Causes and Effects of the Crusades Essay - 478 Words

Causes and Effects of the Crusades Towards 1071 AD, Seldjuk Turks had grown powerful and had started conquering the East. Christians began to find it difficult to reach the holy places during their pilgrimages. The military expeditions planned and fought by western European Christians that began around 1095 AD, are known today as the Holy Wars, or the Crusades. The purpose of these expeditions was to overtake and gain control of the holy land of Jerusalem, from the Muslims. Deus Vult, meaning God Wills It, was the battle cry of the thousands of Christians who took part in the event of the Crusades. It was Christian belief that fate was to gain control of the Holy Land for the glory of God. In the year of 1095 AD, Pope Urban II†¦show more content†¦For peasants, the crusade let them be free of feudal bonds. Everyone was also promised immediate salvation in heaven if they were killed in trying to free the holy land from non-Christians. This goaded many people to become part in this battle. Soon, Urban lost all control of the vast army that was far beyond his control. Therefore, he did not have to power to stop the slaughter of Jews in northern France, and so many other populations in the East and in Europe. At this time, and at the start of the crusades, the Pope had little real power over Christianity. Urban was hoping that the Crusades would help strengthen his power and possibly help religious beliefs become more a part of daily life among the general population in Europe. In General, the Crusades were seen as a way for the Pope to gain political power over the uncontrolled warrior class. Urban felt that the best way to unite followers is a Holy War, where Christianity is everyone’s standard. The eight crusades which were spurred for many different reasons by many different people that left a lasting effect to the world. These years of bloodshed were led by men wanting money, greed, and fame to themselves at the expense of others. The Crusades had one major strong effect on Europe. It managed to reduce the number of quarrelsome and contentious knights that fought andShow MoreRelatedThe Causes and Effects of the Crusades Essay654 Words   |  3 PagesIf you ask someone if they ever heard of the Crusades the answer will most likely be yes. Does that mean that they know what the Crusades are? No. Many Jewish people who don’t know much about the Crusades assume it was merely targeted against the Jews and it resulted in the death of countless Jews. Other than that they are oblivious to the true facts. So what were the Crusades? The Crusades were great military missions embarked on by the Christian nations of Europe for the purpose of rescuing theRead MoreCauses And Effects Of The First Crusade2001 Words   |  9 Pagesnotable, historical crusade has done this and has succeeded, but at a price. There hasn’t been a movement more momentous than the First Crusade. The First Crusade was a pilgrimage turned military expedition to Jerusalem that was sponsored by Pope Urban II at the Council of Clement in November 1095 in the aspiration to set out from the west to the recover the holy city from the hands of the Muslims. The aim of this paper is to examine the causes and effects of the First Crusade. The focus willRead MoreThe cause and effect of the first crusade2351 Words   |  10 PagesAn Examination of the Causes and Success of The First CrusadeReligion has served mankind for thousands of years in our search for meaning and direction. Religion serves as a way of defining our lives and providing a sense of meaning or direction, having done so since the beginning of time. While religion may appear to be a peaceful endeavor, it is an endless source of violence and bloodshed. The duality of religion is accurately portrayed in the Christian crusades. The crusades of the late antiquityRead MoreDbq on Causes and Effect of the Crusades and Word Wars1133 Words   |  5 Pagescaused the Crusades the World Wars to take place. These wars had different outcomes; both expected unexpected ones. Seljuk turks (Muslims) invaded the Byzantine Empire conquered Palestine. The Byzantine Emperor asked pope Urban 2 to help chase the Muslims out get back the Holy Land (Palestine) in the year 1095. The Pope agreed, making a speech in the Council of Clemont calling all Christians too join in a Crusade. A Crusade is a military journey for a religious cause. The first Crusade startedRead More History Essay1735 Words   |  7 Pagescreated manors. The serfs had originally paid allegiance to the lords as they protected them and gathered land and wealth. One short-term effect of manorialism was that it gave the peasants who worked the field better working conditions than the slaves had received in earlier Roman estates. The serfs had more control over their lives. Some of the long-term effects of manorialism were an increase in the quality of all living conditions, chivalry, and better treatment of women. As farming conditionsRead MoreThe Crusades And Its Effects On History1307 Words   |  6 Pagesmedieval battles are known to history as the Crusades. These crusades were each led by different people. The eight Crusades occurred from 1095-1270. The first Crusade being in 1095-1101, the second from 1145-1147, the third from 1188-1192, the fourth in 1204, the fifth in 1217, sixth from 1228-1229, the seventh from 1249-1252, and eighth in 1270. There may have been a 9th crusade, which may have occurred before the 3rd Crusade. The cause of these crusades is to attack the enemies of the church andRead MoreA Brief Examination of the Crusades706 Words   |  3 PagesA Brief Examination of the Crusades A Brief Examination of the Crusades The First Crusade took place from 1096 1099. The First Crusade was a great surprise to both the Christians and the Muslims, the two opposing parties of the Crusades. The victory of the First Crusade went to the Christians. The Crusades were a series of nine wars waged during the Middle Ages between Christians and Muslims. The wars were waged between the 11th and 13th centuries specifically. In 1071, the Muslim Turkish armiesRead MoreEffects Of The Crusades On Western Civilizations915 Words   |  4 PagesConsequences of the Crusades The crusades were a series of religious wars that though they took place centuries ago, they are still often discussed today. The crusades were a religious war between the Christian and Muslim states that lasted years. â€Å"The Byzantine Empire, which had thrived spread over the coastal areas of the Mediterranean†¦now found itself increasingly challenged by the navies and pirates of Isla. The contest between these two sides were to generate seeds of the first Crusade† (Paine 8-9)Read MoreEssay on The Crusades908 Words   |  4 PagesThe Crusades A major turning point in Medieval history were the Crusades. The Crusades were a series of wars fought between the Christian Europeans and the Muslim Turks, which occurred between the years of 1096 to 1272. In this Holy War the Christians goal was to obtain the Holy Land from the Turks, in which they did not succeed. Although the Christians did not meet their goal, many positives did come out of their attempt. Due to the reason that they did not meet their goal, yet numerous positivesRead More The Crusades Essay1479 Words   |  6 PagesThe Crusades The Crusades were Christian military expeditions undertaken between the 11th and the 14th century to recapture the Holy Land from the Muslims. â€Å"The word crusade, which is derived from the Latin crux (cross), is a reference to the biblical restriction that Christians carry their cross.†1 Crusaders wore a red cloth, cross sewn on their tunics to indicate that they had assumed the cross and were soldiers of Christ. What were the real causes of the crusades and how did all of it finally

Robert Browning s Porphyria s Lover - 967 Words

Many teenagers and even adults often struggle with the thought of being single. Some people would rather be in an abusive non-healthy relationship than in a healthy relationship so that they do not have to be alone. Nowadays, relationships are put on such a pedestal that most young girls and even boys think they are obligated to be in a relationship in order to fit in. Furthermore, many relationships lead to abusive or obsessive relationships that can often lead to traumatic injuries and even death. For instance, the poet, Robert Browning relates how an obsessive relationship can change someone’s life in a blink of an eye. Through the use of personification, imagery and character, Browning’s poem â€Å"Porphyria’s Lover† proves that love can make anyone deranged. First, Browning uses personification to demonstrate the idea that love can make someone disturbed, for example, â€Å"The sullen wind was soon awake,† (Line 2). As the character in this poem sits in his dark cottage pinning over his lover, he labels the wind as being â€Å"sullen† and â€Å"awake† as if the weather is intentionally being unpleasant. In reality, the speaker is just so insane that he assumes the weather is out to get him and is being irksome on purpose. Another example is, â€Å"It tore the elm-tops down for spite,† (Line 3). The writer uses the word â€Å"spite† to describe his feelings because the wind does not feel spite during a storm. Once again, the character is so obsessed over Porphyria that he has gone crazy. Therefore,Show MoreRelatedPorphyria s Lover By Robert Browning1472 Words   |  6 Pages Robert Browning’s dramatic monologue entitled â€Å"Porphyria’s Lover† tells the story of a meeting between a man and a woman that begins filled with romance, but quickly turns sinister. Porphyria visits the speaker at his cottage late at night, to confess her love for him even though they cannot be together. The speaker, filled with happiness in the newfound knowledge that Porphyria â€Å"worshiped† him, kills her by strangling her with her own hair in order to free her from her â€Å"vainer ties† and allow themRead MoreRobert Browning s Porphyria s Lover 938 Words   |  4 Pagesdeath in different ways. Robert Browning’s poem â€Å"Porphyria’s Lover† has few similarities with â€Å"Do Not Go Gentle into that Good Night† by Dylan Thomas. These authors have drastic differences when talking about death. Browning discusses how killing is a power play in a poem about the speaker gaining control, and Thomas talks about the transience of life in a poem about fighting death. In one of Robert Browning’s most unsettling dramatic monologues, â€Å"Porphyria’s Lover,† Browning tells a story of a manRead MorePorphyria s Lover By Robert Browning936 Words   |  4 PagesRobert Browning’s â€Å"Porphyria’s Lover† is a perfect representation of the status of women during the Victorian Era; women were treated as objects not people. They were property of men, not individuals. In this poem, the speaker, Porphyria’s lover, murders Porphyria and does not only think it was okay to do so, but he also thinks what he has done is noble. In the lines shown above, the speaker begins to realize that Porphyria loves him. Not only does she love him, but she â€Å"worships† him. This furtherRead MorePorphyria s Lover By Robert Browning And The Wind1830 Words   |  8 Pages In the poems, â€Å"Porphyria’s Lover† By Robert Browning and â€Å"The Wind† by William Morris, the poets, both share the event s surrounding the murder of a young woman, however â€Å"The wind† is widely considered to be set 25 years later and reflection of the murder in â€Å"Porphyria’s Lover†. Both poems are told by an unreliable narrator, who forces the readers to question exactly what occurred. In the poems, the reader can draw similarities and differences between how the unreliable narrator distorts our viewRead MoreAnalysis Of The Poem Porphyria s Lover By Robert Browning1959 Words   |  8 PagesWith so much poetry coming out of Britain it can be hard for any of it to stand out from the rest, but â€Å"Porphyria’s Lover† by Robert Browning and â€Å"A Poison Tree† by William Blake manage to stand out from other poems. These two poems differ in structure, writing style, and voice but both have something that sticks them out from the rest; murderers without a moral compass. While murder isn’t new to poetry it is rare to find it as nonchalant as it is in these two poems. These killers were not killingRead MoreA Brief Note On Robert Browning s Porphyria s Lover And The Laboratory1972 Words   |  8 PagesContributory Factors to the Murders in Robert Browning’s â€Å"Porphyria’s Lover† and â€Å"The Laboratory.† The word ‘love’ possesses such complexity and magnitude that people commonly have a hard time defining it effectively without oversimplifying. Given the true intensity of feeling, jealousy is often said to be synonymous with being in love and the real impact love can have on a person can be unpredictable. Considering this, The Cambridge Dictionary defines a ‘crime of passion’ as a crimeRead MoreAnalysis Of `` Annabel Lee By Edgar Allan Poe1235 Words   |  5 PagesAnnabel Lee by Edgar Allan Poe was inspired by the women that had passed away in his life, but since Poe had written the poem after his wife s death, it is probably more about her. In Porphyria s Lover by Robert Browning, there was no real inspiration except the fact he was just very into dramatic love. Robert Browning in the impulsive Porphyria s Lover and Edgar Allan Poe in the somber Annabel Lee explore the theme of complicated love all throughout their poems and also their use of visualRead MoreThe Power Of Dark Love1217 Words   |  5 Pagesin â€Å"Porphyria’s Lover† says, â€Å"That moment she was mine, mine, fair, perfectly pure and good† (Browning, lines 36-37). Both Robert Browning and Edgar Allan Poe share a love for the themes of obsession, desire, and complicated love. Each of those three themes play an important role in dark love poetry. Each poet describes the main character in their poems as a woman worthy of the speaker’s obsessive, complicated, and desirable love. Both Robert Browning’s tragic â€Å"Porphyria’s Lover† and Edgar AllanRead MorePorphyrias Lover And My Last Duchess By Robert Browning1510 Words   |  7 PagesRobert Browning is a romantic and victorian poet who writes from a speaker’s perspective while a listener is listening to what the speaker reveals about him or herself. Oscar Wilde, author of The Complete Letters of Oscar Wilde, once exclaimed, â€Å"In art, Browning can make action and psychology one!† A healthy and fully expressed relationship is the bond between two people, consisting of trust, honesty, and respect (Denham et al. 397). Within â€Å"Porphyria’s Lover† and â€Å"My Last Duchess,† Robert BrowningRead MoreCompare My Last Duchess And Porphyrias Lover1098 Words   |  5 PagesLove That Kills (Comparing and Contrasting of â€Å"My Last Duchess† and â€Å"Porphyria’s Lover†) While reading the poems â€Å"My Last Duchess† and â€Å"Porphyria’s Lover† by Robert Browning, there is a large possibility that you may be left haunted by the words that were written on the paper. â€Å" This is not to say that he was blandly optimistic, as he is sometimes portrayed. He wrote fully about the world s cruelty and vice and was quite frank that he had himself had no divine revelation. Nevertheless, he resolved

