Preparing and Writing Essay

A fundamental key to delivering great papers is to begin early and work consistently over an all-encompassing period. Work in an ideal opportunity for interruptions and issues (for example ailment or plate disappointment), and take into consideration cutoff time batching. Plan to finish a long time before the cutoff time to permit yourself some space. As a harsh guide, you may permit three weeks for deal with a course article. The cutoff time is proposed to assist you with time the board †ensure you hold fast to it. Ponder the criticism acquired on your past expositions. What qualities and shortcomings were distinguished? Consider how best to beat the shortcomings. For instance, if your articles have been reprimanded for constrained information on the writing or absence of profundity, this may show that you have to commit more planning time and increment or change the expansiveness and profundity of your perusing; whenever condemned for poor structure or restricted importance, you are probably going to profit by investing more energy in cautious arranging and altering/redesigning the last draft. Utilizing course articles to deal with your shortcomings can assist you with delivering a superior paper just as help to improve your general composing aptitudes. Look more:â how to compose a procedure paper Do some fundamental perusing to assist you with picking an article point. The perusing records for the papers give direction on wellsprings of starter perusing. For the most part it is helpful to pick perusing that is moderately later, this is probably going to incorporate a rundown of prior work, some of which you may investigate in more detail later. It can likewise be useful at a beginning time to utilize EconLit and the Library index to mind the accessibility and nature of valuable perusing on a theme. As ought to be self-evident, you should attempt to pick a subject that you find intriguing. This will help propel you to deal with the paper and is additionally liable to make the finished result all the more fascinating for the peruser/marker. Note that intrigue will in general increment as you take a shot at a theme, giving you don’t leave everything to the latest possible time. When you have picked a point (or even to assist you with browsing a short-rundown of subjects), utilize your underlying perusing to deliver a draft diagram plan of your exposition. The general guidance on what makes a decent article, set out beneath, should assist you with producing a powerful arrangement. An essential arrangement would commonly separate the article/thesis into a progression of consistently requested segments. This skeleton structure would then be able to be rounded out by fitting thoughts, significant references, work and data required, into the arranged areas (utilizing references from fundamental perusing, EconLit and so on.) Setting aside some effort to build a successful explained layout plan should push you to: †¢ Produce an all around organized and rational paper. †¢ Organize the resulting take a shot at your article/paper and plan your examination time all the more viably. †¢ Read effectively and all the more viably †making you consider how further adding fits to your arrangement and, potentially, adjusting your arrangement in light of new data or thoughts. In spite of the fact that the elements of a decent exposition can differ among courses and points, the accompanying expansive rules are commonly pertinent. Structure: †¢ Ensure that your article/exposition has a reasonable consistent structure. †¢ Use the prologue to spur the subject, set it in context and blueprint the structure of the body of your exposition to enable the peruser to follow the contention. †¢ Use the determinations to make together the contention, give a general evaluation and, conceivably, demonstrate regions that may be grown further if space permitted. General substance: †¢ The essential spotlight ought to be on investigation, not depiction or introduction of data. †¢ Make it clear that you have a decent comprehension of the significant essential writing. In any case, abstain from committing a lot of room to rehashing standard course reading material. For the most part you can clarify that you comprehend the nuts and bolts with regards to introducing a further developed or more profound examination. †¢ Be inventive †think about an intriguing and diverse edge on the theme; draw on thoughts from different courses (counting non-financial matters courses) or general perusing; go past the standard writing by utilizing EconLit or other reference sources; be set up to challenge standard methodologies. This is probably going to make the article all the more intriguing for you and the peruser/marker. †¢ Remember it is your article, it ought to mirror your educated idea and decisions on the theme, not just repeat or reword the perspect ives on others. Examination and models: †¢ The proper method of examination can change among courses and themes. In by far most of cases financial aspects papers will include the utilization of an express model or models. Formal models help to give an unmistakable coherent structure, which is a significant explanation behind their utilization in financial aspects. †¢ When introducing a model, you have to clarify that you comprehend the model. This includes more than basically duplicating a lot of conditions from an article or book. To flag your understanding you may for instance: give an instinctive clarification of the general model or key strides in fathoming the model; turn out to be a few stages in a model’s arrangement unequivocally, when (as is regularly the situation) this isn't done expressly in the first source; create and work through a variety of the model not grew expressly in the perusing; look into the model with other related models; survey the suspicions utilized and the impediments they present; apply the model reasonably to a specific circumstance. Introduction and style: †¢ Grammar and spelling matter. Leave a lot of time for altering the last draft