The Movement of Indigenous People Away from City Centers, and in Saudi Arabia in Particular

There are many things that affect the movement of people globally and within a nation. Demographics is the study of the reasons why people move around. There are many factors that influence the migration of people, from social, to cultural and personal.Advertising We will write a custom term paper sample on The Movement of Indigenous People Away from City Centers, and in Saudi Arabia in Particular specifically for you for only $16.05 $11/page Learn More Religion, people’s education, their national preferences and the surrounding environment all play a crucial role in where people chose to live or where to move to. The changing times have been especially influential on the migration of the indigenous people, but the historical records are partly lost or non-existent (Turner, 2006). The purpose of this paper is to analyze the background reasons for the movement of indigenous people away from city centers, and in Saudi Arabia in particular. An object ive look will be taken at the different criteria that lead to changes in migration patterns. More specifically, the migration determinants and demographics of the indigenous people are closely related to the global economics and societies, but are also interrelated between each other and local, intercultural societies (Carnes Yang, 2004). The history and the indigenous people possess knowledge that is very specific to the area and which can be used to an advantage. The environment determines the way people lead their lives and what they can offer to each other. Even in the modern world, indigenous people are secluded and their history is not as specific. The native populations of all modern countries have been suscepted to the influence of the dominating culture which colonized and secluded the indigenous population (Mahadevan, 2009). The results of such a shift led to a city becoming a very busy place with a lot of potential for growth. Heritage is an extremely important part of t he society and this can be seen in how society functions. The city bases its priorities on the development and so, technology has become the center focus on life. Just like the first years of development, the movement forward continues today. People are able to communicate and cooperate, so that whole of society is interconnected and participating (Sargent, 2008). The modern society strives to eliminate any kind of separation between races and people, so that all are able to enjoy an environment free of stress and unfair treatment. In turn, this leads to full assimilation of indigenous people, and there is a risk that the older and valuable culture will be lost (Moses, 2004). Traditions and beliefs of people have a dominant effect on how demographics of indigenous people are set up. The role of personal attributes like education, family and cultural views play a key role why indigenous people have experienced a demographic shift (Schwegler, 2012). It is clear that how people view th eir social make-up and what their regulations of social life demand of them are the determinants in how the population will be shaped.Advertising Looking for term paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The demographics of indigenous people are greatly affected by the modern industry, competition for oil control and other valuable resources. The movement of indigenous population before modernization and colonization was minimal, comparing to the modern times. People are forced from their homes and social programs by the overtaking businesses and new high rise buildings. There are unique particulars of the surrounding conditions that the people might cause and receive which will lead them to move to another area. Climate and geography of a specific location have a lot to do with the available resources needed to survive and prosper, especially for indigenous people. As such, natives are forced to move away from t he city and find a place which would best support the needs of the community. The second point is migration in relation to personal factors. This is defined as the movement of people within the nations, communities and villages, and the changes that such demographic change causes. As an example, when the colonists arrived, they proclaimed themselves owners of the land and took away any freedom or rights that indigenous people rightfully deserved. They were not asked for land, it was not bought but simply taken. The traditions that the original population had were long standing cultural and well established system of beliefs and balance with nature (Gret-Regamey et al, 2008). The segregation that took place and happened on several levels brought about demographic changes that can be observed in the modern world. The third point that affects demographics relates to the relationship between the modern culture and personal understanding of the surrounding society. These are defined as i ndividual and communal differences in families, education and character qualities. Communication would also play a great role in how indigenous people select a migration area. Labor and support of a social setting rests on effective communication techniques that lead to development and cooperation, especially in different cultural backgrounds (Pollalis, 2013). Both past and present world are accompanied by several problems which determine the demographic changes. The available natural resources of an area are one of the determinants. A community bases support on the availability of conditions necessary for life, as well as development.Advertising We will write a custom term paper sample on The Movement of Indigenous People Away from City Centers, and in Saudi Arabia in Particular specifically for you for only $16.05 $11/page Learn More Recent climate changes have not been present in the previous years and have caused people to be more selective of the g eographical location. Time, relative to the views of the world is extremely important, especially in the age of business and technology. The treatment and views of societies towards indigenous people would not set up an atmosphere for the stay. Time and geography are linked, as geography would often determine the amount of time people could stay and work at a certain place. Historical literature, as well as modern text must be analyzed to discover how indigenous people viewed the new cultures and social norms (Otten Geppert, 2009). In order to demonstrate demographics, quantitative methods, in forms of charts and percentage statics need to be consulted. In the international section, fertility rates in the close-by countries are also examined, as well as educational statistics for adults and children. In a domestic migration analysis, the amount of people that left a specific country and the number of people that the receiving country has accepted is another determinant. The employm ent rates of a particular nation illustrate the availability of acceptance for indigenous people who feel out of place and not needed (Major Trends Affecting Families: A Background Document, 2003). In the case of Saudi Arabia, the first factor is the community development and a greater involvement with the support that can be directed at people who already reside in the area. The focus has also been changed from businesses and people living there presently, towards the future and changes that will happen to the community and companies. As a result the indigenous people of Saudi Arabia were moved out of the cities as businesses would be taking over the area. The mission was to develop the region and move towards the stable economy. It was also to place the location on the map and make it known to organizations and other investors, so that the region becomes the center for business and industrial activity, as well as for the community to enjoy the facilities and the surrounding area ( El, 1984). But unfortunately, the native people of Saudi Arabia were forced to move the communities, social services and cultural interconnections to remote areas. The eastern culture offers much diversity and interest to the international demographics because the shift in cultural preferences in accordance with the modern views is rather drastic. People enjoy the environment and innovations that help the nation to prosper (Brebbia, 2011). Even though Saudi Arabia is becoming a very stable region with an enormous market and great possibilities for business, the indigenous people were forgotten and deprived of their land.Advertising Looking for term paper on anthropology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The segregation that took place happened on several levels. One was moral where people were degraded and their cultural values were forgotten and mistreated. Politically, the land was divided into reservations and people were placed into specific area where they could reside (Edgar, 2002). They could not choose their land by law and could not participate in any policy making. The ability and right to move was taken away as well, and all the available resources were taken for the needs of colonizers. A cultural and social division was another great part of the discriminatory treatment of the indigenous people of Saudi Arabia. Culture was not the only part of the life of people that was much changed. Because of the hardships that people experienced, they would often be living in poor conditions with little access to water, food and other much needed items. Others were completely homeless which forced people out of the cities (Arab Migration In A Globalized World, 2004). One study titl ed â€Å"The Saudi Arabian Economy: Policies, Achievements, and Challenges† looks at the particulars in the migration of indigenous people. Prior to 1850s, Saudi Arabia saw some administrative reforms which were centered on increasing the efficiency of national matters and the regulation of the new country began to flourish (Ramady, 2010). The social life was revolving around collective effort of society to build a world full of prosperity and success (Dreyer, 2008). The guiding principles of the government were to establish an order that allowed for the development of industries and aggregation of autonomous matters. This pushed indigenous people out, making the cities more modern and business oriented. The mindset that was predominant related to shaping public policy in such a way that it allowed people to gain maximum use of agriculture and environmental factors. This was to be used for directing further movement into the industrial era (Adler, 2003). The study fails to me ntion social and cultural detriments that were experiences by the indigenous people. Also, the solutions to resolve the matter are not analyzed, so it is difficult to base any understanding and direction of the future life. The following image shows that the population is very dense in the developed regions, whereas areas away from the industrial centers are underdeveloped. Another study looks at the distribution of males and females, and how the division within the population affects the class separation. The â€Å"International Migration and Development in the Arab Region† explains this trend as one of the key reasons why the indigenous population is decreasing with the modernization of the world (International Migration and Development in the Arab Region, 2007). The data shows that the population of males is much greater than that of females. This is explained with the cultural specifics, as the traditional beliefs of Saudi Arabia were very conservative. As a result, mal es become more involved in business and the developing world, whereas women are still majorly secluded from the positions of influence and power (Arya, 2006). Some of the recommendations demand changes in physical planning, as well as policy and management changes. In the past decade there was an outbreak of protests and indigenous people forcing the government to change policies. The fight for the preservation of culture and ways of life is very important to the present and future generations. Because this is the age of changes and all people battle for rights and freedoms, Saudi Arabian people must finally receive the respect they deserve (Panara, 2013). The legislature must come into force which recognizes the many cultural peoples that exist on the territory of Saudi Arabia, and they must be considered rightful citizens. At the same time, this is demographically a distinct population. They have the right to form own government, produce and enforce laws and other legal rights tha t are enjoyed by the major population. It is clear that demographics are greatly affected by the changing world. The indigenous people have left the city centers, as the rapid development and lack of education in a particular field left them no place or opportunity to prosper. This is the result of segregation and assimilation because the value of traditions and beoliefs has become less important globally. References Adler, L. (2003). Migration: Immigration and Emigration in International Perspective. Westport: Greenwood Publishing Group. Arab Migration In A Globalized World. (2004). Geneva: International Org. for Migration. Arya, S. (2006). Poverty, Gender and Migration. Thousand Oaks: SAGE Brebbia, C. (2011). Sustainable Development and Planning V. Boston: WIT Press. Carnes, T. Yang, F. (2004). Asian American Religions: The Making and Remaking of Borders and Boundaries. New York, NY: NYU Press. Dreyer, D. (2008). The Dynamics of International Rivalry: An Issue Conflict Approach. Ann Arbor: ProQuest. Edgar, A. (2002). Cultural theory: the key concepts. New York: Routledge. El A. (1984). The Impact Of Oil Revenues On Arab Gulf Development. New York: Routledge. Gret-Regamey et al. (2008). Ecosystem Services in Agricultural and Urban Landscapes. Hoboken: John Wiley Sons. International Migration and Development in the Arab Region. (2007). Blue Ridge Summit: United Nations Publications. Mahadevan, J. (2009). Redefining Organizational Cultures. An Interpretative Anthropological Approach to Corporate Narratives. Forum Qualitative Social Research, 10.1. 8-10. Major Trends Affecting Families: A Background Document. (2003). Blue Ridge Summit: United Nations Publications. Moses, D. (2004). Genocide and Settler Society. Oxford, NY: Berghahn Books. Otten, M. Geppert, J. (2009). Mapping the Landscape of Qualitative Research on Intercultural Communication. A Hitchhiker’s Guide to the Methodological Galaxy. Forum Qualitative Social Research, 10.1. 30-35. Panara, C. (2013). The Arab Spring: New Patterns for Democracy and International Law. Dancers, United States: MartinusNijhoff Publishers. Pollalis, S. (2013). Infrastructure Sustainability and Design. New York: Routledge. Ramady, M. (2010). The Saudi Arabian Economy: Policies, Achievements, and Challenges. New York: Springer. Sargent, L. (2008). Contemporary Political Ideologies: A Comparative Analysis, Belmont: Cengage Learning. Schwegler, U. (2012). The challenge of researching trust in intercultural cooperation. Forum Qualitative Social Research, 10.1. 24-34. Turner, J. (2006). Handbook of Sociological Theory. New York: Springer. This term paper on The Movement of Indigenous People Away from City Centers, and in Saudi Arabia in Particular was written and submitted by user AlbertCleary to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Halloween Vocabulary in Spanish