‘Chronicle of a Death Foretold’ Summary Example For Students

‘Chronicle of a Death Foretold’ Summary ‘Chronicle of a Death Foretold’ does not merely chronicle the history of the events that led to the untimely death of the protagonist Santiago Nasar ,but also chronicles the social environment in which this event occurred. In the narrative the author Gabriel Garcia Marquez, narrates through this travesty of events the social environment that prevailed in Colombia during those times. Marquez uses the cultural setting and the values adhered in Colombia as a justification for the murder of Santiago Nasar. However it is required to understand the social environment prevailing in Colombia at that time in order to understand the reasons and the manner of the killing of Santiago Nasar. The title of the novel itself suggests that Nasar’s death was inevitable and pre-planned-his murder was considered to be a matter of the Latino cultural code of honor-to be an ‘honor killing’. It is commonly believed that the reason why honor is considered a driving force in a person’s life is because it determines how the rest of the society judges that person’s honesty, sincerity and integrity. Angela Vicario’s claim of losing her virginity to Santiago Nasar resulted in an endless pursuit by her brothers, as was expected by their society to regain their family honor. This act of pre-marital sex was seen as a disgrace to the Vicario family and her brothers-Pedro and Pablo Vicario felt that the only way to regain their family’s honor and pride was Nasar’s death. Therefore, in a way Marquez paints a picture of Colombian society where societal values were considered more integral than the inherent goodness of man†¦Ã¢â‚¬  Befo re God and before men, it was a matter of honor†. Marquez has depicted that the entire town was aware of the clandestine plan being plotted behind the scenes which portrays a society where everyone is fervent to talk about the murder to each other, but no one proposes to discuss it with the murderer. ‘Most of the townspeople consoled themselves with the pretext that affairs of honor are sacred monopolies.’ They felt the quarrel was better left to those involved directly. The narrator found countless moments in which the right word or the right action could have stopped the murder from taking place. Therefore in a way Marquez puts the responsibility of Nasar’s death on each and every individual in the town who was reluctant to take any action but at the same time he never holds an inquiry over the basis of the murder. This shows how honor killings were acceptable in the society and taking someone’s life unlawfully due to premeditated malice was not objected to. Marquez also shows a lack of individualization and personal perspectives within the people, rather the communal morals dominated the chain of events in town. The carnage of Santiago Nasar initiated by the Vicario brothers and the severe fury directed at Angela by her mother on finding out the truth about her daughters depravity indicates how Angela had a duty towards her family to remain unsullied until marriage. As a part of her duty towards her family she was obliged to marry Bayardo because he was affluent and moneyed, even though she did not love him. In the same vein, Pedro also sets off for war to earn money for his family while Pablo remains at home to take care of his parents. This shows us how a sense of duty towards the family was very important within the society. Angela was forced into matrimony with Bayardo San Roman by her family because he came from a prestigious family while the Vicarios were relatively poor. Angela’s family did not consider her wish or opinion of any importance, they were content with receiving gifts from Bayardo’s family and were in high spirits at the prospect of living a comfortable life after Angela’s marriage. ‘The parents decisive argument was that a family dignified by modest means had no right to disdain that prize of destiny.’ .ub0ab4031a7e6f536a636a48d6bccaff5 , .ub0ab4031a7e6f536a636a48d6bccaff5 .postImageUrl , .ub0ab4031a7e6f536a636a48d6bccaff5 .centered-text-area { min-height: 80px; position: relative; } .ub0ab4031a7e6f536a636a48d6bccaff5 , .ub0ab4031a7e6f536a636a48d6bccaff5:hover , .ub0ab4031a7e6f536a636a48d6bccaff5:visited , .ub0ab4031a7e6f536a636a48d6bccaff5:active { border:0!important; } .ub0ab4031a7e6f536a636a48d6bccaff5 .clearfix:after { content: ""; display: table; clear: both; } .ub0ab4031a7e6f536a636a48d6bccaff5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub0ab4031a7e6f536a636a48d6bccaff5:active , .ub0ab4031a7e6f536a636a48d6bccaff5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub0ab4031a7e6f536a636a48d6bccaff5 .centered-text-area { width: 100%; position: relative ; } .ub0ab4031a7e6f536a636a48d6bccaff5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub0ab4031a7e6f536a636a48d6bccaff5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub0ab4031a7e6f536a636a48d6bccaff5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub0ab4031a7e6f536a636a48d6bccaff5:hover .ctaButton { background-color: #34495E!important; } .ub0ab4031a7e6f536a636a48d6bccaff5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub0ab4031a7e6f536a636a48d6bccaff5 .ub0ab4031a7e6f536a636a48d6bccaff5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub0ab4031a7e6f536a636a48d6bccaff5:after { content: ""; display: block; clear: both; } READ: The book The Collector by John Fowles EssayHence their concern was the material gain that they would receive through this alliance. Marquez portrays women as helpless creatures within Colombian society who had no say or freedom to express their opinion. Women were considered vulnerable and their aspirations were regarded as insignificant and trivial. Significantly Angela’s marriage to Bayardo because of his wealth epitomizes how commitment to a rich man was the only means by which a woman could obtain financial security in her life. Women did not enjoy any individual worth nor could they command a say in their own lives, hence they were forced to follow the dictats of the men in their parental home and later the husband, once married. Angela’s mother lived her life in a very constricted social environment and felt it is perfectly in order for Angela to follow the same norms without any questions or hesitation. Thus Marquez has portrayed women as totally domesticated creatures who have been taught to live within the confines of their homes and never to overstep the boundaries of their narrow societal beliefs. A similar situation has been described in ‘The Kite Runner’ by Hosseini wherein he has given a detailed account of the miserable plight of women in Afghanistan who do not enjoy any social or political rights. They appear to be as helpless and dependent on men as Marquez has depicted women in ‘Chronicle of a Death Foretold.’ Marquez also emphasizes on male pride and the sexuality of their characters in the novel. Moreover, Marquez suggests double standards for men and women quite explicitly in the novel. It is acceptable for men to treat women as disposable pleasures rather than meaningful pursuits-they feel proud of visiting Maria Cervantes’s brothel†¦Ã¢â‚¬Ëœit was she who did away with my generations virginity’ -shows how Maria was an object of desire for the men who used her for their sexual needs as she was the ‘most serviceable in bed’. They did not feel ashamed of their actions as the society endorsed male sexuality. It was all right for men to visit prostitutes to satisfy their desires but it was deplorable for a woman to take a lover before marriage. When Bayardo found out that Angela had had a lover in the past, she is rejected and returned to her house on her wedding night. She is also subjected to a beating by her mother which shows the double standards present within the society. The Latin American community of the town was one with its roots stemmed deep in religion and faith which also explains why the notion of virginity was seen as one of such critical importance. The town’s close ties to the Catholic religion elucidates why the belief of a woman staying ‘pure’ until marriage was considered so important. The principles of Catholicism did not adhere with what Angela did and without even questioning her claim, severe actions were taken against Santiago Nasar for the ‘crime’ that he had committed. The significance of the Church is greatly stressed upon by Marquez’s depiction of the society, however it is ironic that although the story takes place in a town that is religious, religions seems to have lost much of its value. In the novel and this can be seen by the sumptuous preparations that the people of the town made upon the arrival of the Bishop. However on the big day, the bishop does not even step foot in the town and sails right on by with a mere wave to the innumerable spectators. It seems as if the Bishop does not value religion, he does not take the name of god or do anything remotely close to spiritual or pious, instead he keeps on waving his hand back and forth in an obliging manner. Thus through this event, Marquez ultimately reveals a society in which moral frameworks such as the law and religion appear to be ineffective to mentor and secure the citizens. .u2e6166c178c6a29a2d48672661ebcc10 , .u2e6166c178c6a29a2d48672661ebcc10 .postImageUrl , .u2e6166c178c6a29a2d48672661ebcc10 .centered-text-area { min-height: 80px; position: relative; } .u2e6166c178c6a29a2d48672661ebcc10 , .u2e6166c178c6a29a2d48672661ebcc10:hover , .u2e6166c178c6a29a2d48672661ebcc10:visited , .u2e6166c178c6a29a2d48672661ebcc10:active { border:0!important; } .u2e6166c178c6a29a2d48672661ebcc10 .clearfix:after { content: ""; display: table; clear: both; } .u2e6166c178c6a29a2d48672661ebcc10 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2e6166c178c6a29a2d48672661ebcc10:active , .u2e6166c178c6a29a2d48672661ebcc10:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2e6166c178c6a29a2d48672661ebcc10 .centered-text-area { width: 100%; position: relative ; } .u2e6166c178c6a29a2d48672661ebcc10 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2e6166c178c6a29a2d48672661ebcc10 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2e6166c178c6a29a2d48672661ebcc10 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2e6166c178c6a29a2d48672661ebcc10:hover .ctaButton { background-color: #34495E!important; } .u2e6166c178c6a29a2d48672661ebcc10 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2e6166c178c6a29a2d48672661ebcc10 .u2e6166c178c6a29a2d48672661ebcc10-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2e6166c178c6a29a2d48672661ebcc10:after { content: ""; display: block; clear: both; } READ: Okonkwo In Things Fall Apart EssayMarquez’s portrayal of Colombian society is one in which he has depicted a very narrow-minded and petty social structure where violence predominates and social customs which have been passed down through generations are allowed to prevail. In order to practice these and uphold their values they are willing to kill in cold blood and there is no stigma attached to such killings, in fact it is celebrated as an honor killing. Such an incident as presented in the story of Nasar can only be realistically acceptable in a society such as the Colombian society. In any free thinking society, such a story of blood and gore would not be accepta ble or believable. Hence, Marquez has been able to capture the essence of the story as well as the Colombian society in all its stilted detail in order to make the novel chronicle the events which he has described.

