Biologicaly-active peptide Essay Example | Topics and Well Written Essays - 1250 words

Biologicaly-active peptide - Essay Example Besides, Meisel, Frister and Schlimme (2009, pp. 268-275) point out that bioactive peptides have been determined as digestion products of various food proteins. Inside the polypeptide chain of the larger protein all the biologically active sequences are hidden in an active state. A rich source of bioactive peptides is milk proteins, for example exorphins, immunopeptides, antithrombotic, opioid, antihypertensive, anti-microbial, and phosphopeptides as well as cholesterol-lowering peptides. These proteins are discharged during the intestinal digestion of whey proteins and caseins. They may also be involved in regulating entry of nutrients and affect the postprandial metabolism through stimulation of the secretion of hormones. In addition, they also lead to a stimulating effect on the immune system. Furthermore, Sharma, Singh and Rana (2011, pp. 224-225) argue that biologically active peptides have already been used as dietary supplements and as pharmaceutical preparations. Milk protein s have the core role of supplying nitrogen and amino acids to the young mammals and comprise of a crucial part of dietary proteins for the adults. Additionally, milk proteins haven been found to have physiological importance; they assist in the uptake of various crucial nutrients, for example, trace elements and vitamins and include a group of proteins which provide protective function. Numerous bioactive peptide fragments according to Kamau et. al (2010, pp. 389) can be got through hydrolysis of whole milk by the digestive enzymes. This forms a hypothesis of the existence of such peptides in the GIT after consuming milk. Opioid peptides The peptides exist in dairy products which play an active role in the nervous system. Opioid peptides are also having pharmacological similarity to opium. They are opioid receptor ligands with antagonistic or agonistic activities and are characterized by distinct N-terminal sequences. The opioid peptides are actually short sequences of amino acids t hat are copy the influence of opiates in the brain. These opioid peptides can also be referred as peptides like enkephins that have both affinity for opiate receptor and opiates which actually inhibited by naloxone. The opioid peptides all originate from three precursor proteins; endorphins, proenkephalin and prodynorphin. The result of these aforementioned peptides is different, although they all resemble the opiates. The opioid food peptides are characterized with the lengths of typical 4-8 amino acids. The opioid peptides are produced in the body. The opioid peptide systems are known to affect attachment behavior, emotion, motivation, and response to stress and pain (Teschemacher, Koch & Brantl, 1997, pp.101-114). All the typical opioid peptides have similar N-terminal sequence. The opioid peptides portray their activity by binding to particular receptors of the target. The individual receptors are accountable for certain physiological effects, such as the m receptor for suppress ion of intestinal motility and emotional behavior. The opioid antagonists have also been found in human k-casein and bovine. The opioid peptides that are derived from milk proteins have been shown to have physiological significance in the female organism. Moreover, opioid peptides t

Science Time Lesson Plan Essay Example for Free

Science Time Lesson Plan Essay Materials:   classroom analog clock, individual student clocks, Daily Times worksheet Objective:   Students will use scientific processes: questioning, planning and conducting investigations, using appropriate tools and techniques to gather data, thinking critically and logically about relationships between evidence and explanations, and communicating results. Anticipatory Set: Teacher will discuss daily routine, getting up in the morning, dressing breakfast, and the times of each event.     Emphasize the clock time for each event using the large clock. Instructional Procedures:   The students have explored the concept of a minute; they need to know how to tell time. They need to be able to see a clock and know how to read 1-5 minutes on it. Read the story Clocks and More Clocks and discuss why the clocks tell different times. It is important the students understand that activities take time, introduce the term â€Å"lapsed time†. When they participate in various activities it takes time and this is â€Å"lapsed time†. Discuss how long it takes to do reading, spelling, recess, and other class activities. Students can also discuss how much time they spend at lunch or in the computer lab. Students will practice with a clock looking at various times. (Students should have done activities with a clock prior to doing this activity.) Pair them up and give several guided practice times to check for understanding.   Once this you have accomplished this step the students can be given a sheet to record events of the day. They need to record these events so they are sequenced in the correct order. Discuss why the clocks were at different times. Distribute clocks. Have the students show various times on their clocks. (Have them do times that are part of their day. Example: recess, lunch, computer time, etc.) Pass out the worksheet. Have them begin working on the sheet. Send it home to be finished. Assessment:   Students will create clocks using paper plates then mark and label times on the clock for events of the day. Additional Resources: Pigs on the Blanket by Amy Axelrod The Grouchy Ladybug by Eric Carle Nine O’clock Lullaby by Marilyn Singer All About Time by Andre Verde   Social Studies Lesson Plan Materials: classroom analog clock, 12 x 18 sheet of white construction paper, individual student clocks, Daily Times worksheet Objective:   Ã‚  Place important life events in chronological order on a timeline.   An understanding of chronological order is applied to the analysis of the interrelatedness of events.   Ã‚  The student will order the events that occur in a day. The student will distinguish between events that occur in the a.m. and p.m. Anticipatory Set:   The teacher will review the terms of analog, a.m. and p.m. as well as discuss the difference between the two.   Prior Knowledge:   Teacher will then brainstorm activities for each. Develop prior knowledge by asking for suggestions of activities that occur in the a.m. and p.m.   Create a tree map to display students suggestions. Instructional Procedure: Give each student a small analog clock to review time to the hour, half hour, and quarter hour. The teacher will model using the classroom clock. Using students brainstorming suggestions of events, have the students demonstrate the time on their clocks and name whether it is a.m. or p.m. Hand out white construction paper and model folding into eight sections. Students will follow step by step directions by folding once vertically and twice horizontally to create the eight sections, (teacher may need to help some students with this part). Students will cut the handout of paper blank clocks and glue one on to each section of the paper.   Students will then choose four events that occur in the a.m. and label the time to the hour, half hour, or quarter hour on their blank analog clock with pencil. Under each time, students will write the digital time. Students will write a sentence describing the event and the time it occurs under the digital time. For example, I get up in the morning at 8:15 a.m. Students will follow the same steps for the p.m. times on the second day. Once students have completed their My Day Timeline, they will get together with a partner to read their timeline. The partner will ask them a questions after each time to encourage social and communication skills. Assessment:   The students will be evaluated based on the completion of the My Day Timeline. Teacher will monitor as students complete closure activity and check for accurate use of time and a.m. /p.m. Extension: Students can elaborate on their sentence by describing what and how they do each activity in their sentence.

