Free Essays on The Jew Of Malta

The Merchant of Venice, Shakespeare’s’ play and Christopher Marlowes’ The Jew Of Malta feature main characters – Shylock and Barabas- who are easy to dislike for their intents. It would be normal to be aghast at their deeds. Both characters, however, have their particular reasons-based both in surroundings and circumstance- for their behaviors, and furnish reasons, which may justify them (each to a greater or lesser degree) to the audience. Let’s first consider the manner in which their respective fortunes are taken from them –the justification of which (or lack thereof) may point to a certain anti - Semitism. In the Jew of Malta, of course, the usurping of Barabas’ fortune seems more arbitrary. For indeed the Governor Freeze takes it upon â€Å"†¦ our sufferance of your hateful lives†¦Ã¢â‚¬  (Act II sc. 2 l. 64) -meaning upon the Jews of Malta overall. Barabas, in fact, knows that the decree to take his wealth is arbitrary (â€Å"†¦their arbitrament?† (Act II sc. 2 l. 81). In fact, when Barabas merely takes offense to the reasoning of Freeze; the Governor insists, â€Å"†¦Jew, thou hast denied the articles†¦Ã¢â‚¬  (Act I sc.2 l.93). So Barabas is forced to surrender all of his known estate, despite his offer to the Governor that â€Å"†¦you shall have half ; Let me be used but as my bretheren are.† (Act II sc. 2 l. 92) or without the serious of fer to â€Å"†¦become a Christian â€Å" (l. 73) which was the second point in satisfying the decree. Instead, he is to suffer the severest penalty of the decree – to â€Å"†¦lose all he has.† (l. 76-77) No, in truth, Barabas was singled out amongst the Jews because, as the other Jews stated â€Å"†¦ the most of us are poor.† And the final justification for the Christian community of Malta, an explanation to the hapless Barabas? It is as the Knight says – â€Å"†¦your first curse fell heavy on thy head†¦Tis not our fault, but thy inherent sin.† (Act II sc. 2 l. 110).... Free Essays on The Jew Of Malta Free Essays on The Jew Of Malta The Merchant of Venice, Shakespeare’s’ play and Christopher Marlowes’ The Jew Of Malta feature main characters – Shylock and Barabas- who are easy to dislike for their intents. It would be normal to be aghast at their deeds. Both characters, however, have their particular reasons-based both in surroundings and circumstance- for their behaviors, and furnish reasons, which may justify them (each to a greater or lesser degree) to the audience. Let’s first consider the manner in which their respective fortunes are taken from them –the justification of which (or lack thereof) may point to a certain anti - Semitism. In the Jew of Malta, of course, the usurping of Barabas’ fortune seems more arbitrary. For indeed the Governor Freeze takes it upon â€Å"†¦ our sufferance of your hateful lives†¦Ã¢â‚¬  (Act II sc. 2 l. 64) -meaning upon the Jews of Malta overall. Barabas, in fact, knows that the decree to take his wealth is arbitrary (â€Å"†¦their arbitrament?† (Act II sc. 2 l. 81). In fact, when Barabas merely takes offense to the reasoning of Freeze; the Governor insists, â€Å"†¦Jew, thou hast denied the articles†¦Ã¢â‚¬  (Act I sc.2 l.93). So Barabas is forced to surrender all of his known estate, despite his offer to the Governor that â€Å"†¦you shall have half ; Let me be used but as my bretheren are.† (Act II sc. 2 l. 92) or without the serious of fer to â€Å"†¦become a Christian â€Å" (l. 73) which was the second point in satisfying the decree. Instead, he is to suffer the severest penalty of the decree – to â€Å"†¦lose all he has.† (l. 76-77) No, in truth, Barabas was singled out amongst the Jews because, as the other Jews stated â€Å"†¦ the most of us are poor.† And the final justification for the Christian community of Malta, an explanation to the hapless Barabas? It is as the Knight says – â€Å"†¦your first curse fell heavy on thy head†¦Tis not our fault, but thy inherent sin.† (Act II sc. 2 l. 110)....

