Death and Athlete Essay Example for Free

Death and Athlete Essay Title: The title can suggest two different things because dying young can be interpreted differently figuratively and literally. Literally, it would mean that the athlete was dying. Figuratively, it would mean that the athletes career was coming to an end earlier than expected perhaps because he was sick or injured. Paraphrase: The speaker is specifically addressing the athlete dying young but is addressing everyone in general. When you won the town race, everyone congratulated and cheered for you. However, today we bring you home after you finished your long race. Youre smart for leaving the world before glory left you. Though victory and subsequent glory comes early, it withers away faster than a rose. Now since you are dead, you cannot see or hear anything. At least your fame and glory stays with you as you died. Many peoples renown and fame left them before they left. So leave the world before fames echo fades. Then your fame will last forever and you will be well known for your achievement. Connotation: Form This poem is kind of like an eulogy because it praises the athlete who died/is dying young. In stanza 3, the speaker seems to be praising the athlete by stating, Smart lad, to slip betimes away From fields where glory does not stay. Hes basically saying, Yay. Good job on dying young. Diction The diction is relatively easy to read and seems very conventional. This makes it seem as if the poem was not specifically for the athlete or athletes but for everyone. Imagery The imagery makes the poem seem more elegiac. Stanza 3: And early though the laurel grows It withers quicker than the rose. Stanza 7: Will flock to gaze the strengthless dead Point of View The POV seems to be that of a fellow resident of the town the athlete dying young resided in. We chaired you through†¦ we bring you home Details There are a lot of details on life/death and glory/fame. Allusions There is an allusion to the time of the Greeks. It was customary in ancient Greece to crown champion athletes with wreaths with leaves from laurel trees. Stanza 3: And early though the laurel grows. Stanza 7: And round that early-laurelled head Symbolism In stanza 2, the road all runners come symbolizes life and how it eventually leads to death. In stanza 3. the laurel symbolizes glory and fame while the rose symbolizes how beauty/victory/life is ephemeral. Figurative Language In stanza 2, there is a metaphor dealing with the stiller town. Basically, there is a comparison of a cemetery/graveyard to a town. Also, in stanza 4, the shady night is a comparison of night to death. Attitude: Well, at first, I thought the tone was depressing because it was mournful of an athlete who died young. However, the speakers tone seems to be more reverential than mournful because the praises the speaker gives to the athlete makes it seem as if dying young is better. The speaker states that since he died young, his fame/glory is fresh and everlasting and that this is better than runners whom renown outran [them]. Shifts: There is shift from the first stanza to the second stanza and then from the second to the third. From then on the stanzas are mostly positive. The first stanza is quite celebratory. Everyone is celebrating the athlete who won the race. Then in the second stanza, the mood shifts from cheerful to mournful because the athlete now died. After the second stanzas, all the stanzas are more optimistic. It makes early death seems better than long life. Title: My original opinions of the title are quite similar to my current ones. Basically the poem is about a champion athlete who died early. Due to his early death, his fame lingers on because his accomplishments in life will still be remembered. The athlete in the poem literally dies but so does his career as well. However, one thing that doesnt die or decay is the athletes accomplishments. Theme(s): The main theme in this poem is between life/death and glory. Life doesn’t last forever and neither does youth nor fame. Since fame/glory is ephemeral like beauty, if you live for too long after your accomplishments, your fame/glory is bound to wither away before you do. However, if you die with achievements, your renown will be fresh and remembered. Yet the consequence to this is that you have to face bitter death.

