Drama at the Farm: A Canadian Survival Story Essay

Canadian Writer Margaret Atwood would argue that every country in the world has a single unifying and informing symbol, to act as a belief system that keeps everyone together and working for common ends. These unifying symbols manifest in the literature produce by authors and literary thinkers; whether or not it is done consciously or subconsciously. According to Atwood, in the United States â€Å"Frontier† is the unifying symbol, the exploration of new land, the west and independence from imperial powers. In the United Kingdom the â€Å"Island† is a distinct symbol of common national sentiments, the idea of the central island nation controlling its lands and wealth from behind the safety of its metaphorical walls; this symbol is perfectly represented by the medieval castles and fortresses of that nation. With these examples in mind Atwood states that the unifying symbol for Canadian Lifestyle, and consequently literature, is â€Å"Survival†. As a result of the Canada’s geographical shape, its vast landmass and bitter climate, as well as the nation’s origins as subordinate to imperial rule, Survival becomes the common thread which bonds the lives thought and experiences of all Canadians. It is more real to us than the frontier or the island. In her essay, † Survival : A Thematic Guide to Canadian Literature†, Atwood goes into great detail about this idea of survival and victimization, she outlines her four victim positions with the intention of increasing understanding of Canadian literature, and how these guidelines apply to anyone, Canadian or otherwise. In â€Å"The Watcher†, by Guy Vanderhaeghe, Atwood’s concepts can be used to identify and understand the position of Vanderhaeghe’s main character, Charlie Bradley, as well as increase understanding of Vanderhaeghe’s work as a piece of distinctly Canadian fictional Literature. Atwood’s four victim positions can be used to understand characters from Canadian fiction from the distinctly Canadian point of view, survival. The hero of most Canadian fiction is the survivor, the main character or protagonist survives where the other characters do not, or they survive one ordeal only to succumb to something else, â€Å"The survivor has no triumph or victory but the fact of his survival; he has little after his ordeal that he  did not have before, except gratitude for having escaped with his life.†(Atwood 33). The Canadian protagonist or survivor doesn’t portray the myth that they can beat adversity to better themselves or their situation, rather they are no better of than before their ordeal, or maybe worse, by are fortunate to have escaped with their lives. The survivor is therefore inherently and unavoidably a victim in one form or another, and Atwood’s position can be use to identify and grasp a greater understanding of the survivo r character, his actions, thoughts, and decisions. To understand Charlie Bradley one must first understand the four basic victim positions. A person of the first victim position is in denial of the fact that they are the victim, usual their slightly elevated status above their peers makes them feel that anyone can succeed if they wanted to and those that don’t are just lazy. A person from the second victim position acknowledges their victimization but resigns to it because of feelings that it is the result of uncontrollable exterior forces such as fate, they feel their position as a victim is inevitable and cannot be changed. Individuals of the third position acknowledge their victimization but refuse to accept the role is inevitable as in position two. However a person in position three doesn’t use their frustration at their victimization in a creative manner, they don’t use their energy to change their position they just loath themselves and are jealous of those who are not victims. A person in position four is what Atwood calls â€Å"a creative non victim† (Atwood 38). For these individuals victimization is not a reality, they use their energy to rise above the existence of victimization and are positively creative with their situation. Vanderhaeghe’s main character from his short story, â€Å"The Watcher†, Charlie Bradley fits perfectly into Atwood’s definition of the second victim position. Charlie Acknowledges his victimization but feels there is nothing he can do about it. Evidence of Charlie’s position can be found numerous times throughout the text. From the very first sentence of Vanderhaeghe’s story one can cast type Charlie. He says, â€Å"I suppose it was having a bad chest that turned me into an observer, a watcher, at an early age.† (Vanderhaeghe 207). From this statement you already know that Charlie blames his situation as being an observer on his bad chest, an uncontrollable external for, he cannot control his sickness and so resigns to be a victim of it. The rest of the story centers around Charlie’s talent for observing events but never participating, the situation he deals with when he is shipped of to his grandmas farm and forced to deals with his mentally unstable aunt and her freeloading boyfriend Thompson. Charlie fancies himself a spy observing the details and doing nothing. More evidence of his position comes from thoughts on his aunt’s situation, Charlie says, â€Å"†¦ Evelyn, was evidence enough of how firmly bound we all are to the wretched wheel of life and its stumbling desires.