Literature of War and Peace Essay Example for Free

Literature of War and Peace Essay Sir Winston Churchill British statesman, orator, and author who was elected prime minister twice in 1940s and 1950s. He is regarded as one of the finest military leaders in history and is credited to rallying the moral of the British people during world war two and leading them from the brink of defeat to victory against the axis powers. How he did this was not only though his leadership but arguably through his speeches as well, one of Churchill’s greatest assets was his words and how he used them to inspire and motivate his people. Despite having a lisp throughout his career He was known for his excellent speaking, the speeches he made throughout his life in particularly dark times for the British were always inspiring, while presented in a way that made them understandable to any person no matter whom they were. Now this was seen particularly in Churchill’s speech â€Å"the defence of freedom and peace† which he presented in October 16th 1938 near the start of world war two in an appeal to British and Americna public to prepare for the strong possibility of war against Nazi Germany. In the speech the defence of freedom and peace Churchill uses a variety of persuasive yet simple literary devices such as allusion, rhetorical questions, imagery and Tricolon and wording to arouse, influence and encourage American and British listeners to ready themselves for a possible war against Germany. Now prior to this speech Britain’s foreign policy regarding Nazi expansion was one of appeasement. British Prime minister Neville Chamberlain believed that Germany had been unfairly treated by the allies after its defeat in the 1st world war. His view was that Germany had sincere grievances that needed to be resolved; he also thought that by agreeing to some of the propositions being made by fascist powers Germany and Italy such as the Munich agreement than Europe could potentially avoid the outbreak of another world war. Meanwhile in the United States a combination of events such as the great depression and the losses suffered in world war one had pushed the American opinion and policy towards isolationism. Many Americans argued that the United States shouldn’t intervene in European conflicts or politics that did not concern them. Churchill however believed that not only did Nazi Germany and Facist Italy pose a threat but that the rights, traditions and fundamental beliefs of western civilization were in jeopardy and so he made it his mission to ready the British people for war and appeal to the US for aide against this threat. Now in his speech the defence of freedom and peace Churchill utilizes a number of literary devices the first of which is Allusion. Allusion is a figure of speech that makes reference to a place, person or event real or imaginary and can refer to anything which includes artist paintings, opera, mythical figures and bible passages. Churchill uses this to grab his audience’s attention and engage them into the subject while also getting his message across to them without having to go through tedious details. The first example of allusion is when he states â€Å"he (meaning Hitler) must blood his hounds and show them sport or else like Actaeon of old, be devoured by them†. Here he is referring to an ancient tale in Greek mythology Actaeon was a man who was punished by the goddess Artemis for boasting that he was a better hunter than she as a consequence she turned him into a stag, and his hounds turned on him and killed him. What Churchill is trying to get across to his audience is that if Hitler does not constantly lead his allies and soldiers to victory, they will eventually turn against him, taking his power for themselves. Allusion was further demonstrated when Churchill states to his audience that the American people wash their hands of the whole buissness.

Holding On to Reality :: Albert Borgmann Philosophy Technology Essays

Holding On to Reality Professor and philosopher Albert Borgmann proposes a respectful balance between current technology and the way it interacts with society in his recent book, Holding on to Reality: The Nature of Information at the Turn of the Millennium. Like many technological theorists, Borgmann ponders, "the deeper question of whether the recent and imminent flood of information is good for anybody" (4). In response to this uncertainty, the author devises a theory and ethics of information with the intention of rectifying society's often-troubling relationship with science and technology. Borgmann's theory divides information into three distinct parts based on the way they affect reality - natural information illuminates reality, cultural information transforms reality, and technological information displaces reality. To understand these categories, and how they highlight key developments in information technology, it is important to know what the author means when using the term "information." In Borgmann's theory, information is ordered around the relationship between a person, a sign, and a thing. A person uses his or her intelligence - both native and acquired mental ability - to place a framework of context around a messenger or signal, known as a sign, in order to understand the message, or thing, which is presented to them (38). To provide an illustration: Imagine yourself on the shore of your local beach. As you are putting down your towel, you notice a trail of deep marks in the sand, stretching a great distance down the shoreline. Since you have been to the beach before, you know that these marks are footprints. You also know that if these were old footprints, the tide would have washed them away. After a moment of thought, you interpret this trail to mean that other human beings are present farther along the beach. In this case, the sign (footprints) communicates to us the presence of a thing (humans). Since the recipient of the sign (you), has the intelligence f rom previous experience or education to know what footprints are and what happens to them, you are able to place the sign in its proper context, and understand the signal of footprints to mean the presence of human beings. If we could not formulate a relationship between the footprints in the previous example and the presence of human beings, the footprints would be just another piece of formless matter and energy. The meanings we construct out of the signs and messages that we receive are important because they help us to make sense of our environments, identities, and realities.