Scare Quotes and Sneer Words

Scare Quotes and Sneer Words Scare Quotes and Sneer Words Scare Quotes and Sneer Words By Mark Nichol When a writer wishes to call attention to a dubious or specious claim or to a person of questionable honesty, two forms of shorthand are available: scare quotes and sneer words. Scare quotes are quotation marks framing a word or phrase to call attention to it and point out that the writer does not accept the word or phrase as valid or that the writer is casting aspersions. For example, one might write, â€Å"Several ‘experts’ were unable to provide a convincing explanation.† (This sentence mocks the supposed experts for their failure to demonstrate their expertise.) Another use of scare quotes is to point out someone’s disingenuous behavior, as in â€Å"She conveniently ‘forgot’ to send an invitation to her sister-in-law.† (These quotation marks indicate that the forgetfulness was feigned.) An alternate method, one that is necessary in speaking to make one’s point, is to use â€Å"quote-unquote.† In writing, of course, this is redundant to the actual use of scare quotes, but it’s used occasionally in an attempt to be droll, as in â€Å"I walked in to find him quote-unquote indisposed† to refer to someone who is clearly inebriated. The second technique, the name of which seems to have been coined by the late language maven William Safire, is to precede a word or phrase with an adjective that indicates the writer’s disdain. One of those sneer words, supposed, appears above to describe an unimpressive demonstrate of expertise. A synonym is purported, meaning â€Å"claimed†; would-be, when it modifies a title or description of a person, suggests that that person is merely an aspirant to that achievement, as in â€Å"We were unimpressed by the performance of the would-be pop star.† Terms with the same connotation include self-anointed, self-appointed, self-proclaimed, and self-styled. Various other combinations can provide judgmental commentary. For example, to say that somebody is hand-picked can neutrally indicate that the person has been chosen as another person’s successor, assistant, or confidant, but with carefully crafted context, it can also suggest that the hand-picked person is not necessarily qualified or suitable for the job. Once-powerful, meanwhile, suggests that someone has fallen in status; again, context can make clear that the term is deprecatory. Writers should take care when using scare quotes and sneer words; they are at best merely informative, possibly humorous, and at worst malicious. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidHow to Pronounce MobileShore It Up

Revolution in Egypt Essay Example | Topics and Well Written Essays - 1250 words

Revolution in Egypt - Essay Example Currently, similar protests are ongoing in Libya and Yemen, creating lot of political and economic uncertainty in the Arabic world. This paper expounds on the causes and the effects of Egyptian revolution in the country and in the world. Causes and effects of Egyptian revolution In the streets of Sidi Bouzid city in Tunisia, a twenty six year old university graduate, Mohamed Bouazizi set himself ablaze in late December 2010, allegedly for lack of job and harassment by the government officials for hawking groceries in the streets. This incident sparked the now popular revolution in the Arabic countries that have for so long resisted the political changes occurring around the globe. In highly globalized world, the actions of Bouazizi elicited anger and desire for political and economic change especially among the youths across these countries, through social networking sites. Within a brief period, the Tunisian president resigned, and simultaneous protests broke out in Algeria, Albania , Libya, Mauritania and Oman. Other countries where similar protests have since spread include Yemen, Jordan, Syria, Lebanon, Saudi Arabia and Morocco (Blue, 2011). These protests have ultimately changed the political environment in Arabic world, resulting to resignation of presidents and implementation of economic reforms. For about three decades, Egypt demonstrated a sense of stability in the extremely politically volatile Middle East region. Since President Hosni Mubarak succeeded Anwar Sadat in 1981, the country has enjoyed cordial relations with the United States, mainly because of the critical role that Egypt plays in maintaining peace between Israel and other Arabic countries in the Middle East (ECFA, 2000). For a president who had served for such a long period, winning with landslide victories in a series of presidential elections that had been conducted in the country since 1981, his ouster was a surprise to many political observers in the world. There are several causes of the revolution in Egypt and in other Arabic countries in general. For long periods, autocratic leadership that undermines basic human rights and liberties enjoyed in the free world characterizes political governance in most Arabic countries (Bruce, 2008, p63) Egypt is not an exception. Historically, major revolutions across the world originate from a variety of reasons, but the main underlying factor is the gross abuse of human rights. The main causes of revolts include gross abuse of state power, whereby the state uses violence, threats and intimidation to suppress dissent, freedom of expression, association and other forms of public expressions. In most cases, the suppressed populations are at economic disadvantage, experiencing high levels of poverty and discrimination in accessing employment opportunities in the government or public service (Mythen, 2008, p19). The causes of Egyptian revolution in 2011 originated from autocratic governance, economic problems, corruption, and re volutionary movement that had just happened in Tunisia accelerated Egyptian movement (Blue, 2011). The major concerns for the youth who played a crucial role in the revolution included lack of employment opportunities, abuse of basic human rights, including freedom of expression (Blue, 2011). According to ECFA (2000), the Egyptian government has invested in education of the youth and the country has one of the highest populations of university graduates in the

