A Comparison of On the Road and Crying of Lot 49 Essay -- comparison c

In both Jack Kerouac’s, On the Road, and Thomas Pynchon’s Crying of Lot 49 the characters act in a deviant manner outside of social norms. This in turn leads to a deviant sub-cultural group which competes with the institutionalized authorities for power. Deviance in both novels is usually defined as a certain type of behaviour, such as an inebriated professor babbling on in a lecture hall filled with students or a group of teenagers frolicking naked in a city park on a hot and sunny afternoon. However, deviance can also encompass both ideas and attributes (Sagarin, 1975). The primary understanding of deviance rests in the reactions of observers, something becomes deviant because an individual, group or society takes offense and reacts negatively (Cohen, 1966, Lofland, 1969). These negative reactions occur because onlookers interpret what they see and hear as being bad, insane, strange, immoral, non-conforming, or wrong. Negative responses do more than define deviance; t hey serve as mechanisms of social control and power. In examining these novels from a sociological perspective, both Kerouac and Pynchon examine conflicts between mainstream society and sub-cultural groups. The deviant behaviour, thoughts, and attributes observed from the characters within the novels provide a strong argument for Austin Turk’s conflict theory of deviance, which examines power and cultural conflict as a basis for deviant behaviour. To begin, Austin Turk’s conflict theory of crime divides society into two groups: those with power "the authorities" and those without power "the subjects". In Pynchon’s novel The Crying Of Lot 49, this is realized by contrasting Pierce Inverarity, a California real estate mogul to those of low social economic class... ...sh-Catholic background, and his resemblance to a Fitzgerald hero, with a tragic death and foul dust floating in the wake of his dreams (153).    However, both of the novels express those subjects living by values beyond the social norms as having some power to change societal norms. By examining Turk’s theory of conflict between authorities and subjects, it becomes apparent the deviant behaviour observed from the characters in both novels is an influencing method of power to alter cultural and societal norms.      WORKS CITED Dugdale, John. Thomas Pynchon: Allusive Parables of Power. New York: St.Martin, 1990 Gomme, Ian McDermid. The Shadow Line: Deviance and Crime in Canada. Toronto: HBJ 1993. Kerouac, Jack. On The Road. New York: Penguin books, 1955 Pynchon, Thomas. The Crying Of Lot 49. New York: Harper & Row, 1966   

The Tv Era :: essays research papers

The TV Era   Ã‚  Ã‚  Ã‚  Ã‚  The 20th century marked the beginning of a new era - 'the modern age.'; Some of the greatest minds the human race has ever witnessed lived and worked during the last several decades. These 'fathers of technology';, who arrived well ahead of their time, created the world as people know it. Car, airplane, rocket, are only few of the inventions that prepared mankind for the 180 turn. Some of the inventions found their usage in every day's life, such as: radio, toaster, washing machine…and finally, TV. The TV industry started its development with the invention of the first TV set, somewhere in the early 1950's, and has never stopped growing since.   Ã‚  Ã‚  Ã‚  Ã‚  Discussion whether or not television is a positive part of modern life, might seem arguable from several different viewpoints. Positively or not, the television has affected the life of almost every human being on the Earth…   Ã‚  Ã‚  Ã‚  Ã‚  First of all, people who lived before 'the television era'; could not hear the latest news at any time. The only source of news was the papers. However, without any significant technology involved, the newspapers could only report on the local events. On the top of that, usually such news offered information not accurate enough and too old to interest greater percentage of the population. All the people lived at the slower pace, by not knowing what was going on around them. For instance, a trading person who worked in the United States could hardly find out how British economy did. In the early presidential elections, the newspapers didn't inform enough those who worked on the farms. Therefore, they did not have credibility to vote. Nowadays, the TV campaigns allow us to know about every candidate's move and his beliefs and opinions towards foreign and domestic politics. More important than anything, with the television, ordinary people have a chance to keep track of world affairs. Today, an average person can come home from work, take off his shoes, lean back in the chair and turn on the TV. Then, he has the access to information about Bosnia and the children starving in Central Africa, both taking place thousands of miles away. On the other hand, the same guy maybe just wishes to watch The World Cup soccer match, or his favorite soap opera. The possibilities go to infinity. And how do we get the picture on the TV sets as the final product?