Morality and the crucible Essay

Morality is the distinction between right and wrong. It is the determination of what should be done and what should not be done; or what is right and what is wrong. Morals deal with behaviors as well as motives. All humans live by some set of morals especially religious people. In The Crucible by Arthur Miller, this is clearly evident. It is about the puritan town of Salem, Massachusetts and the hunt for witches. Many people are falsely accused of witchcraft. Throughout this account of history key characters have to make choices that challenge their beliefs and ethics. They must decide whether to do what is right, and fight against a lie, or do what’s wrong and give in to the lie to save their own lives. Elizabeth Proctor is one of those who fought for the truth, therefore she; in my opinion is the most moral character in the story. Elizabeth is the wife of John Proctor; reserved, honest, slow to complain, and dutiful. She and her husband share a similarly strict adherence to justice and moral principles. She has great confidence in her own morality and in the ability of a person to maintain a sense of righteousness even when this principle conflicts with strict Christian doctrine. She is well known throughout the village for being a very Christian woman, knowing all her commandments. Whenever her husband is confused or indecisive about something, she leads him onto the path of justice. For example, she urges him to stop the witch trials by revealing the truth about Abigail’s sinful, deceitful ways. When Her husband has to decide whether to be killed or confess to witchcraft, she doesn’t want him to give into a corrupt and unjust society. Although she doesn’t wish to lose her husband, she still doesn’t sidestep her morals and beliefs. Even at the end, when Proctor decides to die instead of signing a confession that would have been a lie, she doesn’t try to fight his decision but shows respect for his righteous choice when she says, â€Å"He have his goodness now. God forbid I take it from him! † This shows that not only her own, but her husbands morals as well, were important to her. Out of all the characters in the Crucible, Elizabeth proved to be the most moral. In a society where it’s either, accuse or be accused, she chose to stick to her morals even if it meant her demise. She made a decision that was righteous in her eyes. â€Å"Often in true tests of moral character where people are tempted to deceive, be dishonest, or take advantage of each other, there are few who truly succeed. † This statement proved true, especially during the witch hunt, but Elizabeth Proctor was able to come out as one who succeeded in standing her grounds and protecting her morality.

Ecofeminism in the 21st Century Essay

Ecofeminism in the Twenty-First Century. by Susan Buckingham Introduction Since ‘ecofeminism’ was developed as a concept in the 1970s (1), there have been, arguably, major policy shifts in the fields of gender (in)equality and environmental sustainability. Thus a consideration of the achievements of, and work outstanding for, ecological feminism is warranted. In this paper, I will assess the changing policy landscape to explore the extent to which this has structurally altered gender inequalities and societies’ treatment of the environment, and the imbrication of these wo processes. In order to do so, I will look at the rising profile of gender mainstreaming at the international, European Union (2) and European national level; the application of the ‘feminism’ debate to environmental concerns; and the shifting of the ‘radical edge’ of ecofeminism, to explore future possible trajectories (see, for example, Plumwood 2003; Seager 2003). To some extent, I will suggest that the transformation of policy and development rhetoric to include gender, as distinct from women’s issues (itself, arguably, a ‘post-feminist’ dilution of women’s equality), masks fundamental attachment to ‘business-as-usual’, where social roles, pay differentials, political representation and environmental degradation remain little changed. However, there is, I argue, sufficient evidence to identify the influence of ecofeminist thinking on major policy initiatives concerning the relationship between women, men and environment at a variety of scales. The central question of this paper, then, is whether ecofeminism (as a distinct discourse, or as an amalgam of feminism and environmentalism constructed in different times and places in different ways) has hanged the way in which Western society articulates the relationship between men, women and the environment. This, of course, is a problematic and speculative exercise and will follow from an analysis of how discourse and practice themselves have changed. This paper will consider key changes to gender equality as it is linked to environmental sustainability, and explore how women’s/feminists’ interests have helped to shape the environmental debate in the past decade. I will try to unpick dominant discourses which, on the one hand, are beginning to ‘naturalize’ (some ould say neutralize) environmental concerns (where the terms sustainable development and environmental sustainability are common currency but poorly understood to the point of being anodyne), but on the other hand are marginalizing feminism, to examine the impact of this on ‘ecofeminism’. Finally, I will explore the territory of ecofeminism’s leading/radical edge to speculate on where this may take both conceptual understanding and policy in the future. First, however, to put this discussion into context, I will briefly review ecofeminist arguments to illustrate their ange, before focusing on the constructivist approach, which has had the most traction in gender/environment debates in the last two decades. Ecofeminist approaches It is tempting to use a retrospective to try to impose some sort of order on past intellectual activity, and what I am attempting to do first in this article is to explore whether there is an intellectual trajectory, through a not necessarily coherent body of thinking and writing on gender and environment in the late twentieth century. In teasing out the possible relationship between women’s position, gender anage the environment, ecofeminist writers in the 1970s and 1980s explored the relative importance of essentialism and social construction in these relationships. The social constructivist analyses (which tended to dominate French and British writing; see, for example, Mellor 1992) drew from the Marxist and social feminist literature to show how women’s position in society (as, for example, carers of children and other vulnerable family members, domestic workers, and low paid/status workers) derived from prevailing social and economic structures, which exposed them to a particular set of environmental incivilities. The specifically ecofeminist argument here proposed that, since the same social and economic structures also produced wide-scale environmental damage, then women could, in some sense, ‘share’ this experience and were therefore better placed to argue on nature’s behalf. The essentialist argument that underpinned some of the North American and Australian analyses proposed that women had a particular relationship with nature by virtue of their biology (predominantly as actual or potential child bearers) and that this proximity to nature qualified them to speak more eloquently on nature’s behalf see, for example, Spretnak 1989; Daly 1978). Different authors drew on each position to different degrees, and much of the critique of ecofeminism (well articulated in Biehl 1991) over the past 20 years has focused on the problems perceived with essentialism, and on the validity of a shared experience between the human and non-human. Dennis Smith (2001), in discussing the role of gender in peace and conflict, has argued that essentialism is often used as a tool to mobilize a group around a perceived characteristic which sets it apart, and, certainly, cultural ecofeminism (prioritizing essentialist arguments) did so. Its strength was to demonstrate the possibility of a way of thinking and being which reversed the normal hierarchy in which men stood at the peak; however, little academic feminist environmental thinking is currently framed in this way.