Halloween Vocabulary in Spanish Are you celebrating Halloween? With this vocabulary list, you can do it in Spanish. la araà ±a - spider. la bruja - witch. Much like the English word, bruja can also be used to refer to a strongly disliked woman. el brujo - wizard, sorcerer. la calabaza - pumpkin. This word can also refer to various kinds of gourds, such as a calabash. la casa embrujada - haunted house. Embrujado is the past participle of embrujar, usually translated as to bewitch. el diablo - devil. The English and Spanish words come from the same Latin source. Note the similarity with diabolical. el disfraz - costume or disguise. el duende - goblin. The word can refer to various kinds of magical creatures such as elves and imps. A person who has a certain kind of magic or charm about him or her can be said to tener duende. los dulces, los caramelos - candy. As an adjective, dulce is simply the word for sweet. And while caramelo can refer to caramel, it most often refers to candies in general. Caramelo is probably related to miel, the word for honey. el esqueleto - skeleton. el fantasma - ghost. Like most other words of Greek origin that end in -ma, fantasma is masculine, making an exception to the rule that nouns ending in -a are typically feminine. el gato negro - black cat. el hechizo - spell (as from a witch). The word can also refer to a persons charm. The verb form, meaning to cast a spell, is hechizar. la jack-o-lantern - jack-o-lantern. The decoration can also be described as a calabaza iluminada, lighted pumpkin. la magia - magic. Something magical is mgico. la mscara - mask. This is the source of the English mascara. la momia - mummy. The English and Spanish come from an Arabic word referring to an embalmed body. el murcià ©lago - bat (the animal that flies). This word is derived from the Latin mouse (rat) and caecus (blind), so its original meaning was blind mouse. Noche de Brujas - Halloween. The phrase literally translates as Witches Night, and Dà ­a de Brujas, Witches Day, is also used. It also is very common in the United States and some other areas with U.S. influence to use Halloween. el superhà ©roe, la superheroà ­na - superhero. In modern usage, it is not unusual to hear  the form la superhà ©roe  for a female superhero. la telaraà ±a - cobweb, spider web. This is a combination of two words, tela, usually referring to fabric, and araà ±a, the word for spider. In a different context, telaraà ±a can also refer to a net (such as one for catching fish) or a tangle of cables, strings or similar items. truco o trato - trick or treat. The English phrase is often used as well. Truco is often translated as trick, such as a trick of the trade or a magic trick. Trato, on the other hand, normally is a contract or agreement. It doesnt mean treat, although it can mean treatment when it refers to the way someone treats someone else. el vampiro, la vampira - vampire. The word probably came from Hungarian. el/la zombi - zombie. The English spelling is sometimes used.