Poetry Of Perversion Essays - Literature, Fiction, Film,

Poetry Of Perversion Poetry of Perversion Lolita is perhaps one of the most disturbing novels of the century: it tells the immoral story of a middle- aged man who falls in love with a twelve year- old girl (a nymphet, as he calls her) and has a sexual relationship with her for over two years, until she disappears with another more perverse middle- aged man. What makes this novel particularly disturbing is the fact that Humbert's sexual perversion is disguised in highly poetic garb and that the only monitor of virtue is the gifted pervert who narrates the story. Never before has sex been evoked as poetically or as erotically as in Lolita. The first erotic scene takes place between an adolescent Humbert Humbert and a girl of the same age, Annabel Leigh, who becomes the model for Lolita: She sat a little higher than I, and whenever in he solitary ecstasy she was led to kiss me, her head would bend with a sleepy, soft, drooping movement that was almost woeful, and her bare knees caught and compressed my wrist, and slackened again; and her quivering mouth, distorted by the acridity of some mysterious potion, with a sibilant intake of breath came near to my face. She would try to relieve the pain of love by first roughly rubbing her dry lips against mine; then my darling would draw away with a nervous toss of her hair, and then again come darkly at me and let me feed on her open mouth, while with a generosity that was ready to offer her everything, my heart, my throat, my entrails, I gave her to hold in her awkward fist the scepter of my passion. Annabel Leigh's name is of course borrowed from Edgar Allen Poe's Annabel Lee, a poem that is mentioned often throughout the novel. The narrator is not so much trying to describe the erotic games of two children as to make us intimately feel their erotic excitement. Nabokov makes Annabel the focal point of the text, but not its reflector. The scene begins with an alliterative evocation of her legs (her legs, her lovely, live legs) through witch one can picture the young Humbert's pleasure while he is caressing them and adult Humbert's excitement in recalling the event. These legs are hospitable, but not wanton; Annabel's modesty is necessary to contain young Humbert's ardor and to allow the poetic unfolding of the scene. The girl's genitals are neither named nor described, but are simply designated deictically as the sublime goal of a conquest. Here, the anatomic word or metaphor would mar the poetic beauty of the passage and betray the inadequacy between words. The neutral phrase used by Nabokov prevents the intrusion of the Freudian tragic in unfolding of the scene and induces a great complicity between the author, the narrator, and the reader, who is invited to fuse his desires with those of Humbert. Humbert, as the narrator, poetically evokes the effects of his caresses on Annabel, who seems to be teetering between pleasure and pain. The scene is all the more exciting as her gestures, which are described in voluptuous detail, reflect in rhythm and configuration the caresses lavished on her by the boy. The protagonist and the narrator share the same fascination in Annabel's contortions, drawing in the excitement from the spectacle, that the final gesture is hardly indecent: it is the ultimate gift made by the young boy to the ecstatic virgin. There is no trace of vulgarity in the phrase, which is both metaphor and metonymy, and constitutes a kind of poetic climax. After the evocation of the girl's genitals, the narrator had no choice but to invent a beautiful poetic formula that would sound at the same time natural and relevant. In this passage from Lolita Nabokov casts aside the vulgar clich?s used in literature to represent sex and to prepare us for the final metaphor, which bears little trace of trepidation. The most erotic passage in the novel is the description of the Sunday morning scene on the divan. Here the narrator takes endless precautions, begging us to sympathize with him as a protagonist and to participate in the scene: I want my learned readers to participate in the

Free Essays on Prayer In School

Prayer in Public Schools? With the state that the nation is currently in, prayer in today’s schools has once again become a controversial topic. Many believe that schools exist to educate. While children in public schools remain a captive audience, some perceive prayer to be coercive and invasive. While religion is considered private and schools public some argue that it is not appropriate that the two should mix. Some would also argue that prayer and religion are a necessary part of human life, which often helps fulfill the â€Å"total† human experience. Is it detrimental to strip these parts of life from the schools? I pose the question, â€Å"How can prayer be harmful?† I agree that mandating a special time for prayer may offend some. Does it have to be designated as prayer time? Does prayer have to be specific to any one religion? Or would it just be better if schools adopted a â€Å"quiet time† at the beginning of each day? Each student could decide if they choose to use that time for prayer. This was a suggestion made by Secretary of State Colin Powell. His opinion is that a moment of silence would allow students with different religious beliefs to participate. Some would pray, while others would reflect on the upcoming day. A moment of silence could contribute to acceptance of diversity within the student body. It goes without saying that public schools are responsible for the academic education of its students. I do believe the moral and spiritual education of the students must be addressed as well. I understand that public schools cannot promote religion, because of the division of church and state. However, many students have taken this issue into their own hands. Contrary to the belief of what many would like to think, prayer is widely practiced in many U.S. public schools. Students have been known to pray at athletic events, in school busses, at the flagpole and during student religious clubs. In 1962,... Free Essays on Prayer In School Free Essays on Prayer In School Prayer in Public Schools? With the state that the nation is currently in, prayer in today’s schools has once again become a controversial topic. Many believe that schools exist to educate. While children in public schools remain a captive audience, some perceive prayer to be coercive and invasive. While religion is considered private and schools public some argue that it is not appropriate that the two should mix. Some would also argue that prayer and religion are a necessary part of human life, which often helps fulfill the â€Å"total† human experience. Is it detrimental to strip these parts of life from the schools? I pose the question, â€Å"How can prayer be harmful?† I agree that mandating a special time for prayer may offend some. Does it have to be designated as prayer time? Does prayer have to be specific to any one religion? Or would it just be better if schools adopted a â€Å"quiet time† at the beginning of each day? Each student could decide if they choose to use that time for prayer. This was a suggestion made by Secretary of State Colin Powell. His opinion is that a moment of silence would allow students with different religious beliefs to participate. Some would pray, while others would reflect on the upcoming day. A moment of silence could contribute to acceptance of diversity within the student body. It goes without saying that public schools are responsible for the academic education of its students. I do believe the moral and spiritual education of the students must be addressed as well. I understand that public schools cannot promote religion, because of the division of church and state. However, many students have taken this issue into their own hands. Contrary to the belief of what many would like to think, prayer is widely practiced in many U.S. public schools. Students have been known to pray at athletic events, in school busses, at the flagpole and during student religious clubs. In 1962,...

Simple Déjeuner French Verb Conjugations

Simple Dà ©jeuner French Verb Conjugations A single French verb,  dà ©jeuner,  is used to say to have lunch. Its a very specific word and identical to the noun for lunch,  le dà ©jeuner.  Learning how to transform, or conjugate, the verb into the past, present, or future tense is rather simple as this quick lesson will demonstrate. Conjugating the French Verb  Dà ©jeuner In English, we use -ed and -ing endings to conjugate verbs. Things  are a little more complex in French because we need to use a new ending for every subject pronoun within each tense. That means you have more than just a few words to memorize. Dont worry, though,  dà ©jeuner  is a  regular -ER verb  and that makes conjugating it just a little easier. This is particularly true if youve already memorized similar verbs such as  cuisiner (to cook)  and  demander (to ask).   To conjugate  dà ©jeuner, pair the subject pronoun with the appropriate tense. For example, I am having lunch is je dà ©jeune and we will have lunch is nous dà ©jeunerons. Practice these in context and youll be one step closer to memorizing all the forms. Subject Present Future Imperfect je djeune djeunerai djeunais tu djeunes djeuneras djeunais il djeune djeunera djeunait nous djeunons djeunerons djeunions vous djeunez djeunerez djeuniez ils djeunent djeuneront djeunaient The Present Participle of  Dà ©jeuner The  present participle  of dà ©jeuner  is  dà ©jeunant. Its as simple as adding -ant  to the verb stem. Beyond its use as a verb, it can also become an adjective, gerund, or noun when needed. The Past Participle and Passà © Composà ©Ã‚   The  passà © composà ©Ã‚  is a common way to express the past tense had lunch in French and its an alternative to the imperfect. To construct this, conjugate the  auxiliary verb  avoir  to fit the subject pronoun, then add the  past participle  dà ©jeunà ©. For example, I had lunch is jai dà ©jeunà © while we had lunch is nous avons dà ©jeunà ©. More Simple  Dà ©jeuner  Conjugations You may also find one of the following forms of  dà ©jeuner  useful as your fluency progresses. The subjunctive verb mood implies some sort of uncertainty to the action. Similarly, the conditional form says that the action will only take place  if  something else does. In literature and formal writing, the passà © simple or the imperfect subjunctive may be found. You might not use these yourself, but knowing of them will help your French reading comprehension. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je djeune djeunerais djeunai djeunasse tu djeunes djeunerais djeunas djeunasses il djeune djeunerait djeuna djeunt nous djeunions djeunerions djeunmes djeunassions vous djeuniez djeuneriez djeuntes djeunassiez ils djeunent djeuneraient djeunrent djeunassent The imperative verb form is extremely easy and its used with just three subject pronouns. However, you do not have to include the pronoun itself: use dà ©jeune alone rather than tu dà ©jeune. Imperative (tu) djeune (nous) djeunons (vous) djeunez

This I believe Essay Example | Topics and Well Written Essays - 500 words

This I believe - Essay Example It was at this juncture that the girl entered his life. In his eagerness to make her feel the best, he gave up everything he had----devoted himself completely to her and took care of her even if it meant going completely out of his way. He couldn't strike a balance between his reluagr life and his personal one. He spent very little time with his family anf friends, and spent every possible minute with her. Today, he was alone. She had betrayed his trust and his utmost devotion, for no reason at all. How he wished he could erase this part of his life. Yes, he would. He was going to breathe his last tonight. Suicide, they say, was an act of a coward. But Mike thought otherwise. He simply couldn't think of a life without her. He ahd given her all he had and much more. Why did she do this to him He strained to blank his mind out and listened to the radio, to keep those frightful thoughts at bay. The radio was his companion these days, sicne he could no longer remained his extroverted self. He hated facing everyone.

WILD BUSHFIRE MANAGEMENT Essay Example | Topics and Well Written Essays - 4000 words

WILD BUSHFIRE MANAGEMENT - Essay Example Alternative Actions towards Reducing the Impact of Bushfires in the Blue Mountain 14 4.1 Regulated Patrolling of the High Fire Risk Areas 15 4.2 Building Enhancement 15 4.3 Wildlife Protection 16 4.4 Accurate Weather Forecast and Warning System 16 4.5 Integration of Indigenous Knowledge and Experience 17 4.6 Increasing Public Awareness 17 4.7 Adaptive Management Process 17 5. Conclusion 18 References 20 1. Introduction Bush-land and rangelands, within the region of New South Wales, Australia comprises a wide range of landscapes that has long been experiencing severe destructions owing to the ignition of natural fire. The bushfire regimes, thus imposed within the region, have also been recognised to significantly influence on the recent structure along with the composition of the overall ecosystem of the area (NSW Government, 2012). Apparently, the frequent incidents of bushfires are considered as one of the major threats for the human life, causing degradation of natural and cultural values of the national parks and reserves that are protected by the NSW National Parks and Wildlife Services (NPWS) (NSW Government, n.d.). It is however worth mentioning that bushfire is a natural incidence, which acts as a cyclical process of bio-diversity as it is able to fertilize lands and increase mineral density in the soil to cultivate better afforestation. Corresponding to the fact, its benefits to the environment are often observed to be limited to its efficient management, aimed at ensuring that the fire remains in its low-intensity scale. To be noted, bushfire extending from its defined intensity scale is categorised as a natural disaster and may cause immense loss to human kind and livestock in the region. This in turn necessitates better and efficient management of bushfire (Geoscience Australia, 2007). Emphasising the long-standing threats from the bushfires in the New South Wales region of Australia, the report tends to critically analyse the major problems associat ed with bushfire and the corresponding steps taken by the NPWS to effectively deal with the persisting issues within the region. In order to provide adequate support to the bushfire, the management processes implemented by the NPWS along with their currently practiced advanced fire management regimes have been critically analysed in this report. Thus, the report would focus not only on the initiatives of NPWS along with critically assess the performance of Rural Fire Service (RFS) to protect lands from bushfire in the respective region. Moreover, the report also encompasses the major influencing factors leading to the frequent incidence of bushfire. The report also analyses the bushfire management planning and measures developed by the agencies towards protecting the natural heritage of Blue Mountains and proposes alternatives. 2. Problems 2.1 Goals The goals of management plans for preventing bushfires in the Blue Mountains region are highly focused on ensuring adequate compliance with the responsibilities of protecting and conserving natural and cultural values of the national parks and reserves. Moreover, the fire management plans of NPWS also encompass towards protecting human life and national properties including buildings, homes and lands (NSW Government, 2012). In relation to the present scenario, regarding the measures taken by NPWS, it has been recognised that the numbers of actions performed by the councils and other public organisations principally aim to prevent the damage from the frequent bushfires. In this regards, ‘hazard management programs’, ‘Record achievement for hazard reduction in national

Occupation is the major determinant of both social class and status in industrial societies Essay Example for Free