to improve sentence structure. Utilize a spellchecker, yet recollect that spell checkers don't get all mix-ups. Erroneous spelling of names and language can be especially aggravating. †¢ Be exact and brief. Succinctness permits you to incorporate more inside as far as possible. †¢ Think about how to introduce information or data successfully. Tables or figures can be helpful presentational apparatuses. †¢ References ought to be introduced precisely and reliably. See the arrangements of primer readings for a recommended standard style. References and copyright infringement: †¢ Quotations ought to be utilized prudently, if by any stretch of the imagination, to help or show a contention. The wellspring of any citation ought to be obviously expressed, including the page reference. †¢ Data sources ought to be obviously refered to. †¢ When summing up or portraying someone’s work the source or sources ought to be plainly expressed. †¢ The University of Edinburgh’s Undergraduate Assessment Regulations state: â€Å"Plagiarism is the demonstration of replicating or remembering for one’s own work, without sufficient affirmation, deliberately or unexpectedly, crafted by another. It is scholastically deceitful and an offense against University discipline.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/UG_AssessmentRegulations.PDF, para. 14.2) †¢ The University of Edinburgh’s Guidance on the Avoidance of Plagiarism for Undergraduate and Taught Postgraduate Students states: â€Å"Plagiarism is the demonstration of remembering for one’s own work crafted by someone else, without satisfactory affirmation of having done as such, either purposely or unintentionally.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/StudentGuidanceUGPGT.pd f ) †¢ The Undergraduate Assessment Regulations include â€Å"The honest abuse or reference of material without formal and legitimate affirmation can comprise counterfeiting, in any event, when there is no purposeful aim to swindle. Work might be copied on the off chance that it comprises of close summarizing or unacknowledged rundown of a source, just as in exactly the same words interpretation. Any disappointment sufficiently to recognize or appropriately reference different sources in submitted work could prompt lower marks and to disciplinary activity being taken.† (http://www.docs.sasg.ed.ac.uk/AcademicServices/Regulations/UG_AssessmentRegulations.PDF , para. 14.2) †¢ The three going before visual cues maintain a strategic distance from copyright infringement, by appropriately recognizing sources (yet would not, all alone, comprise a decent article or exposition). Most examination abilities books contain further exhortation on article composing. The Main Library Reading Room has a broad assortment of study aptitudes books, which contain exhortation on paper composing. A few books are given explicitly to composing abilities, for instance:

Lyrical Ballads and Hamlet Essay Example | Topics and Well Written Essays - 1000 words

Expressive Ballads and Hamlet - Essay Example he validity of the activities taken by Gertrude as a female character, it is as yet obvious that Shakespeare attempts to make an acknowledgment of this character as a person (Stephen 1). Hence, this paper endeavors to investigate the degree which self-hood can be accomplished using female characters as delineated by Shakespeare in Hamlet and The Female Vagrant by Wordsworth. The acknowledgment of the human instinct in Gertrude is seen when she drinks the harmed wine that was set up by Claudius, her significant other, for Hamlet. Taking a gander at this episode fundamentally, it is apparent in Act 3 that Gertrude begun to act normally again and felt the blame behind all the indecencies she was doing. For example, it is conceivable that Gertrude engaged in extramarital relations with Claudius even while she was as yet hitched to King Hamlet and most likely this is the reason the marriage among her and Claudius turned out to be so quick after the King’s demise. In addition, it might even now be conceivable that Gertrude took part effectively in mystery towards the homicide of her better half since from the play; she doesn't appear to consider the cases of her child that his uncle killed his dad, the King of Denmark (Stephen 3). A portion of the activities of Gertrude appear to be controlled by her desire and aspiration to hold her station in the royal residence and her status as the Queen of Denmark (Stephen 4). These are substantial human aspirations, and each other human will undoubtedly be loaded up with the longing to keep up an imperial status. It is in this manner not astonishing that Gertrude would do everything to make sure that she holds her status as the Queen of Denmark. What makes this desire all wrong is heading off to the outrageous; being prepared even to see her better incredible beginning engaging in sexual relations with another man even in a little while after her spouses passing makes a great deal of doubts (Stephen 4). Be that as it may, notwithstanding all the terrible things that Claudius did, she at last conceded that she wasn't right, despite the fact that she didn't utilize communicated in language to lament her deeds, however her activities

Are Some Racial Groups More Likely to Develop PTSD