Hispanic students Essay Example for Free

Hispanic students Essay Learning is one of the vital needs of a growing child. However, because of some social issues, the education outside the house is unfairly provided to students of an educational institute, which revolves in a culturally diverse community. As seen by many educational and child development experts, this is one of the main problems that the educational institutions face today. The issues that are connoted to be in connection with the racial inequalities in the society, which are also present in the educational institutions of America. In this regard, the author of this paper hopes to discover the reasons behind the said educational issue especially concerning the impact it has on teaching children who have learning disabilities. As known to many, public schools in the United States are catering to both bright children as well as children who are suffering from learning difficulties who belong to the lower economic sector of the society. Because of this, the government of the said country provides certain assistance such as healthcare facilities to support the needs of the said children. However, because of racial differences, the administration of some public school institutions is rather encouraged to treat children differently. This means that there exists an unequal treatment especially between the White American children and the ones belonging to the minorities. How Race Plays a Great Role in the Public School Setting page 2 In the public school system, White students with developmental disabilities have more emphasis put on their success than their African American and Hispanic counterpart. The public school administration makes every service that is possible available to White students, while at the same time withholding this information from African American and Hispanic students and their families. As a fact, it has been observed that administrations catering to children who are suffering from developmental or emotional disabilities makes it sure that the White children are aware and have an ample access to the services of the school that are available for them to have especially regarding healthcare and counseling assistance. On the contrary, they are leaving the minorities unaware of the said services. Hence, most often than not, African American students who have disabilities lack their needs because of the stigma that plagues their race, which was unfortunately applied to them by the society. Purpose of the Study The author of this paper aims to examine the wide differences that occur between multiculturalized populations in the public educational institutions present in the American society. Aside from this, the author also hopes to come up with better institutional systems, which could be applied in public school administrations, which are catering to students who have learning disabilities. Hence, by doing so, this study would then be able to cater to the needs of both the White students as well as the minorities to have an ample and equal share of the services provided by the administration for them. Consequently, the author too, expects that at the How Race Plays a Great Role in the Public School completion of this research, several foundations of change could be established to set the priorities of the public school administration straight back to giving fair service to all the students that they cater to regardless of from what race or minority group they come form. Importance of the Study As mentioned earlier, the issue of service provision to children belonging to the minor races who are present in the American society concerns a large portion of the population of public school institutions. This way, by knowing the realities behind the actual situation that are happening in the said educational establishments, this study would enlighten every reader about the need to be informed and be well serviced by the administration where they enroll their children into. This study should also awaken the less-caring administrations to finally realize that the very reason of their existence is to give fine and fair service to their stakeholders and the includes all the students who are enrolled in their institutions. Hence, as a result, it is expected to convince administrative officers to provide information to everyone else who is enrolled in their schools about the best possible services that they could avail from the school provisions. This could include both therapies and counseling sessions that could help the children get over their learning difficulties free of charge. In this manner, it would not only be the White students who would have access and benefit from the administration’s provisions, but the minorities as well.

Jean Baudrillards Disneyworld Company Theory Analysis

Jean Baudrillards Disneyworld Company Theory Analysis In his essay Disneyworld Company (1996), Jean Baudrillard suggests that we are living within an immediate synchronism of all the places and all the periods in a single a-temporal virtuality. Please explain this statement, referencing at least two contemporary digital examples. In his statement ‘an immediate synchronism of all the places and all the periods in a single a-temporal virtuality‘, Baudrillard is addressing the gap between what we can see as the known and the experienced (Baudrillard, 1996). It is in this sense that Baudrillard is writing against the notion of human nature and revealing only experience as the real and knowledge as merely the imagined. It is due to this gap that Baudrillard is then able to show that virtuality has begun to replace our real perceptions. To understand this in full we must investigate his and other philosopher’s thoughts regarding the digital age in greater detail. Informed primarily by the role that intelligence and sensual perception plays as it is applied to experience and knowledge, Baudrillard looked at the role