MBA Essay Editing

MBA Essay Editing MBA Essay Editing MBA Essay Editing To get an MBA admission you need to stand out from the crowd as you impress the admissions committee with your wellrounded personality and ability to multi-task. But the last and most important step consists of MBA Essay Editing. While doing some MBA Essay Editing read through your essay to gauge if it exhibits some clear thinking. Clarity of thought will lead to clarity of purpose so put down: Your goals Your attributes through which you can achieve them The things that motivate you in life Once you have written your essay you still have the vital step of MBA Essay Editing to go through before your essay can reach the completed and polished stage. This is when you need to check and recheck the ideas and text for any flaws as well as mistakes. What is MBA Essay Editing? Editing consists of checking what you have written for Grammar and Spelling mistakes. You can do this by using a ruler under each line to assure accuracy. These are the things to watch out for while MBA Essay Editing: Have I spelled all the words correctly? Is my grammar flawless? Have I read and reread my essay till I am completely satisfied with the outcome? Are the subjects and verbs in agreement with each other? Does every sentence have a subject? Have I stuck in the right tense? Is there a logical flow and a proper progression of ideas? Are my ideas and thoughts clearly written and easy to follow? Do I have a strong thesis statement that is validated by the rest of the essay and re-enforced in the conclusion? Does my essay have a beginning, middle and an end: Will my essay hold the attention of my reader? MBA Essay Editing Help Proof reading and MBA Essay Editing can seem like a chore but it can make all the difference to the quality of your essay. You may have written a brilliant paper but clumsy English and faulty spellings can just about ruin it. One thing you have to keep in mind though is NOT to edit when you are fatigued. Always take a break after writing your paper and then start on the editing stage when you are refreshed. Also, remember to use spell-check as a part of your editing process-but remember not to rely on it 100% since even spell-checks can go wrong sometimes and may not show up a spelling error even when there is one. After careful planning and MBA Essay Editing you are bound to get the grades that you are looking for. Read also: Assignments Online Writing English Coursework Sociology Coursework Help Religious Coursework Religion Coursework