Global in and global out in regard of food industry in Japan Research Paper

Global in and global out in regard of food industry in Japan - Research Paper Example Japanese Food The Tokyo Metropolitan Central Wholesale Market generally known as Tsukiji Market is considered to be one of the biggest wholesale fish markets around the globe. The market is situated in Tsukiji city of Tokyo and is determined to be a major attraction for many foreign visitors because of its large variety of fish and seafood7,8. The contribution of Tsukiji Market for spreading Japanese food culture globally is considered to be noteworthy. Not only the market provides a wide variety of fish to the nation but it is also a global provider of various fishes to some of the most renowned restaurant chain businesses and hotels around the globe. A few of the most well-known Japanese cuisines that have gained considerable amount of likings globally include Sushi, a food item that consists of cooked vinegared rice with a combination of other ingredients such as raw food or other sea foods and meat occasionally, Tempura, dish prepared of sea foods or vegetables that is battered a nd deep fried along with ramen; a type of white noodles served with meat and fish and often flavored with soy sauce or miso9. According to many critics, it has been stated that the main reason behind the rapid globalization and adaption of Japanese culture and practices worldwide is the result of its manga and animations series that are being telecast in various regions of the world. However, it has been viewed that it is not only the Japanese culture that is establishing its trends in other nations however the culture of different nations including their food habits are being invaded in Japan as well. For instance, in a research conducted by Kamei, M., Ki, M., Kawagoshi, M., and Kawai, N. (2001) it was viewed that 24 out of 100 lunch boxes in Japan contained food items such as hamburgers,... The aspect of globalization is considered to be a vital constitute in today’s society. It has been viewed that the advent of globalization has not only changed the way one does business but has also brought drastic alterations in the cultural and religious facets associated with an individual. One such crucial facet is the change in the food habits of people. Japan which is regarded as one of the most renowned countries in the world, specially for their food habit that help the people to live long, has been facing rapid challenges due to globalization of the food industry. This has not only resulted in changing the food habits of an individual but has motivated other nations to invent new food items following their steps that are affecting the health aspects of the civilians in the nation. With reference to the above discussion, it can be viewed that the way in which modern food industry has motivated people to adopt food items as their daily supplementary provider that are le ss healthy. However, if proper steps are taken by the government to promote the difference in the ingredients amid western and Japanese products along with highlighting the disadvantages of consuming some unhealthy food items then the issue can be mitigated to a great extent. Thus, it can be concluded that practices such as campaigns and government programs to create awareness would not only stop people to adapt such food habits but would also facilitate people to return to their traditional eating habits and culinary methods by reducing the risk of nutrition related diseases to a great extent.

Title Essay Example for Free

Title Essay The first 5 marks are based on your tutor’s monitoring of your contributions to the TGF discussions associated with B120 Book 2. Your tutor will introduce these at the appropriate time. We expect you to participate in all TGF discussions for Book 2. If your tutor does not feel you have participated in at least two of these, the 5 marks will be lost. The second 5 marks for Part II are based on another piece of work which will be a short report you will submit in the same file as Part 1 of the TMA, at the end. This will be a brief summary of one of the TGF discussions relating to Book 2 and what you have learned from it. It should not be any longer than 200 words. Remember that you must submit this short report at the end of your TMA through the eTMA system. demonstrate your understanding of HRM ideas by being able to show how they are relevant and useful to a particular example. This part of the TMA is worth 30 marks. Part (d) The final part of the TMA asks you to perform a simple web-based information search about the concept you have chosen and to present information succinctly. You need to include the URLs, the date the websites were accessed and why you chose them, and also state how trustworthy this information is to gain the full 5 marks available. 3. 4 TMA 02 Part II Part II of TMA 02 is worth the other 10 marks (the TMA is marked out of a total of 100). The first 5 marks are based on your tutor’s monitoring of your contributions to the TGF discussions associated with B120 Book 2. Your tutor will introduce these at the appropriate time. We expect you to participate in all TGF discussions for Book 2. If your tutor does not feel you have participated in at least two of these, the 5 marks will be lost. The second 5 marks for Part II are based on another piece of work which will be a short report you will submit in the same file as Part 1 of the TMA, at the end. This will be a brief summary of one of the TGF discussions relating to Book 2 and what you have learned from it. It should not be any longer than 200 words. Remember that you must submit this short report at the end of your TMA through the eTMA system.