Bentley University Acceptance Rate and SAT Score Facts

Bentley University Acceptance Rate and SAT Score Facts Bentley requires test scores as part of its admissions process. Students can submit either SAT or ACT scores, and neither is preferred over the other. Bentley is a selective school, and only admits 42 percent of applicants each year. To apply, students must fill out a Common Application, complete with the writing/personal statement section. In addition, students must submit test scores, an application fee, and high school transcripts. Bentleys admissions are holistic, meaning that they look at more than just grades and test scores. Students who participate in extracurricular activities and have work or volunteer experience are encouraged to list their activities and experience on their applications, to help set them apart. Will You Get In? Calculate Your Chances of Getting In  with Cappexs free tool. Admissions Data (2016) Bentley University Acceptance Rate: 46%GPA, SAT and ACT graph for Bentley Test Scores:  25th / 75th Percentile SAT Critical Reading: 510 / 620SAT Math: 550  / 670SAT Writing: - / -What these SAT numbers meanACT Composite: 25  / 30What these ACT numbers mean Bentley University Description Located on a 163-acre campus in Waltham, Massachusetts, Bentley University is not a typical New England college. The great majority of Bentley students major in some area of business, but the school is nevertheless a comprehensive university where the liberal arts and sciences play a central role in the curriculum. Ethics, social responsibility, and global culture are all important components of a Bentley business education. Bentley has a 12 to 1  student/faculty ratio  and an average class size of 24. The university frequently ranks among the top 50 business schools in the country. On the athletic front, the Bentley University Falcons compete in the NCAA Division II, within the Northeast-10 Conference. Popular sports include track and field, football, basketball, and soccer. Bentley University Mission Statement To educate creative, ethical, and socially responsible organizational leaders by creating and disseminating impactful knowledge within and across business and the arts and sciences. Enrollment (2016) Total Enrollment: 5,506  (4,222 undergraduates)Gender Breakdown: 59% Male / 41% Female98% Full-time Costs (2016 - 17) Tuition and Fees: $45,760Books: $1,260  (why so much?)Room and Board: $15,130Other Expenses: $1,200Total Cost: $61,005 Bentley University Financial Aid (2015  - 16) Percentage of New Students Receiving Aid: 76%Percentage of New Students Receiving Types of AidGrants: 68%Loans: 49%Average Amount of AidGrants: $25,343Loans: $8,540 Academic Programs: Most Popular Majors:  Accounting, Business Administration, Finance, Marketing, Computer Science, Mathematics, Global Studies, Business/Corporate CommunicationsWhat major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates: First Year Student Retention (full-time students): 94%Transfer-out Rate: 3%4-Year Graduation Rate: 83%6-Year Graduation Rate: 89% Intercollegiate Athletic Programs: Mens Sports:  Football, Lacrosse, Soccer, Swimming, and Diving Track, and Field, Basketball, Ice Hockey, BaseballWomens Sports:  Field Hockey, Basketball, Track and Field, Softball, Tennis, Volleyball, Cross Country Bentley and the Common Application Bentley University uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples Data Source: National Center for Educational Statistics

The Politics of Public-Private Partnerships Literature review

The Politics of Public-Private Partnerships - Literature review Example The validity of his argument regarding the associated costs of PPPs is the essential point presented in this paper. Flinders’ major argument The article â€Å"The Politics of Public-Private Partnerships† is a particular argument that presents PPPs as potential factors that provide the opportunity for political issues and tensions to proliferate in the government (Flinders, 2005). According to Flinders, political issues and tensions are largely been overlooked, which may be eventually observed from the point of view of efficiency, risk, complexity, accountability and governance and the future of state projects. Through PPP, efficiency gains and service improvements in some policy areas may be observed, but based on the thoughts of Flinders these also have corresponding political and democratic costs. In other words, PPPs may have provided significant benefits at some point, but on the other hand, these can only be generated with substantial political and democratic costs . For Flinders, short-term benefits linked to PPPs may be outweighed by the long-term problems. Therefore, it emphasises more of the probable threats or risks. Thus, Flinders adopted the definition of PPP as a risk-sharing relationship existing between the public and private sectors just to result to the desired public policy outcome. In order to explicate this point, Flinders was able to subdivide his arguments into various sections. The first section deals with the Labour government’s approach to public sector reform since May 1, 1997. In the second section, the author examines Public Interest Companies (PICs) prior to a more detailed analysis of the Private Finance Initiative (PFI) in the UK. The third section introduces the framework to elaborate the idea of the political issues and debates around PPPs. Then finally, the last section provides information concerning the reasons why the government may commit to PPPs. Central to the idea concerning the first section is the p revailing diverse models of service delivery that the public and private sectors implemented. This at some point, according to Flinders provided the opportunity to the birth of political administrative perspective. The second section tries to enhance the idea of ‘back-door privitisation’ which may have potentially evolved from PICs down to PFI. In this case, various political concerns surfaced and the issue was far from monetary consideration. The third section introduces some relevant themes surrounding PPPs in the UK. Based on the argument of Flinders, these themes may have substantially provide opportunity for the public sectors to be served, but the bottom line of these themes may provide implication for the advantage only of the few and not the majority. The fourth section is a significant confirmation of the elemental drawbacks linked to controversial PFI deals. However, the government seems to have no other choice, but to continuously rely on the private sectors in the future to provide public services resulting to partnerships with associated political challenges. It is now important to consider some remarkable insights regarding the stand of Flinders on PPPs. Key insights In this section, the work at hand presents the key insights into the relationship between government and business based on the relevant points from the article. One major insight that can be generated from the article includes the point that the government is

NewCorp Scenarios Legal Brief Research Paper Example | Topics and Well Written Essays - 1000 words

NewCorp Scenarios Legal Brief - Research Paper Example However, this is not outlined in the employment documents (Lambert, 2005). Therefore, this gave pat no reason to drop in his performance. He should have tried all the best to ensure the performance in the institution was maintained at high levels. The employer and the institution are not directly involved in family issues and this is not a reason for the drop in performance. Therefore, it was in his interests to ensure the family issues and moving to another city does not affect his performance at work. However, he left this to affect his performance at work, which was detrimental to his career. According to statutory laws, an employer has the legal rights to hire a worker depending on his or her qualifications. Similarly, the same institution or employer has the rights to terminate the worker without satisfactory results. Therefore, an employee has to make sure he or she is giving satisfactory results in the institution. Apparently, performance is the only indicator that can be used in justifying an employee’s worth in the institution. Therefore, when an employee is not giving satisfactory results, he is at the helm of disqualification and termination. Since this is an independent entity, it has its rights of disqualifying employees that are not beneficial to the institution. This states the reason behind the pat’s disqualification at the work place. This is clearly indicated in the signed documents, where an employee is terminated when there is unsatisfactory performance. As such, the institution acted upon its jurisdiction to terminate pat, the reason being that Pat’s performance was not pleasing the institution. Though Pat’s termination at his work place could be justified according to the jurisdiction of the institution, there are several points that should be considered. First, the notice of termination was minute. He was given a short notice of termination, which was not well received by Pat. Secondly, the institution should h ave given Pat more time to work on his performance. Giving Pat more time should have prepared him to work on his performance in the institution. This would have improved on his performance. However, it seems the institution had already made a decision to terminate him. Apparently, the institution should have used Pat’s historical performance at the institution and given him another chance. Consequentially, some institutions do not believe in second chances, which ruined his career. Similarly, Pat’s views at the school board meeting should not be used as a scapegoat for disqualification. Second Case Relationships at the work place are highly opposed by many institutions as they constantly affect the work of the employees. In this case, it is evidently seen that the two employees were affected by their relationship at the work place. To begin with, the employer has to be skeptical about the work relationships. Most employers are not for the idea of dating at the work pla ce. As such, they give stringent punishment to any employees that are found dating at the work place. Though it is hard to control human emotions, relationships at the work place are not accepted by the employers and the institution. Therefore, it was in the jurisdiction of the employer and institution to make a succinct control measure against such relationships in the institution. This would have lessened the outcome as Paula and Sam would have avoided such a scenario.