† (Vanderhaeghe 221). Again resigning everything to the whims of fate. Charlie’s true position as the surviving victim comes at the end of the story when he is forced into the game, no longer a watcher, and must chose between taking the side of his Grandma or that of Thompson in identifying the assailants, who identity he does know to be the Ogden Brothers hired by his Grandma to beat up Thompson. â€Å"And now he is asking me to save him, to take a risk, when I was more completely in her clutches than he would ever be. He forgot I was a child. I depended on her.† (Vanderhaeghe 239). Charlie admits to withholding the truth to save himself, even if it meant hurting Thompson. Charlie is the survivor, he is the victim of circumstance be he has the foresight to save himself even if it isn’t the right thing to do. Canadian short stories are full of survivors, the characters created by Vanderhaeghe as well as those of many authors face different challenges than the characters of literature from other nations. Canada is a nation of survivors, if only just barely. Margaret Atwood is one Canadian writer who fully understands this survivor position and the levels of victimization that come along with it. Canadian heroes are the ones who face adversity to gain something, but those who are pounded by the outside world and are just able to have on to their lives. This situation, at least metaphorically, will be familiar to all Canadians and the great cross section of writers from various cultural backgrounds. Their diversity only reinforcing the notion that this country, the land changes you, give us all something in common, that unifying symbol that Atwood praises as the center of everything  Canadian. Survival. As Atwood aptly puts it, â€Å"A writer’s job is not to tell a society how it ought to live but how it does live.†(Atwood 42) Works Cited: Atwood, Margaret. â€Å"Survival.† Survival: A Thematic Guide to Canadian Literature. Toronto: Anansi, 1972. 25-43. Vanderhaeghe, Guy. â€Å"The Watcher.† Man Descending. Toronto: Macmillan of Canada, 1982.

Genesis vs. Iroquois Creation Myth Essay

All different cultures have their own creation stories, mostly all containing the elements of a Higher Power of some sort, how the power created the world, and the creation a human man. The Christian belief in the Genesis story has these key elements , as does the Iroquois creation myth, The World on the Turtle’s Back. Although these two creation stories share similarities, they also have some stark contrasts. These contrasts include, how the two cultures of the Native American Iroquois tribe and then Christians view life and aspects of good and evil, the way each culture views nature and the impact that has on their culture, and finally the way the Christian God and the Iroquois gods are portrayed to humans. First, the Iroquois culture and the Christian faith view good and evil very differently, but there is one similarity, both the cultures show that the concept of freewill creates the beginnings of a sort good and evil, a differentiation of two people.(Iroquois 28; Genesis 3:1-24) For the differences, the Iroquois myth has the belief that everyone is born with good and evil in them. Whereas, in the Genesis story, man is immaculate and perfect, until the woman is tempted by the serpent and the the man eats also of the forbidden tree, through his wife’s consent. One other difference is that the Iroquois didn’t necessarily believe in a good and evil, but a left and a right as it is put in the myth, and the Left and Right together ruled the days.(Iroquois 29), While in the Genesis story, God is omnipotent, omniscient, and omnipresent, showing His perfection and that while He is a merciful God, He can also be a God of judgment to show the people the errors of their ways. Additionally, the two cultures view nature very differently and it impacts each individual culture. The Iroquois culture believes that man and nature are equal as represented in the creation myth. One can find this true as the Native Americans were very respectful of the territories they were inhibiting and developing relations with animals, like the buffalo, instead of hunting them for food. In contrast, in the story of Genesis God gave man dominion over all the creatures of the Earth. (Genesis 1:28) The man to this day, hunts animals of all kinds and disrespects nature, with clear-cutting of forestry and pollution. Finally, the Christian God and the Iroquois gods are viewed differently in the eyes of a standard human. First off, the God of Christianity, is the only God. But, in the Iroquois culture there are multiple gods, who become the elements, and then the Iroquois praise these elements.(Iroquois 30) In Genesis, man is created in the likeness of God,(Genesis 1:27) but in the Iroquois myth man is created by another man. The Genesis God is thought of as more of a paternal God who loves His children but reprimands them when the children disobey, where the gods of the Iroquois is just revered and respected, no mention of punishment for humans is mentioned in the Iroquois myth. One similarity is the belief that the gods or God dwell in a place above the rest of the world, the Sky-World in Iroquois, or Heaven in the story of Genesis. To conclude, the two stories of The World on the Turtle’s Back and Genesis are very similar but, they also have their individual differences that really separate the two cultures. The way the two cultures view life and aspects of good and evil. The aspect each culture views nature and the impact that has on their culture. Finally, the way the Christian God and the Iroquois gods are portrayed to humans. Two completely different races , but similar beliefs in the development and creation of the planet Earth.