Favoring Villain :: Antagonist Villains Movies Essays

Favoring Villain Society thrives on movies, the excitement, the romance, and the danger. Most people watch movies as a source of entertainment, but how often do we think about the nature of the film. For instance, the film† Oceans Eleven† and â€Å"The Italian Job† were very successful movies at the box office this year. Both films have innumerable aspects of revenge and payback but probably the most apparent theme of the movies is stealing. The characters in both films are masterminds at what they feel is the perfect job, the heist of large amounts of money from their enemy. These films show the devious side of people and how they succeed in illegal actions, constructing the villain in such a way that it makes the audience favor the villain. Through repetition the writers can engage the viewers to favor the villain. Oceans Eleven starts out with the main Character Daniel Ocean getting out of jail for another job that he got caught trying to do. The character is dressed in a tuxedo and has a confident air about him. The first scene of the movie already has the audience intrigued with the character because he looks first-class. As the movie progresses the other characters are introduced, each one exceptionally well dressed with great manners, coming across as very sophisticated. Our society loves excitement and leadership, which the characters in this movie provide greatly. While introducing each new character, the writers were particular about having each character dressed remarkably well, repeating the image that they are high-quality people. Daniel Ocean makes a proposition to his very close friend played by Brad Pitt, to hit up three casinos in one night. He explains that this hit will have to be precise, it will need lots of planning, and they will have to have lots of funding. The character s come off very smoothly, relaxed and confident about what they are doing, allowing the audience to get comfortable with the idea that the characters are going to be stealing from three major corporations, all of which happen to be owned by the same man. The owner of the three casinos is a ruthless man described as someone â€Å"Who better not know your involved, not know your name, or your dead or he will kill you and then go to work on you.† The audience is already favoring Daniel Ocean and his crew, finding out that the man they are stealing from is ruthless just turns everyone against him even though he is the one who is getting robbed. Favoring Villain :: Antagonist Villains Movies Essays Favoring Villain Society thrives on movies, the excitement, the romance, and the danger. Most people watch movies as a source of entertainment, but how often do we think about the nature of the film. For instance, the film† Oceans Eleven† and â€Å"The Italian Job† were very successful movies at the box office this year. Both films have innumerable aspects of revenge and payback but probably the most apparent theme of the movies is stealing. The characters in both films are masterminds at what they feel is the perfect job, the heist of large amounts of money from their enemy. These films show the devious side of people and how they succeed in illegal actions, constructing the villain in such a way that it makes the audience favor the villain. Through repetition the writers can engage the viewers to favor the villain. Oceans Eleven starts out with the main Character Daniel Ocean getting out of jail for another job that he got caught trying to do. The character is dressed in a tuxedo and has a confident air about him. The first scene of the movie already has the audience intrigued with the character because he looks first-class. As the movie progresses the other characters are introduced, each one exceptionally well dressed with great manners, coming across as very sophisticated. Our society loves excitement and leadership, which the characters in this movie provide greatly. While introducing each new character, the writers were particular about having each character dressed remarkably well, repeating the image that they are high-quality people. Daniel Ocean makes a proposition to his very close friend played by Brad Pitt, to hit up three casinos in one night. He explains that this hit will have to be precise, it will need lots of planning, and they will have to have lots of funding. The character s come off very smoothly, relaxed and confident about what they are doing, allowing the audience to get comfortable with the idea that the characters are going to be stealing from three major corporations, all of which happen to be owned by the same man. The owner of the three casinos is a ruthless man described as someone â€Å"Who better not know your involved, not know your name, or your dead or he will kill you and then go to work on you.† The audience is already favoring Daniel Ocean and his crew, finding out that the man they are stealing from is ruthless just turns everyone against him even though he is the one who is getting robbed.

Help improve own and team practice in schools Essay

Teamwork is important in any group of people that work together as it means they share a common goal, each member of the team has there own strengths. Schools have a huge number of staff and whilst you must focus on your own role, it is just as important to have a good knowledge of other roles in your team to create a successful school. To meet all pupils academic and social needs individuals need to work together towards commitments and shared goals. The team should have regular meetings to enable staff to implement new ideas or plans, solve problems, prioritise and accomplish important tasks which in all will benefit the pupils. One of the main benefits of team work is it can speed up the process of accomplishing goals and make things run more efficiently. You may be part of several different teams within your school, each with different objectives. You should know what these are and how each team works together. Sometimes your team may only be together for a short time e.g., you are organising a production or a fair. Sometimes you may find you are only part of the team for a short time for example, if you are working on a school production or a summer fair. In this sort of situation it is important for someone to take charge and ensure that different members of the team are able to work together effectively. The school may be large and have a number of classes within each year group. Year groups work very closely together and support one another in planning and moderating pupils work. Also members of stff within a school are part of a tram and will support one another. For example the maths coordinator will be able to offer help and advice to any member of staff on any maths activities. Read more:  Essay on Teamwork in Schools Members of the team will need to understand their role and how it fits in with the role of other members of the team. The most important part of any role within a team is communicating effectively with others . You should attend regular meetings which should give you a clear idea of how what you  are doing fits in to the school or team as a whole. If you have a team leader, they should identify action points in any meetings you attend and give a deadline by which they will need to be carried out. All member of the team are equally important and your expertise and that of your colleagues is unique to each persons experience. You should always respect the opinions and knowledge which others bring. This is because in order to have a good working relationship with them you will need to show that you consider their opinions and expertise. If a member of your team has been working in schools for a long time and a new person comes in and tells them that things should be done in a different way, it will cause bad feelings and resentment. This cam quickly cause problems and unrest within teams. You may find that others come to you for help and advice when you become more experienced. Whilst remaining supportive, you should always think about your role and others within the team when doing this. You may need to refer to someone else within the team , when you feel a particular issue is not appropriate  for you to deal with. You must remain non judgemental about others and not allow y our own opinions to intrude or cloud any decisions you may have to make.