Essay on Images of Africans in Things Fall Apart and Heart of Darkness

Images of Africans in Things Fall Apart and Heart of Darkness In my reading of Things Fall Apart, it has better informed me of a culture that I did not know of before, and by reading it helped correct some broad misconceptions that I previously held of the people and their cultures of Africa. Reading the novel also gave me another perspective on the effects of imperialism/colonialism by the Europeans on the Africans. I believe Achebe has succeeded in enabling the West an opportunity to have them "listen to the weak" (Achebe interview), but whether or not Western society decides to listen will come down to the individual within the society--if they do choose to listen to the call of the "weak." In this essay I will share realizations that I gained by reading Achebe's novel, and how I came to view the people of the Igbo and Africa and not so different as I had thought before. The distinct writing style that Achebe used to narrate his novel led me, as the reader, to feel as if I were a fellow tribesman of the Igbo people. This differing perspective, rather than being an outsider looking in on the people, led me to see that the Igbos are a people with strong beliefs, culture, and identity. An example of their identity is the description of one of their dwellings, more specifically of Okonkwo's compound; it is described as a "large compound enclosed by a thick wall of red earth" and we read further on about the barn for Okonkwo's yams and the shed for his goats (1429). The Igbo people are obviously agrarian, and led me to the question, how different are they from us? My answer is, there are not a lot of differenes. Based upon my experience--my father was raised on a farm--I see stark similarities between us and them... ...people of Umuofia could not have forecasted, with the exception of the oracle, that they would have fallen due to the white man and his religion, but I believe we can derive a couple of reasons why they fell and apply it to our own society. In conclusion, I really enjoyed Achebe's novel and liked the contrast between it and Conrad's work of Heart of Darkness. I believe there are times that, in order to see the extremes of something, you must contrast it to its opposite extreme. As a former moderate of beliefs on colonialism and those who proselytize their religion onto others, I realize now the dire impact those acts can have on a naive or vulnerable culture, and I now disagree with those practices. Finally, I heed the "call of the weak" for I hear the quiet but powerful voice that says, "We are a people too..." and I know the truth of the message!

Comparing The Haitian To The French Revolution Essay

Haiti, known as Saint-Domingue before the revolution, it was the richest colony in the Americas in 1789. Almost half a million slaves toiled on its sugar, coffee, indigo, and cotton plantations. More than thirty thousand new African slaves arrived each year, both to replace the many that died of overwork or disease and also to fuel the rapid economic expansion that the colony experienced in the 1780s. Before the French revolution, the masters were, first of all, the King; after him, the nobles and clergy. From the King at the head to the poorest noble, they used their power badly. The rulers treated the ruled, the vast mass of the nation, as people created for their convenience, to supply them with money and to serve them. The King demanded great sums to provide armies for his wars, to surround himself with a brilliant and luxurious Court, to defray the expenses of government. As we go further in the French and Haitian revolution, they were both cruel and bloody, were there any signi ficant similarities and differences? They both were spurred for similar reasons by oppressed people, but they were significantly different economically, very different leaders and events. The causes for the French and Haitian revolutions were fairly uniform. An unfair distribution of power between social classes, restricted liberties and representation, and a large gap between the rich and the poor were the main catalysts for both revolutions. The social class situations of Haiti and France were main causes of both revolutions. Social mobility was nearly nonexistent in both societies. The Haitian social class system was particularly stratified because it was based on race. The highest positions in the government and military were only held by Peninsulares. Peninsulares were individuals that were born in Europe and had come over to the colony to rule. Directly under the Peninsulares in the social class system were the Creoles. These individuals controlled most of the land and the bus iness. Creoles were defined as individuals whose parents were both Peninsulares in the colonies. The next social classes were the Mestizo and the Mulattoes, who were half European and half Native American or African. Finally, all pure Africans or Natives were condemned to slavery. Slaves had no property, money, or rights. Most of the individuals in Haiti were slaves. Conversely,  the French social system was also very stratified and consisted heavily of the lowest class. The system is broken down between three estates: the clergy, nobility, and the 3rd estate which consisted of a lower, middle and upper class. Most of the third estate consisted of peasants. The clergy encompassed one percent of the population. The one percent controlled twenty percent of the land and did not pay taxes. The 2nd estate encompassed the nobility, two percent of the population. The nobility owned twenty-five percent of the land and did not pay taxes. The remaining ninety-seven percent of France belonge d to the third estate. The third estate held less than half the land in France and was forced to support the heavy burden of taxation in the bankrupt nation. The overwhelming gap between the political and economic power of the high and low classes caused resentment in both societies. A miniscule number of people, had privilege, comfort and luxury while the majority of people suffered. Social inequalities would a huge catalyst for both revolutions. The lowest class of each society realized their strength in numbers and passion for their cause. The 3rd estate broke free from France and created the Declaration of the Rights of Man. This document outlined a set of rights that pertained to every man from any class. From there, the 3rd estate moved forward in taking the country. The Haitian slaves utilized their massive population and excellent leadership to overthrow their oppressors. Toussaint Louverture was the leader of the revolution and a pivotal factor in defeating the Europeans. S ignificant overall economic differences were present between Haiti and France before the revolutions occurred. France was nearly bankrupt by the time the revolution began. Wars with England and the American Revolution had been extremely costly for France. The nation was in debt and the social elite were not paying taxes to aid the dying economy. The large economic strain on France caused heavy taxation of the bottom social class. In contrast, the economy of Haiti was not a factor that fueled the revolution. The Haitian economy was thriving. Free labor from slaves created a surplus of goods. Also these two countries had two very different leaders leading the revolutions; the Haitian revolution leader Toussaint Louverture began his military career as a leader of the 1791 slave rebellion in the French colony of Saint Domingue. Initially allied with the Spaniards of neighboring Santo Domingo, Toussaint switched allegiance to the French when they  abolished slavery. He gradually established control over the whole island, expelled British invaders and used political and military tactics to gain d ominance over his rivals. Throughout his years in power, he worked to improve the economy and security of Saint Domingue. He restored the plantation system using paid labor, negotiated trade treaties with Britain and the United States and maintained a large and well-disciplined army. Whereas the French revolution leader Maximilien de Robespierre. Maximilien Marie Isidore de Robespierre was born in Arras on 6 May 1758, the son of a lawyer. He was educated in Paris and entered the same profession as his father. He was elected a deputy of the estates-general (a form of parliament, but without real power) that met in May 1789, and subsequently served in the National Constituent Assembly. He was a politician, and one of the best-known and most influential figures of the French Revolution. Robespierre became increasingly popular for his attacks on the monarchy and his advocacy of democratic reforms. In April 1790, was elected president of the powerful Jacobin political club. After the dow nfall of the monarchy in August 1792, Robespierre was elected first deputy for Paris to the National Convention. The convention abolished the monarchy, declared France a republic and put the king on trial for treason, all measures strongly supported by Robespierre. The king was executed in January 1793. Haitians usually relate the Bois Caà ¯man ceremony as a historical event that started their war of independence, but modern scholarship suggests that details about the episode might owe more to myth than to reality. There probably was not one, but two slave gatherings, one held at the Normand de Mà ©zy plantation in Morne Rouge on August 14, which the French uncovered by torturing slave participants, and another one in Bois Caà ¯man held a week later, about which very little is known. According to Là ©on-Franà §ois Hoffmann’s Haitian the second meeting were invented by Antoine Dalmas in his Histoire de la rà ©volution de Saint-Domingue (1793) in order to portray the slav e gathering as a bloody, satanic assembly. On the other side, The Women’s March on Versailles was one of the earliest and most significant events of the French Revolution. The march began among women in the marketplaces of Paris who, on the morning of 5 October 1789, were near rioting over the high price and scarcity of bread. Their demonstrations quickly became intertwined with the activities of revolutionaries who were  seeking liberal political reforms and a constitutional monarchy for France. The market women and their various allies grew into a mob of thousands and, encouraged by revolutionary agitators, they ransacked the city armory for weapons and marched to the Palace of Versailles. The crowd besieged the palace and in a dramatic and violent confrontation they successfully pressed their demands upon King Louis XVI. The next day, the crowd compelled the king, his family, and most of the French Assembly to return with them to Paris. These events effectively ended the independent authority of the king. The marc h symbolized a new balance of power that displaced the ancient privileged orders of the French nobility and favored the nation’s common people, collectively termed the Third Estate. Bringing together people representing disparate sources of the Revolution in their largest numbers yet, the march on Versailles proved to be a defining moment of that Revolution. To conclude, the series of events that transformed the French colony of Saint-Domingue into the independent nation of Haiti lasted from 1791 to 1804, and the French revolution lasted around ten years, from 1789 until 1799. They both were around the same time, both successful, but had some differences between them such as racial, leadership, also economically different. Popkin, Jeremy D.. A concise history of the Haitian revolution. Malden, MA: Wiley-Blackwell, 2012. Print. † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. http://worldatwar.abc-clio.com/Search/Display/1469759?terms=haitian+revolution (accessed May 26, 2013). â€Å"Jean-Jacques Dessalines (emperor of Haiti) — Encyclopedia Britannica.† Encyclopedia Britannica. http://www.britannica.com/EBchecked/topic/159337/ (accessed May 26, 2013). Mikaberidze, Alexander . † World at War: Understanding Conflict and Society – Username.† World at War: Understanding Conflict and Society – Username. N.p., n.d. Web. 29 May 2013. . Hugo, Victor. Les miseÃŒ rables. New York: Modern Library, 1992. Print. french revolution.† Gale Virtual Reference Library. N.p., n.d. Web. 27 May 2013.