of subjectivity as it related to both the objective and the phenomenological world. Beginning his enquiry into humanity and reality and its relationship to the world, Baudrillard focused upon the condition of the free world and its growing technologies with an emphasis that its Medias had placed upon commercialisation, imagery and art consumption. Baudrillard spoke of the new emphasis on the philosophy of self fulfilment suggesting that, ‘Through planned motivation we find ourselves in an era where advertising takes over the moral responsibility for all of society and replaces a puritan morality with a hedonistic morality of pure satisfaction, like a new state of nature at the heart of hyper civilisation’ (Baudrillard, 1968, p.3) After prescribing this current philosophical and moral reality that he believed informed the condition for humanity in the west, Baudrillard then turned to a notion of subject / object consciousness in an attempt to define a link between our knowledge and our experience. Detailing a consumer-able condition that pertained very strongly to post modern, capitalist living, Baudrillard concluded that the relationship between the subject and object now formed the living consciousness of an abstracted life between what he/she identifies with and what is signified in the actual consummation of any chosen object, such as an image, by stating that, ‘We can see that what is consumed are not objects but the relation itself signified and absent, included and excluded at the same time it is the idea of the relation that is consumed in the series of objects which manifests it.’ (Baudrillard, 1967, p.11) What Baudrillard does here is implement the idea of a simulated code acting as our knowledge, rather like that of a robot with artificial intelligence, that works by replacing the old humanised ideological frameworks that once informed society and acted as the gel between experience and knowledge / subject and object. These driving forces once born of experience communicated through culture and language in the forms of social exchange and communal ideology were seen by Baudrillard as being the premise of the image. In this we see that Baudrillard is showing how this simulated code informs a new humanity, devoid of natural origin, that does not live out a life according to cultural meaning that is supported by a communal language, but instead acts out an imagined life that can be understood and identified by its relationship to the values apparent within the code or what Bakhtin called the ‘relationship of the other’ essentially, placing life itself as a simulated relati onship to a tructural code of knowledge. (Bakhtin, 1993). Writing on the subsequent implications of this reality that he defined as hyper-reality and documenting the cultural shift that supported the change from registering external behaviour of a subject as an indication of a subjective response to the recognition of the other as an objective image of simulated experience, Baudrillard suggested that, ‘A whole imagery based on contact, a sensory mimicry and a tactile mysticism, basically ecology in its entirety, comes to be grafted on to this universe of operational simulation, multi-stimulation and multi response. This incessant test of successful adaptation is naturalised by assimilating it to animal mimicry. , and even to the Indians with their innate sense of ecology tropisms, mimicry, and empathy: the ecological evangelism of open systems, with positive or negative feedback, will be engulfed in this breach, with an ideology of regulation with information that is only an avatar, in accordance of a more flexible patter.’ (Baudrillard, 1976, p.9) With this we can see that all cultures have become divorced from a natural reality born of experience and that the ideas of a structured culture have become replaced by a gap that is filled with the virtual. In this sense, life, according to Baudrillard, is one of virtual imagery that is then rationalised against a simulated code rather than an intrinsic relationship with nature. Essentially, this ideological code acting as virtual knowledge informs us of linear time and space and so distorts our experience of life and existence. The virtual imagery presented to us via global technology and media, such as the internet, then reinforces our application to this reality and gives us our user identity that replaces the old systems devised of actual or phenomenological reality. Scepticism towards global medias, technologies and the growing dependency that humanity and society had begun placing upon the cultural apparatus of the globe was put forward by Marxist philosopher Seigfried Kracaue rs in his concerns about the mass consumption of art. This indicated that reality of the working masses was hidden under the illusion (or virtuality) of mass produced, distributed and unrelated art (Kracauer, 1963). Expanding upon the ideas of mass consumption and art put forward by Kracauer, contemporary Walter Benjamin introduced the notion of time and space to this idea. Focusing upon the history of technological progression and its relationship to art and social reality, Benjamin suggested that, ‘Even the most perfect reproduction of a work of art is lacking in one element its presence in time and space, its unique existence as the place where it happens to be. This unique existence of the work of art determined the history to which it was subject throughout the time of existence. This includes the charges which it may have suffered in physical condition over the years as well as the various changes of its ownerships. The traces of the first can be revealed only by chemical or physical analysis which it is impossible to perform on a reproduction; changes of ownership are subject to a tradition which must be traced from the situation of the original’ (Benjamin, 1935, p.1) Bringing the role of time and space into the capitalist reproduction of art, Benjamin was