Historical Context of the Remakes of The Phantom of the Opera Essay Example for Free

Historical Context of the Remakes of The Phantom of the Opera Essay The Phantom of the Opera has undergone subsequent remakes. This Hollywood film has undergone numerous remakes at different historical moments throughout the world. In Hollywood and the United Kingdom, it has spawned more than ten film and TV versions that differ significantly in selecting the settings for the horror-romance [Paris, New York and London] in accounting for the phantom’s disfiguration, in portraying the opera understudy, as well as Christine’s attitude toward the phantom. However, they all follow the male phantom-teacher and female opera-student structure so that heterosexual desire [manifested in two men’s competition for a woman] remains the prime move of the plot. My focus in this essay is Andrew Lloyd Webber’s version of the aforementioned text. My emphasis in this text will be how the phantom [including his image and voice] is represented within the film technology available at that time [in contradistinction to the manner in which the phantom’s image and voice is represented in different versions of the aforementioned text]. My working hypothesis is that since the phantom, by definition, exceeds visual representation in the silent and the sound versions, his voice, as a singer and a music teacher, emerges a primary site for representation and signification. To explore the representation and the significance of the phantom’s voice, I will focus on (1) how the phantom-teacher relates to his student through voice as well as visage, (2) how the teacher-student relationship differ from film to film [from Schumacher’s film in contradistinction to the other version of the film], (3) and how to read these relationships in allegorical terms, or in relation to their respective material-historical conditions. The last question leads me to map the teacher-student relationship onto the tension between an â€Å"original† film and its remake(s). In the end this paper will demonstrates the manner in which each remake strategizes its position vis-a-vis a historical moment and a prior film text hence it follows from this that each remake [specifically Schumacher’s remake] should not be subsumed into an echoing tradition in the corridor of the history. I start with the representation of phantom’s voice and its interplay with the shadow. The aural-visual dimension is crucial for our understanding of the issue of subaltern film remaking, which is ultimately an issue of power circulation and distribution. In the film diegeses, the phantom holds power over the student and other people for two reasons: (1) he eludes audio-visual representation and (2) he assumes the empowered teacher position. The 1925 version of The Phantom of the Opera centered upon the triangular tension between Erik, The Phantom (Lon Chaney); Christine (Mary Philbin), an understudy in the Paris Opera House whom the phantom has trained and elevated to the diva position; and Raoul (Norman Kerry), Christine’s fiance. As indicated above, the phantom, by definition, exceeds direct visual coding. The problematic of representation is further compounded by the fact that the film, being silent [that being the 1925 version], cannot represent the phantom’s voice except through the theatre orchestra’s performance. This means that the voice and other diegetic sounds the audience hear do not [seem to] emit from the screen. This representational dilemma is alleviated through the use of shadow [an image that signifies the fusion of absence and presence, thus most appropriate for the phantom figure]. More specifically, this silent film mobilizes venues of representation before Christine sees the phantom. The first is the shadow, proffered exclusively to the audience who, according to Michel Chion, is â€Å"deaf† and cannot hear the phantom’s voice (Chion 7). The other, the phantom’s â€Å"angelic voice,† is heard only by Christine and other characters. The differentiated knowledge distribution leads to two modes of spectatorship, one being exclusively visual, and the other exclusively aural. In both cases, the phantom is omnipotent when remaining a mere shadow or a disembodied voice (Chion 19). When lodged in a physical body, a process the power is lost. This takes place in The Phantom of the Opera when Christine’s fascination with the acousmatic phantom turns into dread and disgust once the voice is embodied in a visual image [i. e. , the skull head that she has unmasked]. Thus, the phantom’s deacousmatization depletes his magic power over Christine. Not only does his horrendous visage drive Christine to cover her face [which may implicitly mirror a female viewer’s typical response to a horror film]. It also forces the phantom himself to cover his face. The implication is that to maintain his power, he has to remain invisible. In the same manner, for a horror film to remain horrific, it must not be seen in unobstructed view. As Dennis Giles observes, the more [the viewer] stares, the more the terror will dissipate to the extent that the image of full horror will be revealed (unveiled) as more constructed, more artificial, more a fantasy, more a fiction than the fiction which prepares and exhibits it. To look the horror in the face for very long robs it of its power. (48) By covering his face, the phantom symbolizes the horror film’s attempt to block the viewer’s vision. In other words, the power of the phantom, and by extension, of the horror film, consists in deprivation of visual representation. The problematic of representing a phantom in a silent film thus finds resolution in a paradox, namely, the possibility and effectiveness of representation consists precisely in a lack of direct visual representation. Acousmetre is also crucial for maintaining the teacher student relationship. Once deacousmatized, this relationship comes to an end, which in turn de-legitimizes the phantom’s proposal to Christine. After a long sequence of suspense, sound and fury, during which Christine is salvaged from the Opera House’s underground catacomb, while the phantom chased to a dead end, the film [initial version of the film] closes with a double shot of Christine happily married with her aristocratic fiance. Instead of a beauty and the beast story, in which the beast is transformed into a handsome nobleman by the beauty’s kiss, the monster in this film remains a monster and the opera actress gets punished for her scopic and epistemological drive [a â€Å"monstrous† transgression she must redeem by betraying the monster] returning to humanity [defined as white heterosexual normality] and succumbing to a domesticating marriage. The containment of the female deviancy is built into the film producer’s plan to reinforce what they perceive as the audience’s wish: â€Å"a movie about the love life of Christine Daae† (MacQueen 40). The film thus ends with a triumph of a bourgeois fantasy premised on the domestication of women, and the destruction of the monster. Joel Schumacher’s remake of the original Phantom of the Opera, did not come as a surprise, given the frequent practice of borrowing and adapting at the time. Schumacher’s version retains the powerful phantom figure whose self-de-acousmatization again successfully captivates the student, Christine. Nevertheless, it also displays far more intense interactions between the phantom-teacher and the singer-student. Briefly speaking, their relationship goes through four successive steps: ventriloquism, reverse ventriloquism or excessive mimesis, performative reiteration, and finally, the Benjaminian â€Å"afterlife† [which delineate Christine’s gradual usurpation of the phantom’s power while also contributing to the dialectical image provided by the phantom-teacher and singer-student relationship]. The phantom begins with ventriloquizing Christine’s in the latter’s reenactment of the former’s masterpiece, now titled â€Å"Romeo and Juliet,† replacing â€Å"Hot Blood† in Song at Midnight. During the performance, Christine falters at a tenor note, but is undetected by the theatre audience, thanks to the phantom’s backstage â€Å"dubbing,† visually represented through cutaways. The camera first holds on Christine’s bending over the dead â€Å"Juliet† then closes up on his slightly opened mouth and bewilderment, and subsequently following Christine’s puzzled look, cuts to the cloaked phantom in profile, hidden behind a window curtain in the backstage, emotionally singing out the tenor notes. Cutting from the front stage to the back stage area also echoes. In the aforementioned scene, it is important to note that the moment of ventriloquism gradually gives way to Christine’s agency. Indeed, Christine’s centrality in the film is evidenced in the predominance of the perspective shots that mediate the off-screen audience’s knowledge and sensorial experiences. This viewing structure contrasts sharply with The Phantom of the Opera’s 1925 version. Whereas Christine deacousmatizes the phantom, the audience actually sees the disfigured face before she does. Similarly, Christine’s knowledge [regarding the phantom] is one step behind that of the audience who hear the phantom’s midnight singing and see an enlarged shadow cast on the wall at the opening of the film after the initial portrayal of the opera house’s condition after the fire. The contrast between the two aforementioned versions of The Phantom of the Opera suggests two different ways of constructing history. One is to hide away the past [embodied by the phantom] that has transformed beyond recognition so as to reproduce its old, familiar image in a present medium, or the student. The other is to acknowledge what the past has become, in order to re-suture it into the present without reducing the present into a mere mirror image of the past. Thus, Christine’s agency and the Phantom’s revival become interdependent. The teacher-student hierarchy, as argued previously, is analogous with the hierarchy between the master and the slave. Furthermore, it can also be mapped onto the tension-ridden relationship between a film and its remake(s). These interconnected, parallel relationships allow us to situate the cultural production of a film in a dynamic socio-political field (Gilloch 17). Following Gerard Genette’s definition of â€Å"hypertextuality,† which designates that a hypertext both overlays and evokes an anterior text, or hypotext (Genette 5), I argue that a remake occupies the student position, and that its very existence testifies to and evokes its â€Å"teacher† or â€Å"predecessor. As a form of cinematic doubling, how the â€Å"student† film situates itself vis-a-vis the â€Å"teacher† and its own historical moment determines possibilities of remaking (Smith 56). The major divergences between the two versions of The Phantom of the Opera mentioned above suggest two diametrically opposite agendas. Whereas the former prioritizes domesticating and suturing women into white-oriented heterosexuality, the latter historicizes and politicizes the hetero-erotic relationship between the teacher and student. There are several ways in which one may understand the aforementioned divergence. It is important to note that the text adapted by Schumacher for the construction of his version of the aforementioned film is in itself a divergence from the original. In comparison to Lon Channey’s version of the aforementioned film [which is an adaptation itself], Schumacher’s version discarded most of the horror version aspects which have been associated with the film [as well as the original text by Leroux]. Examples of these are evident if one considers Schumacher’s choice for the depiction of the phantom himself [as a disfigured individual as opposed to a skull hiding behind a mask]. In a way there are several ways in which such a depiction [the change of depiction] may be understood. Initially, one may state that such a shift stems as a result of the shift from the operatic version of the film as opposed to the â€Å"Beauty and the Beast† theme associated with the film. Second, in line with the initial claim of this paper, one may understand the shift [in terms of the phantom’s depiction] as a means of mirroring the historical conditions of the film’s production. The process of mirroring the initial work as a means of showing the teacher-student relationship [in relation to the silent film version and Schumacher’s version] may be understood as a means of employing the manner in which the student has transcended the master to the extent that such a transcendence enabled the initial freedom from the heterosexual archetypal relationships which enables the submission of the female to the norm [that being the norm of female submission towards the male]. It may indeed be argued that Schumacher’s version also enabled such a submission since Christine chose Raoul over the phantom. It is important to note, however, that such a choice may be understood differently in relation to the original silent film adaptation of the aforementioned text. Note for example the depiction [as well as the characterization] of the phantom in the initial version of the film. As was noted at the onset of the paper, the depiction of the phantom in the initial version [silent film version] presented a horrible figure [i. e. a skull for a face]. Such a presentation may be understood, in such a way, that the phantom is presented as the depiction of the deviance resulting from the inability to adhere to the norm. Deviance from the norm, in this sense, may be seen [and in fact understood] as a horrible act itself. Schumacher’s version [with its depiction of the phantom as figure with a face [a handsome one in fact despite its minor deformities] may be seen as mirroring the manner in which deviance from the norm [that of the adherence to the heterosexual and in a sense highly patriarchal relationship] is more acceptable within the current context of the film’s production (McQueen . Schumacher’s version begins with a reel from the 1919 occurrence at the Opera Populaire wherein the old Raoul is depicted as buying knickknacks that serve as the reminder of the occurrences that led to the aforementioned opera’s demise. What follow this scene is a reconstruction of the Opera Populaire resulting from the flashback of memories to those who where in it during 1819 thereby providing the spectator with the truth behind the masked lives of those who lived within the opera at that time. What is interesting to note in Schumacher’s version [in relation to the reconfiguration or rather redepiction of the phantom] is the manner in which one is now given a new manner of understanding the means in which Christine gains her agency. In fact, agency in Schumacher’s version of the film is depicted as a manner of choice and not as mere adherence to a prescribed norm [in comparison to the original adaption of Webber’s text]. Dramatically, the story hinges on a series of conflicts which continually redefine Christine’s position in relation to her surroundings [as well as to the individuals around her]. Webber’s version [as adapted by Schumacher] depicted this process through a series of musical themes, motifs, and textures which portray the development of characters, attitudes, and emotions. Note that the materials in each of the musical themes and motifs are rarely modified except through instances of fragmentation. Although fragmentation occurs, it is interesting to note that when considered together, these musical themes literally play out the drama involved within the play (Snelson 110). In summary, in this paper I argued that the â€Å"teacher† text does not simply crumble when the â€Å"student† text arises in resistance, but rather experiences a revival. This is because the remake cannot fulfil itself without simultaneously evoking [not â€Å"imitating†] the â€Å"afterlife† crystallized in its textual â€Å"predecessor† (Mignolo 112). A film remake re-presents its â€Å"hypotext† not by turning itself into a submissive double, which simply reifies the â€Å"hypotext,† but rather by revalorizing the unique historical position of the â€Å"hypotext,† paradoxically achieved by the remake’s stress on its own distinction. In this sense, the various adaptations of Webber’s The Phantom of the Opera may be understood in such a way that both versions [that stand in a teacher-student relationship] present a challenge of the archetypal heterosexual relationships which stand as the pervading theme of the various versions of Webber’s The Phantom of the Opera.