SAT Score

What's a Good 8th Grade ACT / SAT Score SAT / ACT Prep Online Guides and Tips The SAT / ACT is a good predictor of future college potential. During 8th grade these tests are looming ahead, but how do you know what's a good SAT / ACT score for someone at this grade level? Here, Dr. Fred Zhang does a novel analysis on two data sets to find what is considered a good score for middle school students. How Do We Determine a Good SAT/ACT Score for 8th Graders? The ACT / SAT is primarily used as ahigh schooltest forcollegeadmissions, and most students who take these exams are in 11th or 12th grade. This means a few things. The SAT is normed at 500 points, while the ACT is normed around a 20. Norms are enforced average scores for the normal high school student taking it - usually in 11th or 12th grade. If you're in these grades, check out these links for a good ACT score anda good SAT score. If you use atable for high school students to examine a student in 8th grade, your results will be completely wrong. You need to use a guide like this, that is specifically crafted for 8th graders. Also, remember that the content on the ACT / SAT is at the high school level, and it includesgeometry and other topics usually taught only in or near 11th grade. Therefore, performing badly on these tests in 8th grade should not be taken as a lack of ability- sometimes it's just a result of not having learned the content yet. How We Found the Data Few students younger than 11th graders (relatively speaking) take the SAT or ACT, so finding out how to gauge a good or bad score is not as easy as looking at a table of percentiles from the test makers. Instead, we used two unique data sets: the Duke TIP program data set, and the John Hopkins CTY data set. In regards to the new SAT (introduced in March 2016), we came up with these estimates based on data from the old version of the SAT, but we expect them to stay pretty accurate for the current version of the exam. These are groups of very talented 7th graders who took the SAT / ACT, so we can't just take the average and distribution of these data sets. Instead, we used a statistical technique called quantile matching / maximum likelihood to infer the distribution of all 7th graders. Then, we used linear interpolation to determine good scores for 8th graders. Results: Distribution of 8th Grade ACT / SAT Scores The average SAT / ACT score of an 8th grade student is lower than that of a high school student. In fact, we find that the scores on the SAT are a full 450 points lower per section, while the scores on the ACT are about 7 points lower. Therefore, the SAT score of the median 8th grader is about a 350 per section, and the ACT score of the median 8th grader is about a 13. A standard deviation in the SAT is around 100 points per section, and is around a 6 on the ACT. This means that the scores translate as follows: Interpretation Percentile ACT Score SAT Score Below Average 25% 7 250 Average 50% 13 350 Above Average 75% 19 450 Excellent 95% 26 550 What this data shows us is that, if you score about a 13 on the ACT or a 350 on each section of the SAT (or a 700 with both sections combined), you're getting about the average score for an 8th grader. If you score around a 7 on the ACT or a 250for each SAT section, then about three-quarters of other 8th graders would have a higher score than you. What's a Good SAT / ACT Score for an 8th Grader? From the table above, we can conclude that a good SAT / ACT score for 8th graders, which beats three-quarters of similar students in the U.S., is a 19 on the ACT and a 900(over bothsections) on the SAT. Keep in mind that,as I warned above, the SAT / ACT is not intended to evaluate students before their college admissions timeline, so don't despair if your score is lower than this. You can always boost it later on by learning the content and studying more. How Can 8th Graders Prepare for the SAT / ACT? Now that you know what a good standardized test score for an 8th grader is, how can youmeet your ideal score? We have a lot of guides to help you understand the SAT and ACT. First, you will want to decide if you should start preparing for the SAT or ACT in 8th grade.Practice tests are very important for standardized test prep as well, and we have manyfree and official SAT practice tests and ACT practice tests. You mightalso be interested in preparing forstandardizedtests that students typically take before the SAT and ACT. We have complete guides to both the new PSAT and the ACT Aspire tests. Use these resources and you'll be well on your way to getting a greatscore the next time you take the SAT or ACT! What's Next? Planning on taking the SAT or ACT in the coming years as well? Learn what a good SAT/ACT score is for 9th graders and 10th graders. Taking the PSAT or PreACT?Then you'll need some high-quality study resources. Check out our collections ofPSAT practice testsandPreACT practice teststo get started. When should you start prepping for the SAT?Our expert guide gives you four key tipsto help you figure out the best time to begin studying. Want to improve your SAT score by 160 points or your ACT score by 4 points? Check out our best-in-class online SAT and ACT prep classes. We guarantee your money back if you don't improve your SAT score by 160+ points or your ACT score by 4+ points. Our classes are entirely online, and they're taught by experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

CRJS478DB4 Research Paper Example | Topics and Well Written Essays - 250 words

CRJS478DB4 - Research Paper Example These contaminants can affect the entire results of DNA profiling and should be avoided. In regard to analysis of DNA the most significant contaminants involve cross contamination which arises from non-related samples other than the sample being tested. The effect of these contaminants is that it can skew the results of the test and give inaccurate results (Butler, 2011). Some notable court cases involving contamination of DNA include the O.J Simpson case and the Amanda Knox case. In both these cases the court struck out DNA evidence because of the possibility of the evidence being contaminated. The outcomes of these cases are favorable for contamination of DNA evidence compromises the results of the test and renders the evidence unreliable and as such should not be used to convict suspects. DNA profiling is an important aspect in the criminal justice system because it provides the courts the possibility to determine whether blood, saliva or other biological substances located at the scene of crime belong to the person accused of committing the crime. The use of DNA evidence is essential to the courts as it is an accurate method for suspect identification (Remillard, et al. 2013). Remillard, E. M., Taylor, L. K., Layshock, J., Van Cuyk, S., & Omberg, K. M. (2013). Detecting laboratory DNA contamination using polyester-rayon wipes: A method validation study. Journal of microbiological methods, 92 (3),