The Working Girls

Women are entering the labor market in greater numbers and are staying in it longer and for a larger proportion of their work lives (Looking 1996). When asked what they want, women respond in survey after survey† â€Å"pay equity,† â€Å"better wages,† or â€Å"more money† (Looking 1996). In other words, women believe they are not being paid what they are worth (Looking 1996). This is a common response up-and down the income spectrum, â€Å"women from the executive suite to the factory floor, from the office to the washroom,† all feel that they are underpaid (Looking 1996). During the 1970's, women earned 59 percent of what men earned, and today they generally earn approximately 72 percent of what men earn (Looking 1996). However, although women's earnings have risen, about 3/5 of the narrowing of the gap is due to the fall in men's real earnings (Looking 1996). Moreover, the wage gap grows as women and men age, the gap is relatively small for young women and men, but thereafter men's wages increase sharply while women's do not (Looking 1996). In fact, the average woman in her working prime, in her early forties, makes only about the same as a man in his late twenties (Looking 1996). About fifteen years ago, it all seemed possible, to â€Å"bring home the bacon, fry it up in a pan, split the second shift with some sensitive New Age man,† however slowly the upbeat work-life rhythm has changed for professional women (Wallis 2004). Although many countries have given women the right to maternity leave and, sometimes, generous subsidies for child care, and some have even initiated a 35-hour workweek, however, the norm for most executives is still 50 hours a week for women (Wallis 2004). According to Catalyst, a U. S. esearch and consulting group, the average number for executives in the U. S. is roughly 70 hours a week (Wallis 2004). And for dual-career couples with children, the combined work hours have grown from 81 hours a week in 1977 to 91 hours per week in 2002, according to the Families and Work Institute (Wallis 2004). The U. S. Census data reveal an increase in stay-at-home moms who hold graduate or professional degrees, these are the very women who seemed destined to blast through the glass ceiling, yet 22 percent of them are home with their children (Wallis 2004). A study by Catalyst found that one in three women with M. B. A. s are not working full-time, compared to one in twenty of their male peers (Wallis 2004). Sylvia Ann Hewlett, economist and author at Columbia University in New York City, who sees a brain drain throughout the top 10 percent of America's labor force, says â€Å"What we have discovered in looking at this group over the last five years is that many women who have any kind of choice are opting out† (Wallis 2004). According to a new study released in March 2006 by Accenture, a global management consulting company, women executives around the world still face an uphill battle in workplace equality, despite significant gains during the past ten years (Most 2006). The study, entitled â€Å"The Anatomy of the Glass Ceiling: Barriers to Women's Professional Advancement,† is based on a survey of 1,200 male and female executives in eight countries (Most 2006). The respondents were asked to score factors they believed influenced their career success across three dimension: individual (career planning, competence, assertiveness, etc. , company (supportive supervisors, transparent promotion processes, etc. ), and society (equal rights, government support of parental leave, etc. ) (Most 2006). The differences between male and female respondents' answers were sued to calculate the current â€Å"thickness† of the glass ceiling, a term used to describe an unacknowledged barrier that prevents women and other minorities from achieving positions of power or responsibility in their professions (Most 2006). According to the study, 30 percent of women executives and 43 percent of male executives believe that women have the same opportunities as men do in the workplace, thus supporting the existence of a glass ceiling (Most 2006). Although there has been some progress in shattering the glass ceiling over the past twenty years, organizations and societies need to understand how important it is to capitalize and build upon the skills of women (Most 2006). In the Bem Sex Role Inventory, researcher Pamela Butler focused questions on real problems women face in changing stereotypical perceptions (Merrick 2000). According to Butler, there is intense pressure for professional women to conform to stereotypical roles such as â€Å"cheerfulness,† â€Å"tenderness,† and even â€Å"gullibility† (Merrick 2000). As women move into management in increasing numbers, it has become more apparent that these stereotypical beliefs ten to limit their advancement (Merrick 2000). The ‘Catch 22' is that when women try strategies of gender-reversal and adopt the so-called male characteristics, they often find that they face another set of problems, that of alienation and hostility, because as Butler points out, becoming one of the boys is harder than it looks (Merrick 2000). According to Butler, it takes cooperation from peers on the job to make strategies work, because research shows that attitudes held by those around a woman, even herself, hinder working relationships between women and men, and these attitudes ultimately are realized in losses of productivity and of real dollars to organizations (Merrick 2000). The purpose of Butler's research was to explore the ethics of perpetuating gender stereotypes in management, and to investigate how the woman manager operates under the system with feminine traits that are perpetuated by socialization and, vice versa, as well as how she operates under the system when she adopts masculine traits that break gender roles (Merrick 2000). The choices of leadership styles pose ethical dilemmas for women, because to get along, the new-age woman manager often finds that she has to act one way on the outside while being driven by a very much different psyche on the inside (Merrick 2000). Moreover, she may discover that in the same way, her male colleagues act toward her one way on the outside yet feel very much differently about her on the job (Merrick 2000). The new-age woman manager also might find herself playing a cruel double game in which she is utilized to show the organization has non-discriminatory hiring practices, â€Å"and at the same time she find she has to handle covert hostility from her colleagues in the workplace, who feel they have been forced to work with her to avoid trouble with the powers that be† (Merrick 2000). Data collected by L. K. Brown reveals that 5 percent of the total worldwide managers in 1947 were women, while only 6 percent of all managers in 1978 were women (Merrick 2000). In the United States, the figures were 14 percent in 1947, compared to 22 percent thirty years later (Merrick 2000). However, most of the managerial positions held by women are in the fields of health administration, building supervision and restaurant management, meaning there are more women managers in fields that have traditionally been perceived women's work (Merrick 2000). A survey carried out by Fortune, found that only ten of 6,400 people who worked at managerial positions in 1,300 of the nation's largest companies were women (Merrick 2000). Moreover, according to Brown, only 3 percent of women managers in the United States earn more than $25,000 annually (Merrick 2000). Brown concludes that larger companies are not promoting women on a large scale, and that women seeking top management posts may prefer smaller companies instead of large male-dominated companies (Merrick 2000). According to a Canadian survey, 55 percent believe that it is easier for men to advance in the workplace than women, and 42 percent of female executives who were surveyed believe that gender-based discrimination will never completely disappear from the workplace (Pollara 2000).