Sally Ride the First American Woman in Space

Sally Ride (May 26, 1951 – July 23, 2012) became the first American woman in space when she launched from the Kennedy Space Center in Florida on June 18, 1983, on board space shuttle Challenger. A pioneer of the final frontier, she charted a new course for Americans to follow, not only into the country’s space program, but by inspiring young people, especially girls, to careers in science, math, and engineering. Also Known as Sally Kristen Ride; Dr. Sally K. Ride Growing Up Sally Ride was born in a suburb of Los Angeles in Encino, California, on May 26, 1951. She was the first child of parents, Carol Joyce Ride (a counselor at the county jail) and Dale Burdell Ride (a political science professor at Santa Monica College). A younger sister, Karen, would add to the Ride family a few years later. Her parents soon recognized and encouraged their first daughter’s early athletic prowess. Sally Ride was a sports fan at a young age, reading the sports page by the age of five. She played baseball and other sports in the neighborhood and was often chosen first for teams. Throughout her childhood, she was an outstanding athlete, which culminated in a tennis scholarship to a prestigious private school in Los Angeles, the Westlake School for Girls. It was there she became captain of the tennis team during her high school years and competed in the national junior tennis circuit, ranking 18th in the semi-pro league. Sports were important to Sally, but so were her academics. She was a good student with a fondness for science and math. Her parents recognized this early interest as well and supplied their young daughter with a chemistry set and telescope. Sally Ride excelled at school and graduated from Westlake School for Girls in 1968. She then enrolled at Stanford University and graduated in 1973 with bachelor degrees in both English and Physics. Becoming an Astronaut In 1977, while Sally Ride was a physics doctoral student at Stanford, the National Aeronautics and Space Administration (NASA) conducted a national search for new astronauts and for the first time allowed women to apply, so she did. A year later, Sally Ride was selected, along with five other women and 29 men, as a candidate for NASA’s astronaut program. She received her Ph.D. in astrophysics that same year, 1978, and began training and evaluation courses for NASA. By the summer of 1979, Sally Ride had completed her astronaut training, which included parachute jumping, water survival, radio communications, and flying jets. She also received a pilot’s license and then became eligible for an assignment as a Mission Specialist in the U.S. Space Shuttle program. During the next four years, Sally Ride would prepare for her first assignment on mission STS-7 (Space Transport System) aboard the space shuttle Challenger. Along with hours of in-classroom instruction learning every aspect of the shuttle, Sally Ride also logged numerous hours in the shuttle simulator. She helped develop the Remote Manipulator System (RMS), a robotic arm, and became proficient at its use. Ride was the communications officer relaying messages from mission control to the space shuttle crew of the Columbia for the second mission, STS-2, in 1981, and again for the STS-3 mission in 1982. Also in 1982, she married fellow astronaut Steve Hawley. Sally Ride in Space Sally Ride launched into American history books on June 18, 1983, as the first American women into space when the space shuttle Challenger rocketed into orbit from the Kennedy Space Center in Florida. On board STS-7 were four other astronauts: Captain Robert L. Crippen, the spacecraft commander; Captain Frederick H. Hauck, the pilot; and two other Mission Specialists, Colonel John M. Fabian and Dr. Norman E. Thagard. Sally Ride was in charge of launching and retrieving satellites with the RMS robotic arm, the first time it was used in such an operation on a mission. The five-person crew conducted other maneuvers and completed a number of scientific experiments during their 147 hours in space before landing at Edwards Air Force Base on June 24, 1983, in California. Sixteen months later, on October 5, 1984, Sally Ride rode into space again on the Challenger. Mission STS-41G was the 13th time a shuttle had flown into space and was the first flight with a crew of seven. It also held other firsts for women astronauts. Kathryn (Kate) D. Sullivan was part of the crew, placing two American women in space for the first time. Additionally, Kate Sullivan became the first woman to conduct a spacewalk, spending over three hours outside the Challenger conducting a satellite refueling demonstration. As before, this mission included the launch of satellites along with scientific experiments and observations of Earth. The second launch for Sally Ride ended on October 13, 1984, in Florida after 197 hours in space. Sally Ride came home to fanfare from both the press and the public. However, she quickly turned her focus to her training. While she was anticipating a third assignment as a member of the crew of STS-61M, tragedy struck the space program. Disaster in Space On January 28, 1986, a seven-person crew, including the first civilian headed to space, teacher Christa McAuliffe, took their seats inside the Challenger. Seconds after lift-off, with thousands of Americans watching, the Challenger exploded into fragments in the air. All seven on board were killed, four of whom were from Sally Ride’s 1977 training class. This public disaster was a great blow to NASA’s space shuttle program, resulting in the grounding of all space shuttles for three years. When President Ronald Reagan called for a federal investigation into the cause of the tragedy, Sally