Occupation is the major determinant of both social class and status in industrial societies Essay In our society today, it is argued if occupation is the major determinant of both social class and status in industrial societies. Occupation is defined as an individual’s regular work or profession, job or regular activity performed for payment that occupies one’s time. Occupation has been viewed both negatively and positively as the major determinant of both social class and status. Industrial societies are those driven by the use of technology to enable mass production, supporting a large population with a high capacity for division of labour. Status and class are both supported by factors that influence occupation such as race, education, community size, family status, income of workers and measured intelligence. It is greatly supported that occupation is the major determinant of both social class and status in industrial societies, for example, if an individual is brought up either in a rich or poor family and becomes educated to an extent of achieving a higher national degree such as a P.H.D or a M.D. such an individual is bound to earn a higher status and class in a society. For instance, a neurosurgeon can achieve a higher status and class as they may be earning a higher income as compared to a general doctor at a local clinic situated in a local town. Another example may be that of a lecturer at a university and a teacher at a school, because a lecturer earns a higher salary as compared to a teacher his/her status is higher. Their level of education is also considered as the lecturer is usually more educated than a teacher, thus he/she earns higher prestige in an industrial society. Family status may also be another factor out of many which influences one’s status or class. Taking for example, if an individual was to be born into a wealthy and influential family, they would have attained an ascribed status which could turn out to be a great advantage in the industrial societies. The individual has a privilege of learning at a well facilitated expensive school and also attaining a high rank as a managing director or even the C.E.O in the family’s company or due to membership influence in another major company. This may result in one earning a higher status and class in the society. Occupation however, is sometimes not viewed as the major determinant of either social class or status as there are other factors like that of race amongst others. Race has always been a major factor of discrimination and segregation in societies, for example in Zimbabwe, during the liberation struggle black people were considered of being lower class, they occupied the lower class jobs, housings and many other underrated facilities as they were made to work for the white people who were their lords and only means of employment. This kind of unfair treatment brought the social class and status of black people down in the industrial societies, which therefore provides supporting evidence to Karl Marx’s conflict theory. Another example of racial discrimination still evident in most parts of the globe is that of employment opportunities, given a black man and a white man who just graduated from university with equal achievements and applied for a job vacancy at a major company. Th e white man is usually the first preference to the black man due to beliefs that whites are more superior, this kind of treatment surely lowers the status and class of blacks whilst raising that of the whites. Community size is another factor influencing one’s status and class. The greater the community size, the greater the prestige it holds. For example, a professional accountant working at a small bank at a growth point like Murombedzi growth point is bound to achieve a lower status and social class as compared to an equally qualified professional accountant working at a big company like Econet or NMB bank in a huge city. In this case it can be reasoned that the social class and status were not determined by occupation but by location and community size. With the above information, one can conclude that occupation is in fact the major determinant of both social class and status in an industrial society. However, despite the seemingly convincing contributions of occupation in determining the class and status, it must not be left out that there are also some factors other than occupation like community size and race which also determine an individual’s social class and status in industrial societies.

Huck Finn Essay -- essays research papers

Two people taking a trip down a river, is rarely thought of as anything more than just an adventure. Mark Twain, however, uses his novel, The Adventures of Huckleberry Finn, to explore and makes fun of many problems facing American society. Huck, the main character, is considered a boy who is under pressure to conform to the aspects of society. Jim, who comes along with Huck, is a runaway slave seeking freedom from the world that has been denied it to him for so long. Throughout the entire novel Twain uses satire to show problems with society. Early in the novel, Huck scampers away with his good friend Tom and his other buddies. The boys form a gang and then decide one of their tasks in the gang will be to kidnap people and, hold them for ransom. The problem with their plan to kidnap people and hold them for ransom is their misunderstanding of the word â€Å"ransomâ€Å". Tom has a relative idea what the word means, "But per'aps if we keep them till they're ransomed, it means that we keep them till they're dead."(12) All of the boys go along with Tom‘s meaning because he is the leader. In this part of the novel, Twain uses satire to show that even though something may be truly wrong, if society adopts it to be true, then it is known to be true. Throughout the book Twain‘s issue is with slavery, in this instance of satire. During the time period in which The Adventures of Huckleberry Finn was written, religion was as much an integral part of civilization, as was an educati...

Capacity utilization Essay

?Detailed in the Indalex Ltd. case analysis, current production is stretched to the limit, creating a capacity constraint to meet future forecasted demand; hindering the firms objective of a real growth rate of ten percent annually. The issue of deciding on a capacity expansion plan, given uncertainty about near term economic projections was presented. Indalex concentrates on a competitive priority of service quality, where flexibility and quality are more of a priority than price. This is described in the case study where past and current success of Indalex is attributed to their competitive strategy being strictly based on three words: service, service, service. Indalex set out with the objective of offering a seven-day service, along with offering highly qualified assistance in designing selection for their customers. Valuing service quality, Indalex manages a close working relationship with their customers, such as responding to needs even under short notice, demonstrating how Indalex understands their factories are an integral part of their customers’ factories. I feel that maintaining reputation along with meeting the growing demand of their existing customers is crucial to the service quality strategy of Indalex. In making a decision for the capacity expansion plan, an emphasis on insuring customer satisfaction and retention is of top priority. Given the options of either increasing capacity of their extrusion process, increasing anodizing capacity, building a recycling plant to reprocess scrap aluminum, or increase capacity of both the extrusion and anodizing process; a decision had to be made on which of the options should be done first, in order for the new piece of equipment to be available by the beginning of 1979. In regards to flexibility and quality, the option to either increase capacity of the extrusion, increase capacity of anodizing, or increasing capacity of both operations together; offers machine flexibility. Having excess capacity would allow Indalex to better manage complex orders, ultimately providing an advantage towards their focused service strategy. With the option of building a recycling plant, it would enable more process flexibility and better inventory management. However, this option would generate higher inventory holding costs, creating excess inventory of over a million dollars. Along with requiring new employees with specialized skillsets, the options of adding a recycling plant won’t solve the problem of increasing demand of customer. Anodizing requires the plant to run at full capacity in order to be efficient, along with costly pollution control measures that would have to be taken. When looking into customer satisfaction and retention, customers will only be retained if Indalex increases capacity. When looking into capacity constraints, the extrusion process is the first area that I feel capacity constraints should be removed. With anodizing, the case details that much of the demand is a result from construction related work. If there were a decrease in this area, anodizing operations would be effected. Unlike the extrusion process that allows Indalex to â€Å"buy demand† by offering a low bid for high volume orders if needed, anodizing operations are much more limited in sourcing a demand. Therefore, I would chose the option of increasing capacity of the extrusion plant; which is the best option to align Indalex with their ten percent growth objective, along with offering feasibility of meeting an increase in demand, with flexibility and quality of their service. This expansion will require more employees to be hired, which will also reduce the amount of overtime that is currently required. The risk associated with increasing capacity of the extrusion plant is the idea of the U. K. ’s economy not growing as rapid as predicted, leaving the question of what Indalex would do with the new press if it couldn’t be filled naturally with demand.

Cell Phone Use in Schools

Cell Phone Use in Schools. With all the innovation in the last decade, cell phones have become apart of daily life for people all over the world between using cell phones to contacts family and friends to playing a little game of bejeweled. But what many schools are considering, is allowing the use of cell phones in schools. Cell phones can offer as a learning tool to students. Also, cell phone use in class brings some harm to the classroom. In addition, Policies about cellular devices have altered in schools across the U.S. A critical issue affecting many is allowing or banning cell phone use among students. Cell phones offer as an easy, accessible learning tool that most students already have. Besides a convenient tool for students, cell phones make it easier on teachers. Teachers can create a class blog for students to communicate or debate on issues from class (Rogers). This class blog gives them the ability to constantly have access to talk to their classmates via web from home, the classroom, and potentially anywhere (Rogers).The teacher can monitor the class blog at her convenience as well, not just in a classroom setting (Rogers). Also, way a cell phone may be used in a classroom setting as a research tool. Students can search for background information on subjects. Rather than looking for words in a dictionary or spending time in the library looking for that book, all the information a student could possibly need is at the tip of his/her fingertips. Lastly, teachers and administrators can set up polls using websites like wiffiti. om or polleverywhere. com enable students to answer polls anytime, anywhere (Engel and Green).Teachers and administrators can set up polls for a class, a certain grade, or something that involves the entire school. Now it’s easier for students to be involved with issues on campus and have on say about the decisions or changes being made about their school (Engel and Green). Overall, the endless benefits of cell phone us e for students will provides unlimited learning tools. Throughout the U. S. many schools have cell phone policies specific to their high school but many schools are changing the policies. Many schools across the board have become more lenient in allowing cell phone for students in the classroom or on campus. At Dickison High School, like many other high schools, their policy has been lifted and allows students to use phones during lunch (Wishmayer). Lifting the policy was intended to give the high schoolers enough freedom so less texting and calling would take place during class (Wishmayer).Although cell phones include disadvantages such as being a distraction to students or being used to cheat on assignments, with the help of schoolteachers and administrators, strategies of preventing abuse of cell phones can be enforced among students. One solution to cell phones abuse is making the phones visible to the teachers (Ferriter). Most teachers and professors worry about sneaky students texting answers to other students. William Ferriter says his solution is, â€Å"†¦require students to place their cell phones on the top right-hand corner of their desks when they come into class.That way you will know if someone is texting or calling a friend when they're supposed to be learning. † Secondly, teachers should holds kids accountable and force them to act responsible (Ferriter). Talking about responsibility and accountability will not get to the rebel sitting in the back corner or kid that attends class once every two weeks but some of the kids will be understanding and aware of the choices they are making. Using threats of banning cell phones is not the right approach and will probably be ignored anyways.Lastly, unless school policies state otherwise, if a student is not using his or her cell phone appropriately, the teacher may confiscate the phone until the end of the class period or even day. For violating dress code, students receive punishments of so me sort. If breaking the rules of dress code has a punishment, cell phone policies should be able to have punishments for cell phone abuse. With all the advanced in the last few years, cell phones have become a major apart of every day life for people across the United States.Firstly, cell phones may provide as a learning tool with the endless resources. On the other hand, cellular telephones can distract students and could be used as a way of cheating. In addition, policies about cellular devices have altered in schools across the U. S. Lastly, there’s ways to prevent abuse of cell phones with help and support of faculty. In order to make a decision in being for or against cell phones, schools must weigh the benefits and harms of cell use of students and find a solution with the best interest of the school.

germ line gene therapy essays

germ line gene therapy essays Whether it is referred to by its scientific term "syngamy" or by the general term "conception", the moment a sperm cell unites with an egg cell stirs, both in the scientist and the layperson, much awe and reverence. It is the point at which a new and unique genome is created. To some it is the instant a new person comes into existence. Such a union has been repeated for billions of years since its advent in the first, simple organisms. It is a means by which evolution can exert its influence. When the genetic material of two individuals combine in sexual reproduction, any variations between the two inherited sets of genes may result in offspring that are more or less suited to its environment. Human beings have come to a point in this process where we can now, to an extent, shape the environment to suit our needs. The evolution of intelligence in our specie is the characteristic that has had the most profound impact on our planet and on us. This intelligence, among other things, allows us to understand and combat some genetic diseases. Inventions such as spectacles to correct our vision or drugs that fight heart disease and cancer have extended and improved the lives of individuals who, in a more Darwinian world, would have otherwise been eliminated by natural selection. Cheating this process, however, has allowed a multitude of genetic diseases such as Tay Sachs and hemophilia to propagate in our gene pool. But researchers are taking the field of medicine to a new frontier that promises to eliminate genetic diseases. New technology is being developed that will allow scientists to alter or replace defective genes in germ-line cells (egg and sperm cells). In a literal sense it will allow us to control the evolution of our specie as these alterations may be passed on from generation t o generation. The implications are profound for the individual and for society. Above it all the specter of eugenics, the process of se...