Brutus: the Tragic Hero

Brutus: The Tragic Hero â€Å"A tragic hero is a character who is not eminently good and just, yet whose misfortune is brought about not by vice and depravity, but by some error or frailty. † Brutus fits the definition of a tragic hero because of his lust for power, his tragic flaw, and his downfall. So, because of heroic qualities and poor judgment, Brutus is the tragic hero of William Shakespeare's Julius Caesar. To begin with, Brutus' lust for power is one of the many ways that make him to be the tragic hero.It all started when the conspirators and himself discussed/planned the assassination of Caesar. During the agreement and arrangement of the assassination, is when Brutus gains his power and gets what he wants. He then gets more involved with the killing of Caesar, making him feel more powerful. â€Å"Ay, every man away. Brutus shall lead, and we will grace his heels with the most boldest and best hearts of Rome. † (iii, I, 119-121). Although Brutus can single han dily take over the conspirator group and over rule Cassius, as a tragic hero he is to begin to lose power.This takes place throughout the falling action in act4 when Antony makes the angry mob turn against him. It will eventually lead up to his untimely death/downfall. Secondly, the fact that Brutus has a tragic flaw is another way that makes him the tragic hero. His tragic flaw would be being to noble; which leads to naivety and allows him to be deceived by the characters (mainly Antony) and to his downfall. He shows his flaw by over trusting Antony to speak at Caesar's funeral even when Cassius advised him otherwise, but still Brutus did not listen. Brutus, a word with you. You know not what you do; do not consent that Antony speaks in his funeral; know you how much the people may be moved by that which he will utter? † (iii, I, 232-234). Brutus then fails to listen to his conspirators as they try to persuade him. This demonstrates his tragic flaw clearly as he trusts Antony not to deceive him, and is too naive of his true motives because of his judgment overruling his want of giving Caesar a proper memorial (in order to show his honor).Lastly, Brutus' downfall of him dying at the end of the play also shows of him being the tragic hero. Him committing his suicidal death/downfall ends up making him the noblest Roman of them all. When Brutus finally realizes his role in the destruction of Rome; that was worse than he believed Caesar would have done, he then proceeds with his downfall. â€Å"Farewell, good Strato – Caesar, now be still; I killed not thee with half so good a will† (iiiii, IIIII, 50-51). His final words told his unbearable remorse feeling for Caesar's death.Brutus killing himself is his realization that it is nobler to commit suicide than become captured and dragged through Rome, and a noble man Brutus was. The fact that Brutus has heroic qualities and poor judgment, both make him the tragic hero of Julius Caesar. The way of B rutus showing his qualities is through his lust for power, his tragic flaw of being too noble and naive and finally his downfall (suicide). â€Å"The legacy of heroes is the memory of a great name, and the inheritance of a great example. â€Å"