Ride was selected as one of 13 commissioners to take part in the Rogers Commission. Their investigation found the main cause of the explosion was due to the destruction of the seals in the right rocket motor, which allowed hot gasses to leak through the joints and weaken the external tank. While the shuttle program was grounded, Sally Ride turned her interest toward NASA’s planning of future missions. She moved to Washington D.C. to NASA headquarters to work in the new Office of Exploration and Office of Strategic Planning as a Special Assistant to the Administrator. Her task was to assist NASA in the development of long-term goals for the space program. Ride became the first Director of the Office of Exploration. Then, in 1987, Sally Ride produced â€Å"Leadership and America’s Future in Space: A Report to the Administrator, commonly known as the Ride Report, detailing suggested future focuses for NASA. Among them were Mars exploration and an outpost on the Moon. That same year, Sally Ride retired from NASA. She also divorced in 1987. Returning to Academia After leaving NASA, Sally Ride set her sights on a career as a college professor of physics. She returned to Stanford University to complete a postdoc at the Center for International Security and Arms Control. While the Cold War was waning, she studied the banning of nuclear weapons. With her postdoc complete in 1989, Sally Ride accepted a professorship at University of California at San Diego (UCSD) where she not only taught but also researched bow shocks, the shock wave resulting from stellar wind colliding with another medium. She also became the Director of the University of California’s California Space Institute. She was researching and teaching physics at UCSD when another shuttle disaster brought her temporarily back to NASA. Second Space Tragedy When the space shuttle Columbia launched on January 16, 2003, a piece of foam broke off and struck the shuttle’s wing. It wasn’t until the spacecraft’s descent to Earth more than two weeks later on February 1st that trouble caused by the lift-off damage would be known.​ The shuttle Columbia broke up with its re-entry into the Earth’s atmosphere, killing all seven astronauts aboard the shuttle. Sally Ride was asked by NASA to join the panel of the Columbia Accident Investigation Board to look into the cause of this second shuttle tragedy. She was the only person to serve on both space shuttle accident investigation commissions. Science and Youth While at UCSD, Sally Ride noted that very few women were taking her physics classes. Wanting to establish a long-term interest and love of science in young children, especially girls, she collaborated with NASA in 1995 on KidSat. The program gave students in American classrooms the opportunity to control a camera on the space shuttle by requesting specific photographs of Earth. Sally Ride obtained the special targets from students and pre-programmed the necessary information and then sent it to NASA for inclusion on the shuttle’s computers, after which the camera would take the designated image and send it back to the classroom for study. After successful runs on space shuttle missions in 1996 and 1997, the name was changed to EarthKAM. A year later the program was installed on the International Space Station where on a typical mission, more than 100 schools participate and 1500 photographs are taken of the Earth and its atmospheric conditions. With EarthKAM’s success, Sally Ride was bolstered to find other avenues to bring science to youth and the public. As the Internet was growing in everyday use in 1999, she became president of an online company called Space.com, which highlights scientific news for those interested in space. After 15 months with the company, Sally Ride set her sights on a project to specifically encourage girls to seek out careers in science. She put her professorship at UCSD on hold and founded Sally Ride Science in 2001 to develop young girls’ curiosity and encourage their life-long interest in science, engineering, technology, and math. Through space camps, science festivals, books on exciting scientific careers, and innovative classroom materials for teachers, Sally Ride Science continues to inspire young girls, as well as boys, to pursue careers in the field. In addition, Sally Ride co-authored seven books on science education for children. From 2009 to 2012, Sally Ride Science along with NASA initiated another program for the science education for middle school students, GRAIL MoonKAM. Students from around the world select areas on the moon to be photographed by satellites and then the images can be used in the classroom to study the lunar surface. Legacy of Honors and Awards Sally Ride garnered a number of honors and awards throughout her outstanding career. She was inducted into the National Women’s Hall of Fame (1988), the Astronaut Hall of Fame (2003), the California Hall of Fame (2006), and the Aviation Hall of Fame (2007). Twice she received the NASA Space Flight Award. She was also the recipient of the Jefferson Award for Public Service, Lindberg Eagle, the von Braun Award, NCAA’s Theodore Roosevelt Award, and the National Space Grant Distinguished Service Award. Sally Ride Dies Sally Ride died on July 23, 2012, at the age of 61 after a 17-month battle with pancreatic cancer. It was only after her death that Ride disclosed to the world that she was a lesbian; in an obituary that she co-wrote, Ride revealed her 27-year relationship with partner Tam O’Shaughnessy. Sally Ride, the first American woman in space, left a legacy of science and space exploration for Americans to honor. She also inspired young people, especially girls, across the world to reach for the stars.