What Are the Beliefs and Values of Buddhism

What are the beliefs and values of Buddhism? Buddhists follow the teachings of Siddhartha Gautama who is known as the Buddha, meaning the enlightened one. Buddhism originated in northern India and is the fourth largest religion of the world. However, Buddhism is more a philosophy or way of life other than a religion because unlike so many other religious traditions, Buddhism is founded on the teaching of a human being and not a god. Philosophy means love of wisdom and the Buddhist’s believe in leading a moral life, being mindful and aware of thoughts and actions and developing wisdom and understanding.Buddha Siddhartha Gautama was a warrior prince who founded Buddhism and lived from 566 to 483 BC [1]. He was born in Lumbini, in the Himalayas and lived in Northern India. Siddhartha Gautama was a prince of a wealthy, royal family, he was aware of his luxurious life as a prince and was tired of it. He wanted to discover the truth about life and spent many years in meditation, sit ting underneath a Bodhi tree in order to discover a way to end suffering for everyone and to release himself from the material values of life.After many years under the Bodhi tree he came to an epiphany and become the â€Å"Buddha†. The night he became enlightened was divided into four periods in which he learnt something new each time. Firstly, he gained understanding of all the past, and of what had led him to the point of seeking enlightenment. He then understood the way in which all living things came into this world and pass away. After this, he understood how all the negative feelings and cravings that make people cling to life, bring more suffering and that he had overcome these cravings.Then, at dawn he gained full enlightenment and experienced the peace of Nirvana, which is the point where the three poisons, greed, hatred and ignorance disappear and a sense of happiness and calm is achieved. [2]After he was enlightenment at 35 years old, he travelled around India tea ching the wise knowledge he had achieved. Siddhartha Gautama spent most of his life teaching in the cities of the Ganges plain and was the first person of his time to discover the true cause of suffering in the world and show people real compassion. Buddha is a itle, which means â€Å"the one who is enlightened† or â€Å"one who has woken up to the truth†. What makes a person a Buddha is that a Buddha discovers and teaches the path to enlightenment. According to Buddhist tradition, there have been and will be other Buddha’s. Siddhartha Gautama inspired people by what he did and what he taught, so that they followed him and tried to put his teachings into practice. Beliefs and Values of Buddhism Buddhists believe that everyone has the potential to become enlightened and that, by practising their religion, they will develop wisdom and happiness.Four Noble Truths In Siddhartha Gautama’s first sermon in the Deer Park in Varanasi, the holiest city of ancient I ndia, he spoke about the Four Noble truths and the Eightfold Path. The four noble truths are the most basic expression of the Buddha's teaching. In the Four Noble Truths Buddha sets out the problem of life, the cause of that problem, that the problem can be overcome and the way to achieve it. The First Truth is that all life involves suffering. The first truth is Dukkha, which is the pali word for suffering. 3] Dukkha is deeper than physical pain, it refers to the suffering that occurs on a number of levels. There is the suffering that comes with feeling sick, old age, death and injuries, which are inevitable as we are fragile human beings. [4] Then there is the frustration and the feeling of being discontent with life, that our life is not what we want or expect it to be and nothing is ever good enough. The second truth is that the origin of suffering is craving and attachment.The Buddha discovered that the direct causes of suffering are desire, craving, and ignorance and this is t he cause of suffering. The belief that suffering is caused by craving is not the natural need for food or enjoyment from experiences in our lives but the attempt to hold on to the things we enjoy and never want to let them go and try to stop them from changing. In the second truth, it is said that the origin of suffering is attachment to desire and craving, greediness causes a person to never be happy or content. The third noble truth is Nirodha, which is the end of suffering.The Buddha taught that the only way to end suffering was to stop grasping at life and craving, although a person who is unhappy will want to try and hold on to the things which bring enjoyment and happiness. So, the only way to end craving is to discover inner happiness and satisfaction and learn to appreciate life just the way it is. If Buddhists can reduce craving. Tanha, it is because they enjoy life at the moment and they do not need to crave. Once all craving is diminished, a person reaches Nirvana, which is when a person is freed from craving.This third truth explains how to overcome suffering and achieve happiness. It explains that life would be happy and