Russias Populists

Russias Populists Populist/Populism is a name retroactively given to the Russian intelligentsia who opposed the Tsarist regime and industrialization in the 1860s, ​70s, and 80s. Although the term is loose and covers a lot of different groups, overall the Populists wanted a better form of government for Russia than the existing Tsarist autocracy. They also feared the dehumanizing effects of the ​industrialization which was occurring in Western Europe, but which had so far largely left Russia alone. Russian Populism The Populists were essentially pre-Marxist socialists and believed that revolution and reform in the Russian empire must come through the peasants, who comprised 80% of the population. The Populists idealized peasants and the ‘Mir’, the Russian agricultural village, and believed that the peasant commune was the perfect basis for a socialist society, allowing Russia to skip Marx’s bourgeois and urban stage. Populists believed that industrialization would destroy the Mir, which in fact offered the best route to socialism, by forcing peasants into crowded cities. Peasants were generally illiterate, uneducated and living just above subsistence level, while the Populists were generally educated members of the upper and middle classes. You may be able to see a potential fault line between these two groups, but many Populists didnt, and it led to some nasty problems when they started Going to the People. Going to the People The Populists thus believed that it was their task to educate the peasants about revolution, and it was as patronizing as that sounds. Consequently, and inspired by an almost religious desire and belief in their powers of conversion, thousands of populists traveled to peasant villages to educate and inform them, as well as sometimes learn their ‘simple’ ways, in 1873-74. This practice became known as ‘Going to the People’, but it had no overall leadership and varied massively by location. Perhaps predictably, the peasants generally responded with suspicion, viewing the Populists as soft, interfering dreamers with no concept of real villages (accusations which werent exactly unfair, indeed, repeatedly proven), and the movement made no inroads. Indeed, in some locales, the Populists were arrested by the peasants and given to the police to be taken as far away as possible from the rural villages as possible. Terrorism Unfortunately, some Populists reacted to this disappointment by radicalizing and turning to terrorism to try and promote revolution. This had no overall effect on Russia, but terrorism thus increased in the 1870s, reaching a nadir in 1881 when a small Populist group called ‘The People’s Will’ – the ‘people’ in question numbered around 400 in total – succeeded in assassinating Tsar Alexander II. As he had shown an interest in reform, the result was a massive blow to the Populist’s morale and power and led to a Tsarist regime which became more repressive and reactionary in revenge. After this, the Populists faded away and transformed into other revolutionary groups, such as the Social Revolutionaries who would take part in the revolutions of 1917 (and be defeated by the Marxist socialists). However, some revolutionaries in Russia looked at the Populist’s terrorism with renewed interest and would adopt these methods themselves .

The Lute Player and Le Mezzetin Essay Example | Topics and Well Written Essays - 1000 words - 1

The Lute Player and Le Mezzetin - Essay Example The essay "The Lute Player and Le Mezzetin" compares two paintings, â€Å"The Lute Player† and â€Å"Le Mezzetin†. Caravaggio painted The Lute Player for the Cardinal Francesco Maria Del Monte as part of family collection for the Del Monte estate. The madrigal text visible to the spectator is written in Franco-Flemish language, which must have been influenced by the preference of the patron. For a time, many experts were confounded about the authenticity of this painting after several copies surfaced. It was found that there were three Lute Player paintings, the one that came from the Del Monte Collection, the Hermitage and Badminton House versions. These painting all depicted a boy playing a lute as he sings a madrigal, a Baroque song, about love. Some details differ according to versions. For instance, the last two versions have flowers and fruits in them and the text in the madrigals are visible. The number of authentic copies is attributed to Caravaggio’s sty le of copying his own work, polishing or simply copying a replica. Often this results in better executed imagery in latter copies as the paintings have new elements added. The historical background of Le Mezzetin, on the other hand, is quite simple and brief. It was just one of Watteau’s paintings commissioned by his friend and patron, Jean de Jullienne. Hence, the painting or any artistic intentions and motivations must have been confined or intended for this fact. As some historical account revealed, Jullienne was an important part of Watteau’s life.

English literature Essay Example | Topics and Well Written Essays - 500 words - 2

English literature - Essay Example He finds his job degrading with long working hours and little time for sleep and rest. His boss is a woman and â€Å"It was funny to have a white woman for a boss in a plant like this one† (Petry n.p.). His lack of interest in work often infuriates his boss. Their stern and hostile behavior makes him angry and it gets hard for him to resist the urge to beat her white employer, saying that he would never beat a woman. Further in the story, Mr. Johnson encounters a white girl working at a coffee shop who refuses to serve him just because he is black; it could be solely Mr. Johnson’s thinking that made him to think that every white person hates the black person. However, he resists his anger with his heart pounding to beat her but somehow; he learns to control his angers and walks out of the coffee shop. Anne Petry further explores how the bad sense of humor that Mae possesses makes Johnson to think that he is a black man with no respect in the society. She jokingly calls him a â€Å"nigger† (Petry n.p.). Her bad sense of humor provokes him to take out his anger, frustration and humiliation he encountered the entire day on her. The story projects that how the evils of racism was a bitter part of reality in American society in 1946. The story revolves around two main themes such as racial discrimination and domestic abuse. The domestic abuse that Mae faced was the outcome of the psychological aggression that was brought into Mr. Johnson due to the humiliation he faced by the hands of two white women. He hated to raise his fist against a woman but his aggression let him do that but this led to the death of his family’s belief, not to hit on any female. Anne Petry explains how our bottled aggressions and frustrations make us to do things that we consider immoral. Johnson is a colorful example of a man who fails to control motions unwinding his sheets of anger and frustration on his

Sodium Chloride An Important Compound Essay Example | Topics and Well Written Essays - 500 words

Sodium Chloride An Important Compound - Essay Example Moreover, it is also found in the ancient bedrock all over the planet in the form of thick layers in places where water bodies used to exist in the form of salt lakes and seas, all of which have evaporated millions of years ago. About 4,700 years ago, the Chinese Png-tzao-kan-mu, one of the earliest known writings, recorded more than 40 types of salt. Ancient civilizations have used salt as one of the vital supplements in diet, with archaeological evidence of Iron Age salt-making largely based upon the discovery of remnants of coarse pottery vessels and supporting pillars recognized as being connected with salt-making and known as briquettage. In Britain, lead salt pans were used by the Romans at Middlewich, Nantwich and Northwich and excavations at Middlewich and Nantwich have revealed extensive salt-making settlements. Moreover, writings on salt no doubt also existed on the clay tablets of Ancient Babylon and on Egyptian papyri. Even without written evidence we can be fairly certain that salt-making and use was a feature of life in all ancient communities. Considering it's chemical and physical properties, Sodium Chloride is usually found as a clear or whit