Rebecca- Tell Tale Heart Comparative Essay - 842 Words

Rebecca and the Tell Tale Heart Comparative Essay Alfred Hitchcock successfully incorporates Gothic conventions within the film Rebecca, based on Daphne De Maurier’s novel written in 1938.Likewise, Edgar Allan Poe’s ability to incorporate Gothic themes within his short story ‘The Tell Tale Heart’, published in 1843, has been a success. Although both their abilities to create Gothic Compositions has been successful, their techniques used to incorporate Gothic conventions within them are both similar and different. Similarities arise when observing the Gothic theme of obsession in that both the texts obsession is explored to the point of madness. Alternatively, the techniques used to explore the Gothic theme of death and loss within†¦show more content†¦The literary technique of black humor is used within the statement Oh, you would of laughed to see how cunningly i thrust it in! I moved it slowly, very slowly, so that i might not disturb the old mans sleep; to express his ridiculous delight in mu rder, while plunging a weapon into the old man, but cringes at the idea of disturbing his sleep. After accomplishing murder the persona proclaims â€Å" I could scarcely contain my feelings of triumph†. The statements adequately describe the difference between the effects of incorporating the theme of death and loss within both death within both texts. In Rebecca death is dreaded and in â€Å"The Tell Tale Heart† death is yearned for. After analyzing two Gothic themes successfully conveyed within the film Rebecca and the short story â€Å"The Tell Tale Heart† it can be concluded that the two texts share similarities and differences within the film/ literary techniques used and their effect. 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Watching Anthony Bennett Drift Through Games - 2067 Words

Few things in the NBA have been as dispiriting over the past two years as watching Anthony Bennett drift through games like a shadow who may or may not be visible to the other players. The Wolves are in the process of cutting bait on Bennett1 with a $3.6 million buyout, putting in play a scenario in which Bennett ends up the worst no. 1 pick in league history — a status he didn’t ask for and clearly didn’t deserve. Being the â€Å"worst† pick isn’t just about that one player; it’s about the opportunity cost of picking that one player over everyone else, and it’s not as if Bennett’s 2013 draft class has blown the league away. Re-draft today, and it’s plausible — likely, actually — that Giannis Antetokounmpo and Rudy Gobert would be the top two†¦show more content†¦Love for Wiggins alone is a freaking home run, considering the history of superstar trades and Love’s desire to bolt Minny. We do know that Bennett is done after an even more miserable sophomore year in Minnesota. The Wolves will shave off some of Bennett’s $5.8 million salary for this season, and they clearly couldn’t give Bennett away. They peddled him everywhere, including to teams with cap space to absorb him in exchange for a token top-55-protected second-round pick Minnesota would never see, per several league sources. No one bit. The Wolves probably could have dumped him on Portland or Philadelphia by attaching a second-round pick, and most second-round picks aren’t worth $5.8 million. But Minnesota’s upcoming second-rounders will be high, and if Glen Taylor is willing to eat most of that $5.8 million to preserve the 37th pick, that’s good for the franchise. Knowing Philly, it’d have demanded more than one second-rounder to get him, anyway. Such a deal would have netted a nice trade exception, but a lot of those expire unused. The league knew Minnesota had 16 guaranteed contracts, one over the maximum roster ceiling, and that it needed to dump someone. But there was another option: keep Bennett, and cut someone else — likely Croatian sharpshooter Damjan Rudez. The roster is only overstocked because Minnesota felt it needed three hardened vets in Kevin Garnett, Tayshaun Prince, and Prof. Andre

Comparitive essay on contrasting leadership policies instituted by Mobutu and Nyerere from 1960-1980 free essay sample

The number of similarities between Mobutu’s rule in Zaire and Nyerere’s rule in Tanzania in fact are outweighed by the large extent of the differences between the economic and political implications made by the respective leaders. During the period between 1960 and 1980 policies put in place by the leaders of Tanzania and Zaire greatly differed, each country having its own rate of successes and failures in governing its people. IN terms of an economical comparison between the two countries considered there are far more differences between both how and what policies and models were followed than there are similarities. The only similarities between them are that both, after independence, having been both colonised by European powers, Tanzania by Germany and the Congo by Belgium, contained mainly an agricultural and mining economy with very little industrialization. Both countries contained a majority of impoverished farmers and miners whose countries main export was