blissful if one learns to live each day at a time, never dwelling on the past or thinking too much about the future. The fourth truth, is the final truth. According to the fourth truth, to end suffering and reach nirvana, an individual must follow the Eight-fold Path. The Eightfold Path focuses on the mind and being aware of thoughts and actions. By being compassionate and kind to others and developing wisdom, one would have a better understanding of the Four Noble Truths.The fourth truth is â€Å"The Middle Way†, Magga and is set out in eight steps. These steps are eight features of a Buddhists life. By following the Eightfold Path, a person reduces the amount of suffering they have by living a life of virtue. People who follow the Eightfold Path usually have a positive outlook on other people, animals and the world. [5] T he Eightfold Path The Eightfold Path aims to improve wisdom by practising right view and intention, ethical conduct, by practising right speech, action and livelihood and mental capabilities, by practising right effort, mindfulness and concentration.There are three aspects to the Buddhist way of life. Wisdom (prajna), Morality (sila) and Mental training (Samadhi). The Noble Eightfold Path is the way of wisdom. Number 1 is Right View, this is when a Buddhist seeks to follow the teachings of Buddha and deepen his or her understanding on life. Number 2 is Right Intention; it is the decision to follow the Buddhist path. Every action a person makes comes from a thought and this right intention is the positive thought a person needs to make in order to progress. All that we are is the result of what we have thought. The mind is everything. What we think we become. † Buddha. Number 3 is Right Speech. Right Speech is the principle of always expressing oneself in a way that enhances th e quality of other peoples lives and does no harm. It means to not tell lies, refrain from lies and deceit, malicious language, angry or offensive language and gossip. One should always tell the truth, speak with warm gentleness and refrain from speaking when they have nothing important to say.Number 4 is Right Action and it is to follow the fine general guidelines for life which are, 1, not to destroy life, 2, not to steal, 3, not to misuse sex or overindulge the senses, 4, not to lie, 5, not to drink alcohol or take drugs which can stop one from thinking clearly. Right Livelihood means that a person following the Buddhist path should refrain from employment that goes against Buddhist principles. Right Effort is to make a conscious effort to take away all negative, evil thoughts and replace them with good, positive ones.This step recognises that a Buddhist should be aware of this and make an effort to shape the way in which he or she thinks. Right Mindfulness is a state of heighten ed consciousness which a person has the mental ability to see the world around them clearly and with no delusion. Part of the mental training that Buddhists do aims at helping them become more aware of themselves and the world around them. People cannot control or develop themselves if they are unaware of how they feel or why they respond to life the way they do or they cannot help others if they are lost in a world of their own.Buddhists practise meditation to help them be aware of this. Right concentration is the belief that through meditation the mind is enable to become calm, clear, develop loving kindness and gain insight into the truths of life. The goal of this is to reach nirvana but regular meditation is a very important part of the life of every practising Buddhist. The Buddha taught that everything we do, think and say has a consequence or result. Kind actions have positive results while unkindness results in unhappiness. Buddhists believe in karma, which is the idea that actions have consequences.It is believed that karma is the result or consequence from a previous action, this is the way Buddhists believe that we influence the process of change and we shape the future by out actions of today. Buddhists believe in rebirth, which is the idea that creatures are constantly being born, growing old, dying and being born again. This is known as samsara and for Buddhists; rebirth is a constant process of change. What a person will be in another life develops out of what the person was before. Buddhists value compassion for others and causing them no harm above everything else.The Buddha taught that to reach enlightenment, one must develop two qualities, wisdom and compassion. Being kind, loving and compassionate to humans and animals are important values in Buddhism. Buddhists aim to live kindly and wisely and follow the teachings of the great spiritual leader Siddhartha Gautama, Buddha. Buddhists beliefs are based on the idea that all life involves suff ering but by following the Four Noble Truths and the Eightfold Path, people can free themselves from suffering and move towards enlightenment.Buddhists values kindness, compassion and wisdom and believe that every action has a consequence which is karma, therefore always try to have a loving heart towards living beings and the environment and avoid causing harm. ———————– [1] Buddhism, A new approach, Steve Clarke and Mel Thompson, page 6 [2] Buddhism, A new approach, Steve Clarke and Mel Thompson, page 12 [3] Early Buddhist Discourses, Edited and Translated by John J. Holder [4] Buddhism, A new approach, Steve Clarke and Mel Thompson, page 22 [5] We are Buddhists, My Religion and Me, Philip Blake, page 13