Not Only The Jews

The first research in the late 1940 s and early 1950s focused on the Jewishness of the Holocaust. Modern research has begun to deal with the suddering of other victims of the Nazi genocide. For example, homosexuals, Gypsies, prisoners of war, Russians, poles, Catholic priests, Jehovah s Witnesses and other were more or less systematically murdered as the Holocaust continued. By the end of the war, as many as 6 million of these people had been killed, along with between 5 to 6 million Jews. Roma (Gypsies) were among the groups singled out on racial grounds for persecution by the Nazi regime and most of its allies. The Nazis judged Roma to be â€Å"racially inferior,† and the fate of Roma in some ways paralleled that of the Jews. Roma were subjected to internment, forced labor, and massacre. They were also subject to deportation to extermination camps. Mobile killing units killed tens of thousands of Roma in the German-occupied eastern territories. Further, thousands were killed in the Auschwitz-Birkenau, Chelmno, Belzec, Sobibor, and Treblinka extermination camps. The Nazis also incarcerated thousands of Roma in the Bergen-Belsen, Sachsenhausen, Buchenwald, Dachau, Mauthausen, and Ravensbrueck concentration camps. There were nonetheless several deportations of Roma. About 2,500 Roma were deported to Poland in April and May 1940. Most of them were starved and worked to death. Those who fell sick or became crippled were shot. Another 5,000 Roma were deported to Lodz, where they were held in a separate area within the Lodz ghetto. Those who survived the horrible conditions in the Lodz ghetto were later deported from the ghetto to the Chelmno extermination camp, where they were killed in gas vans. Roma in Germany were deported to Auschwitz, where a special camp was designated for them in Auschwitz. Gypsy family camp. † Entire families were incarcerated together. Twins and dwarves, however, were separated out and subjected to medical experiments under SS Captain Dr. Josef Mengele. Nazi physicians also used Romani prisoners in medical experiments at the Ravensbrueck, Natzweiler-Struthof, and Sachsenhausen camps. In German-occupied areas of Europe, the fate of Roma varied from country to country, depending on local circumstances. The Nazis generally interned Roma and later transported them to Germany or Poland for use as forced laborers or to be killed. Many Roma from Poland, the Netherlands, Hungary, Italy, Yugoslavia, and Albania were shot or were deported to extermination camps and killed. In the Baltic states and the German-occupied areas of the Soviet Union, mobile killing units killed Roma at the same time that they killed Jews and Communist leaders. Thousands of Romani men, women, and children were killed in these actions. Many Roma were shot along with Jews at Babi Yar, near Kiev, for example. The â€Å"Gypsy family camp† at Auschwitz was riddled with epidemics–typhus, smallpox, and dysentery–which severely reduced the camp population. In May 1944, the Germans decided to liquidate the camp. As the SS surrounded the camp, they were met by Roma armed with iron pipes and the like. The Germans retreated and postponed the liquidation. Later that same month, the SS transferred about 1,500 Roma who were still capable of work out of the family camp. Almost 1,500 more were transferred in August. The remaining Roma, about 3,000, were killed. At least 19,000 of the 23,000 Roma sent to Auschwitz died there. It is not known precisely how many Roma were killed in the Holocaust. While exact figures or percentages cannot be ascertained, people estimate that the Germans and their allies killed between 25 and 50 percent of all European Roma. Of the approximately one million Roma living in Europe before the war, up to 220,000 were killed. After the war, discrimination against Roma continued as the Federal Republic of Germany decided that all measures taken against Roma before 1943 were legitimate policies of state and were not subject to restitution. Historians in Germany argue about how universal the historical character of national socialism was. One conservative faction would like to view the communist system as responsible for fascism. Because Marxism was victorious in Russia, the Fascist parties were able to win in Italy and Germany. This speculation claims that the destruction of social class distinctions by the Bolsheviks prepared the way for racial murders of the Nazis. The extermination of the Jews is presented as a distorted copy of a previous model, rather than as a unique occurrence. Other social scientists have protested against viewing Nazi crimes in such a relativistic way. They see an aura of normality being created and fear that the basic anti fascist consensus in the Federal republic might end. They are also apprehensive about the analogy to current politics and warn against a restoration by means of history. Extermination or Reeducation? The concentration camp was one weapon in the campaign to bring state and society into conformity with fascism. If physical extermination formed the most frightful instrument of that policy, it was not the only one. A range of attempts were made to isolate people and to use fear to inhibit â€Å"undesirable† behavior. Whatever the reasons for imprisonment, all ncarcerations were the result of Nazi ideology and posed a danger to the prisoner’s life. The categories of prisoners differed from one another in how they were selected and treated. Those groups whom the Nazis deemed inimical but not racially undesirable were not completely rounded up, but taken only in random samples They also fared differently within the camps. Homosexuals, political prisoners, and Jehovah’s Witnesses are among the groups who were sent to the concentration camps for reeducation. They were supposed to renounce their particular orientation. The very fact of their incarceration estrained their ideological comrades outside the camps from becoming active in the struggle against Nazism. Democratic freedom makes pluralism possible. In democracies, deviations from the norm concern not only criminality but also sexuality, ethnicity, religion, and attitudes toward work. The Nazi system was concerned with deviations in all these areas. It classified political, sexual, religious, and working-attitude deviations in separate categories. In all probability, the Hitler state required these