Censorship is NOT Good Essay -- Censor

Censorship Censorship, a controversial word that has been with us since who knows when. Ancient dictators would burn books because they didn’t like them and force people to believe what he did. The question I ask myself though is if censorship in Libraries and schools is justified. My answer is no, and that is what I will try to convince you. Censorship is ridiculous, unfair and selfish, and censors are hypocritical, intolerant, and arrogant. What I mean when I say censorship is ridiculous is exactly that. In Censorship Opposing Viewpoints, it states that the American Heritage Dictionary was banned from Anchorage, Alaska because of words dubbed obscene, like bed, tail, ball, and nut. At first we laugh at it, but we stop when we hear it has also been banned in Cedar City, Indiana, and Eldon, Missouri. % other dictionaries were banned in Texas. These people that ban them call themselves People for Better Education. I thought dictionaries help you learn? An article in Scholastic Update entitled â€Å"The Case of the disappearing Books† it says last year there were 338 cases of parents trying to remove books, among these was the classic Huckleberry Finn by Mark Twain. A teacher was fired because she assigned a book with a lesbian as a main character. A parent, Ruth Somoro, said this was being intolerant of religious beliefs, and schools aren’t supposed to promote religious beliefs. Hmm, I don’t get it. The Supreme Court ruled books couldn’t be removed because they dislike ...