Stabilization of Nitrous Acid

Stabilization of Nitrous Acid Abstract Nitrous acid (HNO2) was stabilized via supporting on Polyvinylpolypyrrolidone (PVPP) and the thermal stabilization and structure were estimated using thermogravimetric analysis measurement and spectroscopic methods, respectively. Some novel heterocyclic azo dyes were synthesized by selective diazotization of aromatic amines followed by coupling with some susceptible aromatic compounds. The stereochemistry structure of the synthesized dyes were optimized using B3LYP at 6-311 G(d,p) basis set and their electron excitation properties were evaluated using calculations of density functional theory. UV-Visible analysis was applied for Photophysical properties evaluation of the new dyes and compared with computed vertical excitation obtained from TD-DFT. Also, the azo-hydrazone tautomerism of the triazine azo dyes was investigated and the results show that for all of the synthesized dyes both azo and hydrazone tautomeric forms exist, while 3a-5 shows more notable hydrazone form than others. Keywords: Polyvinylpolypyrrolidone, Nitrous acid, Azo dyes, azo-hydrazone tautomerism 1. Introduction Nitrous acid as a weak inorganic acid has significant applications in organic reactions such as diazotization, nitrosonation and Sandmeyer Reaction,[1,2] but its instability in temperatures upper 5  °C causes some restrictions to using it. In this work, we stabilized nitrous acid via supporting on polyvinylpolypyrrolidone (PVPP) and then utilized it in synthesis of some novel azo dyes. However, PVPP has been reported as an efficient support in many cases such as trifluoroboride and nitric acid.[3,4] PVPP-HNO2 has many advantages that make it environmentally acceptable in both industrial and laboratory viewpoints. It is applicable for a long time after preparation and the polymer easily remove by washing with water. In particular, nitrous acid absorbed on polyvinylpolypyrrolidone takes part in azo coupling reaction and the polymer remains almost completely intact. However, the literature describing arylamines conversion to diazonium salts using polyvinylpolypyrrolidone supported nitrous acid (PVPP-HNO2) is not available. Herein, we wish to present a convenient procedure for diazotization reaction using this stable reagent. Azo colorants from aromatic heterocyclic amines have sublimation fastness, excellent light and color strength.[5] They are one of the important groups of synthetic organic dyes. They are applied in various fields such as electronic photography, liquid crystal displays, paper printing, bleaching, polymers, laser technology, dyeing, color formers, data storage and solar energy conversion.[6] They also have been known as antibacterial, antifungal and anti-tumor compounds.[7,8] The compound 1,3,5-triazine has an alternative six-membered heterocyclic ring with an equal number of nitrogen and carbon atoms.[9] The triazines are analogues of benzene rings, which makes them as an aromatic compound like benzene. 1,3,5-Triazine, a common reagent which is used as herbicides and pharmaceuticals.[9] The diazonium salts of triazines derivatives have been reported as a diazotization targets in the synthesis of a variety of heterocyclic azo dyes[10,11] but no report found in direct diazotization of triazines with more than one aromatic amine group. The existence of azo-hydrazone equilibrium in azo colorants having the hydroxyl group at ortho or para position to azo linkage was proved in 1983.[12] In hydrazone form, due to the hydrogen bonding, a coplanar six-membered ring is formed with higher thermal stability than azo form ones.[13] After reductive cleavage, the azo chromophoric system gives carcinogenic amines,[14] while in the hydrazone tautomer will be cleaved the C-N bond instead of N=N bond.[15] The study of azo-hydrazone tautomerism gives the great information for degradation of azo chromophores with least toxicological effect on the environment. Finally, we report preparation of polyvinylpolypyrrolidone supported nitrous acid (PVPP-HNO2) and synthesis of novel azo dyes by diazotization of 6-phenyl-1,3,5-triazine-2,4-diamine (1)and 1,3,5-triazine-2,4,6-triamine (2), followed by coupling with hydroxyl and amine substituted of aromatic compounds (Scheme 1). The absorption spectra were obtained using a UV-Visible spectrophotometer and the structures of the triazine azo dyes were confirmed by spectral analysis. Also, DFT calculation was used for study of their azo-hydrazone tautomerism. The structures in azo and hydrazone forms were optimized in the TD-SCF method using B3LYP/6-311 G(d,p) basis sets. 3. Results and discussions 3.1. Stabilization of HNO2 over PVPP PVPP-HNO2 was prepared by a simple route. As regards the nitrous acid is extremely unstable in temperatures over than 5  °C, polyvinylpolypyrrolidone which previously has been applied as an efficient support,[3,4] was used and the spectroscopic and experimental results showed that PVPP can stabilize nitrous acid by formation of PVPP-HNO2. Thermal gravimetric analysis (TGA) investigation of the polymer and PVPP-HNO2 was performed to study their thermal stability (Fig. 1). The thermal decomposition of PVPP starts at near 330  °C and a sharp burning of polymer chains in pure PVPP sample occurs between 360  °C with the weight loss of ~75% of the initial weight. TGA spectra of PVPP-HNO2 demonstrate a mass degradation at 70  °C in PVPP-HNO2, whereas there is no similar situation in TGA spectra of pure PVPP. In other words, TGA spectra of PVPP-HNO2 show that stability of nitrous acid has been increased to 70  °C.   Due to that, the probable hydrogen bonding causes the stability of nitrous acid via prevention of its decomposition to nitrogen oxides. Furthermore the results of acid-base titration show that the PVPP-HNO2 is clearly more acidic than pure PVPP. While pH of the 0.1% solution of PVPP in water is about 7.0, but the same of PVPP-HNO2 is about 2.92. In other word, [H+] is 1.2ÃÆ'-10-3 M and it shows that [HNO2] is about 0.0032 M and it reveals there is about 0.02 g of nitrous acid in 1 g of PVPP-HNO2 which shows good accordance with TGA results. PVPP-HNO2 was prepared in different ratios of PVPP and HNO2.The best result that showed the maximum capacity of acid in the polymer was 20% w/w. The ratios determined by acid-base titration was consistent with TGA degradation analysis. Besides, the synthesis of PVPP-HNO2 was confirmed by FT-IR spectrum. It shows carbonyl band at 1658 cm-1, whereas the same band in pure PVPP has appeared at 1668 cm-1. This can attribute to hydrogen bonding between nitrous acid and PVPP (Figure 2). This type of interaction has been reported between PVPP and polyphenols.[16] The existence of the N-O band stretching at 1380 and 1572 cm-1 in PVPP-HNO2 and absence of this band on PVPP, gives the indication that nitrous acid has been linked to PVPP polymer (Figure 3). 3.2. Synthesis and characterization of azo dyes A simple and facile synthetic route was presented for the preparation of triazine azo dyes. We found that these products can participate in azo coupling reaction to form various and already known azo dyes. Therefore, we treated diazonium salts with 1-naphtol, 2-naphtol and other amino and hydroxy aromatic compounds to obtain a variety of azo dyes in good yields. The compound 4-amino-6-phenyl-1,3,5-triazine-2-diazonium was synthesized from mixture of 6-phenyl-1,3,5-triazine-2,4-diamine (1)and PVPP-HNO2 in 1 mmol of diamine to 2.0 g of PVPP-HNO2 ratio and further coupled with 1 mmol of 2-naphthol in DMSO to obtain 1-((4-amino-6-phenyl-1,3,5-triazin-2-yl)diazenyl)naphthalen-2-ol (3a-2)in good yield. Other derivatives have been synthesized by different coupling components (Scheme 2). The chemical structure of the new dyes was confirmed by 1H and 13C NMR spectroscopy. 2-naphtholic dyes 3a-2 and 3b-2 contain the hydroxyl group at ortho-position to the azo bridge and have the susceptibility to make a six-membered ring due to intramolecular hydrogen transfer. The result of this type of interaction is chemical shift deshielding of hydroxyl group proton than usual. 1H NMR spectra summarized in Table 1 indicates the dye 3a-5 shows an extra singlet at ÃŽÂ ´ 12.11 ppm attributed to N-H proton which is in hydrazone form.   The protons of NH2 in the heterocyclic ring of series 3a show singlet peaks at ÃŽÂ ´ 8.16 to 8.63 ppm while the same at series 3b appear at ÃŽÂ ´ 6.77 to 6.99 ppm. The 13C NMR spectrum of heterocyclic ring carbons shows down field peaks at ÃŽÂ ´ 180-190 ppm. Except compound 3a-4 which have three non-aromatic carbons, all of the other compounds just have aromatic carbons. 13C NMR spectrum of 3a-4 shows two peaks at ÃŽÂ ´ 96.2 and 151 .3 ppm that attributed to the carbons which have been linked to azo group and the hydroxyl group, respectively and a peak at ÃŽÂ ´ 162.0 ppm which assigned as ester carbon of coumarin ring. Infrared spectra of the synthesized chromophores show the band at 1500-1570 cm-1 related to the N=N bond.   A unique band at 2200 cm-1 in 3a-5 reveals the existence of C=N group which can be another evidence for the existence of hydrazone form in this compound. Electron ionization mass spectroscopy (EI-MS) was used to verify structure of the synthesized azo dyes. The base peak in all of the dyes is due to fragmentation of the molecules in the azo bridge. Series 3a and 3b show a base peak at m/z 171 and 110, respectively which attributed to the ionized heterocyclic rings. 3.3. Photo-physical properties and solvent effects To find out the color properties with structural correlation of the synthesized azo dyes, UV-Visible spectra of the dyes were recorded in solvents such as n-hexane, ethanol, acetonitrile and dimethyl sulfoxide at concentration of ~10-4 M and at room temperature. The results are tabulated in Table 1. Although a moderate bathochromic shift in ethanol and acetonitrile was seen, but generally no significant bathochromic shift was observed.  Ãƒâ€šÃ‚   The UV-Vis absorption spectra of all of the dyes in all solvents show the main band at 290-330 nm which can be assigned to moderate energy transition of the aromatic ring. All of the 3b series and compounds 3a-2, 3a-4 and 3a-5 in all solvents, two bands are displayed arising from the à Ã¢â€š ¬Ãƒ ¢Ã¢â‚¬  Ã¢â‚¬â„¢Ãƒ Ã¢â€š ¬* transitions in the backbone. The second bands appear at 360-500 nm can be assigned to azo bridge or intermolecular azo-aromatic chromophore. 3.4. Computational study: Gaussian 03 program package was employed to study Time-Dependent Density Functional Theory (TD-DFT) and the profusion of the synthesized azo dyes in their azo and hydrazone tautomeric forms.[17] TD-DFT calculations were applied using B3LYP/6-311 G(d,p) basis set with the default convergence criteria and without any limitation on the geometry. The TD-DFT provide the most powerful and effective computational tool for examining the ground and excited state properties of the azo molecules compared with obtained UV-Vis data. Time-dependent DFT method was applied for determination of the UV-Vis spectra, electronic transitions, and vertical excitation energies. 3.4.1. UV-Vis spectral analysis The UV-Vis spectra of azo dyes molecules were measured in dimethyl sulfoxide solution as shown in Figure 4. The calculated absorption maximum wavelength (ÃŽÂ »max), electron transition energies and oscillator strength both in solvent phase (DMSO as solvent) along with recorded UV-Visible data are shown in tables 2 and 3. The main characteristic of the spectra is determined by the general structure of the molecules. Each molecule has a double band Nà ¢Ã¢â‚¬ ¢Ã‚ N (azo group) which is directly conjugated with a homocyclic and heterocyclic aromatic ring. This group has a wide electronic delocalization. Therefore, it is possible to predict the presence of the main absorption band associated to a à Ã¢â€š ¬-delocalized system that involves the fragment Nà ¢Ã¢â‚¬ ¢Ã‚ N and other associated internal transitions that emerge from the aromatic and/or heterocyclic system. In this sense and in according with the structure of the compounds, we can determine that the first absorption band ÃŽÂ »1 located in the range of 290-320 nm with low intensity that appears as shoulder is attributed to à Ã¢â€š ¬Ãƒ ¢Ã¢â‚¬  Ã¢â‚¬â„¢Ãƒ Ã¢â€š ¬* transition that involves the aromatic rings, while the second absorption band ÃŽÂ »2 located in the range of 300-400 nm, attributed to a à Ã¢â€š ¬Ãƒ ¢Ã¢â‚¬  Ã¢â‚¬â„¢ à Ã¢ ‚ ¬* transition. This transition involves the azo bridge. The remaining absorption band located at lower energy corresponds to ÃŽÂ »3 and is assigned as the type nà ¢Ã¢â‚¬  Ã¢â‚¬â„¢ à Ã¢â€š ¬* transition. A similar behavior of the previous transition is observed. In tables 2 and 3, the experimental and calculated maximum absorption and the corresponding orbital contribution are shown. As observed, shorter wavelengths (ÃŽÂ »1) and in some cases ÃŽÂ »2 belong to lower occupied MOs such as HOMO-4, HOMO-6 and HOMO-8 and LUMO while longer wavelengths (ÃŽÂ »3) involves frontier molecular orbitals (FMOs). The description of FMO will be discussed in the DFT section. An example of the involved MOs for compound 3a-2 is presented in Figure 5. The entire former assignations were corroborated using TD-DFT calculations. The involved MOs for all of the synthesized compounds are presented in Figure S1-9. 3.4.2. DFT calculations For prediction of the molecules electronic spectra, the TD-DFT calculation is used because of low computational cost and high accuracy. The electronic structure of the molecule in ground state can be determined from the wave function of the electron moving within molecule because molecular orbital can be treated as electron channels.[18] The Gauss View program is applied to calculate group contribution of molecular orbitals, i.e. the highest occupied molecular orbitals (HOMOs) and lowest unoccupied molecular orbitals (LUMOs). In almost every calculated transitions, the FMO are involved, vide supra. The FMO of all compounds shows similar characteristics as observed in supplementary data (Fig. S1-9). In all cases, HOMO is delocalized over the homo-aromatic ring and azo bridge. The HOMO-1 is composed in every case mainly by the azo bridge. In terms of unoccupied MOs, the LUMO is mainly centered over the homocyclic and heterocyclic aromatic rings and azo bridge. On the other hand LUMO+1 of naphtholic compounds 3a-1, 3a-2, 3b-1 and 3b-2 is located almost over the triazine ring while in other compounds, LUMO+1 attributed to non-triazine aromatic rings. The ionization potential (IP), electron affinity and GAP energies do not follow any trend and the calculated values are similar and do not depend on the substituted coupled to triazine rings.[19] The estimated reactivity indexes such as chemical potential (ÃŽÂ ¼), chemical hardness (ÃŽÂ ·) and electrophilicity (à Ã¢â‚¬ °) are reported for make the approach of the potential reactivity of these synthesized dyes (Table 4). Chemical hardness is a measure of the resistance of chemical species to change its electronic configuration.[19] It is an index of the stability and chemical reactivity of compounds. The highest value of ÃŽÂ · is shown by compounds 3a-5 and 3b-4 in 3a and 3b series, respectively, which have 2-nitroaniline as coupling aromatic agent and are the most electron attracting substituent. On the other hand, the smallest value is shown by 3a-2 and 3b-2 which have 2-naphtol in the structure as a good electron-donor substituent. Chemical potential characterizes the tendency of escaping of electrons from the equilibrium system.[19,20] This index shows an opposite behavior to that of ÃŽÂ ·, where the highest value belongs to 3a-2 and 3b-2 which have electron donor substituent and the smallest value is shown by 3a-1 and 3b-4 which the second compound acts as an electron acceptor substituent while the first can acts as an electron acceptor via induction. Electrophilicity index (à Ã¢â‚¬ °) c ould give information comparing two in which one is nucleophile/electrophile via lower/higher à Ã¢â‚¬ °.[20] For example comparing between 3a-1 and 3a-2 shows that 3a-1 has higher à Ã¢â‚¬ ° and it can attribute to more electron attraction of 4-hydroxy substituent rather than 2-hydroxy in the naphtholic system. Another attractive comparison between 3a-1 and 3b-1 shows more electron attraction in triazine ring in 3a-1. A phenyl group which replaced with the amine group has increased electrophilicity of 3a-1 than to 3b-1. Although some contradictions are found in case 3a-5 that it can appropriate to azo-hydrazone tautomerism that it will be discussed in the tautomerism section. 3.4.3. Optimized geometries of azo-hydrazone tautomeric forms The optimized ground state geometries of the dyes in azo-hydrazone tautomeric forms are shown in figures 6 and 7. Figure 7. Ground state optimized structure of dyes 3a series in their azo and hydrazone tautomeric forms Optimized ground state geometries of the compounds in azo forms are almost planar such as 3a-1 and 3a-2 which show a mild dihedral angular twist less than 5 ° at N15-N14-C11-N12 and at N7-N14-C9-C14. All hydrazone forms show a dihedral angle twist by near 30 ° which follows no trend. Optimized bond lengths of the synthesized triazine azo dyes (3a and 3b) have been calculated. The O-H bond lengths of azo forms for all of the naphtholic series (3a-1, 3a-2, 3b-1 and 3b-2) is 0.960 Ã…. Similarly, the N-H bond lengths are 1.015 Ã… for 3a-1 and 3a-2 and 1.000 Ã… for 3b-1 and 3b-2. This calculated information shows no significant trend to determine azo-hydrazone tautomerism but the obtained N-N bond can signify the single-double bond character of the bond. The N-N bond length in hydrazone form falls shorter to the model value of 1.400 Ã… for single bond.[21] N-N bond length in 3a and 3b azo series are 1.232 Ã… and this bond length in 3a and 3b hydrazone forms are 1.400 Ã… except in 3a-5 which N-N bond length in hydrazone form is 1.330 Ã… and this confirms our 1H NMR observation in the existence of 3a-5 in both azo-hydrazone forms in significant ratio, while in other compounds this rate of ratio is not impressive. 3.4.4. Calculated energies of azo-hydrazone tautomeric forms The free energies (E/hartree) and relative energies (ΆE/ kJmol-1) of the synthesized dyes in both azo and hydrazone forms calculated using the B3LYP/6-311G (d,p) level to check theoretical stability difference between tautomeric forms and the values tabulated in Table 5. Contrary to this expectation that hydrazone forms have relative stability than azo tautomers,[15,22] in our TDDFT calculations, only hydrazone form of 3a-1 shows more relative stability than the same of azo form by 26.26 kJmol-1. 2-naphtholic dyes 3a-2 and 3b-2 show a significant stability in azo forms than hydrazone forms by 1260.48 and 498.94 kJmol-1, respectively. In the other compounds there is no difference between the stability of azo and hydrzone form and it shows that in comparison to experimental data, there is no notable accordance in TDDFT structures energy. 4. Conclusion In summary, we have successfully developed an efficient protocol to stabilize nitrous acid by supporting on polyvinylpolypyrrolidone (PVPP). Synthesized PVPP-HNO2 confirmed by simple titration and FT-IR analysis. The TGA results show that the supported system has acceptable thermal stability. In the following, we have synthesized nine heterocyclic triazine azo dyes and they were confirmed by FT-IR, 1H NMR, and mass spectral analysis. UV-Visible spectral analysis was compared with calculated data. TDDFT calculations were performed showing enough adaption with experimental observations. The optimized structure of azo and hydrazone form using B3LYP/6-311 G(d,p) basis set of calculation shows that azo is more stable form in all of the synthesized dyes except 3a-5, which exist in both azo and hydrazone forms. Acknowledgement.   We are thankful to the Yasouj University for partial support of this work. References T. Turney, G. Wright, Chem. Rev. 1959, 59, 497. N. Suzuki, Y. Kaneko, T. Nomoto, Y. Izawa, Chem. Commun. 1984, 22, 1523. M. Mokhtary, S. Refahati, Dyes Pigments 2013, 99, 378. M. Nogami, Y. Sugiyama, T. Kawasaki, M. Harada, Y. Morita, T. Kikuchi, Y. Ikeda, J. Radioanal. Nucl. chem. 2010, 283, 541. H. S. Bhatti, S. Seshadri., Color. Tech. 2004, 120, 151. M. Ghasemian, A. Kakanejadifard, F. Azarbani, A. Zabardasti, S. Shirali, Z. Saki, S. Kakanejadifard, Spectrochim. Acta A. 2015, 138, 643. I. M. Awad, Phosphorus Sulfur 1996, 114, 17. G. Powis, M. Seewald, D. Melder, M. Hoke, C. Gratas, T. Christensen, D. E. Chapman, Cancer Chemoth. Pharm. 1992, 31, 223. W. Hua, E. R. Bennett, R. J. Letcher, Water Res. 2006, 40, 2259. M. A. Satam, R. K. Raut, N. Sekar, Dyes Pigments 2013, 96, 92. D. R. Patel, K. C. Patel, Dyes Pigments 2011, 90, 1. A. LyÄ ka, Collect. Czech. Chem. C. 1983, 48, 3104. Y. Do Kim, J. H. Cho, C. R. Park, J. H. Choi, C. Yoon, J. P. Kim, Dyes Pigments 2011, 89, 1. H. Pinheiro, E. Touraud, O. Thomas, Dyes Pigments 2004, 61, 121. P. G. Umape, V. S. Patil, V. S. Padalkar, K. R. Phatangare, V. D. Gupta, A. B. Thate, N. Sekar, Dyes Pigments 2013, 99, 291. K. J. Siebert, P. Y. Lynn, J. Agr. Food. Chem. 1997, 45, 4275. M. Frisch, G. Trucks, H. Schlegel, G. Scuseria, M. Robb, J. Cheeseman, Gaussian 03, revision C. 02 2008. G. W. Drake, Springer handbook of atomic, molecular and optical physics, Springer Science Business Media 2006. R. G. Pearson, J. Mol. Struc-Theochem. 1992, 255, 261. P. K. Chattaraj, S. Giri, Annu. Rep. Prog. Chem., Sect. C: Phys. Chem. 2009, 105, 13. Y. Ebead, Dyes Pigments 2012, 92, 705. M. S. Deshmukh, N. N. Sekar, Can. Chem. Trans. 1, 2013, 305.