definitions of the enemy and was, in its own terms, correct in its choice of these groups. Within a society, minority and separation groups represent a seedbed of possible revolt. Homosexuality has always and everywhere existed. Hitler considered homosexuality as a predisposition that could not be changed. It was assumed that a homosexual orientation could not be eliminated, that only its manifestations could be blocked. Thus, the pink triangle worn by the homosexual in the concentration camp represented the Nazis’ intention to reeducate him. No credence was placed in a simple change of opinion by homosexuals, such as was granted to Jehovah’s Witnesses, who were not taken entirely seriously, or even to political prisoners. Two categories were seen among homosexuals: the constitutionally hard-boiled homosexual and the occasional offender. Since in neither case was the Aryan status of the homosexual in doubt, all could remain alive. If necessary, homosexuals were to be castrated, but they were permitted to continue to work. As a matter of policy, extermination was therefore restrained. In practice there were other contrary impulses on the part of the SS, and those who wore the pink triangle met an unusually harsh fate. The social controls directed at homosexuals within the camp represented a continuation and an intensification of social controls imposed by society at large. A nation with many children can gain supremacy and mastery of the world. A pure race with few children already as one foot in the grave; in fifty or a hundred years it will be of no significance; in two hundred years it will be extinct. It is essential to realize that if we allow this infection to continue in Germany without being able to fight it, it will be the end of Germany, of the Germanic world. Unfortunately this is not the simple matter it was for our forefathers. For them, the few isolated cases were simply abnormalities; they drowned them in bogs. Those who found bodies in the mire did not know that in 90% of the cases they found themselves face to face with a homosexual who had been drowned with all his belongings. This was not punishment, more the simple elimination of this particular abnormality. It is vital we rid ourselves of them; like weed we must pull them up, throw them on the fire and burn them. This is not out of a spirit of vengeance, but of necessity; these creatures must be exterminated.

Free Essays on Henry Purcell

Henry Purcell Born in 1659, Henry Purcell was the finest and most original composer of his day. He lived a very short life; he died in 1695. Though his life was short he was able to enjoy and make full use of the transformed flowering of music after the Restoration of the Monarchy. As the son of a musician at Court, a chorister at the Chapel Royal, Henry Purcell worked in Westminster for three different kings over twenty-five years. In the Chapel Royal young Henry Purcell studied with Dr. John Blow. Legend has is that when, in 1679, Purcell succeeded Dr. Blow as organist of Westminster Abbey, the elder musician stepped aside in recognition of the greater genius. It is true that on Purcell’s death in 1695 Blow returned to the place of duty, and would write a dignified Ode on the Death of Purcell. In addition to his majestic duties Henry Purcell also dedicated much of his talent to writing operas, or rather melodious dramas, and incidental stage music. He would also write chamber music in the form of harpsichord suites and trio sonatas, and became occupied with the escalating London public concert scene. One of the most important musical developments in Restoration London was the continuing establishment of regular public concerts. In 1683 a group of gentlemen amateurs, and professional musicians started a â€Å"Musical Society† in London to celebrate the â€Å"Festival of St. Cecilia. They asked Henry Purcell, he was only 24 years old, to be the first to write an Ode for their festivals. Henry Purcell was to compose two more such Odes for the Society. Most of Purcell’s theatre music was written between 1690 and 1695, and within that comparatively brief period he supplied music for more than forty plays. Much of the instrumental music was published in 1697, when the composer’s widow compiled A Collection of Ayres; Compos’d for the Theatre, and upon Other Occasions. This body of music, viewed as a whole, shows that Henry ... Free Essays on Henry Purcell Free Essays on Henry Purcell Henry Purcell Born in 1659, Henry Purcell was the finest and most original composer of his day. He lived a very short life; he died in 1695. Though his life was short he was able to enjoy and make full use of the transformed flowering of music after the Restoration of the Monarchy. As the son of a musician at Court, a chorister at the Chapel Royal, Henry Purcell worked in Westminster for three different kings over twenty-five years. In the Chapel Royal young Henry Purcell studied with Dr. John Blow. Legend has is that when, in 1679, Purcell succeeded Dr. Blow as organist of Westminster Abbey, the elder musician stepped aside in recognition of the greater genius. It is true that on Purcell’s death in 1695 Blow returned to the place of duty, and would write a dignified Ode on the Death of Purcell. In addition to his majestic duties Henry Purcell also dedicated much of his talent to writing operas, or rather melodious dramas, and incidental stage music. He would also write chamber music in the form of harpsichord suites and trio sonatas, and became occupied with the escalating London public concert scene. One of the most important musical developments in Restoration London was the continuing establishment of regular public concerts. In 1683 a group of gentlemen amateurs, and professional musicians started a â€Å"Musical Society† in London to celebrate the â€Å"Festival of St. Cecilia. They asked Henry Purcell, he was only 24 years old, to be the first to write an Ode for their festivals. Henry Purcell was to compose two more such Odes for the Society. Most of Purcell’s theatre music was written between 1690 and 1695, and within that comparatively brief period he supplied music for more than forty plays. Much of the instrumental music was published in 1697, when the composer’s widow compiled A Collection of Ayres; Compos’d for the Theatre, and upon Other Occasions. This body of music, viewed as a whole, shows that Henry ...