“Celia behind Me” by Isabel Huggan Essay

â€Å"Celia behind Me† is a Canadian short story, which was written by Isabel Huggan and published in 1984. The setting of the short story is a typical neighborhood in Canada, where two girls, Celia and Elizabeth, are living. The short story is written from Elizabeth’s point of view. * The title ‘Celia behind me’ is exactly what it says; Celia is always behind the narrator, Elizabeth, whether it’s in school, on the way home or in their community. Celia is always a few steps behind. Ex. Celia is in the grade below Elizabeth, she always walks just a few steps behind Elizabeth on the way home, and Elizabeth is only a smidge better than Celia in her social circle. Celia is a diabetic and obese girl; she wears thick glasses and has a rare name, which always makes her classmates mock her. She is an easy victim for humiliation, because she is different from her classmates in both behavior and appearance. She really wants to be a part of the popular group and make friends, but it is almost impossible for her, as she is expelled from her classmates’ community. Celia is always alone, even though she very well could be a very nice, and sensible, girl. She only tries to get along, but unfortunately she seems to be so desperate, that her behaviour annoys her classmates. No matter what she does, she is always the selected scapegoat. The teasing only gets worse, after she falls behind in school and has to do the entire grade all over again. Elizabeth is a young girl and the story’s narrator. Elizabeth is very uncertain about herself, and she is afraid of being bullied, so she tries to be a part of the clique with her classmates, and being in the clique means, that Elizabeth has to be the bully. Her clique victimizes Celia. Elizabeth is aware of the reality; if it wasn’t for Celia, she would be the next in the line of being humiliated by her so called friends. She bullies Celia as a way to guard her reputation and place in the clique. Elizabeth knows what it feels like to be a victim of bullying, and she is scared. She sucked her thumb openly in kindergarten and got the nickname: â€Å"Sucky†, which everybody called her until Grade 3. She ignores Celia’s feelings, because she has a very low self-confidence and feels alone, so she won’t face the risk of standing up to her mean classmates. She doesn’t feel peace inside herself, which makes her very frustrated. (P. 3 ll. 60-66) â€Å"Little beasts we were, making our way along slippery streets. Celia, her glasses steamed up even worse than mine, would scuffle and trip a few yards behind us, and I walked along wishing that some time I’d look back and she wouldn’t be there. But she always was, and I was always conscious of the hatred that had built up during the winter, in conflict with other emotions that gave me no peace at all.† Elizabeth abhors Celia, because she knows deep down inside, that they have a lot in common. They both wear glasses, they are both a little chubby and they both have a rare, way too grown-up name. It is obvious, that Elizabeth’s worst fear is to be singled out with Celia, because she will not be able to deal with being a victim. The girls control Elizabeth’s behavior, because they can expel her from their clique, and treat her like they treat Celia. The girls really are very poor in solidarity, and they leave no place for differences. Elizabeth’s mother warns her about the way she treats Celia, telling her that she herself will get to feel that way in the future. One day Elizabeth falls behind on the way home from school, Celia is still following them around, and when Celia calls for Elizabeth to wait, the girls turn on Elizabeth. They start calling her ‘Sucky’ and doing what Elizabeth fears most; they bully her like they do Celia. Elizabeth snaps, and starts beating the living daylight out of Celia, yelling at her how much she hates her. When the other girls get her pulled of Celia, Elizabeth runs. (P.6 ll. 164) â€Å"She’d been half-carried; half-dragged home by the heroic others†¦Ã¢â‚¬ ¦Ã¢â‚¬  I think it is kind of ironic, that the mean, bullying clique of girls carry Celia home, because a few minutes earlier, before Elizabeth attacked Celia, they had left Celia wandering around alone and scared in the pipe. That is a testimony of how fake girls can be. Celia being the way she is forgives Elizabeth very quickly, but even as Celia dies at seventeen, Elizabeth never really does forgive Celia. Because what Celia has done to Elizabeth is a lot worse than a physical beating, Celia is the one that showed Elizabeth, how ark and frightening she really is. * The short story’s main theme is bullying, which clearly reflect all trough the story. The more original thing in the story is that we experience the occurrences in Elizabeth’s perspective. Normally you would follow the story in the victim’s point of view, but is more interesting and provoking, to follow the mind of the â€Å"mean† character, like for example Elizabeth.