primary resources. Both also experienced economic threat when the price of resources dropped worldwide in the 70s and the price of oil skyrocketed during the 70s, as the Congo, then named Zaire, and Tanzania had no oil reserves. This caused each country to rely on foreign aid in the later 80s. Besides these few similarities the economic policies and models followed and instituted by the bordering countries were wildly different. One major difference in the economy in the countries is they decided to follow different models/methods of running the economy. In Zaire, after having implemented a failed attempt at nationalisation of foreign companies and mines, known as Zairinisation, Mobutu changed to a capitalist economy model. He promoted entrepreneurship and growing of businesses which he believed would increase the overall wealth of the country and move from a farming prominent country to one containing a growing industry. Tanzania and its leader Nyerere chose to follow a completely different model, theirs focusing on a socialist economic system he had modified to relate to his predominantly tribal based society, which he promoted. He attempted to equalize the wealth and rights of all inhabitants of his nation by having state control of transport, industry and production, which he obtained by nationalizing insurance companies, banks, and large foreign companies. So in the case of the economic models followed by the countries one can see they are different in almost every way. In relation to the above point, both of the rulers had differing methods of controlling the economy of their countries. Mobutu in Zaire aimed to industialise the raw materials farmed and minerals mined. In this he aimed to greatly increase the industry in his country, creating more jobs and bring in more wealth to the country, which follows his capitalistic model. Tanzanian Nyerere believed rather that an industrialization of the country was not in its best interests. Instead he chose to introduce villagisation policy ujaama that focused on making the Tanzanian nation much more self-sufficient. Seeing the many differences in the methods used in each country for assisting the progression of the economy also denounces the claim that there are more similarities in the ruling of the two countries than there are differences. Due to the different economic methods used in Tanzania and Zaire distinct levels of distribution of wealth occurred. In Zaire Mobutu encouraged the emergence of a wealthy elite that held a majority of the economic power in the country, while in Tanzania Nyerere strived to prevent the emergence of a richer class by instituting his ‘leadership code’ that prohibited a secondary source of income for those in political power. Tanzania also attempted to stay away from the threat of neo-colonialism by remaining economically independent from other nations, both western and African. Though the nation did allow for a few economic ties with China including an interest free loan used to build a railway line and due to a failing of his socialist ujaama campaign he was forced to rely on aid in the later 80s. Zaire on the other hand chose to make use of foreign aid and heavily relied on American and western support throughout his term of power, showing yet another distinction between the economies created by the leaders. In identifying these many differences in the economic rulings of Nyerere and Mobutu it is made obvious there are not as frequent similarities as there are divergent cases. In term of a comparison on the political rulings of the respective heads of state it can also be seen there are many more distinctive and differing cases than there are resemblances. Probably the most evident example of the differences in political affairs of the countries is the fact that both Katanga and Kasai seceded from the nation of the Congo, showing division in the political beliefs of the countries inhabitants, as each seceded state set up their own legislative and government. While Tanzania, Tanganyika at the time, merged with the neighboring state of Zanzibar to form the United Republic of Tanzania, which shows unity and common beliefs in the political idealism of the country. The way in which Mobutu and Nyerere gained political power in their countries also greatly differed. Mobutu only gained power after the previous leader Lumumba was murdered, and after he staged a military coup and took control of the nation. The people of the country had little to no say in regard to how the country was run. Mobutu instituted a single party state, though it seemed to be more of a dictatorship. Nyerere on the other hand received his political power and presidency through a free election containing many political parties. This shows his people had a lot of influence on how he ran the country, at least at the beginning, as he later removed the other opposition parties. These greater differences in the manner in which the leaders gained power also shows more ways in which the politics under the leaders differed. Zaire also differed from Nyerere’s Tanzania in the fact that its government and politics were based on a capitalist