Robot Palletizing

PROC teach_drop() MoveJ drop_pt,v1000,fine,tool0; ENDPROC PROC open_gripper() Reset do1; WaitTime 0. 5; ENDPROC QuickTeach software- Creating and calling a subroutine by passing parameter/s to it A. Select â€Å"Routines† from the â€Å"VIEW† top menu keys 1. Cursor to the new subroutine 2. Select â€Å"Decl† (Declaration) from the bottom function keys 3. Select â€Å"Jump† key to switch to bottom half of the page 4. Select â€Å"new† to create a new parameter for subroutine 5. Select â€Å"Right† arrow key to â€Å"Param1† 6. Select â€Å"Text† from the bottom function keys 7. Type the variable name â€Å"y† Repeat the steps 4-7 for more parameters B.Call and set the for the subroutine 1. Select â€Å"ProcCall† and select the subroutine 2. Type or select the variable name. 3. Type â€Å"y† 4. Select â€Å"ok† 5. The result is â€Å"Routine1 y†. Selection buttons and instructions Selecting a nu mber of instructions: Robotic Envelop and Bill of Material (BOM) Bill Of Material ITEM QTY DESCRIPTION REMARKS PPNP unit 1 2 3 4 5 6 7 1 1 10 1 1 1 1 2 ABB IRB 1400 Robot manipulator S4 Controller Pallet Output conveyor In feed conveyor Spring Stand Pneumatic PNP unit PLC unit Allen Bradley & OMRON PLC Part Pick 2 x10 matrixUse only top view of the cell Do not label the components in the drawing itself 8 ABB Rapid new instructions TPWRITE â€Å"Remarks† Type in message to display on the teach pendant for the operator. TPERASE Clear the screen of the teach pendant. Case Study – 2 dimensional palletizing Write a 2Ãâ€"3 palletizing program for the ABB robot. The robot will pick up parts from the conveyor belt and place them on the packaging tray. a) Sketch the layout of the application. (Include the robot, robot envelope, pallet, conveyors, other components. b) Sketch the Program Routine Layouts c) Write the program Specifications: The tray is arranged into 10 columns (7 6. 2 mm in x direction) and 2 rows (50. 8 mm between in y direction) Subroutine names:Main, Home, Pick, Pallet, Open_gripper, Close_ gripper, and the Teach_Drop ABB Rapid – Case Study PROC MAIN() ! MAIN routine – Layer 1 ! Clear the Teach Pendant screen TPERASE; ! Display message on the Teach Pendant TPWrite; â€Å" 2 x 3 Palletizing program† ! Declare VARIABLES rows := 2; columns := 3; ! Program Logic MoveJ Home, V1000, Z50, T1; WaitTime 0. ; Pallet; MoveJ Home, V1000, Z50, T1; ENDPROC Nested â€Å"FOR† loop PROC Pallet() ! Palletizing routine – Layer 2 ! y is in the inner loop and x is in the outer loop FOR x FROM 0 TO rows-1 STEP1 DO FOR y FROM 0 TO columns-1 STEP1 DO PICKUP; MoveJ Offs(droppt, x*76. 2, y*50. 8, 50),v1000,fine,tool0; MoveLOffs(droppt, x*76. 2, y*50. 8, 0),v1000,fine,tool0; opengripper; MoveL Offs(droppt, x*76. 2, y*50. 8, 50),v1000,fine,tool0; ENDFOR ENDFOR Adding TPReadFK instruction TPReadFK (TPRead Function Keys) – whe n the robot waits for an operator input.TPReadFK Variable,â€Å" â€Å",†1†³,†2†³,†3†, â€Å"4†,†5†³; Variable value – depends on the pressed function Key. The variable will be assigned with the value 1 to 5. † First quotationâ€Å" – Blank â€Å"1† – Replace 1 with the preferred text. ( Same for â€Å"2†,†3†³, â€Å"4†, and â€Å"5â€Å") Use the Variable as a condition for the IF†¦ Else IF.. condition 2-dimensional palletizing with TPReadFK ! MAIN subroutine – Layer 1 PROC MAIN() ! Display message on the Teach Pendant TPERASE; TPWrite â€Å" Palletizing program†; ! Declare VARIABLES ! Rows:=2; Cols:=3; !User define Pallet Matrix subroutine usr_def; ! Program Logic Home; ! WaitDi di7,1; (Next semester) WaitTime 0. 5; Palletize; Home; WaitTime 1; ENDPROC ! User defined Pallet Matrix subroutine PROC usr_def() TPErase; TPReadFK User_IN,â€Å" â€Å", †1Ãâ€"2†³,†2Ãâ€"3†³,†2Ãâ€"4†,â€Å" â€Å",â€Å" â€Å"; IF User_IN =1 THEN Rows:=1; Cols:=2; ELSEIF User_IN =2 THEN Rows:=2; Cols:=3; ELSEIF User_IN =3 THEN Rows:=2; Cols:=4; ENDIF ENDPROC TPReadFK in QuickTeach software Select IPL1 select #7 Communicate. Then create the TPReadFK instruction. Highlight the variable name and select the Enter key.Type the variable name Skip first quotation by selecting the â€Å"Next† function key. Then select the â€Å"Text† function key to type â€Å"1X2†. Repeat the steps for â€Å"2 x 3† and â€Å"2 x 2 x 2† matrix or any other matrix you want. Below the TPReadFK instruction, create the If-ThenElse instruction. TPReadFK in QuickTeach software cont’d.. Else IF Instruction Select IPL1 Select the IF instruction. Highlight the entire instruction Select enter key From the function keys, select ADD Select ELSE IF to create the instruction, then select OK. Case study â⠂¬â€œ 3D palletizing

Male Perspective of Love in Literature Essay