Legacy of the Samurai Essay

For seven centuries, the samurai ruled Japan as the powerful warrior class. As a class of warriors and knights, they led society in feudal Japan. The loyalty to his lord was much more important than his allegiance to his friends, family and even the emperor. Their philosophy was one liberated him from fear, and for these reasons, the samurai came to be the dominate force throughout medieval Japan. War played a central part in the history of Japanese samurai. As regional clans gathered manpower, resources and struck alliances with each other, they formed a hierarchy centered around a toryo, or chief. This chief was typically a relative of the emperor and a member of one of the two dominating clan families of the pre-samurai era. Though they were originally sent to regional areas for a fixed four year term as a magistrate, the toryo usually declined to return to the capital when their terms ended. Their sons inherited their positions instead and continued to lead the clans in suppressing rebellion throughout Japan during the middle and later Heian period. (Cook 24) One main reason why conflict between clans was so predominant was because they were typically started as a result of land ownership. Only a fifth of Japan’s land was suitable for agriculture. The struggle for control of land eventually gave rise to the samurai class. The samurai eventually became a class unto themselves between the 9th and 12th centuries A.D. They were called by two names: samurai which means â€Å"knights† and bushi which means â€Å"warriors†. The samurai came from guards of the imperial palace and from private guards that the clans employed. They also acted as a police force in and around Kyoto. These forerunners of what we now know as samurai had ruler-sponsored equipment and were required to hone their martial skills. They gave complete loyalty to their daimyo (feudal landowner) and received land and position in return. Each daimyo  used his samurai to protect his land and to expand his power and rights to more land. The first samurai were servants, yet their advantage of being the sole armed party increasingly became apparent. By promising protection and gaining political clout through political marriages they amassed power, eventually surpassing the ruling aristocrats. (Kure 10-12) In the late 12th century, the two most powerful clans served the emperor of Japan: the Taira clan, and the Minamoto clan. These two families became bitter rivals, and in 1192, Minamoto Yoritomo led his clan to victory over the Taira. The emperor, the traditional head of the Japanese government, declared Minamoto Yoritomo shogun, the head of the military. However, Yoritomo used his new power to strip the emperor of all political power, make his position as shogun permanent, and set up a military dictatorship known as bakufu. So, the samurai went from being servants of the land-owning daimyos to being the rulers of Japan under the shogun. (Dean 21) Over time, powerful samurai clans became warrior nobility, who were only technically under the court aristocracy. When the samurai began to adopt aristocratic pastimes like calligraphy, poetry and music, some court aristocrats in turn began to adopt samurai customs. (Dean 22) In spite of various scheming and brief periods of rule by various emperors, real power was now in the hands of the shogun and the samurai. The reign of the samurai lasted until the late 19th century. The image of the samurai that is probably most well-known is that of a sword expert, brandishing his curved katana with deadly skill. However, for the first few centuries of their existence, samurai were better known as horse-riding archers. Firing a bow while riding a horse was a demanding task, and mastering it required years of relentless practice. Some archers practiced on targets tethered to a pole, which could be swung to make a moving target. For a time, living dogs were used as moving archery targets, until the shogun abolished the malicious practice. (Turnbull 45) The amount and form of a samurai’s training depended on the wealth of his family. In  lower-class families, sons were sometimes sent to village schools for basic education, but they received most of their samurai training from their fathers, older brother, or uncles. Training in martial arts was considered very important, and often began at age five. Sons of wealthy families were sent to special academies, where they were tutored in literature, the arts, and military skills. (Daidoji, Ratti, and Cleary 6-10) Swordsmanship was taught in a similarly relentless manner. The most recognized weapon of the samurai throughout history was the katana. The oldest swords were straight and had their early design in Korea and China. A katana was never worn without its companion sword, the wakizashi; it was a shorter sword with a broader blade. Together the two swords are referred to as daisho, meaning â€Å"large and small.† The word dai (large) represents the katana and the word sho (small) represents the wakizashi. The smiths who created the katana for the samurai are widely regarded as the finest sword makers in history. (Daidoji, Ratti, and Cleary 42) The samurai’s desire for tougher, sharper swords in battle gave rise to the curved blade. One of the biggest problems in making a sword is keeping it sharp. A weapon made with a hard metal will keep its edge, but will be brittle and prone to breaking. Japanese sword smiths solved this problem by making the core of the sword with a soft metal that wouldn’t break. This core was then covered with layers of harder metals that were repeatedly folded and hammered until there were literally millions of layers of metal laminated together. The edge was so sharp that a skilled swordsman could slice a human in half with one blow. Upon completion, the sword tester took the new blade and cut through the bodies of corpses or condemned criminals. They started by cutting through the small bones of the body and moved up to the large bones. Test results were often recorded on the nakago (the metal piece attaching the sword blade to the handle). The samurai often gave names to their swords and believed it was the soul of their warriorship. (Sato 28-33) In addition to swords and bows, samurai used a variety of bladed-pole arms. One of the more common Japanese pole arms was the naginata, which consisted of a sharp blade two to four feet in length mounted on a wooden shaft that  was four to five feet long. The extra reach afforded by these weapons allowed infantry to hold attackers at bay, or make a first strike before an attacker with a sword could reach them. They were also very effective against mounted opponents. (Kure 170) A big change occurred in the late 15th century because of the consistency of war and the introduction of guns into battle. In the 16th century, European traders arrived in Japan for the first time. The Japanese paid large sums for their matchlock guns, quickly mastering the smithing techniques needed to mass produce the weapons. Although the gun is not traditionally associated with samurai, it was a major influence on Japanese warfare from that point on, allowing daimyos to raise large armies of relatively untrained men armed with cheap guns. Many samurai adopted the unreliable weapons, which were best used as a backup to the more trustworthy sword. (Turnbull 73) The sword played a very key role in the methods and philosophies of the samurai. Without the samurai â€Å"bushido†, they would be considered by modern terms to be heartless killers. Bushido means â€Å"way of the warrior†. It was at the heart of the beliefs and conduct of the samurai. The philosophy of bushido is â€Å"freedom from fear.† It meant that the samurai transcended his fear of death. That gave him the peace and power to serve his daimyo faithfully, loyally and die honorably if necessary. Duty is a primary philosophy of the samurai. In order for the samurai to truly be able to serve his purpose, death must be ignored. An excerpt from _Code of the Samurai_ exemplifies this ideology: _†One who is a samurai must before all things keep constantly in mind†¦the fact that he has to die. If he is always mindful of this, he will be able to live in accordance with the paths of loyalty and filial duty, will avoid myriads of evils and adversities, keep himself free of disease and calamity and moreover enjoy a long life. He will also be a fine personality with many admirable qualities. For existence is impermanent as the dew of evening, and the hoarfrost of morning, and particularly uncertain is the life of the warrior†¦Ã¢â‚¬ _ (15) Religiously, Zen Buddhism spread among samurai in the 13th century and helped to shape their standards of conduct, particularly overcoming fear of death and killing, but among the general populace Pure Land Buddhism was predominant. (Kure 12) Honor was so important to the samurai that they would frequently take their own lives in the face of failure, or if they had violated bushido. This honor-bound suicide became very ritualized, taking the form of seppuku. Also known by the more popular phrase hara-kiri, seppuku was a way for a samurai to restore honor to his lord and family, and to fulfill his obligation of loyalty even if he had failed as a samurai. (May 2) Ritualized seppuku involved the samurai wearing the proper garments while he was presented with the ritual knife, wrapped in paper. The samurai would then take the knife and cut open his own stomach, from left to right, with a final upward cut at the end. However, seppuku was not a solitary act, and few samurai were left to die a slow and excruciating death from disembowelment. Another samurai would typically stand behind the one committing seppuku, and behead him with a sharp sword shortly after the seppuku cut was made to spare him from unnecessary suffering. (May 3) The original motivations for this method of death may well have been purely practical. Cutting off one’s own head is impossible, and the spirit was felt to reside in the stomach, slitting the belly open was felt to be the most straightforward (if not quickest) way to die and free the spirit. (May 5) Although, seppuku may seem crude in modern day society, it was the only way to regain one’s honor, and looked upon as honorable even after the samurai’s decline towards the end of the 19th century. The role of the samurai during peacetime gradually declined, but two key factors led to the demise of samurai: the urbanization of Japan, and the end of isolationism. As more Japanese citizens moved to the larger urban centers of Japan, there were fewer farmers producing the necessary rice to feed the  growing population. The lavish lifestyle enjoyed by the shoguns and most daimyos started to eat away at the economic system. Many Japanese, including lower class samurai, grew dissatisfied with the shogunate because of the deteriorating economic circumstances. (Dean 37) In 1853, U.S. ships sailed into Edo Bay with Commodore Matthew Perry at the helm, intending to deliver a message from President Millard Fillmore to the emperor. Although the emperor was still considered a figurehead, the shogun truly ruled the country. President Fillmore’s message was clear. He wanted to open trade relations with Japan, he wanted shipwrecked U.S. sailors to be treated properly by Japanese soldiers and citizens, and he wanted to open Japanese seaports as a resupply stations for American ships. (Kure 167-9) In Perry’s wake, a rift divided opposing views in Japan. Some wanted to reject the American offer, continue with isolationism, and maintain their ancient traditions. Others, however, realized that Japan could never defend their country when faced with the better technology of the western civilizations. They proposed opening the gates of Japan with the intention of learning everything they could from the Americans, terminating isolationism and becoming a stronger world power. Ultimately, the bakufu decided to open Japanese seaports for American resupply, and later decided to establish trade with America. (Avakian 41) The emperor initially refused to approve to the treaty’s conditions, but because he was merely the face of Japanese government, the bakufu went ahead with the treaty anyway. Several factions of rebellious samurai wanted Japan to stay the same, and therefore supported the emperor and began a civil war against the bakufu. To much surprise, they overthrew the shogun, ending the Tokugawa period and restoring the emperor to his rightful power. Lower class samurai took positions of leadership within the administration, controlling the government from behind the new emperor, a young man by the name of Emperor Meiji. This event is known as the Meiji Restoration. (Avakian 43-48) Throughout Japan at the time, the samurai numbered 1.9 million. The samurai in Japan were not merely the lords, but also their higher retainers, people  who actually worked. With each samurai being paid fixed stipends, the upkeep presented an immense financial burden, which provoked the emperor and his oligarchy to act accordingly. Whatever their true intentions, the oligarchs started a slow and deliberate process to abolish the samurai class. First, in 1873, it was proclaimed that the samurai stipends were to be taxed on a rolling basis. Later, in 1874, the samurai were given the choice to convert their stipends into government bonds. Finally, in 1876, this option of conversion was made obligatory. (Avakian 49-54) Finally, in 1876, the emperor banned samurai from wearing their swords, leading to the creation of a drafted standing army. The final bell had tolled for the samurai — they no longer existed. Not surprisingly, this led to a series of riots from disgruntled samurai. One of the major riots, the Satsuma rebellion, eventually turned into a civil war. This rebellion was, however, put down swiftly by the newly created imperial army The new army was trained in Western tactics and utilized more advanced weapons. Ironically, the core of the new army was the Tokyo Police force, which was formed largely of former samurai who had helped the emperor regain his empire. This sent a strong message to the nonconformist, rebellious samurai that their time was indeed up. (Kure 172-174) The samurai continue to impress, and serve as a model for obedience, reverence, and loyalty on so many different scales. The incredibly rich heritage provided by this elite class of warrior leaders can be linked to the foundations of numerous facets of the life we lead today. Although the samurai cease to exist, their spirit of honor and discipline has found a home in modern times. From the kamikaze pilots of Japan in World War II, to martial artists and even modern businessman who look to bushido as a guide to living an honorable life, samurai continue to positively influence Japan today. BIBLIOGRAPHY Avakian, Monique. The Meiji Restoration and the Rise of Modern Japan. Boston: Silver Burdett, 1991. 38-54. Cook, Harry. Samurai: the Story of a Warrior Tradition. New York: Sterling, 1998. 22-35. Yuzan Daidoji, Oscar Ratti, and Thomas Cleary. The Code of the Samurai. Boston: Tuttle, 1999. 10-44. Dean, Arlan. Samurai: Warlords of Japan. New York: Scholastic Library, 2005. 19-37. Kure, Mitsuo. Samurai: An Illustrated History. Boston: Tuttle Publishing, 2001. 10-179. May, Nick. â€Å"Seppuku – a Practical Guide.† Gaijin Gleaner (1997): 1-5. 1 Dec. 2006 . Sato, Kanzan. The Japanese Sword: A Comprehensive Guide. New York: Kodansha International, Ltd., 1983. 28-80 Turnbull, Stephen. Samurai Warfare. New York: Sterling, 1996. 44-73. Yamamoto, Tsunetomo, and William S. Wilson. Hagakure: the Book of the Samurai. Tokyo: Kodansha America, 1983. 17-65.