Are Some Racial Groups More Likely to Develop PTSD Researchers have been very interested in answering the question of whether or not there are ethnic and racial differences in the development of post-traumatic stress disorder (PTSD). To answer some of these questions, a group of researchers interviewed more than 5,000 people from different racial groups across the United States. They wanted to learn more about the co-occurrence of different mental disorders, as well as whether or not people are equally likely to have a certain disorder, such as PTSD, depending on their age, sex, marital status, or race or ethnicity. Race/Ethnicity Differences in PTSD A persons race or ethnicity was not found to influence whether or not he had PTSD at some point in his life. However, other differences were found. African Americans, Asian Americans, and Native Americans tended to report having experienced fewer traumatic events as compared to European Americans and Latinos. Despite this, African Americans, Asian Americans and Native Americans were all more likely to develop PTSD after experiencing a traumatic event as compared to European Americans and Latinos. Ones Race Does Not Lead to PTSD Overall, a person is not more likely to develop PTSD just because of her racial or ethnic background. However, it seems as though that being from a minority group (with the exception of Latinos) is connected with increased likelihood (or risk) for having PTSD after experiencing a traumatic event. Although some other researchers have found that people from minority groups are more likely to develop PTSD after a traumatic event, this does not seem to be solely about a persons racial or ethnic identification. Instead, people from some minority groups may be more likely to have other characteristics (or risk factors) that increase the likelihood that they will develop PTSD after a traumatic experience. These risk factors may include less access to mental health care or the experience of more severe traumas when they do experience a traumatic event. A Combination of Race and Risk Factors Increases PTSD Vulnerability A persons racial or ethnic background seems to influence the development of PTSD only to the extent that other risk factors are present. Simply being black, Asian or from a certain racial or ethnic background appears not to increase the likelihood that a person will develop PTSD. It is important for people to be aware of which factors increase the likelihood that PTSD will develop. In doing so, steps can be taken to reduce the likelihood of PTSD after experiencing a traumatic event. Seeking social support or psychological treatment after a traumatic event may help to counteract these risk factors. Pursuing mental health care is still taboo in and outside of communities of color, but obtaining counseling or psychiatric services may lower ones risk of developing PTSD and other mental health problems. If you dont know where to get help, speak with a physician, a clergy member or search online to find the resources available in your community. Needing mental health services is no reason to feel ashamed. Its an important form of self-care.

American Independence Essay - 678 Words

The British colonies of north America declared their independence primarily for political reasons to what extent do you agree with this statement? The original 13 colonies of the United States of America were in desperation of independence and the advantages of leading a long, successful, happy life. In colonial times words like ?tyranny,? ?enslavement,? ?entrapment? and ?slavery? were part of the cultural norm. These words were common place and often used to describe the British control over the colonies. Thomas Jefferson, the writer or the Declaration of Independence, stated 27 gripes which were a direct result of years of frustration, abuse, and neglect from Britain. The Declaration of Independence was an inevitable rebellion†¦show more content†¦This is stated in the first gripe of the Declaration of Independence which says ?He has refused his Assent to Laws, the most wholesome and necessary for the public good.? This is a political reason, it was addressed to King George directly with the government as it points out one of the many flaws. Parliamentary taxation was another one of the main sources of the colonists anger. With the Sugar Act of 1764, they were forced to pay one-third of Britain?s French and Indian War costs. The Stamp Act was excessive for the colonists as well, but was met with much more hostility. They rebelled against these taxes because they were being taxed without representation in England, they felt the British had no right to tax their colonies when they themselves had no say in how they were ruled. ?For imposing taxes on us without our consent,? was another political whine that Thomas Jefferson inscribed in the Declaration of Independence. Thomas Jefferson had purpose in saying this, because political problems had most effect in the deciding factors of breaking away from Britain. Civil is a term used entirely with politics and political reasons. The civil liberties of the colonists were another freedom which was restricted. The colonists were discouraged from buying foreign products and had limited production as a result of mercantilism. In the hated ?Admiralty Courts?, colonists were shipped back to England to be tried in aShow MoreRelatedThe American War of Independence665 Words   |  3 PagesThe American Revolutionary War, also known as the War of Independence, began on April 19th, 1775 with the Battle of Lexington and Concord. The American Revolution was a war between the thirteen colonies and Great Britian. The colonies wanted to gain independence from Great Britian. It was also a rebellion against the monarchy, which lead to the establishment of the republic [CROSS]. The outcome of the war was a victory for the thirteen colonies. The colonist gained independence and British recognitionRead MoreThe American Revolution And American War Of Independence1379 Words   |  6 PagesThe American Revolution or the American War of Independence was one of the most remarkable wars in the history of the world. The motives behind the war can be interestingly explained by Zinn from the chapter Tyranny Is Tyranny in A People’s History of The United States: 1â€Å"Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. 2They found that by creating a nation, a symbol, a legal unity called the United StatesRead MoreThe War Of American Independence1780 Words   |  8 Pages The New American Government The War of 1812 should be referred to as â€Å"Second War of American Independence†. It is obvious that this was a small matter to the English, as they let the Americans win. 