able to expand upon Kracauer’s notion that this art was resistant to nature, the individual, the nation and the community. What Benjamin was then able to suggest was that firstly, any one piece of culture belongs to the mass production of art that determines it, and that secondly, every cultural artefact cannot stand free of the time and space in which it was presented as without its mass, it has no meaning or cultural apparatus from which it can be signified or understood (Benjamin, 1935). We can see from this that both Kracauer and Benjamin devised a rationale that applied to the placing of the ideological and virtual conceptual framework within the technological reality of global production. More contemporary thinkers and writers that have concerned themselves with this role of global media and their advancing technologies in the current global condition, hae often supported these view s providing evidence for the onus placed upon imagery in the process. For instance, in his text War and Peace in the Global Village writer Marshall McLuhan commented directly upon the growing dependency of western cultures mass media technologies. The global village mentioned in the title referred to the relationship between the people of the global cities and the mass culture that they consumed and were informed by. In particular, this text observed the actual impact that new technologies such as television and news had on cultural perception and indicated how it affected the perception of time within that perception, suggesting that it was being used to artificially construct a regional global identity based upon a virtual history and world based upon linear time and imagined geographies. For instance, information readily received from actual and real events in the world made the concept of a world and its state of being a direct part of one’s own naturalised condtion and e xperience. Essentially, as this mass of information could be freely accessed by anyone among the global village at any time, then the information could be seen as a virtual universalising reality. Furthermore, using an example of contemporary war coverage, McLuhan was able to demonstrate a clear biasness that was present in the then contemporary manipulation of mass technologies so that invading troops could be portrayed as ‘military contractors‘. He termed this as ’dichotomization’, which would offer two points of view both pertaining to the culture / counter culture of the presiding mass (McLuhan, 1963). This is the gap between knowledge and experience that Baudrillard was referring to, in which he believed synchronisation could flood the space now rendered free of actual time and actual space and portray the virtual as the real. Although we can see that both Kracauer and Benjamin’s theories of mass reproduction and McLuhan’s findings on the perceptions of technological medias are still relevant and apply to the presentation of the global world that we now find ourselves deeply immersed in, other theorists have offered another approach, implying that Kracauer and Benjamin’s theories contained a fatalistic scepticism that was born of the early twentieth century western modernist perspective. For instance, concerned with the notion of technological expansion, mass culture and the effects of globalisation, contemporary cultural theorist Homi Bhabha engaged in a global perspective that aimed to critique the notion of mass reproduction and its over riding condition. Considering Kracauer and Benjamin’s conceptual analysis of the reproduction of the mass and observing the colonial effects placed upon other cultures, Bhabha positioned this dimension in the conemporary sense by emphasising that it also formed a part of the dichotomy of the mass. Having placed their theory of mass reproduction as one of global scepticism, that was bound by the cultural historicity of their western heritage as is represented by Baudrillard’s positioning of Disney Land as a producer of virtuality within the contemporary age, Bhabha then suggested a third way approach that stood outside of the virtual mass and could observe it organically, either as individual or as a community. Having positioned Kracauer and Benjamin’s theories as part of the dichotomy of the mass, Bhabha was then able to indicate that the essence of a true global perspective was born of organic community that could be found somewhere outside of the global mass; somewhere away from the ‘imaginary’ virtual debates of global inter-national territories and free of their dependencies upon linear and grand concepts of history and time elase (Bhabha, 1994). He suggested that the location of this else where was within the unbound psychology of the individual and not in the construct of their ideological positioning within the virtual time and space created by global media, technology and information. Engaging with Benjamin’s notion of time and space in this cultural reproduction, Bhabha reasoned that, ‘The temporality of negotiation or translation has two main advantages. First, it acknowledges the historical connectedness between the subject and object of critique so that there can be no simplistic, essentialist opposition between ideological misrecognition and revolutionary truth. The progressive reading is crucially determined by the adversarial or agonistic situation itself; it is effective because it uses the subversive, messy mask of camouflage and does not come like a pure avenging angel speaking the truth of a radical historicity and pure oppositionality. If one is aware of this heterogeneous emergence (not origin) of radical critique, then and this is my second point function of theory within the political process becomes double edged. It makes us aware that our political references and priorities the people, the community, class struggle, anti-racism, gender difference the assertion of an anti-imperialist, black or thir perspective are not there in some primord ial, naturalistic sense. They make sense [only] when they come to be constructed in the discourses of feminism, Marxism.’ (Bhabha, 1994, p.23) It is from this idea of mass, global communication and its accessible depictions of regionalism and linear time that Baudrillard states that there is a synchronism. This synchronism is understood by Baudrillard as the thing that is manipulated by Disneyland to enforce and reinforce an idea of what is real and what is not that as part of the process negates the actual experience of the object itself. Essentially for Baudrillard, through image Disneyland is set within an ideological and conceptual framework reinforced by mass imagery and perceived as being real rather than being virtual. Through the mass image, the reality of Disneyland appears to us as real as it accords to the simulated code that acts and has replaced our naturalised and cultured knowledge structures, without the real experience itself being captured within an experiential temporality. Therefore, it is through the ideology of image that we view the notion of Disneyland as being fixed and constant and not in a transie nt state of natural and ultural change as pertains to objects of the organic or civilised worlds. Essentially, it is through a display of established imagery that Disneyland can synchronise all the places and all the periods of the virtually known globe, and its many cultures, in a single a-temporal virtuality and replace any reality in the process. Bibliography Bakhtin, M., (1993) Toward a Philosophy of the Act. Ed. Vadim Liapunov and Michael Holquist. Trans. Vadim Liapunov. Austin: University of Texas Press Baudrillard, J., (1968) The System of Objects Taken from: The Order of Simulacra (1993) London: Sage. Baudrillard, J., (1976) Symbolic Exchange and Death Taken from: The Order of Simulacra (1993) London: Sage. Benjamin, W., (1935) The Work of Art in the Mechanical Age of Reproduction London: Harcourt. Bhabha, H., (1994) The Location of Culture New York: Routledge Kracauer, S., (1963) The Mass Ornament London: Harvard University Press. McLuhan, M., (1968) War and Peace in the Global Village Washington: Washington Post. Web Links Baudrillard, J., (1996) Disneyworld Company Paris: Liberation. Taken from: www.ctheory.net/articles.aspx?id=158 Jean Baudrillard

The Life of Edgar Allan Poe Essay -- Edgar Allan Poe Writers Authors E

The Life of Edgar Allan Poe Edgar Allan Poe is considered to be the father of the short story by many. Over the course of his life, he wrote hundreds of short stories and poems. His writing style is unique and influenced by the tragedies that occurred over the course of his life. In fact, he is most well known for writing morbid stories and gruesome, dismal poems. Indeed his writing habits were heavily influenced by his life. His life was full of depression, angst, and woe. Many of the people he cared for fell victim to deadly plagues and diseases. To cope with this pain, Edgar Allan Poe sought comfort in the bottom of a bottle. In his times of depression he would drink heavily and become sick for days at a time. In between his fits of alcoholism and depression, he wrote. When he wrote, he wrote well. Edgar Allan Poe led a life full of tragedy and troubled times. Although he kept an air of dignity and pride around him, he often felt very lonely and depressed. This feeling of desperation greatly influenced his unique and often morbid writing style. Edgar Allan Poe had very humble beginnings. Within the first three years of his life, he lost both of his parents and was separated from his siblings. Edgar Allan Poe’s parents had a background that can be credited for his imagination and love of writing poems and short stories. His parents, David and Elizabeth Poe, were both actors and stage performers. Although poor, David and Elizabeth were well known on the stage, and played as important characters in assorted plays including comedies and Shakespearean dramas. David Poe preferred to take on minor roles in plays, but was credited by critics as good nonetheless. Elizabeth scored many lead actress roles, but still the two only had enough money to live poorly. They were too poor to care for their firstborn son, William Henry Poe, and had to send him off to his grandparents who were to care for him. On January 19, 1809, Edgar Poe was born. Edgar’s father was suffering heavily from alcoholism, and eventually left Elizabeth to care for her son alone. Elizabeth, however, was showing signs of tuberculosis and was pregnant with a third child. She was struggling to support her family by playing various theatrical roles for money. Soon she was too weak to continue acting. The owner of the theater company she worked for placed adds in newspapers to rais... ...aring, the man orders to bird to vacate his door and his life, and â€Å"Take thy beak from out my heart.† The bird does not leave and the poem ends describing how the bird’s looming shadow crushes the man’s soul beneath it, trapping the man forever in a state of gloom and misery. So it was that Edgar Allan Poe led a life filled with misery, depression, loss, and heartbreak. He sought respect from his foster father and fame among his peers. But because of the ravages of alcohol, he drank all of his blessings away, and what he was left with, abandoned him. His life long dream was to own his own magazine but his lifelong financial problems kept the dream always just out of reach. He did however manage to become the father of the short story, and the first comprehensive detective story author. During his time, his literary works were overlooked or slandered by his many enemies. But now, to this day, Edgar Allan Poe is a household name. His works such as â€Å"The Raven† are known to almost everyone for their rhythmic meter and captivating emotions. The tragedies in Edgar Allan Poe’s life left him lovesick and depressed, and compelled him to write about tales of beauty, love, and loss.