Biography of Robert Hanssen, Spy Who Betrayed the FBI

Biography of Robert Hanssen, Spy Who Betrayed the FBI Robert Hanssen is a former FBI agent who sold highly classified material to Russian intelligence agents for decades before he was finally arrested in 2001. His case is considered one of Americas greatest intelligence failures, as Hanssen operated as a mole within the bureaus counterintelligence division, the highly sensitive part of the FBI tasked with tracking foreign spies. Unlike Cold War spies of an earlier era, Hanssen claimed to have no political motivation for selling out his country. At work, he often spoke of his religious faith and conservative values, traits which helped him avoid any suspicion during the years that he was in secret communication with Russian spies. Fast Facts: Robert Hanssen Full Name: Robert Phillip HanssenKnown For: Worked as a mole for Russian spy agencies while serving as an FBI counterintelligence agent. He was arrested in 2001 and sentenced to life without parole in federal prison in 2002Born: April 14, 1944 in Chicago, IllinoisEducation: Knox College and Northwestern University, where he received an MBASpouse: Bernadette Wauck Early Life and Career Robert Phillip Hanssen was born in Chicago, Illinois, on April 18, 1944. His father served on the police force in Chicago and was serving in the U.S. Navy during World War II when Hanssen was born. As Hanssen grew up, his father was reportedly verbally abusive to him, often ranting that he would never succeed in life. After graduating from a public high school, Hanssen attended Knox College in Illinois, studying chemistry and Russian. For a time he planned to become a dentist, but eventually wound up obtaining an MBA and becoming an accountant. He married Bernadette Wauck in 1968 and, influenced by his devout Catholic wife, he converted to Catholicism. After a few years working as an accountant, he decided to enter law enforcement. He worked as a policeman in Chicago for three years and was placed on an elite unit that investigated corruption. He then applied and was accepted into the FBI. He became an agent in 1976, and spent two years working in the Indianapolis, Indiana, field office. Initial Betrayal In 1978, Hanssen was transferred to the FBI office in New York City and was assigned to a counterintelligence post. His job was to help assemble a database of foreign officials posted in New York who, while posing as diplomats, were actually intelligence officers spying on the United States. Many of them were agents of the Soviet intelligence agency, the KGB, or its military counterpart, the GRU. At some point in 1979, Hanssen made a decision to sell American secrets to the Soviets. He visited an office of the Russian governments trading company and offered to spy. Hanssen would later claim that his goal was simply to make some extra money, as living in New York City was putting a financial squeeze on his growing family. He began providing the Soviets with highly valuable material. Hanssen gave them the name of a Russian general, Dimitri Polyakov, who had been providing information to the Americans. Polyakov was carefully watched by the Russians from that point on, and was eventually arrested as a spy and executed in 1988. Robert Hanssens business cards, chalk and thumb tacks, which he used to communicate with his Russian contacts, according to the FBI. FBI.gov In 1980, after his first interactions with the Soviets, Hanssen told his wife what he had done, and she suggested they meet with a Catholic priest. The priest told Hanssen to stop his illegal activities and donate the money he had gotten from the Russians to charity. Hanssen made the donation to a charity affiliated with Mother Teresa, and cut off contact with the Soviets for the next few years. Return to Spying In the early 1980s, Hanssen was transferred to FBI headquarters in Washington, D.C. To his colleagues in the bureau he seemed to be a model agent. He often steered conversations to talk of religion and his very conservative values, which were aligned with the very conservative Catholic organization Opus Dei. Hanssen appeared to be a devoted anti-communist. After working in the FBI division that developed secret listening devices, Hanssen was again placed in a position to track Russian agents operating in the United States. In 1985 he approached the Soviets again and offered valuable secrets. During his second round of dealing with Russian agents, Hanssen was much more cautious. He wrote to them anonymously. While not identifying himself, he was able to gain their trust by initially providing information which the Soviets found both credible and valuable. The Soviets, suspicious of being lured into a trap, demanded to meet him. Hanssen refused. In his communications with the Russians (some of which were eventually made public after his arrest) he insisted on setting the terms of how he would communicate, pass information, and pick up money. His Russian contacts and Hanssen were highly trained in espionage techniques and were able to work together without ever meeting. At one point Hanssen spoke to a Russian agent over a pay phone, but they generally relied on placing signals in public places. For instance, a piece of adhesive tape placed on a sign in a park in Virginia would indicate that a package had been placed in a dead drop location, which was usually under a small footbridge in the park. Undated file photo released by the FBI February 20, 2001 shows a package recovered at the Lewis drop site containing $50,000 cash allegedly left by Russians for FBI Agent Robert Philip Hanssen. FBI / Getty Images A Third Stint of Betrayal When the Soviet Union collapsed in 1991 Hanssen became much more wary. During the early 1990s, KGB veterans began to approach western intelligence agencies and provide information. Hanssen became alarmed that a Russian with knowledge of his activities would tip off the Americans that a highly placed mole was operating within the FBI and the resultant investigation would lead to him. For years, Hanssen stopped contacting the Russians. But in 1999, while assigned as an FBI liaison with the State Department, he once again began selling American secrets. Hanssen was finally discovered when a former KGB agent contacted American intelligence agents. The Russian had obtained Hanssens KGB file. Realizing the importance of the material, the United States paid $7 million for it. Although his name was not specifically mentioned, evidence in the file pointed to Hanssen, who was put under close surveillance. On February 18, 2001, Hanssen was arrested at a park in northern Virginia after he had placed a package at a dead drop location. The evidence against him was overwhelming, and to avoid the death penalty, Hanssen confessed and agreed to be debriefed by American intelligence officials. During his sessions with investigators, Hanssen claimed his motivation had always been financial. Yet some investigators believed anger about how his father treated him as a child triggered a need to rebel against authority. Friends of Hanssen later came forward and told journalists that Hanssen had exhibited eccentric behavior, which included an obsession with pornography. In May 2002, Hanssen was sentenced to life in prison. News reports at the time of his sentencing said American intelligence agencies were not entirely satisfied with the extent of his cooperation and believed he was holding back information. But the government could not prove he had lied, and wishing to avoid a public trial, the government chose not to void his plea agreement. He was sentenced to life in prison. Robert Hanssen moments after being arrested. Getty Images   Impact of Hanssen Case The Hanssen case was regarded as a low point for the FBI, especially as Hanssen had been so trusted and had committed such betrayals for so many years. In court proceedings the government stated that Hanssen had been paid more than $1.4 million during his spying career, most of which he never actually received, as it was held for him in a Russian bank. The damage Hanssen did was considerable. At least three Russian agents he identified had been executed, and it was suspected that he compromised dozens of intelligence operations. One notable example was the information that the Americans had dug a tunnel under the Russian embassy in Washington to install sophisticated listening devices. Hanssen was incarcerated in a supermax federal prison in Colorado which also houses other notorious inmates, including the Unabomber, one of the Boston Marathon bombers, and a number of organized crime figures. Sources: Hanssen, Robert. Encyclopedia of World Biography, edited by James Craddock, 2nd ed., vol. 36, Gale, 2016, pp. 204-206. Gale Virtual Reference Library,A Search for Answers: Excerpts From the FBI Affidavit in the Case Against Robert Hanssen. New York Times, 22 February 2001, p. A14.Risen, James. Former FBI Agent Gets Life in Prison For Years as a Spy. New York Times, 11 May 2002, p. A1.

