she was really in love with him. He was manipulative, selfish, and deceitful. He had a wife, but he wanted Jane so badly he was willing to do what ever it took to get her. Mr. Rochester loved her, but it had to do with desire, not life-long love. In contrast to her first meeting with Rochester when she was the one giving assistance, it is Jane who is weak and in need of the help Rivers provides when she first meets him, after running away from Rochester. St. John is an attractive man who proves to be singularly unromantic when he wishes for Jane to give up any plans that she may have and marry him and go to India to help him in the mission field. St. John singled Jane out because he respected her self-sacrificing nature, after she shared her inheritance. He does not care that Jane has no feelings for him, or that she does not want to marry him, he says that love does not matter, that it is Janes calling to come with him to India as his wife; telling her: You were not made for love, but labour. He informed her it was Gods will that she come, and against what he stood for, used the Bible and prayer to try and manipulate Jane into going. Janes first description of Rochester makes an interesting use of the concept of squareness. She describes him as having a square forehead, made squarer by the horizontal sweep of his black hair. Then I perceived harmonised in squareness with his physiognomy. She perceives his nose to be a, decisive nose more remarkable for character than beauty, which very much sums up Mr. Rochester as a person because he is not an attractive man, very grim but under his ugly outer layer he has a remarkable character. However, Rochester is not just a realistic character, he is also symbolic of the part of Jane that is fiery and passionate, rather than icy and self-controlled, and as such he is St John Rivers opposite. They look and act like opposites; Rochester is heavy and dark, whereas St John is handsome and fair; Rochester is a man of passion and fire, whereas St John is ambitious, hard and cold. Where Rochester brings Jane alive, she finds St Johns passion quite deadly. Unlike Rochester, St John is not a sympathetic character, but he is still fairly reliable he is quite honest about his limitations and convincing. St. John, a strict Clergyman, lives up to the principles advocated by the Evangelical school proprietor, Mr Brocklehurst. St John is marble to Brocklehursts black pillar. St John is ruthlessly moral, to the point of using the Bible in his manipulations, but unlike Brocklehurst, not a hypocrite. St. John always acts consistently but unnaturally, as suggested by the fact that he will not follow his nature and marry the woman he loves. Both men represent one half of Janes personality and character and St John symbolises that side of Janes character which wishes to conform, to obey the rules and suppress her instincts. However, Jane recognizes that if she accepts him as her husband she will be crushed, she will lose her identity just as surely as if she had become Rochesters mistress and this is why she runs away from St John, back to Thornfield. Both men proposed to Jane knowing that they couldnt really marry her. St. John was related to her, although this was not a huge problem, but he did not love her like a man should love his wife, because he was in love with Miss Oliver. Rochester knew he could not marry Jane because he already had a wife. They both promised Jane things but could not see their mistakes. This led to Jane running away on both occasions. Their view of marriage was also distorted. Rochester, although he loved intensely and with much passion, had an immoral love. He didnt honour the covenant of marriage. St. John didnt love at all and yet he wanted to enter into the covenant of marriage. He held marriage in a higher manner than Rochester did, but then there was still the issue of love that plagued St. John. Rochester and St. John both used manipulation to try to get what they wanted. When Jane comes back to Mr. Rochester, she finds a transformed man who has been charred and scorched by the fire of Thornfield. After his wifes death and his own disfigurement, his character has undergone a major change and we see him in a penitent mood at the end of the chapter. His stiff-necked rebellion has been humbled and subdued. His arrogance has given way to humility. His pride in his strength has been softened. In his own words he has turned to God and asks Him to give him the strength to lead henceforth a purer life than he has led so far. In the creation of the characters of Mr. Rochester and St. John, Charlotte Bronte uses a dark and light comparison to show that a persons appearance does not always match their character. When looking at St. Johns appearance, you see the ideal, fair-complexioned man. He is gorgeous, tall, decently-dressed, and a parson. Then when you compare that to Mr. Rochester, you find they are the direct opposites. Mr. Rochester has, as Bronte says, a dark face, with stern features and a heavy brow; he is plain, outspoken, and very worldly. When they are compared and contrasted, they are like, as Mr. Rochester says, Apollo and a Vulcan. In Brontes comparison Mr. Rochester was the dark, selfish and manipulative character who completely wronged Jane. St. John was the light character who was the man of God, saving Jane from death and taking care of her. We find out that he was also selfish and manipulative but unlike Mr. Rochester, he was not willing to change and admit he was wrong. In the end Mr. Rochester was the hero, and in personality, he turned out to be the light character by repenting his sins and changing. Bronte showed through her comparisons the age-old lesson of not judging someone by his appearance. Both men had great spiritual problems in their lives; Rochester putting himself and his own happiness above obedience to God and St John putting himself in Gods place, declaring that his will was also the will of God and giving himself great power in stating this. Their lives ended quite differently but both men seemed to have made peace with God. Rochesters life ended very happily for him after all things worked out for his own good, even all his physical ailments. The final passage in the novel are devoted to St John, who never married and Jane cries when she thinks how his path has led to death, in contrast to her own which has led to life-giving happiness.