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In doing so, you will come to understand how the American fight forRead MoreThe War Of Independence And The American Revolution1572 Words   |  7 PagesApril 19th 1775 â€Å"the shot heard ‘round the world† initiated the war for independence by the American colonists against the British. There were many reasons why the American Revolution came to be, but the two main reasons were for unjustified taxing acts against the colonists and to receive independence from their mother country England. In the Age of Revolution there were many wars taking place around the world and the American Revolution was one of them, the main objective of these wars was for theRead MoreIt Was the American Re volution and NOT the American War for Independence631 Words   |  3 PagesIndependence was the main focus of the colonies after monarch rule of the British. During this key period of American history, The American Revolution would be a more appropriate term instead of The War for Independence. 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Second Seminole War, 1835-1842

Having ratified the Adams-Onà ­s Treaty in 1821, the United States officially purchased Florida from Spain. Taking control, American officials concluded the Treaty of Moultrie Creek two years later which established a large reservation in central Florida for the Seminoles. By 1827, the majority of the Seminoles had moved to the reservation and Fort King (Ocala) was constructed nearby under the guidance of Colonel Duncan L. Clinch. Though the next five years were largely peaceful, some began to call for the Seminoles to be relocated west of the Mississippi River. This was partially driven by issues revolving around the Seminoles providing sanctuary for escaped slaves, a group that became known as the Black Seminoles. In addition, the Seminoles were increasingly leaving the reservation as hunting on their lands was poor. Seeds of Conflict In an effort to eliminate the Seminole problem, Washington passed the Indian Removal Act in 1830 which called for their relocation west. Meeting at Paynes Landing, FL in 1832, officials discussed relocation with the leading Seminole chiefs. Coming to an agreement, the Treaty of Paynes Landing stated that the Seminoles would move if a council of chiefs agreed that the lands in the west were suitable. Touring the lands near the Creek Reservation, the council agreed and signed a document stating that the lands were acceptable. Returning to Florida, they quickly renounced their previous statement and claimed they had been forced to sign the document. Despite this, the treaty was ratified by the US Senate and the Seminoles were given three years complete their move. The Seminoles Attack In October 1834, the Seminole chiefs informed the agent at Fort King, Wiley Thompson, that they had no intention of moving. While Thompson began receiving reports that the Seminoles were gathering weapons, Clinch alerted Washington that force may be required to compel the Seminoles to relocate. After further discussions in 1835, some of the Seminole chiefs agreed to move, however the most powerful refused. With the situation deteriorating, Thompson cut off the sale of weapons to the Seminoles. As the year progressed, minor attacks began occurring around Florida. As these began to intensify, the territory began preparing for war. In December, in an effort to reinforce Fort King, the US Army directed Major Francis Dade to take two companies north from Fort Brooke (Tampa). As they marched, they were shadowed by the Seminoles. On December 28, the Seminoles attacked, killing all but two of Dades 110 men. That same day, a party led by the warrior Osceola ambushed and killed Thompson. Gaines Response In response, Clinch moved south and fought an inconclusive battle with the Seminoles on December 31 near their base in the Cove of the Withlacoochee River. As the war quickly escalated, Major General Winfield Scott was charged with eliminating the Seminole threat. His first action was to direct Brigadier General Edmund P. Gaines to attack with a force of around 1,100 regulars and volunteers. Arriving at Fort Brooke from New Orleans, Gaines troops began moving towards Fort King. Along the way, they buried the bodies of Dades command. Arriving at Fort King, they found it short on supplies. After conferring with Clinch, who was based at Fort Drane to the north, Gaines elected to return to Fort Brooke via the Cove of the Withlacoochee River. Moving along the river in February, he engaged the Seminoles in mid-February. Unable to advance and knowing there were no supplies at Fort King, he elected to fortify his position. Hemmed in, Gaines was rescued in early March by Clinchs men who had c ome down from Fort Drane (Map). Scott in the Field With Gaines failure, Scott elected to take command of operations in person. A hero of the War of 1812, he planned a large-scale campaign against the Cove which called for 5,000 men in three columns to strike the area in concert. Though all three columns were supposed to be in place on March 25, delays ensued and they were not ready until March 30. Traveling with a column led by Clinch, Scott entered the Cove but found that the Seminole villages had been abandoned. Short on supplies, Scott withdrew to Fort Brooke. As the spring progressed, Seminole attacks and the incidence of disease increased compelling the US Army to withdraw from key posts such as Forts King and Drane. Seeking to turn the tide, Governor Richard K. Call took the field with a force of volunteers in September. While an initial campaign up the Withlacoochee failed, a second in November saw him engage the Seminoles in the Battle of Wahoo Swamp. Unable to advance during the fighting, Call fell back to Volusia, FL. Jesup in Command On December 9, 1836, Major General Thomas Jesup relieved Call. Victorious in the Creek War of 1836, Jesup sought to grind down the Seminoles and his forces ultimately increased to around 9,000 men. Working in conjunction with the US Navy and Marine Corps, Jesup began to turn American fortunes. On January 26, 1837, American forces won a victory at Hatchee-Lustee. Shortly thereafter, the Seminole chiefs approached Jesup regarding