About Margaret Bourke-White, Photographer

About Margaret Bourke-White, Photographer Margaret Bourke-White Facts Known for:  first woman war photographer, first woman photographer allowed to accompany a combat mission; iconic images of the Depression, World War II, Buchenwald concentration camp survivors, Gandhi at his spinning wheel Dates: June 14, 1904 - August 27, 1971Occupation: photographer, photojournalistAlso known as: Margaret Bourke White, Margaret White About Margaret Bourke-White: Margaret Bourke-White was born in New York as Margaret White.   She was raised in New Jersey. Her parents were members of the Ethical Culture Society in New York, and had been married by its founding leader, Felix Adler. This religious affiliation suited the couple, with their mixed religious background and somewhat unconventional ideas, including full support for the education of women.    College and First Marriage Margaret Bourke-White began her university education at Columbia University in 1921, as a biology major, but became fascinated with photography while taking a course at Columbia from Clarence H. White. She transferred to the University of Michigan, still studying biology, after her father died, using her photography to support her education. There she met an electrical engineering student, Everett Chapman, and they were married. The next year she accompanied him to Purdue University, where she studied biology and technology. The marriage broke up after two years, and Margaret Bourke-White moved to Cleveland where her mother was living, and attended Western Reserve University (now Case Western Reserve University) in 1925. The following year, she went to Cornell, where she graduated in 1927 with an A.B. in biology. Early Career Though majoring in biology, Margaret Bourke-White continued to pursue photography through her college years. Photographs helped to pay for her college costs and, at Cornell, a series of her photographs of the campus was published in the alumni newspaper. After college, Margaret Bourke-White moved back to Cleveland to live with her mother, and, while working at the Museum of Natural History, pursued a freelance and commercial photography career. She finalized her divorce, and changed her name. She added her mothers maiden name, Bourke, and a hyphen to her birth name, Margaret White, adopting Margaret Bourke-White as her professional name. Her photographs of mostly industrial and architectural subjects, including a series of photographs of Ohios steel mills at night, drew attention to Margaret Bourke-Whites work. In 1929, Margaret Bourke-White was hired by Henry Luce as the first photographer for his new magazine, Fortune. Margaret Bourke-White traveled to Germany in 1930 and photographed the Krupp Iron Works for Fortune. She then traveled on her own to Russia. Over five weeks, she took thousands of photos of projects and workers, documenting the Soviet Unions first Five Year Plan for industrialization. Bourke-White returned to Russia in 1931, at the invitation of the Soviet government, and took more photographs, concentrating this time on the Russian people. This resulted in her 1931 book of photographs, Eyes on Russia. She continued to publish photographs of American architecture, as well, including a famous image of the Chrysler Building in New York City. In 1934, she produced a photo essay on Dust Bowl farmers, marking a transition to more focus on human interest photographs. She published not only in Fortune, but in Vanity Fair and The New York Times Magazine. Life Photographer Henry Luce hired Margaret Bourke-White in 1936 for another new magazine, Life, which was to be photograph-rich. Margaret Bourke-White was one of four staff photographers for Life, and her photograph of Fort Deck Dam in Montana graced the first cover on November 23, 1936. That year, she was named one of Americas ten most outstanding women.   She was to remain on staff of Life  until 1957, then semiretired but remained with Life until 1969. Erskine Caldwell In 1937, she collaborated with the writer Erskine Caldwell on a book of photographs and essays about southern sharecroppers in the midst of the Depression, You Have Seen Their Faces. The book, though popular, drew criticism for reproducing stereotypes and for misleading captions which quoted the subjects of photos with what were actually words of Caldwell and Bourke-White, not the people depicted. Her 1937 photograph of African Americans after the Louisville flood standing in line under a billboard touting the American way and the worlds highest standard of living helped draw attention to racial and class differences. In 1939, Caldwell and Bourke-White produced another book, North of the Danube, about Czechoslovakia before the Nazi invasion. That same year, the two were married, and moved to a home in Darien, Connecticut. In 1941, they produced a third book, Say! Is This the U.S.A.. They also traveled to Russia, where they were when Hitlers army invaded the Soviet Union in 1941, violating the Hitler-Stalin Non-aggression pact. They took refuge in the American embassy. As the only Western photographer present, Bourke-White photographed the siege of Moscow, including German bombardment. Caldwell and Bourke-White divorced in 1942. Margaret Bourke-White and World War II After Russia, Bourke-White traveled to North Africa to cover the war there. Her ship to North Africa was torpedoed and sunk. She also covered the Italian campaign. Margaret Bourke-White was the first woman photographer attached to the United States military. In 1945, Margaret Bourke-White was attached to General George Pattons Third Army when it crossed the Rhine into Germany, and she was present when Pattons troops entered Buchenwald, where she took photographs documenting the horrors there. Life published many of these, bringing those horrors of the concentration camp to the attention of the American and worldwide public. After World War II After the end of World War II, Margaret Bourke-White spent 1946 through 1948 in India, covering the creation of the new states of India and Pakistan, including the fighting that accompanied this transition. Her  photograph of Gandhi at his spinning wheel  is one of the best-known images of that Indian leader. She photographed Gandhi just hours before he was assassinated. In 1949-1950 Margaret Bourke-White traveled to South Africa for five months to photograph apartheid and mine workers. During the Korean War, in 1952, Margaret Bourke-White traveled with the South Korean Army, again photographing war for  Life  magazine. During the 1940s and 1950s, Margaret Bourke-White was among many who were targeted as suspected communist sympathizers by the FBI. Fighting Parkinsons It was in 1952 that Margaret Bourke-White was first diagnosed with Parkinsons disease. She continued photography until that became too difficult by the end of that decade, and then turned to writing. The last story she wrote for  Life  was published in 1957. In June of 1959,  Life  published a story on the experimental brain surgery intended to fight off the symptoms of her disease; this story was photographed by her long-time fellow  Life  staff photographer, Alfred Eisenstaedt. She published her autobiographical  Portrait of Myself  in 1963. She formally and fully retired from  Life  magazine in 1969 to her home in Darien, and died in a hospital in Stamford, Connecticut, in 1971. Margaret Bourke-Whites papers are at Syracuse University in New York. Background, Family: Mother: Minne Elizabeth  Bourke White, of English and Irish Protestant heritageFather: Joseph White, industrial engineer and inventor, of Polish Jewish heritage, raised as an Orthodox JewSiblings: two Education: public school in New JerseyPlainfield High School, Union County, New Jersey, graduated1921-22: Columbia University, majored in biology, took first class in photography1922-23: University of Michigan1924: Purdue University1925: (Case) Western Reserve University,  Clevelend1926-27: Cornell University, A.B. biology1948: Rutgers, Litt. D.1951: DFA, University of Michigan Marriage, Children: husband: Everett Chapman (married June 13, 1924, divorced 1926; electrical engineering student)husband: Erskine Caldwell (married February 27, 1939, divorced 1942; writer)children: none Books by Margaret Bourke-White: Eyes on Russia. 1931.You Have Seen Their Faces, with Erskine Caldwell. 1937.North of the Danube, with Erskine Caldwell. 1939.Say! Is This the U.S.A., with Erskine Caldwell. 1941.Shooting the Russian War.  1942.They Called It Purple Heart Valley: A Combat Chronicle of the War in Italy. 1944.Dear Fatherland, Rest Quietly: A Report on the Collapse of Hitlers Thousand Years.  1946.Halfway to Freedom: A Study of the New India in the Words and Photographs of Margaret Bourke-White.  1949.A Report on the American Jesuits.  1956.Portrait of Myself. 1963. Books About Margaret Bourke-White: Sean Callahan, editor.  The Photographs of Margaret Bourke-White.  1972.Vicki Goldberg.  Margaret Bourke-White.  1986.Emily Keller.  Margaret Bourke-White: A Photographers Life. 1996.Jonathan Silverman.  For the World to See: The Life of Margaret Bourke-White.  1983.Catherine A. Welch.  Margaret Bourke-White: Racing with a Dream. 1998. Film About Margaret Bourke-White Double Exposure: The Story of Margaret Bourke-White.  1989.