National Debt :: Economy Economics Argumentative Papers

National Debt The national debt is an issue of great concern to the economy. Each year, the debt amounts to a higher percentage of GDP. As we have studied, the debt weighs down the economy, and the interest payments are consuming an ever larger share of the national budget. Something must be done to avert this crisis from coming to a head. We need to begin today, by making spending cuts ACROSS THE BOARD. These cuts must be enacted sensitively, however, in order to keep the economy stable as we move toward a balanced budget. The need for spending cuts across the board cannot be understated. For just one example of how imbalanced our policies are, notice how 63% of all entitlements go to retirees. 93% of these are NON-MEANS-TESTED. Federal spending on the 65 and over age group is 11 times greater than on the 18 and under age group.^1 We must pay off the debt, but the current Republican plan should be votoed. First of all, it leaves welfare for the well-to-do, Social Security, and defense off the table. In fact, the current plan calls for a $34,000,000,000 increase in defense spending.^2 (Doesn't the military have the discipline to learn to be more cost-effective?) At the same time, the Republicans are calling for a $245,000,000,000 tax cut. Their plan is supposed to restrict the growth of Medicare. This is a good start, but they have no definite plans on how to restrict it. Basically, the Republican plan aims to balance the budget entirely at the expense of the young (for whom we are trying to balance the budget), the environment that they will inherit, the poor, and the weak, while sparing the rich, thealready-by-far most powerful military in the world, the elderly (the ones who accrued most of this debt for us),