Free Essays on The Flea

The Flea by John Donne The Flea by John Donne is a poem of sadistic seduction. The poem has many metaphors that are woven into each verse to represent much deeper meanings. These metaphors also show the poet’s plan of seduction that he delivers to his lady of honor. At first, it appears to be a love poem from a man to his lady who will not give in to his lustful desires. The speaker is actually arguing a point to his lady; she will not lose her honor if she gives in to his sexual desires. The speaker starts off by condemning the act of sexual intercourse. He says that the act is of little importance because they are already joined by blood within the flea that has bitten each of them. So, if they are joined within this flea, the act itself cannot hold a great amount of importance. This mixing of bloods upsets the lady and she then smashes the flea. The speaker then claims that she has cast away her innocence by killing the flea. So now, she can not lose her innocence by giving in to him, because she has already lost it when she smashed the flea. She did not lose her honor, only her innocence, so therefore, giving him into to him would not constitute losing her honor. There are many symbols within the play that portray deeper meanings. There is a reference to the lady having a stature of royalty when she â€Å"purpled† her nail in the â€Å"blood of innocence† (945) in line 20. The description of the swelling of the insect with â€Å"one blood made of two† (945) in line 8 is a suggestive of surrogate pregnancy. This reference to a perversion of motherhood is a very disgusting one, which makes it natural for the lady to kill the flea. Also, the word â€Å"suck† (945) is used many times throughout the play, which suggests lust or passion which leads to the loss of innocence. The man admits that the flea did suck him first (his loss of innocence), but he is still honorable. So therefore, he displays another reason why it i... Free Essays on The Flea Free Essays on The Flea The Flea by John Donne The Flea by John Donne is a poem of sadistic seduction. The poem has many metaphors that are woven into each verse to represent much deeper meanings. These metaphors also show the poet’s plan of seduction that he delivers to his lady of honor. At first, it appears to be a love poem from a man to his lady who will not give in to his lustful desires. The speaker is actually arguing a point to his lady; she will not lose her honor if she gives in to his sexual desires. The speaker starts off by condemning the act of sexual intercourse. He says that the act is of little importance because they are already joined by blood within the flea that has bitten each of them. So, if they are joined within this flea, the act itself cannot hold a great amount of importance. This mixing of bloods upsets the lady and she then smashes the flea. The speaker then claims that she has cast away her innocence by killing the flea. So now, she can not lose her innocence by giving in to him, because she has already lost it when she smashed the flea. She did not lose her honor, only her innocence, so therefore, giving him into to him would not constitute losing her honor. There are many symbols within the play that portray deeper meanings. There is a reference to the lady having a stature of royalty when she â€Å"purpled† her nail in the â€Å"blood of innocence† (945) in line 20. The description of the swelling of the insect with â€Å"one blood made of two† (945) in line 8 is a suggestive of surrogate pregnancy. This reference to a perversion of motherhood is a very disgusting one, which makes it natural for the lady to kill the flea. Also, the word â€Å"suck† (945) is used many times throughout the play, which suggests lust or passion which leads to the loss of innocence. The man admits that the flea did suck him first (his loss of innocence), but he is still honorable. So therefore, he displays another reason why it i...

Business Ethics And Corporate Responsibility Marketing Essay

Business Ethics And Corporate Responsibility Marketing Essay Describe the basic features that distinguish the three traditional forms of business ownership: sole proprietorships, general partnerships and C corporations. ~Sole proprietorship is a business that is owned and managed by one individual. Earnings of the company are treated as income and debts that arise are personal debts. It is the most common type of business organization in United States. ~General partnership: In this type of business all partners have right to participate in management of the firm and share any profits or losses. There is no limit on number of partners but usually it’s two. ~C corporation is a legal entity, separate and distinct from its owners. It’s owned by stockholders. Its mission and objective are established by board of directors and board of directors is selected by stockholders to protect their interests. Compare and contrast the advantages and disadvantages of sole proprietorships and general partnerships. ~Both are easy to form, have tax advantages, and unlimited liability. ~General partnership has a stronger financial base than sole proprietorship. ~On the other hand, general partnership can be destroyed much easier than sole ~proprietorship because of disagreements between partners. ~ Another disadvantage in sole proprietorship is that workload and responsibilities are on one person while in partnership it’s shared. What advantages help explain why virtually all large companies are organized as C corporations? ~Corporations can raise huge amount of financial capital ~It’s easy for stockholders to withdraw from ownership or sell shares of stock ~Stockholders have limited liability. They are not personally liable for the debts of the company. What steps are involved in starting a general corporation? ~Requires filing form called the articles of incorporation, with a specific state agency. ~Pay filling fees and establish corporate bylaws-basic the basic rules governing how a corporation is organized an d how it manages its business. ~Companies also choose corporation friendly states, because not all states are friendly and charge a lot of money. How is a corporation’s board of directors chosen? Explain the role the board plays in a corporation’s management. ~ According to corporate bylaws stockholders elect board of directors that they rely on to manage company and protect their interests. ~Board of directors establishes the corporation’s mission and sets its broad objectives. ~Board of directors then assigns the chief of executive officer and other corporate officers to manage company. Explain how S corporations, statutory closed corporations, and nonprofit corporations differ from C corporations. ~S corporation: IRS does not tax earning separately, can have no more than 100 stockholders, each stockholder have to be U.S. citizen or permanent resident. ~Statutory close corporation: Doesn’t have to elect a board of directors or hold annual stockholders m eetings, number of stockholders are limited to 50, stockholders can’t sell their shares to public without first offering to existing owners, not all states allow this type of corporation. ~Nonprofit corporation: Has members but not stockholders, cannot contribute funds to a political campaign, must keep accurate records, earnings are exempt from federal and state income, make tax deduction for individuals who contribute money or property.

Signal Processing and Communication Essay Example | Topics and Well Written Essays - 1000 words

Signal Processing and Communication - Essay Example I feel that as our next-door neighbors, India and China, have experienced in recent years, information technology is one of the most important triggers of economic and social development. My personal conviction is that I can give my family and my country a better future by pursuing this vocational path. I was attracted to your University because your graduate program in engineering enjoys a positive reputation in my country. Your modern research facilities, qualified faculty, and industrial partnerships with some of the most well-known companies in the world made me think that studying at the University of Delaware will give me the competence and flexibility I need to excel in such a vast and rapidly changing field. I plan to undertake research and coursework in Electrical Engineering to enhance my competencies in this field, with the goal of completing a Master's degree in your University. I am most interested in going more deeply into the field of electrical and electronic control systems, and signal processing and communications (SPC). I have been fascinated by this field, which has made possible many of the technological wonders that are benefiting so many people in the world. SPC has allowed better and greater communication, improving human and cultural relationships within nations and across continents, helping economies grow and escape from poverty, and opening up new business opportunities for young people like me who dream of a brighter future for us all. I have checked the University's website (UD, 2006) and was attracted by the ongoing research areas, most specifically digital imaging and communications, wireless communications, and image and video digital signatures. I realize that once I get accepted, I will have to be more specific with my choices, but this is something I hope to finalize as I learn more about the potentials of the different areas of research. What I appreciate most is having a wide range to choose from and having an idea of what to expect when I (hopefully) get there. I believe that becoming part of a research team in your University will help me influence the future in a positive way. Are there special circumstances related to your academic record that you feel we should know about I completed my Bachelors degree in Electrical Engineering from the Chittagong University of Engineering and Technology in Bangladesh. I did very well in my courses in (here, you can list down 4 or 5 courses, or maybe even more, where you got the best marks, e.g., Calculus, Physics, Electronics Communications, Signal Processing, and Engineering Electives in Analog Electronics and Engineering Electromagnetics). I had excellent professors (it might be good to mention if one of them graduated from a U.S. university, or maybe even the University of Delaware) who taught us very well and motivated us to excel. I did not do as well in two subjects (here you can give an explanation of subjects where you received low marks),