a truce. Meeting in March, an agreement was reached which would allow the Seminoles to move west with their negroes, [and] their bona fide property. As the Seminoles came into camps, they were accosted by slave catchers and debt collectors. With relations again worsening, two Seminole leaders, Osceola and Sam Jones, arrived and led away around 700 Seminoles. Angered by this, Jesup resumed operations and began sending raiding parties into Seminole territory. In the course of these, his men captured the leaders King Philip and Uchee Billy. In an effort to conclude the issue, Jesup began resorting to trickery to capture Seminole leaders. In October, he arrested King Philips son, Coacoochee, after forcing his father to write a letter requesting a meeting. That same month, Jesup arranged for a meeting with Osceola and Coa Hadjo. Though the two Seminole leaders arrived under a flag of truce, they were quickly taken prisoner. While Osceola would die of malaria three months later, Coacoochee escaped from captivity. Later that fall, Jesup used a delegation of Cherokees to draw out additional Seminole leaders so that they could be arrested. At the same time, Jesup worked to build a large military force. Divided into three columns, he sought to force the remaining Seminoles south. One of these columns, led by Colonel Zachary Taylor encountered a strong Seminole force, led by Alligator, on Christmas Day. Attacking, Taylor won a bloody victory at the Battle of Lake Okeechobee. As Jesups forces united and continued their campaign, a combined Army-Navy force fought a bitter battle at Jupiter Inlet on January 12, 1838. Forced to fall back, their retreat was covered by Lieutenant Joseph E. Johnston. Twelve days later, Jesups army won victory nearby at the Battle of Loxahatchee. The following month, leading Seminole chiefs approached Jesup and offered to stop fighting if given a reservation in southern Florida. While Jesup favored this approach, it was declined by the War Department and he was ordered to continue fighting. As a large number of Seminoles had gathered around his camp, he informed them of Washingtons decision and quickly detained them. Tired of the conflict, Jesup asked to be relieved and was replaced by Taylor, who was promoted to brigadier general, in May. Taylor Takes Charge Operating with reduced forces, Taylor sought to protect northern Florida so that settlers could return to their homes. In an effort to secure the region, the constructed a series of small forts connected by roads. While these protected American settlers, Taylor used larger formations to seek out the remaining Seminoles. This approach was largely successful and fighting quieted during the latter part of 1838. In an effort to conclude the war, President Martin Van Buren dispatched Major General Alexander Macomb to make peace. After a slow start, negotiations finally produced a peace treaty on May 19, 1839 which allowed for a reservation in southern Florida. The peace held for a little over two months and ended when Seminoles attacked Colonel William Harneys command at a trading post along the Caloosahatchee River on July 23. In the wake of this incident, attacks and ambushes of American troops and settlers resumed. In May 1840, Taylor was granted a transfer and replaced with Brigadier General Walker K. Armistead. Increasing the Pressure Taking the offensive, Armistead campaigned in the summer despite the weather and threat of disease. Striking at Seminole crops and settlements, he sought to deprive them of supplies and sustenance. Turning over the defense of northern Florida to the militia, Armistead continued to pressure the Seminoles. Despite a Seminole raid on Indian Key in August, American forces continued the offensive and Harney conducted a successful attack into the Everglades in December. In addition to military activity, Armistead used a system of bribes and inducements to convince various Seminole leaders to take their bands west. Turning over operations to Colonel William J. Worth in May 1841, Armistead left Florida. Continuing Armisteads system of raids during that summer, Worth cleared the Cove of the Withlacoochee and much of northern Florida. Capturing Coacoochee on June 4, he used the Seminole leader to bring in those who were resisting. This proved partially successful. In November, US troops attacked into the Big Cypress Swamp and burned several villages. With fighting winding down in early 1842, Worth recommended leaving the remaining Seminoles in place if they would remain on an informal reservation in southern Florida. In August, Worth met with the Seminole leaders and offered final inducements to relocate. Believing that the last Seminoles would either move or shift to the reservation, Worth declared the war to be over on August 14, 1842. Taking leave, he turned command over to Colonel Josiah Vose. A short time later, attacks on settlers resumed and Vose was ordered to attack the bands that were still off the reservation. Concerned that such action would have a negative effect on those complying, he requested permission not to attack. This was granted, though when Worth returned in November he ordered key Seminole leaders, such as Otiarche and Tiger Tail, brought in and secured. Remaining in Florida, Worth reported in early 1843 that the situation was largely peaceful and that only 300 Seminoles, all on the reservation, remained in the territory. Aftermath During operations in Florida, the US Army suffered 1,466 killed with the majority dying of disease. Seminole losses are not known with any degree of certainty. The Second Seminole War proved to be the longest and costliest conflict with a Native American group fought by the United States. In the course of the fighting, numerous officers gained valuable experience which would serve them well in the Mexican-American War and the Civil War. Though Florida remained peaceful, authorities in the territory pressed for the full removal of the Seminoles. This pressure increased through the 1850s and ultimately led to the Third Seminole War (1855-1858).