Compare and contrast the ways writers use form, structure and language to portray the male perspective of love in Shakespeare’s ‘Othello’, Fitzgerald’s ‘The Great Gatsby’ and the Poetry of Robert Browning. The male perspective of love is interesting to look at when looking at different texts in comparison. Although they have been written in different literary movements male characters portray very similar attitudes and reflect the same aspects towards love and relationships. This essay concerns the male perspective of love, however it is important to analyse the factors that cause these interpretations of love that the writers have created for the male characters. For example a reoccurring perspective is the need for dominance over their significant other for example in Shakespeare’s Othello, Othello establishes his dominance over Desdemona by murdering her, similarly in the poetry of Robert Browning his poems ‘My Last Duchess’ and ‘Porphyria’s Lover’ where they also kill their lovers in order to reinforce their male dominance over their partner. In The Great Gatsby Daisy’s partner Tom displays his dominance over Daisy when he abuses her by punching her in the face. The male perspective of love is understood when looking at the theories of causation. As stated one of the most prominent male perspective of love conveys the need and desire to be dominant over their partner. In the Shakespearian play ‘Othello’ set in 16th century Venice looks at the idea of unconditional love despite the fact that Othello and his love Desdemona are from two completely different worlds. Othello is a Moore which refers to the Islamic – Arabic inhabitants of North Africa, whereas Desdemona is a Venetian. Contextually their love for one another would be seen as highly controversial and taboo, however despite Desdemona insists that she marries Othello. ‘To you, preferring you before her father, so much I challenge that I may profess due to the Moor my lord. ’ Here Desdemona recognises that her duty is divided, however her honesty with her father shows how willingly loyal she is. A literary interpretation of Othello’s character would suggest that Othello feels the need to dominate over Desdemona due to his much insecurity as a character, directly associated with the idea that he is not of the Venetian culture. Leavis views that Othello is a ‘weak and stupid character’ that doesn’t understand himself or Desdemona, Othello is an outsider to the Venetian community where as Cassio isn’t, hence his insecurities structure between Cassio and Desdemona when Iago suggests that they are having an affair together. As a result Othello may realise that to maintain his prestige and respect as a soldier he must justify what has been done on him by killing Desdemona. To some extent I do agree more with the analysis that Leavis’ creates as looking within the context of the time although Othello and his achievements have been celebrated he evidently is a cultural and racial outsider. In addition to insecurities that Othello it is also a possibility that Othello is threatened by Desdemona’s sexual nature, as a character she is very flirtatious and friendly with most of Othello’s comrades including his lieutenant Cassio, whom has suspicion of sleeping with his wife. Desdemona’s supposed infidelity and unfaithfulness to her husband has caused her death. In the patriarchal Venetian society, women were told to remain submissive and meek at all times. However, in ‘Othello’, the women express independence, though in private, and Emilia, Desdemona’s maid, presents us with feminist opinions when she warns that â€Å"the ills we do, their ills instruct us so†. Feminist readings of ‘Othello’ suggest that even though women are shown to be submissive, possessions and are even called ‘whores’, when they do express their feelings and disobey their husband, as is the case with Emilia when she tells Othello of the handkerchief and Iago, she is killed. This, similar to what happened to the Duchess and Desdemona, shows that any sign of independence from their husband is unwelcome and they are quickly eliminated. This demonstrates my argument that destruction is caused by the male need to control the womenThis could be seen as a threat to Othello as not only is he a cultural outsider; his wife could be potentially having an affair with another man who is of the culture. Additionally Desdemona is of a higher class status than Othello, which also contribute to his insecurities this links with the novel ‘The Great Gatsby’ by Fitzgerald this text also portrays various conflict issues with class, for example when Daisy proclaims that she would rather be with her unfaithful husband rather than Gatsby. There are some very strong comparisons between Othello and some other texts also for example the poem Porphyria’s Lover and My Last Duchess by Robert Browning presents similar male perspectives of love. Porphyria’s Lover, the Duke and Othello all feel that they are losing control of their significant other and the power in the relationship. Feminist interpretations would suggest that that these characters are somehow threatened by the sexual nature of their partner, they feel that they should be the dominant in the relationship therefore