On Empathy :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites The Encyclopaedia Britannica (1999 edition) defines empathy as: "The ability to imagine oneself in anther's place and understand the other's feelings, desires, ideas, and actions. It is a term coined in the early 20th century, equivalent to the German Einfà ¼hlung and modelled on "sympathy." The term is used with special (but not exclusive) reference to aesthetic experience. The most obvious example, perhaps, is that of the actor or singer who genuinely feels the part he is performing. With other works of art, a spectator may, by a kind of introjection, feel himself involved in what he observes or contemplates. The use of empathy is an important part of the counselling technique developed by the American psychologist Carl Rogers." Empathy is predicated upon and must, therefore, incorporate the following elements: (a) Imagination which is dependent on the ability to imagine (b) The existence of an accessible Self (self-awareness or self-consciousness) (c) The existence of an available other (other-awareness, recognizing the outside world) (d) The existence of accessible feelings, desires, ideas and representations of actions or their outcomes both in the empathizing Self ("Empathor") and in the Other, the object of empathy ("Empathee") (e) The availability of an aesthetic frame of reference (f) The availability of a moral frame of reference While (a) is presumed to be universally available to all agents (though in varying degrees) - the existence of the other components of empathy should not be taken for granted. Conditions (b) and (c), for instance, are not satisfied by people who suffer from personality disorders, such as the Narcissistic Personality Disorder. Condition (d) is not met in autistic people (e.g., those who suffer from the Asperger syndrome). Conditions (e) is so totally dependent on the specifics of the culture, period and society in which it exists - that it is rather meaningless and ambiguous as a yardstick. Condition (f) suffer from both afflictions: it is both culture-dependent AND is not satisfied in many people (such as those who suffer from the Antisocial Personality Disorder and who are devoid of any conscience or moral sense). Thus, the very existence of empathy should be questioned. It is often confused with inter-subjectivity. The latter is defined thus by "The Oxford Companion to Philosophy, 1995": "This term refers to the status of being somehow accessible to at least two (usually all, in principle) minds or 'subjectivities'.

Free College Essays - The Setting of Venice in Shakespeares Othello :: GCSE Coursework Shakespeare Othello

The Setting of Venice in Othello Othello is a fundamentally different character to all others in the play [1]. He is an outsider to Venice and therefore an outsider to the customs and society of Venice. In one way this is good for him. He is a renowned strong general who is much in demand from the Venetians. Rather than fight the war against the Turks for themselves, they hire Othello to do so, indicating that he is respected by the Venetians but not considered, as a civilized Venetian would be, above having to fight wars barbarically. This lack of cultural acceptance is indicated by the way Brabantio is willing to Îloveâ, invite to his house and ask him to tell battle stories. However, when there is the possibility of Desdemona marrying Othello, Brabantio is vehemently opposed, exclaiming; "Destruction on my head".[2] Venice is a haven of civilization, on the border with the land of heathenism and disputes. When Brabantio is told he has been robbed, he answers inconsistently; "What tellâst thou me of robbing? This is Venice; My house is not a grange." This not only shows that Venice is a quiet, civilized, uneventful place, but that its inhabitants (or at least Brabantioâs generation) believe it to be themselves.[ LINK TO 3] They live by a code of behavior and upbringing which views someone like Othello as barbarous, uncivilized, and almost amusing in a superior cultural kind of way. Every time a character calls Othello "the Moor" a sense of derision and superiority is conveyed and all the other feelings of distance inherent in Venetians.[4] Iago says that Desdemona is a "supersubtle Venetian"[5] as if the calculatedness of her thoughts and deeds were not too a feature of himself, which they certainly are. The implication is that civilised people are conniving and scheming people, and are in that sense understood to one another while this adds to the irony of the constant reference to Iago as "honest Iago". It also contrasts the Venetian way of social dealing with the open nature of Othello. Othello is clever, as his style and military prowess show but is to content of Venice he is na†¢ve. He is too trusting and misunderstands the subtleties of Venetian society it is the combination of his openness and decisiveness, pride and trustfulness that allows super subtle Iago to destroy him, powerful as Othello is. Free College Essays - The Setting of Venice in Shakespeare's Othello :: GCSE Coursework Shakespeare Othello The Setting of Venice in Othello Othello is a fundamentally different character to all others in the play [1]. He is an outsider to Venice and therefore an outsider to the customs and society of Venice. In one way this is good for him. He is a renowned strong general who is much in demand from the Venetians. Rather than fight the war against the Turks for themselves, they hire Othello to do so, indicating that he is respected by the Venetians but not considered, as a civilized Venetian would be, above having to fight wars barbarically. This lack of cultural acceptance is indicated by the way Brabantio is willing to Îloveâ, invite to his house and ask him to tell battle stories. However, when there is the possibility of Desdemona marrying Othello, Brabantio is vehemently opposed, exclaiming; "Destruction on my head".