How Many Miles to Babylon Free Essays

â€Å"How many miles to Babylon? † Alec Moore – Narrator Frederick Moore – Father to Alec Mrs. Moore – Mother to Alec Jerry Crowe – Friend to Alec Mrs. Crowe – Mother to Jerry Major Glendinning – Commending Officer to Jerry and Alec in the army. We will write a custom essay sample on How Many Miles to Babylon? or any similar topic only for you Order Now General Points –  § Main Theme: Love vs. Hatred  § Reflects different stages of Narrator Development – There’s a continuous stream of consciousness, no chapters  § Ireland  § France  § Love – of country – passionless love of duty – of power and wealth – narcisstic love (love of self) Theme and Issues: Setting the Scene –  § Alec Narrates his tale of a loveless child, leaving him emotionless and scarred cruel mother, manipulative and hateful  § He was always goaded by his â€Å"beautiful mother†  § Mrs. Moore’s beauty contrasted to her vindictive personality. She’s swift and dismissive (passionless)  § Home with no affefction â€Å"The dining room in the daytime was unwelcoming† Relationship with his mother –  § Described through an experience when he seen his mother feeding the swans, thinking she was another woman for a split second, and felt love for her. This shows us that he doesn’t know his mother that well, mistaking her for another person but also that he only feels love for her when she is perceived as someone else. Compared to Christy’s love with his mother in â€Å"My left foot† – he has a continuous plutonic love for her.  § Mrs. Moore’s human relationships are meaning less and without power.  § She feels she is not capable of love as they are never aloud the freedom to experience it themselves.  § She has been taught only the proper etiquette of the wealthy at the experience of wealthy needs. The mother is jealous of Alec’s father and their relationship.  § She is again jealous of Alec’s developing relationships, such with Jerry, but also is worried what other people may think of a higher class boy, being friends with a lower class boy. Therefore, she wants to destroy it.  § She removes Alec from school, just so she won’t be left alone in the day. This is also a way for her to get to her husband, showing him that her and Alec also have a relationship, although it is fake. Relationship with Father – Alec feels real affection for his father, shown in his willingly attitude to spend time with him by the fire. He loves him within the bounds of duty and sensitivity.  § He leaves his father with loosing his only love in the family, when joining the army â€Å"heart rendering† when he leaves.  § They don’t display their love or intensity of feelings for one another, but it is evident e. g. when he accepts money as a â€Å"gestur e of love†  § His golden watch is given to Alec – Metaphorically represented as the beating of his heart. It will – â€Å"protect him from danger† Image of Women as hateful figures –  § The mother sees Alec’s decision to join the army as a personal triumph. She doesn’t have worries about the probable loss of her son’s life at war, but instead begins to enjoy the sympathy of her peers that she will receive from having her son at war.  § Jerry and Alec ridicule their â€Å"hypocritical mothers† as a display of grief as they go to war  § Alec makes fun of his mother for her intensity towards him, showing us that he doesn’t take her seriously. War as an image of hatred –  § The topic of war, adds a sense of horror The combination depicts a metaphorical journey for these characters from a debased nation of love in Alec to the trenches.  § The trenches are described as a physical representation of humankind without the power of love. It depicts the true meaning of evil and hate in contrast to love. Major Glendinning –  § He never shows remorse – he shows preci sion and dispassion by the murder of â€Å"Gloucester’s Regiment†  § This illustrates the breakdown of the inherent moral code in humanity  § When Alec requests leave for Jerry he shows compassion Paradoxical Aspect – to Jerry Crowe’s character. Contrary to loving nature Jerry Crowe –  § He abides by his sense of filial duty (wanting to find his father)  § His character brings out the true Alec Moore, makes him find himself.  § The reunion of Jerry and Alec at the finality of the novel is moving  § When Jerry is found, he is put into a detention camp, and declares he loves his country than his King. It is love that is the death of Jerry Crowe.  § When Alec pulls the trigger, it is none of murder, but saving his friend from a brutal death.  § After the death of Jerry, Alec finds no love in his life. He withdraws from life after his death. Cultural Context : – the world in which the novel is set  § Set in Ireland and focuses on the political conflict around the time of the nationalist movement and the First World War.  § Also conflicts between the upper and lower class in Ireland (classification)  § Alec Moore draws the reader into the story of his life by focusing on the rituals of his parents’ lives, his early childhood, education and his friendship with Jerry Crowe – all the ways that he sees his own life.  § The main way we see the cultural differences in Jerry and Alec is through their language and colloquialisms. Alec’s wealth is illustrated through his life setting – â€Å".. a high curtained window in which I could see as I went up the reflection of walls, the pictures, the polished banisters, the three altered heads, the crossed pikes, and a pair of beautifully chased silver swords† Alec’s Experience in childhood –  § His portrayal of his early childhood is harrowing. Mrs. Moore’s try to destroy the natural instincts of childhood are evident from her refusal to allow Alec to go to school, her interference in his friendship with Jerry and her dismissal of his piano teacher. Her interference is the source of Alec’s shyness and isolation.  § His relationship is distorted as his mother uses him as a means of avoiding direct contact with her husband – who neglects the important aspects of his development as he is a moral coward who has been bullied by his wife.  § Alec is used like a pawn by his mother to undermines her husband’s authority: â€Å" You never speak without authority.. you never sound as if you knew what you were talking about. You have always been an ineffective man† pg. 30 Mrs. Moore as an image of upper class – We are shown this through Alec’s narrative that she is a cruel and peevish mother  § Her maternal instincts are over-shadowed by her selfishness  § Her physical beauty is juxtaposed with her deformed nature.  § Johnston uses her to reflect the negative aspect of upper class society.  § Her desire to be regarded as a woman of culture and breeding is illustrated by her refined eating and drinking, her piano playing and her dress code. Mr. Moore as a Father figure –  § He has more of a relationship with Alec then the mother, shown by his scepticism about Jerry and Alec’s friendship. The Father is weak, his example of adult behaviour is confusing for his children.  § He can not be considered as a role model for Alec because of his flaws. The Friendship of Alec and Jerry –  § Alec’s childhood salvation comes from Jerry Crowe, he would have been very lonely without him, and wouldn’t have experienced his rejuvenation of childhood without him  § Ironically, Jerry’s childhood was one of a bad experience, similar to Alec’s – may have been what makes their friendship so solid. It is Jerry’s boisterous character that carries Alec through his awful home life  § His humour and attitude, allows Alec to manifest a reasonable perspective about his own future and society  § Their conversations are subtle reflections of the time in which they live â€Å"The German’s are going to fix all those eejits in Europe, The British are going to fix the Germans, and we†¦we are going to fix the British†  § The strength of their friendship survives the corrosion of class consciousness  § Proven by Alec’s constant support of Jerry, especially in the army. Alec’s Education –  § He lacks the encouragement needed from his parents, particularly from his mother to spur him to academic success.  § His mother is a crucial part in teaching him the piano, since dismissing Mr. Cave, although she does not keep her promise.  § She deprives him from going away to school as she cannot bear being left alone with his father. The Irish Nationalist Cause –  § Jerry’s recruitment to the army, is only for him to learn how to handle ammunition for the nationalist cause in Ireland, not for the desire to protect the English. The illustrates the nature of Irish society in the early part of the twentieth century where a small number of nationalists wanted to recreate a culture which was severly curtailed since the penal period.  § The paralleling of the nationalist movement in Ireland with the First World War illustrates two examples of the degeneration of society in violence. Portrayal of Women –  § It is unflat tering and prejudicial  § The author illustrates the lack of maternal nurturing which indicates the dysfunctional nature of society. Mrs Moore and Mrs Crowe deprive their sons of love, care and happiness – making decisions that are contrary to the moral well being of their sons.  § They both represent each end of society and class, yet both have the same role as mothers. Portrayal of Men –  § A portrayal of disconcert  § Alec’s introduction is apathetic and amoral who rejects the solace of religion  § Alec and Jerry are most admirable in their childhood, and they earn the readers respect through their loyalty to one another. The ambiguous ending of the novel suspends their credibility as full rounded characters and infers their symbolic function in the story.  § The other men are not symbolic as heroic figures (Major Glendinning, Jerry’s father, Mr. Moore) Instead, they are portrayed as ineffectual men enwrapped by their social position or as hard hearted, condescending automations. Setting of the Novel –  § The setting is varied, begins with Alec’s detention in France, and reverts to his childhood in Co. Wicklow – moves between Dublin, Belfast, England and France.  § With each change of setting, the reader is brought deeper into the impending doom with awaits Alec and Jerry.  § The move from Ireland to France also propels the protagonist from the domestic, political disharmony of his own country into the European fray so that the scale of the violence and cruelty of Alec’s early experiences is magnified beyond himself to thousands of other people. How to cite How Many Miles to Babylon?, Papers How Many Miles to Babylon Free Essays The same cannot be said for How Many Miles to Babylon, which ends in a pessimistic and gloomy scene. Alec Moore is awaiting execution, as the novel comes full circle. He is given â€Å"a pen and paper† because he is an â€Å"officer and a gentleman†. We will write a custom essay sample on How Many Miles to Babylon or any similar topic only for you Order Now He has nothing to do but wait. Alec refused to kill Jerry by firing squad, so in a sense, he asserted his own humanity in the face of war. However, this noble act is detrimental, as this act of compassion tragically costs him his life. Johnston’s outlook is in keeping with the sombre vision of the whole novel – dark, pessimistic and undeniably tragic. The central characters and key relationships within a text are extremely important to our understanding of the general vision and viewpoint. They allow us to see how the actions of another person can have a positive or negative impact on the life of the protagonist. The relationship between Alec and his mother Alicia in How Many Miles to Babylon is characterised by a lack of communication and affection. Alicia uses Alec as an extension of her own ego. He is not appreciated as an individual with individual needs and desires. She only cares that he conforms to her expectations. There is no real warmth to their relationship – which is cold and stifling. As well as restricting Alec’s relationship with Jerry Crowe, Alicia overpowers his relationship with Frederick. Alec cannot do anything without the consideration of his mother. Their relationship is presented in a negative light and Johnston, in a sense, caricatures Alicia to reflect the dark and negative aspects of the upper class. Alicia has a desire to be regarded as a woman of culture and intelligence, which is evident through her piano playing and refined eating rituals, but her actions are a departure from normal maternal practices. Alec feels unloved and unappreciated. The mother-son relationship is so important in How Many Miles to Babylon because not only does it portray a dark outlook on life, but is also a catalyst for the main plot. The general vision and viewpoint of a text expresses the author’s or director’s optimistic or pessimistic outlook on life. It also enables us to establish a greater understanding of the characters and allows us to empathise with them. The outlook can be either bright or dark, or indeed a combination of brightness and darkness and as we become more aware of this outlook as the plot develops, we can more effectively understand the situation of the protagonist within the narrative. How to cite How Many Miles to Babylon, Papers

Tamburlaine The Great, Part Two monologue from the play by Christopher Marlowe Essay Example For Students

Tamburlaine The Great, Part Two monologue from the play by Christopher Marlowe Essay A monologue from the play by Christopher Marlowe NOTE: This monologue is reprinted from Masterpieces of the English Drama. Ed. William Lyon Phelps. New York: American Book Company, 1912. TAMBURLAINE: Villain, art thou the son of Tamburlaine, And fear\st to die, or with a curtle-axe To hew thy flesh, and make a gaping wound? Has thou beheld a peal of ordnance strike A ring of pikes, mingled with shot and horse, Whose shatter\d limbs, being toss\d as high as heaven, Hang in the air as thick as sunny motes, And canst thou, coward, stand in fear of death? Hath thou not seen my horsemen charge the foe, Shot through the arms, cut overthwart the hands, Dying their lances with their streaming blood, And yet at night carouse within my tent, Filling their empty veins with airy wine, That, being concocted, turns to crimson blood, And wilt thou shun the field for fear of wounds? View me, thy father, that hath conquer\d kings, And, with his host, march\d round about the earth, Quite void of scars and clear from any wound, That by the wars lost not a drop of blood, And see him lance his flesh to teach you all. A wound is nothing, be it ne\er so deep; Blood is the god of war\s rich livery. Now look I like a soldier, and this wound As great a grace and majesty to me, As if a chair of gold enamelled, Enchas\d with diamonds, sapphires, rubies, And fairest pearl of wealthy India, Were mounted here under a canopy, And I sat down, cloth\d with a massy robe That late adorn\d the Afric potentate, Whom I brought bound unto Damascus\ walls. Come, boys, and with your fingers search my wound, And in my blood wash all your hands at once, While I sit smiling to behold the sight. Now, my boys, what think ye of a wound?