to maintain that level of power they need so they kill their lovers, it would also indicate that the male characters of these texts are highly insecure. For example Desdemona’s sexual identity is a threat to Othello’s status, if he kills Desdemona however he can still maintain his prestige without fear of embarrassment [PEE]. This is also similar to the poem My Last Duchess the duke was also threatened by the sexual nature of his wife [PEE]. There are also some comparisons between Othello and the Great Gatsby; they both have similar conflicting issues with class and status. For instance Desdemona is of higher status than Othello, this also adds to Othello’s insecurities as not only is Desdemona very flirtatious, she is also very wealthy. PEE] Othello is also warned from the beginning of the play by Brabantio, Desdemona’s father to be cautious of her [PEE] Another interpretation made by Bradley who rejects this view and presents an overwhelming positive analysis of Othello whom he sees as relatively blameless for his actions. On the other hand Bradley suggests that it is indeed the manipulative language used by Iago that had caused Othello to develop these insecurities that ultimately lead to his downfall. This theory seems evident in Act 3, Scene 3 also known as ‘the corruption scene’. This is the scene where the initial manipulation begins, Iago begins to manipulate Othello firstly by making that he is someone trustworthy and reliable therefore he forms a friendship with Othello. Iago had been turned down from the role as Othello’s lieutenant which has explained why he may have some resentment towards Othello; however despite this there is no clear indication to why Iago manipulates Othello in such a way. Some people have interpreted this as a homosexual affection that Iago shows for Othello in which he is jealous of the love Desdemona and Othello have for each other, therefore he convinces Othello to ultimately kill her in attempt for a chance with Othello. One such interpretation is that Iago is motivated by jealousy of Othello’s love for Desdemona, and is maddened by a repressed homosexual desire. There is a hint of this in Act 3, Scene 3, as Iago, pledging his loyalty to his general, tells Othello, â€Å"I am your own forever†. Iago’s chosen word’s perhaps express more than soldierly devotion, and possess a distinctly romantic tone not too dissimilar to the language of a marriage vow However in some aspects it would seem clear that Othello has already chosen to kill Desdemona almost out of his own will, nothing that anyone says will make a difference at all. ‘Yet she must die, else she’ll betray more men’. The dialog is full of legalistic language as if Othello has tried her and is now sentencing her. The novel The Great Gatsby is set during the American Jazz Age of the early 1920’s, this was a time jazz music became increasingly popular and played a significant part in wider cultural changes during this period. This was also a time where the American Dream also played an important part in people’s lives; people would immigrate to America in order to achieve this ‘American Dream’. The idea of unrequited love is a prominent theme. Narrated by Nick Carraway the story tells of Jay Gatsby’s quest for Daisy Buchanan, Nick writes from Gatsby’s point of view as he is writing the novel two years after the story actually happens, so much Gatsby’s point of view is the point of view from Nick, although a trustworthy third party he can sometimes also be unreliable. Nick is determined to make himself seem trustworthy, claiming to be â€Å"one of the few honest people that [he has] ever known†. He also claims not to be judgemental, yet he tells Gatsby that â€Å"They’re a rotten crowd†¦. You’re worth the whole damn bunch put together†. This line shows Nick’s judgemental side, proving him to be an untrustworthy narrator. Gatsby’s perspective of love is that in order for him and Daisy to unite he must change, therefore he gained the wealth and prestige in order to win her heart, however Daisy is now married with Tom Buchanan an upper class socialite and had married daisy even though she had promised herself to Gatsby, despite that Tom is unfaithful to her. Like Othello and the protagonists of ‘My Last Duchess’ and ‘Porphyria’s Lover’ Tom Buchanan is also the self-proclaimed ‘alpha-male’ and feels like he too needs to establish his authority over his love interests for example when he strikes Myrtle in the mouth for speaking ill of his and Daisy’s relationship. The Great Gatsby also shows a portrayal of love and money Gatsby gained his wealth illegally by selling alcohol in an era when alcohol was prohibited. Dishonesty becomes his nature, displayed when he tells Nick that he is â€Å"the son of some wealthy people in the Midwest† and lies about being â€Å"brought up in America, but, educated in Oxford†. Daisy’s immorality is also evident when she allows Gatsby to take the blame for her crime, an act that ultimately results in his death. Unlike Othello and the Browning poetry which was written in a much different era to Gatsby, the novel portrays contrasting perspectives