[2] Venice is a haven of civilization, on the border with the land of heathenism and disputes. When Brabantio is told he has been robbed, he answers inconsistently; "What tellâst thou me of robbing? This is Venice; My house is not a grange." This not only shows that Venice is a quiet, civilized, uneventful place, but that its inhabitants (or at least Brabantioâs generation) believe it to be themselves.[ LINK TO 3] They live by a code of behavior and upbringing which views someone like Othello as barbarous, uncivilized, and almost amusing in a superior cultural kind of way. Every time a character calls Othello "the Moor" a sense of derision and superiority is conveyed and all the other feelings of distance inherent in Venetians.[4] Iago says that Desdemona is a "supersubtle Venetian"[5] as if the calculatedness of her thoughts and deeds were not too a feature of himself, which they certainly are. The implication is that civilised people are conniving and scheming people, and are in that sense understood to one another while this adds to the irony of the constant reference to Iago as "honest Iago". It also contrasts the Venetian way of social dealing with the open nature of Othello. Othello is clever, as his style and military prowess show but is to content of Venice he is na†¢ve. He is too trusting and misunderstands the subtleties of Venetian society it is the combination of his openness and decisiveness, pride and trustfulness that allows super subtle Iago to destroy him, powerful as Othello is.

Snake Dance

* Do you respect Jerry for lying to his parents? Why or why not? Would you do the same in his position? Explain **There are situations for people where it is necessary to lie. These lies are called white lies and usually they are told for good purposes. Therefore often people don’t get upset about these lies. Sometimes,people are in situations where they have to lie. However to a degree the lies a not hurtfull for people. They are told to avoid hurting other people feelings. For instance in the story â€Å"Snake Dance† Jerry lies to his mother about his life.He tells her mother that he has a scholarship for his football and he doesn’t need money. Nonetheless he works in a milkshake store and sells milkshakes. He lies to his mother because he knows that his mother wouldn’t let him send money to her if she knew that Jerry needed the money himself. As a result Jerry lies to her mother so that his mother can afford hospital charges without worrying about his s on. This means that by lying Jerry aims to make things easier for his mother. Futhermore Jerry also tries to make her mother happy about Jerry’s life. An example of this is when Jerry told her mother that his team won the match because of him.This shows that Jerry is trying to make his mother proud and cheerfull. This way she would be joyfull herself and she would make Pop joyfull too. Secondly,in situations like Jerry’s telling the truth may be more painfull. For example if Jerry told the truth his mother probably would be depressed. Since Pop is sick and Jerry has financial problems life would be twice as hard for her. She would have to think for both Pop and Jerry. As an example she would try to work too and she would be exhausted consequently she wouldn’t be able to take care of Pop.Besides she wouldn’t except money from Jerry if she knew he needed it. Thus Pop’s health could have gone worse. Moreover with Jerry’s mom knowing the truth J erry’s families life would be more misarable,more difficult and more complicated. Consequently,If I was in Jerry’s situation I would have done the same since it means making my mothers life easier. Due to my mothers life I would have lied to because it is more exhausting for a mother to look after two people than a young man to work and send money to his family. Additionally Jerry had o help to his family for Pop’s health and the only way he could keep sending money was lying. Thus if I was Jerry I would have done the same because telling the truth can only make life harder for my family. In conclusion,I support that Jerry did the right thing by lying to his mother. I strongly believe that the truth would have cause difficulties in Jerry’s mothers life. Therefore what Jerry did was thinking about his mother more than himself. As a result I think he did the right thing and I respect Jerry for telling this kind of a white lie to his parents.