How to Construct a Blooms Taxonomy Assessment

How to Construct a Bloom's Taxonomy Assessment Blooms Taxonomy is a method created by Benjamin Bloom to categorize the levels of reasoning skills that students use for active learning. There are six levels of Blooms Taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Many teachers write their assessments in the lowest two levels of the taxonomy. However, this will often not show whether the students have truly integrated the new knowledge. One interesting method that can be used to make sure that all six levels are used is to create an assessment based entirely on the levels of Blooms Taxonomy. However, before doing this, it is essential that students are given background information and knowledge about the levels of the taxonomy. Introducing Students to Blooms Taxonomy The first step in preparing students is to introduce them to Blooms Taxonomy. After presenting the levels with examples of each to the students, teachers should have them practice the information. A fun way to do this is to have students create questions on an interesting topic in each level of the taxonomy. For example, they could write six questions based on a popular television show like The Simpsons. Have the students do this as part of whole group discussions. Then have them provide sample answers as a way to help guide them to the types of answers you are seeking. After presenting the information and practicing it, the teacher should then provide them with an opportunity to practice using the material being taught in class. For example, after teaching about magnetism, the teacher could go through six questions, one for each level, with the students. Together, the class can construct appropriate answers as a way to help students see what will be expected of them when they complete a Blooms Taxonomy assessment on their own. Creating the Blooms Taxonomy Assessment The first step in creating the assessment is to be clear on what the students should have learned from the lesson being taught. Then pick a singular topic and ask questions based on each of the levels. Here is an example using the prohibition era as the topic for an American History class. Knowledge Question: Define prohibition.Comprehension Question: Explain the relationship of each of the following to prohibition:18th Amendment21st AmendmentHerbert HooverAl CaponeWomans Christian Temperance UnionApplication Question: Could the methods that proponents of the temperance movement be used in a bid to create a Smoking Prohibition Amendment? Explain your answer.Analysis Question: Compare and contrast the motives of temperance leaders with those of doctors in the fight over prohibition.Synthesis Question: Create a poem or song that could have been used by temperance leaders to argue for the passage of the 18th Amendment.Evaluation Question: Evaluate prohibition in terms of its effects on the American economy. Students have to answer six different questions, one from each level of Blooms Taxonomy. This spiraling of knowledge shows a greater depth of understanding on the students part. Grading the Assessment When giving students an assessment like this, the more abstract questions should be awarded additional points. To fairly grade these questions, it is important that you create an effective rubric. Your rubric should allow students to earn partial points depending on how complete and accurate their questions are. One great way to make it more interesting for students is to give them some choice, especially in the upper-level questions. Give them two or three choices for each level so that they can choose the question that they feel most confident in answering correctly.

Cloud Computing Essay Example | Topics and Well Written Essays - 500 words - 4

Cloud Computing - Essay Example The flipside of the application lies in its precarious state of security. Being accessible to a number of users and within any locality, cloud computing is highly insecure and the fear of interception, loss or unauthorized access of data exists. A SWOT analysis reveals the advantages that cloud computing offers to institutions and businesses organizations keen in embracing convenient and fast methods of data storage and accessibility while at the same time showing the mundane flaws involved. Chief among the strengths of cloud computing is the ability to integrate a number of applications into one system and offer the user a single product able to offer various services. This could be equated to an omnibus that carries various passengers and conveniently drops each one at his destination. The technology substantially reduces the costs incurred in investment. While the technology demands that the university pay close to seven thousand dollars, the other option of self investment would cost universities about three hundred thousand dollars. Other strengths are the mobility which essentially allows access of the data from any locality and the expanded memory capacity as its RAM is larger. This boils down to the availability of more space for institutions to store their ever increasing data (Beard). Cloud computing comes with inherent weaknesses. Ideally, any organization that decides to adopt cloud computing technology must inevitably adjust their models. A business organization for instance must adjust the business model in tandem with the cloud computing technology. This is synonymous to an overhaul and could be expensive especially for large organizations which already have established cultures. The biggest weakness in cloud computing, however, lies in the security of the technology. The technology being an amalgamation of various institutional applications in a remote

Change project Essay Example | Topics and Well Written Essays - 2000 words

Change project - Essay Example It is in this regard that this essay is written to present pertinent changes in organizational processes or systems to adjust to the requirements of efficiency in assuring compliance to attendance protocols of a Security Company. At a Security Company in the country, attendance is being monitored by a system of logging in and out utilizing time cards that allow you to punch in and out and are needed as a basis for salary payments. In addition, an access card is used to enter buildings. The problem is many personnel are punching other employees out when they already left hours earlier. Personnel are punching other colleagues in when they never came to work. This is an on going issue and there really is no way to detect it. This system is prone to loopholes and dishonesty because as peers develop teambuilding, employees belonging in the same department or team are susceptible to connivance in relation to attendance and payment requirements. It was initially established that change is a necessary component in an organization in order to respond to inefficiencies, conflicts and changes in the environment. It was precisely identified that in this particular Security Company, an immediate innovative response to their problem in the system of tracking down and monitoring attendance of personnel is eminent. According to Martires & Fule (2000) â€Å"change, no matter how elegant it appears to be on paper, becomes effective only when it results in people and group actually improving their collective performance†. Lewin (1951) in his book on Frontiers in Group Dynamics identified three steps in the process of change, to wit: (1) unfreezing; (2) changing; and (3) refreezing. The unfreezing stage is the initial step involving awareness and recognition of the need to change certain aspects in the current situation. The changing stage involves the introduction and application of the new patterns of behavior