of love. Such as going after your lover, and changing yourself rather than trying to change your partner. The Browning poetry was also written in a similar era to Othello, and therefore the correlation between love and dominance are a reoccurring aspect. For example in the poem ‘My Last Duchess’ the poem is one huge monologue to the audience about a Duke talking to a painter about his last Duchess like Othello the female protagonist is portrayed someone of a sexual and flirtatious nature. Ingersoll describes the character of the Duke as a dominating character with strong will and purpose but as a narcissist who has an insecure need to construct a self-important image of himself which could be seen as a similar interpretation to Leavis’ analysis of Othello. The Duke is also portrayed by browning as someone who has complete desire to gain over control over every aspect in his life for example all that remains of the duchess is a painting concealed under a pull curtain, ultimately the duke decided who sees her and who doesn’t, or if she is even showed at all. The duke shows satisfaction in this by almost boasting about how he was able to control this young girl. Tucker argues that not only does the power give him pleasure, but by reducing the Duchess to a painting, he reduces her to something he can understand and in turn, control. The male need to control women by reducing them to ‘art’ is also visible in ‘Othello’ when he asks, â€Å"Was this fair paper, this most goodly book,/ Made to write â€Å"whore† upon? †, referring to Desdemona and her suspected infidelity. The poem ‘Porphyria’s Lover’ also portrays a similar message; this is also a monologue that is violent and abrupt: a working man, the lover of a middle class girl, murders her when she comes to his cottage, strangling her with her hair. At the end of the poem he sits, apparently calmly, with her corpse in some kind of pseudo embrace. Like Gatsby and Othello the protagonist is again threatened by the idea of their significant other having some sort of control over them. Ingersoll believes that â€Å"In his own mad fashion, the Lover has read that text in order to escape being positioned as ‘feminine’ i. e. A loved object to be abandoned again as she may have many times before. He reaffirms her ‘feminine’ position as one too weak to break those ‘vainer ties’ to a world in which he can have no presence. Torn between moments of passionate possession of her and inevitable abandonment or ‘loss’, he has murdered her n order to turn her into a fetishistic object which can never leave†. This also links with Gatsby as they both deal with conflict issues regarding class, however Daisy would never have a relationship with someone that is of a lower class than her, however the female protagonist against all odds rejects this sociological concept and has relations with a man of lower status regardless, however like Othello this causes the male protagonists to become insecure and weak in their relationship, therefore to restore that order they get rid of their loved ones completely. Stuck on conclusion.

Instructional Project Analysis Report Essay Example | Topics and Well Written Essays - 500 words

Instructional Project Analysis Report - Essay Example Reading activities are aimed at increasing reading comprehension, developing vocabulary and research skills. Writing activities are aimed at developing accuracy in written information through simple compositions and accomplishing forms. The course consists of 12 modules. According to Chamut (1995), cognitive language learning fosters school achievement of students who are learning through the medium of a second language. Non-native English speakers face problems in learning academic subjects which use English as the medium of instruction. Due to the widespread use of English worldwide, language courses in English have become part of the academic curriculum in most countries. However, the English course in these situations take on the nature of a foreign language course and fails to really develop language proficiency skills in terms of comprehension, vocabulary and research skills due to limited usage of the language in everyday life. The instructional problem that arises therefore, is how to build on the existing language knowledge of English and implement a training strategy that hones English literacy skills allowing the participants to develop the ability to use oral and written English for daily needs, develop basic conversation skills and voca bulary, and use simple sentence patterns. The training is based on cognitive learning theory in which learners are mentally active participants in the teaching-learning process. Mental activity in the learners occur when they apply prior knowledge to new problems and search for meaning in new information. The instructional problem relates to a cognitive domain performance issues that can be solved by training. The goal of instructional programs is to build knowledge and skills that can be re-used for later learning or in various life situations, such as career. ESL training to help improve academic performance