Chaper 27 Art Survey Flashcards Example for Free (#27)

Chaper 27 Art Survey the term â€Å"sublime† was considered to inspire which of the following feelings? Which of the following artists represented what was called the â€Å"sublime† in eighteenth-century art? Courbet used which of the following techniques in the â€Å"stonebreakers† to convey the drudgery of manual labor use of a palette of dirty browns and grays. In Rosa Bonheur’s most famous work, the â€Å"Horse Fair†, the dramatic lighting, loose brushwork, and rolling sky reveal her admiration for which of the following artists? In his painting ,___, Thomas Eakins portrayed things as he saw them and not as the public might want them portrayed which of the following artists had firsthand knowledge and experience of the American war? The French viewing public were greatly horrified b Manet’s â€Å"Olympia not only because of the portrayal of a naked prostitute as a work of art but also due to which of the following. Her look of cool and indifference and shameless. How did Bouguereau depict fictional themes or mythological subjects in his paintings. Through the use of polished illusionism. Muybridge used his device, the zoopraxiscope to project a series of images. Based on the motion studies he performed. Muybridge proved that the brain holds what of a second after the eye stops seeing it. The illusion of motion was created. Which of the following was also created as a result of the illusion of motion? Sargent, an expatriate American artist living and working in London, developed a style of applying paint in layers in order to create a quick and lively illusion. He learned this technique after studying which of the following works? The mood in â€Å"The Thankful Poor† by Tanner in one of quiet devotion, not far removed from the Realism of which of the following artists? In â€Å"Rossetti’s Beata Beatrix†, the model for this image was the artists wife, Elizabeth Siddal. She died shortly before Rossitti began painting. He incorporated two symbols commemorating her death. Which of the following is one of those symbols? Courbet preferred to paint which of the following themes? which of the following artists was most concerned with painting realistic scenes of poor and oppressed peoples? Gericault’s â€Å"Raft† of the Medusa† represents which of the following? The aftermath of the nineteenth- century French shipwreck and was considered an attack on government ineptitude. la Madeleine in Paris was intended for which of the following purposes? a Temple of glory for Napoleon’s Armies. Fracious Rude’s sculpture â€Å"La Marseillaise† for the Arc de Triomphe represents which of the following moments in French history? The Birth of individual freedoms in the country. The great â€Å"Romantic diaglogue† about color and form was carried on in the famous contest between which of the following artists? Which of the following artists painted in the United States? Timothy O’Sullican documented which of the following wars? Who among the following artists liked to paint images of Roman tic Transcendental landscape? Which of the following conditions is characteristic of the 19th century agrarian working class and is missing from the Haywain by Constable? What did Thomas Eakins Believe was a prerequisite for his art? Who studied with Eakins before moving to Paris? Julia Margaret Cameron used a short focal length that allowed only a small area of sharp focus. What kind of effect would a lens like this produce? We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy We will write a custom sample essay on

Analaysis of I think therefore I Err Epistemology cognition Essay

Analaysis of I think therefore I Err Epistemology cognition - Essay Example On the other hand, the latter is what is deemed as necessary and beneficial to the development of a given intelligent system. These good errors serve a functional role in the development of knowledge and, in turn, intelligence. It is in this regard that Gigerenzer makes â€Å"the study of human errors in experimental psychology† as his primary concern in inferring the laws of cognition (1). In his study, Gigerenzer defends an ecological versus that of a logical analysis of cognitive errors. In doing so, he claims that a proper analysis should not be based content-blind logical principles. Upon addressing the aforementioned problem, I shall deal with Gigerenzer’s analysis of the role of logic with regards to the workings of the human mind and intelligence. Specifically, I shall focus on his claim on logic as â€Å"a content-blind norm for good reasoning† (7). Herein, I shall argue that his analysis of the role of logic as a purely syntactic and content-blind theor y is mistaken. Like Daniel Kahneman and Amon Tversky, I agree that not all judgments can be analyzed by using empirical methods such as sampling and frequency estimates, for such are â€Å"unlikely to illuminate the processes that underlie such judgments† (589). Rather, I shall argue that Gigerenzer overlooks an important aspect of logic, that is, the intensional aspect of logic. By doing so, I shall focus on his explication of framing and invariance. In this essay, I intend to advocate the value of logic from an intensional point of view. In doing so, I shall show that Gigerenzer fails to prove that the study of cognitive errors in the light of logical forms of analyses fail to unravel the laws of mind. Summary In a section entitled, â€Å"Logic and Blunders,† Gigerenzer argues against the position of using logical theories as a foundation for analyzing and comparing the presence of errors in judgment, and thus, fails to define what really â€Å"errors of judgmentâ⠂¬  are, as well as to â€Å"open a window into the human mind† (4). In other words, logic does not help us understand and gain intelligence by pointing out our errors in judgment, rather; it blurs our understanding of what these â€Å"errors† really are, and thus, fails to open the possibility for progress and evolution of the human mind as an intelligent system. Given this perspective, Gigerenzer provides an example in logic to support his point, namely, framing. â€Å"Framing is defined as the expression of logically equivalent information in different ways† (Gigerenzer 7). Similarly, according to the principle of invariance, â€Å"different representations of the same choice problem should yield the same preference. That is, the preference between options should be independent of their description† (Gigerenzer 8). Thus, if different representations of the same choice problem yield different preferences, then it violates rational choice. Such violatio ns are deemed as errors in judgment that should not happen to any rational person. Gigerenzer gives the example of two ways of saying the following: â€Å"The glass is half full, and the glass is half empty† (8). Given the principle of invariance, these two formulations should not affect the choice of the person in picking which glass to hand over. However, it was shown that when asked to hand over the â€Å"half full glass, most participants picked the previously empty one† (Gigerenzer 8). The author then claims that such an example proves to show that two