Unitary Executive Theory and the Imperial Presidency

Unitary Executive Theory and the Imperial Presidency To what extent can presidential power be restricted by Congress? Some believe that the President holds broad power, citing this passage from Article II, Section 1 of the U.S. Constitution: The executive Power shall be vested in a President of the United States of America. And from Section 3: [H]e shall take Care that the Laws be faithfully executed, and shall Commission all the Officers of the United States. The view that the President holds total control over the executive branch is called the unitary executive theory. The Unitary Executive Theory Under the Bush administrations interpretation of the unitary executive theory, the President has authority over members of the executive branch. He functions as a CEO or Commander-in-Chief, and his power is restricted only by the U.S. Constitution as interpreted by the Judiciary. Congress can hold the President accountable only by censure, impeachment or constitutional amendment, Legislation restricting the executive branch has no power. The Imperial Presidency Historian Arthur M. Schlesinger Jr. wrote The Imperial Presidency  in 1973,  a groundbreaking history of presidential power centering on an extensive critique of President Richard Nixon. New editions were published in 1989, 1998 and 2004, incorporating later administrations. Although they originally had different meanings, the terms imperial presidency and unitary executive theory are now used interchangeably, although the former has more negative connotations. A Short History of the Imperial Presidency President George W. Bushs attempt to obtain increased wartime powers represented a troubling challenge to American civil liberties, but the challenge is not unprecedented: The Sedition Act of 1798 was selectively enforced by the Adams administration against newspaper writers who supported Thomas Jefferson, his challenger in the 1800 election.The very first landmark U.S. Supreme Court case in 1803,  Marbury v. Madison, established the power of the judiciary by resolving a separation-of-powers dispute between the President and Congress.President Andrew Jackson openly defied a Supreme Court ruling – the first, last and only time that any U.S. President has done so  Ã¢â‚¬â€œ in Worcester v. Georgia  in  1832.  President Abraham Lincoln took on unprecedented wartime powers and violated multiple civil liberties on a large scale during the American Civil War,  including due process rights for U.S. citizens.During the first Red Scare following World War I, President Woodrow Wilson suppressed free speech, deported immigrants on the basis of their political beliefs and ordered massive unconstitutional raids. His policies were so draconian that they inspired protesters to form the American Civil Liberties Union in 1920. During World War II, President Franklin D. Roosevelt issued an executive order calling for the forced internment of over 120,000 Japanese Americans, as well as forced surveillance, ID cards and occasional relocation for immigrants from other perceived hostile nations.President Richard Nixon openly used executive branch law enforcement agencies to attack his political opponents and, in the case of Watergate, to actively cover up his supporters criminal activities.Presidents Reagan, H.W. Bush, and Clinton all actively pursued expanded presidential powers. One particularly stunning example was President Clintons claim that sitting presidents are immune from lawsuits, a position the Supreme Court rejected in  Clinton v. Jones  in 1997.   Independent Counsel Congress passed a number of laws restricting the power of the executive branch after Nixons imperial presidency.  Among these was the Independent Counsel Act which allows an employee of the Department of Justice, and thereby technically the executive branch, to operate outside the Presidents authority when conducting investigations of the President or other executive branch officials. The Supreme Court found the Act to be constitutional in Morrison v. Olson  in 1988.   Line-Item Veto Although the concepts of the unitary executive and the imperial presidency are most often associated with Republicans, President Bill Clinton also worked to expand presidential powers. Most notable was his successful attempt to convince Congress to pass the Line-Item Veto Act of 1996, which allows the President to selectively veto specific parts of a bill without vetoing the entire bill. The Supreme Court struck down the Act in Clinton v. City of New York in 1998.   Presidential Signing Statements The presidential signing statement is similar to the line-item veto in that it allows a President to sign a bill while also specifying which parts of the bill he actually intends to enforce. Only 75 signing statements had ever been issued until the time of the Reagan administration. President Andrew Jackson issued only one.  Presidents Reagan, G.H.W. Bush and Clinton issued a total of 247 signing statements.President George W. Bush alone issued more than 130 signing statements, which tended to be more sweeping in scope than those of his predecessors.President Barack Obama issued 30 signing statements through 2016, even though he indicated in 2007 that he disapproved of this tool and would not overuse it.   Possible Use of Torture The most controversial of President Bushs signing statements was attached to an anti-torture bill drafted by Senator John McCain (R-AZ): The executive branch shall construe (the McCain Detainee Amendment) in a manner consistent with the constitutional authority of the President to supervise the unitary executive branch...which will assist in achieving the shared objective of the Congress and the President...of protecting the American people from further terrorist attacks.