Project Report on Education Society

GURUKUL EDUCATION SOCIETY DETAILED PROJECT REPORT FOR ESTABLISHING AN EDUCATION SOCIETY SCHOOL & COMMERCE INSTITUTE IN INDIA CONTENTS Page No. PREAMBLE CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. 1. 1. Introduction : 1. 2. Background of the Consultants 1. 3. Technical Education & Industry Scenario CHAPTER II : THE PROMOTING BODY 2. 1. Introduction to its Genesis including its Registration Status 2. 2. Details of its Promoters including their Background 2. 3.Activities of the Promoting Body including a listing of major educational promotional activities undertaken till now. 2. 4. Mission of the Promoting Body 2. 5. Vision of the Promoting Body CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 2 General and Commerce Education Scenario in the State 3. 3 Status at Entry Level 3. 4. Status of Commerce Level manpower 3. 5 Industrial Scenario of the State 3. 6 Scope of the College vis-a-vis the Industrial Scenario and Educational Facilities already av ailable in the State and in this Institute.CHAPTER IV :ACADEMIC PROGRAMMES 4. 1 Basic Academic Philosophy of the Institution 4. 2 Types of Programmes 4. 3. Identified Programmes 4. 4. Phase-wise Introduction of Programmes & Intake 4. 5 Target Date for Start of Academic Programmes 4. 6 Central Computing facility 4. 7 Central Library 4. 8 Affiliating Body 4. 11 Scholarships CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1 Classification of Academic Divisions i. e. Departments,Centres, Schools, Central Academic Facilities. 5. 2. (i) Commerce (120 seats) 5. 2. (i) 1 Academic Objectives 5. 2. (i) 2. : Areas of Focus . 2. (i) 3. : Academic Programme 5. 2. 4 : Faculty Requirement & Phase-wise Recruitment 5. 2. 5 : Requirement of Laboratories, Space and Equipment (cost) 5. 2. 6 : Requirement of other Space like Class Rooms,Faculty Rooms, Departmental Office. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction 6. 2. : Linkages with Industry 6. 3. : Linkages with the Commu nity 6. 4. : Linkages with Institutions of excellence such as the IIMs and ICAI. 6. 5. : Linkages Abroad CHAPTER VII : GOVERNANCE 7. 1. : Philosophy of Governance 7. 2. : State & Central GovernanceCHAPTER VIII : ACADEMIC & ADMINISTRATIVE MANAGEMENT 8. 1. : Organizational Structure & Chart for day-to-day Operations & Management 8. 2. : Role and Responsibilities of Key Senior Positions 8. 3. : Methods/Style of Administration/Management CHAPTER I : BRIEF DETAILS OF COLLABORATING PARTNERS. A. Gurukul Education Society In the following pages brief details of collaborating parteners 1) ——— and 2) ——- are given B. INTRODUCTION To meet the increasing demand of qualified manpower in the field of emerging areas of commerce and Industry.And to provide the Primary education facilities to common man in village, Gurukul Education society, pune is formed with the approval of All India council for Education, Govt of india. It is affiliated to Pune University and P une Board. In todays World of 21 century, our country is on the road map of Globalization, hence more and more industries are attracting towards India and specially towards Rural Area. As they are considering there rural area as beneficial investment. Hence Gurukul Education society is planning to open a Primary School and Commerce college in Pune District at Yavat.C. Backround of the Counsultants. Solution Provider pvt. Ltd. are appointed as consultants to regularize & assist for project completion. The Solution Provider are serving various clients for last 25 years. They have very good goodwill in market & commitment complier. CHAPTER II : THE PROMOTING BODY 2. 1 Introduction to its Genesis including its Registration Status Gurukul Education Society, registered in 1998 in pune has established Gurukul Institute of commerce in Pune. Whose members include well-known Industrialists, Businessmen, Professionals and Educationists.The people associated with the Society are engaged in rend ering social services in Pune and Mumbai. The members of the society are committed to provide the investment needed for the education with global competitiveness. No compromise is made in ensuring the high quality of education in the Institute. 2. 2. Details of its Promoters including their Background The promoters consist of Industrialists, Businessmen, Professionals Educationists. The list is given on the following pages. In there are a large number of members in the following categories: (i) Founder Members : 44 ii) Members : 39 (iii) Aajiwan Sahyogi : 156 (iv) Donors : 21 2. 3 Activities of the Promoting Body including a listing of major educational promotional activities undertake till now. The promoters of the society have been involved in various activities related to basic and professional education, health care and have established a number of educational institutions consisting of Engineering College, Polytechnic, ITI and are also managing Five Public Schools at various lo cations in Maharashtra. 2. 4 Mission of the Promoting Body The missions are mentioned below: 1.To arrange, establish, run and manage Nursery, Primary Higher Secondary and Higher Education in Commerce Institutions. Colleges for all types of higher education; preparation for various competitive examinations and civil services and to provide education to the General Public, poor and needy children, SC, ST Community and other sections of the society and to provide education as per the Policy of the Govt. of India. 2. To arrange, establish run, manage, control, lookafter, and super-vise Commerce Educational Institutions, Colleges, Lecture halls, part time Coaching Education Centre n Charitable basis and other establishments or Institution for advancement of education and knowledge in arts, science, social science, knowledge of public hygine, literature and humanities, etc. 3. To establish environment preservation and pollution control centres to restrain the spread of pollution and to co nduct such programmes which aim at preservation of environment, improvement and control of pollution. 2. 5 Vision of the Promoting Body †¢ To provide for excellence in Commerce Education and Research. To provide computers as: an aid to study, an object of study, a professional tool, an intellectual tool, an instrument of social change. †¢ To develop strong communication skills in the students †¢ To create awareness for social, historical, ethical, cultural and human values. †¢ To create a culture for self and life long learning. †¢ To create an intellectual spirit and capability for critical judgement. †¢ To establish a symbiotic relationship with industries. †¢ To develop entrepreneurship programmes and promote student entrepreneurs. †¢ To develop continuing education programmes. To create an awareness for development with equity and environmental values. †¢ To undertake resource generation and provide consultancy services. CHAPTER III : OBJECTIVES AND SCOPE OF THE PROPOSED PROGRAMME 3. 1 Objectives 3. 1-i GURUKUL SCHOOL. * To promote preliminary education * To open Marathi medium & English medium school * To promote extra circular activities such as, sports, social activities, art etc. * Enhancement of quality of education to students 3. 1-ii GURUKUL COMMERCE COLLEGE. * Access to modern course material of international level. Enhancement of quality of education to students. * Enhancement in avenues for jobs to the student. * Enhancement in value addition to the existing programme. * Initiation of post graduation education. 3. 2 General and Commerce Education Scenario in the State Pune can be rightly called an Educational city. There is One Central Universities, and a number of Deemed Universities. 3. 3 Status at Entry Level Gurukul School Child completed 3 years of age can start Pre preliminary house followed by Preliminary & secondary school life. Gurukul Commerce College 0+2 students in Commerce stream opt for C ommerce Courses. The number of seats available in Pune per thousand students compared to other states is very low. This imbalance needs to be corrected. CHAPTER IV: ACADEMIC PROGRAMMES 4. 1 Classification of Academic Division The following major divisions/departments exist in the school & college. * Pre preliminary * Preliminary (Std. 1st to 4th ) * Secondary ( Std. 5th to 10th ) * Higher Secondary ( Std. 11th & 12th ) * Graduation in Commerce ( B. com) * Post Graduation in Commerce (M. com) 4. 2 Entrepreneurship:Entrepreneurship is the greatest service to the society. The fruit of Commerce is harvested by the entrepreneur and served to the society in different baskets and packages. The prosperity of the society is directly linked to the successful entrepreneurs. 4. 3 Liberalization and Globalization: If a society is compelled to single out one determinant of competitiveness, in the era of globalisation based economy, one has no option but to choose commerce education since in the e nd people are the ultimate assets in global competition. This Institute imparts education for global competitiveness. . 4 Computerization of Learning Process : As already mentioned, Computer is the central medium for the learning process viz, (i) Visualization of concepts and processes through graphics and multimedia in multidimensional continuum, (ii) Analytical details under changing parameters and environment, (iii) Tutorial software for deeper understanding of the subject, (iv) Self paced learning, which normally can not be created without computers. The Institute provides seamless opportunities for innovative learning. CHAPTER V: SALIENT FEATURES OF ACADEMIC DIVISIONS 5. 1. :Academic ObjectivesThrough this course of School & college students are well versed in Commerce & being made aware of the endless opportunities opened by the application of academic knowledge & information technology for a total integration of system spanning and global scenario. There is a great demand for such manpower as the industries are moving for a higher level of globalisation. 5. 2. : Areas of Focus Globalisation & finance transferency. 5. 3:Faculty Requirement & Phase-wise Recruitment For the collaborative programme with the University all faculty members will must have Ph. D. degrees.For the collaborative programme with the University the following key faculty members have already been identified to be appointed. (i) Professor Yogesh Mathur Accounts (ii) Professor V. P. Srivastava Financial Management (iii) Professor M. M. Bhutani Corporate Law (iv) Professor Suresh Chandra Computer (v) Dr. C. R. Roy Humanities (vi) Dr. Krishan Kumar Costing Others will be appointed in consultation with key faculty members through proper advertisements. 5. 4: Requirement of Laboratories, Space and Equipment For school we require to have laboratories & no need to have laboratories for commerce college.Space requirement for such laboratory will be substantial. All equipments required are of h igh quality & will be ordered from reputed suppliers. CHAPTER VI : LINKAGES IN TECHNICAL EDUCATION 6. 1. : Introduction School & commerce college education is based on societal needs of today and tomorrow. Society is seamlessly becoming dependent of Information Technology, All aspects of human endeavour is taking new shapes and directions for a higher level of productivity, efficiency for over all development. 6. 2. : Linkages with Industry The Institute promotes the activities in co-operation with the Industries.Students and Faculty members are sent to visit Industries. With M/s. Laxmi Iyer, a more compact relationship has been undertaken as specified by them. 6. 3. : Linkages with the Community : The requirements of the Community have been well studied and crystallized. Accordingly, educational programs have been designed. Pune is becoming metropolitan city. Hence, the needs of the community here are different from the rural community. The education at the Institution provides dee p knowledge & computer skills. 6. 4. : Linkages with other Institutions in the region :There is initiative to linkage with all the Commerce Institutes in India like ICAI, ICSI. This will help students to per sue professional education while taking formal education with Institute. 6. 5. : Linkages Abroad Efforts are made to have linkage with abroad universities/Institutes, as the infrastructures and faculty are no less than any foreign institutes. Therefore, this collaboration will bridge this gap and help students to be globalise in every aspect be it education or job. CHAPTER VII: FINANCIAL ASPECT 7. 1: Organisational structure and chart for day to day operation and management.President/secretary (chairman) HEAD OFADMINISTRATIVEEXAMINATIONLIBRARIAN DEPARTMENTOFFICERBRANCH/INCHARGE FACULTYSUPERINTENDENT ATTENDANCESTAFFDEPARTMENT OF STAFF HOUSE KEEPING DATA ENTRYATTENDANT TELEPHONE OPERATOR OPERATOR STORE INCHARGE CLERKS ELECTRICIAN CANTEEN 7. 2: SCHOLARSHIPS. Institutes believes, it has responsibility towards society in which functioning and also provides help to students of weaker section of society especially SC/ST/NT. * State government provides scholarship to weaker students whose income is below average. Arrange for education loan to needy students from banks. * Issue free books to meritorious students. * Also help meritorious but poor, physically challenge and orphan students. * Grants provides by university grant commission. 7. 3: PHASEWISE FINANCIAL REQUIRMENT. Financial requirement for building, furniture, library, labs and workshops, teaching and non-teaching staff is on the following lines. The cost analysis is based on the current rates. 7. 4: Salary: – teaching and non-teaching staff is as follows. particulars| Amount(in rupees p. m)| Principal| 75,000| Professor| 50,000| Assistant professor | 35,000|Lecturers | 25,000| Lab assistant| 15,000| Maintenance staff| 13,000| Office assistant| 13,000| Librarian| 10,000| TOTAL| 2,30,000| 7. 5: Land , Building & Infrastructure Facility Land| 130,00,000| Building| 100,00,000| Lab & workshop| 40,00,000| Computer Lab| 25,00,000| Furniture| 20,00,000| Library| 15,00,000| TOTAL| 330,00,000| 7. 6: Strategies for Financial Mobilization * Some promoters are businessmen and have their own commercial institutes & construction Institute. * Any shortage, the financial mobilization will be through unsecured loan from non-financial institutes. * Interest free loan from promoters. After completion of eligibility and all documents, Central Government and State Government will provide grants for continuing such project. * Donations will be accepted from public. CHAPTER VIII: GOVERNANCE AND ACADEMIC & ADMINISTRATIVE MANAGEMENT: 8. 1: Philosophy of Governance It is said the best governance is that which does not govern. But the underlying Meaning of this is not chaos by but order. This concept of governance bestows Autonomy in decision making with responsibility and Co-ordination. There is a Tota l freedom for innovative measures and a total Co-ordination from top to Bottom.The decisions are taken at the top but with inputs from the lower rungs So, the governance ensures total participation across the various hierarchies. Head of the Department. Is helped by the faculty members. The Dean is helped by the HODs and faculty members both Director is helped by the Dean, HOD and Faculty members. The Chairman/General Secretary are helped by the Directors And Dean. 8. 2: Methods/Style of Administration/Management The administration is participative. Every faculty member has certain responsibility Delegated to him. 20 students are attached to one faculty member who is designated Group Counselors for that set of students.Group Counselors meet their respective Groups once in a month to know the problems being faced by students Group Counselor Provide the briefs of the meetings to the Director, Director (E) and Dean on matters Related to education, administration and emotional support t hat the students need. Thus, the problem identification is done at the grass-root level and administrative remedial steps are taken of the appropriate lands. Similarly, grievances of Faculty and Staff are also resolved in a transparent manner. 8. 3: RULES AND REGULATION OF GOVERMEND IN INDIA REGARDING OPENING OF SCHOOLS AND COLLEGES. FIRST STEP:Schools and college cannot be set up by private entities. They have to be run by a society formed under the Societies Act of 1860, or a trust under Public Trust Act as existent in different states, or by forming a Company under Section 25 of the Companies Act 1956. In other words, a school and college have to be set up strictly as a non-profit business. At least that is the theory. Setting up a school and college is not just about constructing physical infrastructure in the form of building classrooms and setting up libraries and laboratories. It does involve obtaining permissions and licenses from concerned authorities at various stages.It s tarts with the setting up of a trust or a society, with a Governing board of five or six members, with a president, chairperson, and a secretary duly identified, as specified under the law. This article will focus primarily on identifying the various steps involved in Opening a school, providing facility for the study for students. SECOND STEP: Once the governing entity, whether a company, trust, or society, comes into existence, it will have to Look for land. There are two possibilities—one, if the society or trust has a land of its own, or, second, When the governing entity decides to buy a land for the proposed school.Buying land from the Government requires permission in the form of a no-objection certificate from the Department of Education of the concerned state. The no-objection certificate, called Essentiality Certificate (EC), Certifies the requirement of a school and college in a particular area. The logic behind the practice is to make Sure No two schools and colle ge compete with each other and one becomes redundant. The EC comes with a Rider that construction must commence within three years, failing which the society will have to reapply for the same.One can apply to the concerned municipal corporation for land for the school and college with the EC. Land is supposed to be allotted to the governing entity at subsidized rates is usually allotted through auction. LAW APPLICABLE Originally, education was a state subject under the Constitution. In 1976, by a constitutional Amendment, education came in the concurrent list, the joint responsibility of the central and state governments. â€Å"It is almost impossible for a new entrant to get land. Land is normally granted to established players with a chain of schools and colleges.Even if a member on the board of a governing entity has land that the entity wants to use for setting up a school and colleges, a no-objection from the Department of Education stating the requirement of a school and coll eges in that area is required. The major education boards of the country, namely, the Central Board of Secondary Education (CBSE), the Council for the Indian School Certificate examinations (CISCE), UGC and state government boards, have clearly laid down norms for land requirements for schools and colleges. This, in most cases, is 2 acres, except for hilly regions and metropolitan cities, where the requirement is less.Construction can take place only on a part of the land, and a playground has to be created in the rest. While conceiving the idea of a school and college, one has to assess the potentials of a location, kind of competition possible, and the target group—the lower middle class, upper middle class or the rich class—the school and colleges will cater to. From the time of forming a governing entity to a school and colleges actually starting up, one normally requires about a year, though taking more than two years is also not unheard of.Normally the infrastruc ture required to start up can be constructed within a period of six to seven months. Once the construction is over, school and college authorities need to apply for recognition. Up to Class 5 recognition from municipality is all that is required. For Classes 6 to 8 recognition comes from the Department of Education. Recognition for anything above this also comes from the Education Department, but after a minimum gap of two years. School authorities are free to seek affiliation to CBSE or CISCE or ugc. In that case, the school will have to follow the guidelines of the board it is seeking affiliation to.The school will need to follow the syllabus, books prescribed by the affiliating board, and pay specified salaries to the teachers. If it is not a government school, affiliation for schools normally comes in stages. Initially, for Classes 1 to 6 a temporary affiliation is given and guidelines are laid down for schools by the concerned education board. Once things are in place according to the guidelines, an inspection is conducted. If things are to the satisfaction of the board authorities, permanent affiliation is bestowed on the school. ays inspections are not so rigorous after permanent affiliation is granted, but a school has to be run according to the rules of the board. LICENSES AND DOCUMENTS Setting up a school involves a lot of legal processes from the very beginning. While forming a society, trust, or company, one has to have a Memorandum of Association, a document needed almost at every stage later. Like for any other business, a detailed project report for the school is also needed. In addition, details of land and building, auditor’s statement, bank statements of the governing entity and their members and auditor’s statements are needed at some point or the other.Once the school and college building is ready for initial use, a certificate of recognition has to come from the state government, issued by the municipality for the junior clas ses, and by the Department of Education for middle school. If high school is to be added subsequently, certificate of up gradation is required which is again issued by the Education Department. Affiliation from either the CBSE or CISCE or UGC is also done through a set process. Things do not stop here, as schools and college need Certificates for hygiene, water, and completion of the building from the municipality.