Art Appreciation Essay Example | Topics and Well Written Essays - 500 words

Art Appreciation - Essay Example The â€Å"Number 1† painting is also known as the Lavender Mist. It is one of the most famous of Pollock’s paintings using his â€Å"drip technique.† Here, a visual prejudice blinds the viewer to the appreciation of real qualities beyond their visual experience as the dripped skeins of colors and the sensation of their existence in a deep space produce the aura of a lavender mist. (Peacock 1995, 207) As with most paintings in Abstract Expressionism, Number 1 features a natural focus on expressivity manifested in gestures as evident in the border of handprints, the body is logos, literal mark-making, among others. The idea is that a painting is not merely a painting, but instead, the painter – his body and his self-expression - is the painting or at least one with it. For me, â€Å"Number 1† is an example of fine art because it shows the exuberance of the American contemporary art, particularly in Abstract Expressionism. While the masses may seem to be offended with â€Å"Number 1† because they cannot make out the meaning visually, the painting communicates to the emotion. It banks on the response or at least the impression of people in the context of their view of reality. Also, as Pollock, himself explained: â€Å"It seems to me that the modern painter cannot express the present age of the airplane, the atom bomb, and the radio in forms of the Renaissance or of any other past culture.† (Gilbaut 1985, 246) And so, in a gigantic piece he sought to capture the very essence of his subject matter and was successful in it. The major reason why Willem de Koonings painting "Excavation" is a masterpiece for me is that it translated and condensed what critics call as our period of anxiety within the four corners of the canvas. The visual impact of the intertwined flashes of eyes, teeth, lips gives the impression of a seething crush in form and it

International Marketing Essay Example | Topics and Well Written Essays - 4000 words

International Marketing - Essay Example The country of origin has been traditionally considered as a major criterion in the development of consumer choices within the international marketplace. It should be noticed that consumer opinions regarding a specific product/ service cannot be precisely estimated and evaluated because they tend to change continuously. Regarding this issue it is stated by Hall (2002, 24) that ‘consumers "change their minds" about a product, then they change their attitude, and then they act’. In other words, marketers cannot rely on the consumer preferences for a particular product/ service in a specific period of time. They would rather have a series of elements that present the trends of consumers within the particular market in general terms (i.e. not specifically at a particular time point). If the above issue is not taken into consideration, the marketing strategy based on the consumer choices made during a specific period (or under a specific social, financial or political framewo rk) are very likely to be proved inappropriate after a specific time period will be differentiated. On the other hand, the introduction and the application of a specific marketing strategy within the international marketplace should be combined with the appropriate research. If not, the marketing strategy attempted to be implemented will be led to a failure. The above issue has been examined by Diamantopoulos et al. who stated that ‘the methodological pitfalls of international research often lead to questionable research results’.

Frameworks and Decisions Assignment Example | Topics and Well Written Essays - 1000 words

Frameworks and Decisions - Assignment Example To a great extent, Marino calls it intuitively to point out the reality of the teaching of ethics. It is quite true that ethics is being taught in almost all fields and discipline but this does not in any way guarantee that those who partake of it would automatically make the right choices in the future. It is true that there is bioethics, legal ethics, medical ethics and all others of the genus but this in no way has it proven that arbitrarily mandating the students and other individuals would mean that there would be less of any malpractice in the future. The old Greek viewpoint of Socratic origin does make one wonder whether or not virtue could be taught. The greatest moral challenge is to first get to know one’s self in a contemplative and accurate way before being able to definitively claim that ethics may be imparted. This in its entirety gives out a deeper understanding of the most ludicrous title that Marino has given his article. â€Å"Before Teaching Ethics, Stop Kidding Yourself† challenges each person, especially those who teach it, to have a deeper psychological understanding of who we are so that we may be able to envisage our line of reasoning when faced with a moral dilemma. This makes for a tangible approach to teaching ethics. I deeply understand this sentiment because the lapse of time between now and that concept of â€Å"we will look at this tomorrow† is ample time to give any person for him to be able to reconcile his moral knowledge with justifications that he would have easily made without it. â€Å"Until finally we come to our senses and convince ourselves that the convenient course is the righteous course†.

International Marketing Essay Example | Topics and Well Written Essays - 4000 words

International Marketing - Essay Example The country of origin has been traditionally considered as a major criterion in the development of consumer choices within the international marketplace. It should be noticed that consumer opinions regarding a specific product/ service cannot be precisely estimated and evaluated because they tend to change continuously. Regarding this issue it is stated by Hall (2002, 24) that ‘consumers "change their minds" about a product, then they change their attitude, and then they act’. In other words, marketers cannot rely on the consumer preferences for a particular product/ service in a specific period of time. They would rather have a series of elements that present the trends of consumers within the particular market in general terms (i.e. not specifically at a particular time point). If the above issue is not taken into consideration, the marketing strategy based on the consumer choices made during a specific period (or under a specific social, financial or political framewo rk) are very likely to be proved inappropriate after a specific time period will be differentiated. On the other hand, the introduction and the application of a specific marketing strategy within the international marketplace should be combined with the appropriate research. If not, the marketing strategy attempted to be implemented will be led to a failure. The above issue has been examined by Diamantopoulos et al. who stated that ‘the methodological pitfalls of international research often lead to questionable research results’.