society in which anyone could benefit from enterprise and were encouraged to. Mobutu was recorded to have even gone as far as encouraging his people to steal, if only in small amounts,. Mobutu took total control of the capitalist political system and used it to amass a great fortune and greatly enrich those who sided with him in his party. Tanzanian president Nyerere chose to follow a socialist system and focused on stopping those in power from amassing wealth. His Arusha Document of 1967 displayed his interest in leading a socialist equal country. He also later introduced the ‘Leadership Code’ which restricted members of political and governmental power from being involved in external enterprise. This shows yet another difference in the politics of the leaders. IN terms of alliance with external and foreign countries Zaire openly aligned itself to the USA and other western powers in both trade and often in resorting to financial and other aid. Nyerere chose instead to lead his country non-aligned to any major power. The state of alignment of these countries also determined whether they were involved in Cold War politics. Zaire, being in an alignment with western capitalists was greatly involved, while Tanzania was able to avoid getting involved on either the capitalist or communist sides of the Cold War. These political methods once again displays differences in their political make up. Also included in the political section of the countries is the great fragmentation of the people in Zaire which turned into often armed struggles and suppression by the government. Zaire during the 1960s to 80s was split into 4 regimes of which three were supported by western powers and the other by the USSR showing turmoil in the idealism of the people. Contrasting Zaire was Nyerere’s use of incorporating all of his peoples traditions and religions as well as a sense of national unity to create a sense of national pride which all inhabitants shared. This restricted the amount of fragmentation of his people and he was able to satisfy his countries people, though later on in his rule he was forced to make his ujaama villagisation compulsory which created revolts in the farming communities. The two countries are shown here to have different levels of political fragmentation displaying less similarities exist than the extent the defer from one another. Throughout the countries and their leader’s ruing terms many differences in both the political make up and the economical methods are shown. In seeing the fact that both the government and public affairs, as well as the way in which money flows in each of the countries differ greatly it is possible to deduce that the extent in which the two leaders and their policies contrast one each other far outweigh the similarities during the period of time through t the 1960s and 1980s.

Othellos Fall from Grace and Redemption at the End of the Play

Shakespeare’s tragic heroes are often represented as noble characters who suffer disaster and who are not to blame because of their naivety. At the same time, the brilliance of the tragedy is confined to the flaws of the characters which prevents them from making the right decision. Othello is also in front of the choice whether to trust his wife or listen to his ill-famed tempter. Othello, therefore, is a tragic hero who confronts the strong force of his jealousy and excess trustfulness.Advertising We will write a custom essay sample on Othello’s Fall from Grace and Redemption at the End of the Play specifically for you for only $16.05 $11/page Learn More The rapid development of the actions in Shakespeare’s play reveals Othello’s gradual fall from grace as a result of his growing jealousy. At the end of the play, Othello’s realizes that his naivety and lack of confidences in his wife’ innocence and fidelity. Th e hero attempts to receive one more change to redeem and suffers because of the inevitability of the outcomes of his personal weaknesses. Othello is a tragic hero whose nobleness and naivety prevents him from making the right decisions. The protagonist, therefore, is a soldierly character who belongs to a primitive race and is guided by emotions rather than by his mind. Although his has a jealous and passionate nature, Othello rejects his impulsivity: â€Å"†¦ Keep up your bright swords, for the dew will rust them. – Good signior, you shall more command with years than with your weapons† (Shakespeare 20). By pronouncing these phrases, one can call Othello as a wise personality whose nobleness and grace makes him reasonable and impassionate. At a glance, Othello meet al the requirements of a noble figure. He takes the noble position of the General of the Republic of Venice and he is always aware of the responsibilities he takes. Despite these words, the hero is soo n eager to take revenge on his wife for reasons that would have never been counted as a proof by a reasonable and sensible mind. Placing faith in Iago, whom he considers to be committed to the highest moral values, Othello makes an error brining him to fall. The wrong decisions made of Othello are due to the flaws in his character. The hero suffers tremendously because of his ill-famed nature and impossibility to resist his primitive impulses. The downfall of Othello lies in his extreme disposition to jealousy and excess confidence in Iago’s honesty. He overtly accepts Iago’s false statements as the truth leading to disaster of the self. Being extremely disposed to deception, he is furious about the facts he learn from Iago and acts immediately, with no delay and little reflection. Othelo’s simple way of thinking, as well as his extreme hatred to wife differs completely from the noble and wise statements at the end of the play: â€Å"She’s gone; I am abu s’d, and my relief must be to loathe her. O curse of marriage, that we can call these delicate creatures ours and not their appetites.