My Life In film Essay Example | Topics and Well Written Essays - 750 words

My Life In film - Essay Example This will help to construct a connection between my life and the film. It can be very difficult for two people from different cultural backgrounds to form a union when their cultural differences are huge. This is the theme of the movie â€Å"My Big Fat Greek Wedding.† Before watching this movie, I never thought two people from different cultures could really spend a life together. This movie taught me the difference and helped me broaden by mind. Before this movie, I was the kind of person who unconsciously held on to trite cultural stereotypes. But, this movie conveyed this message to me that a rift between two cultures can rapidly stretch into an abyss when people are not willing to abandon certain clichà © stereotypes. Such stereotypes can quite effectively end â€Å"a potential relationship† (Karis & Killian 8). I was also the person who had no value for culture. But, this movie made me realize the importance of my culture knowing there are many immigrants out there for whom the struggle to keep their cultures alive is a never-ending battle as portrayed in the movie. â€Å"Raging Bull† is the name of another movie which casted a deep impression on me and played a role in shaping my life. Before getting the chance to see this movie, I was a very temperamental person who used to act on impulse without thinking of important repercussions. This habit has caused me many losses, but I did not learn my lesson until I watched this movie. This is because this movie presented a lead actor to me who is professionally very good, but destroys his everything at hands of his unbridled rage (Connolly). In the life of that boxer, I saw my life. In his rage, I saw mine and in his failures, I caught a glimpse of mine. This movie made me realize that if I want to escape the end which Jake the boxer meets in the movie due to his uncontrolled temper and

Lewis Nordan's Wolf Whistle account of the Till Murder Essay

Lewis Nordan's Wolf Whistle account of the Till Murder - Essay Example He claims that his "racial identification with the murderers" troubled him and that he felt "by race and geography [...] somehow implicated." He adds, "[M]aybe I believed that as a white guy who knew the [murderers] and never spoke out against the injustice, or even asked a question about it at the dinner table, it was simply not my story to tell". Eventually he realized that he could use his fiction to explore his feeling of implication and the society in which he feels so implicated. In Wolf Whistle, he has written what he calls "the white trash version of the Emmett Till murder": " [...] the story of the people who were on the periphery of this terrible thing, who didn't know what was going on, didn't quite understand their own culpability in the situation". Nordan's project in Wolf Whistle has an affinity with that of Toni Morrison and other social theorists and literary critics who in recent years have begun to turn the gaze of race theory toward the construction of white identity. A brief examination of their contributions to the field may help us to understand better Nordan's novel. In Playing in the Dark: Whiteness and the Literary Imagination, Morrison describes her project as "an effort to avert the critical gaze from the racial object to the racial subject, from the described and imagined to the describers and imaginers" and to "examine the impact of notions of racial hierarchy, racial exclusion, and racial vulnerability on nonblacks who held, resisted, explored, or altered those notions". Morrison proposes not to treat whiteness in American literature as natural and self-sustaining but rather as something "sycophantic", constructed, contingent on an Africanist presence. She hopes to refute the conventional wisdom that "because American literature has been clearly the preserve of white male views, genius, and power, those views, genius, and power are without relationship to and removed from the overwhelming presence of black people in the United States". Many other literary critics have taken up Morrison's cause and have reexamined the American literary canon with a different gaze. Jerry Phillips discusses how "certain literary texts illuminate the pedagogy of whiteness, the way one learns to experience oneself as a member of the 'white race'" and goes on to discuss a few of the "countless ways in which United States literary works aided in the naturalization of whiteness". Phillips argues that "we critics should commit ourselves to illuminating issues of contingency, historicity, and arbitrariness" in the construction of whiteness. Rebecca Aanerud calls for "the development of a critical reading practice that foregrounds the construction and representation of whiteness and will challenge the way in which many texts by white United States authors are complicit with the discourses of white supremacy". She further argues that "Whiteness, like race in general, cannot be understood simply as a natural phenomenon [...]. The recognition of whiteness as not a set fact--that is, having white skin--but instead as a product whose meaning and status must be sustained by a process of reproduction along pre-established lines is crucial to an interruption of whiteness as the status quo". Phillips and Aanerud also lay the burden of deconstructing and decentering whiteness at the feet of literary