† (Shakespeare 112). Being under the influence of the Ancient, the protagonist fails to believe in his wife’s words and, because of the wrong choice, he commits the inevitable.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Regarding Othello’s actions described in the play, the hero’s mind, as represented by the poet, is very primitive and simple. He rarely delves into deep reflections concerning his deeds and actions. Therefore, when emotions ignite his imagination, it confuses his intellect. Despite his dignity and faith in honesty and honor, he has absolute trust where there is no place for hesitation. Similarly, other feelings he experiences are also absolute. If he loves, it should be all absorbing, just like other emoti ons, such as jealousy, passion, and respect. Because of his primitive and one-side nature, the hero is absolutely sure that he has the right to take the position of a judge and punish his wife for betrayal. This major fault, therefore, lies in misplacing confidence in his companion Iago who is extremely villainous. Because of the simple nature, Othello is incapable of conceiving the intrigue around him. As a result, the hero is overwhelmed with emotion s and hatred and neglects the values and honors in which he previously believed. In this respect, the play provides an picture of Othello’s suffering and the shifts occurred to the perception of the surrounding world: â€Å"†¦let her rot, and perish, and be damned to-night; for she shall not live: no, my heart is turned to stone; I strike it, and it hurts my hand† (Shakespeare 157). Any signs of reason and wisdom disappear as soon as Othello is obsessed with taking revenge on Desdemona’s betrayal. Accepting t he seen for the truth, Othello puts all doubts aside and suffocates his wife. Being completely fired with the jealousy and passion, Othello later realizes that the murder he committed is not justified. At the end of the play, he realizes that his strong dependence on Iago’s false honesty and authority prevented him from making personal judgment and decisions. Realizing that all moral values her believes in were lost and, therefore, Othello is sure that death is the punishment he deserves for his villainous actions: â€Å"†¦you must speak of one that loved not wisely, but too well, of one not easily jealous, but being wrought†¦.one whose hand†¦threw a pearl away rich than all his tribe†¦Ã¢â‚¬  (Shakespeare 234). Learning the truth, Othello once again reveals his primitive and noble character. His sincerity and naivety ruins him and distracts him from the noble path, which is the main tragedy of the play. On the one hand, Othello’s absolute trust in fidelity, honesty, and love makes him a gracious character. However, failure to listen to his own mind prevents him from doing the right decisions in his life. On the other hand, Iago is a strong villainous force that takes advantage of the hero’s naà ¯ve and primitive nature to generate chaos and dishonesty.Advertising We will write a custom essay sample on Othello’s Fall from Grace and Redemption at the End of the Play specifically for you for only $16.05 $11/page Learn More In conclusion, it should be stressed that Othello is a classical tragic hero who fails to resist his primitive and jealous nature. He fails to trust to the self and is trapped within the Iago’s intrigues. Being disposed to the Ancient’s influence, the hero fails to discover the truth and relieve his mind from hatred and fury. As a result, his falls from grace and his utmost feeling of honesty. With no reflection and judgment, Othello commits murder be cause he believes that his acts are those of a noble man. Desdemona, therefore, must die in not to betray other man. At the end of the novel Othello realizes that his hasty actions are not justified. Guided by a splash of emotions, the hero neglects other opinions and puts his fate in the hands of his ill-famed companion. Overall, Shakespeare’s play provides an insight in the tragic events leading to redemption and reconciliation. At the same time, the story is a bright example of events that teach people be more reliant on personal opinion. Works Cited Shakespeare, William. Othello. US: Plain Label Books, 1968. Print. This essay on Othello’s Fall from Grace and Redemption at the End of the Play was written and submitted by user Maritza Langley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.