Ethanol Alcohol Research Paper Example | Topics and Well Written Essays - 500 words

Ethanol Alcohol - Research Paper Example It is not thus converted for supply to the tissues or cells. Only about 20% of the alcohol is directly absorbed into blood via walls of the stomach while the rest directly goes to the bloodstream by way of the small intestine (Dunlap). A very low dose of ethanol alcohol is just as powerful to affect the brain’s memory and make the processing of new information complicated for the hippocampus. â€Å"Somebody who drinks too much, the next day doesnt remember what happened during that time, but yet at the same time has the ability, unfortunately in certain cases, to drive home after drinking a lot† (Gislason 86). Ethanol affects the energy metabolism of carbohydrates which causes the glycogen level inside the muscles and the liver to recess. Ethanol causes loss of structural tissue because it is catabolic in nature. This effect causes an individual to lose more weight than what he/she may gain from the in-take of calories. This is one of the most fundamental effects sought by the consumers of ethanol alcohol. The fat rather moves over to the trunk and belly leaving the individual with a weaker and skinnier appearance. As a result of the accumulation of estrogen inside the body, men may experience an enlargement of breasts. The degeneration of body destroys their personality and turns a macho man into an irritated person. Consumption of ethanol alcohol can also cause many diseases to occur. Up to 80 percent of alcoholics, however, have a deficiency in thiamine (15), and some of these people will go on to develop serious brain disorders such as Wernicke–Korsakoff syndrome (WKS) (16). WKS is a disease that consists of two separate syndromes, a short–lived and severe condition called Wernicke’s encephalopathy and a long–lasting and debilitating condition known as Korsakoff’s psychosis. (NIAAA). Occasionally ethanol alcohol may be employed for

Foundation Of America Essay Example for Free

Foundation Of America Essay Christians in the united states of America would fully back up this argument in any given circumstance and they are neither right or wrong this is because they have everyone is entitled to his opinion. There are those who are for the view that Americas foundation is based on secular ideals of enlightenment. Christianity is linked to the formation of America because of the values in the declaration of independence document. This document i s not constitution in a America and has got no any legal bindings be more precise its as document that was drafted by the Americans fore fathers to the Britons on their grievances that they were subjected to during imperialisms this document cannot even be used as a source of evidence in any court of law. (Baldwin 34) In the early century Christianity was the predominant religion in America and still is because of its strong roots. With Christianity in full frontal position it permitted other things to accompany it like ecumenism is the act of many denominations coming together and pluralism hence unity of many churches. During this early century pilgrims flee away from Europe in order to escape religious persecution of them settled in America and hence the growth and expansion of Christianity. Christians believe that Americans was founded by Christian forefather who had a view of a government that would help it to rise to greater level. The founding fathers who worked on the Americas constitution were members of the orthodox church and further search shows that even the first continental congress was to open in Christian prayers. They believed that religion and government should actually go hand in hand hence they highly encouraged it. This view has been held in America for approximately 150 years (Dowel 42). In the 1980s during the civil war,protestants joined together for a reform with a purpose of constitution amendments was solely to declare America as a Christ nation. In a bid to spread Christianity to all,One particular Rev. M. Watson even went ahead to suggest that some coins should recognize Gods presence (Jean 56). This according to them America was meant to be officially a Christian state. Colonies had come up with churches and taxed all citizens to their support regardless of being a church m ember or not. unfortunately to those who evaded tax were imprisoned,tortured or even ended up in death. This brings us to the other persons that support the view that America is founded on secular ideals and enlightenment. The constitution is purely secular and apparently no Christ has been mentioned in it . The core founders rulers like Thomas Jefferson,Madison and their allies believed in themselves and were never Christians. With the persecution of those who evaded tax,these rulers helped pass law allowing religious freedom to all. These rulers were deists and never even concurred with the bible or anything in it. Thomass Jefferson one of Americas founding presidents rejected Christianity to a point that he actually thought that it produced fools and hypocrites belief was that religions are founded on myths. America is one of those countries that have actually set a pace when it come to democracy. Revealingly, democracy was first began in pagan Greece. This actually shows there could be a link between Americas and democracy and paganism. This is according to those who hold the view that it was never founded on Christianity. Religion is also another factor that holds on principals that make a country. Thomass Jefferson had earlier passed law allowing religious freedom to all. Religion clearly indicates that its not in their interest to simply it to join it. In the declaration of independence it talks of men being created equal. This is a value that the Christians uphold in their teachings but in the 1970s blacks and native Americans were not equal with whites,neither were men equal with women nor men with land equal to men who dint own land. probably this is a an argument point to those who do not concur with the fact that America was based on a Christian foundation. A constitution a legally binding document when it was enacted to become law it freed many on religion basis but since it did not render special treatment to Christians they argued that America would be unsuccessful on the contrary it emerged a super power. democracy is fully enjoyed by all in America regardless of their religion unlike in other countries where religion is a force to reckon with people are suppressed and oppressed if they don not abide by the founding religion. Christianity early roots do not ascertain it to be Americas foundation was not in the interest of Thomas Jefferson and his cronies to make it a Christian nation but they strived to separate the government and church. Works cited Dowel , Clem. Christian foundation in America. California:provident publishers limited, 2005. Jean, Mary L. America Christian History. Wyoming:secondary press, 2002. Baldwin,Michael. Declaration of independence . Boston:Point books,2001.

Reasons Why Catalonia Wants Independence

Reasons Why Catalonia Wants Independence Catalonia’s Pursuit of Independence â€Å"No podem ser si no podem ser lliures.† This quote from Catalan poet Salvador Espriu roughly translates to â€Å"We cannot be if we can’t be free† a statement that rings true for over half of Catalonia’s 7.5 million residents. The people of Catalonia have long been in a struggle with Spain to gain independence and feel that they should be their own nation. Recently the separatist views in Catalonia have come to the forefront of national news as the state makes a push to secede but there are those who question the likelihood and feasibility of this move. If the people of Catalonia achieve what they desire, Spain will lose one of its most well known states as well as one that provides a great amount of economic stability, but if they do not they will continue to fight for independence and their struggle could turn violent. The struggle for independence dates back to the 19th century during the Romantic age when nationalism surged. Catalan separatist fee l they have multiple reasons to secede from Spain but the main reasons are that they have their own culture, history, and language; have experienced a history of persecution as a result of Spanish rule; and that they are responsible for a large majority of Spain’s economic success. Catalonia is one of Spain’s 17 autonomous regions, each region having its own executive, legislative, and judicial branch. It is located in the northern part of Spain on the border of France and is divided into a few different regions: Barcelona, Girona, Lleida, and Tarragona. According to a census performed in 2012 the population is roughly 7.5 million accounting for just over 16% of Spain’s total population. The city of Barcelona is the regions capital and is also the second largest city in Spain with a population of about 1.63 million (Generalitat de Catalunya). Catalonia has its own history, separate from the rest of Spain, rich with culture and tradition. They also speak a language different than is spoken in the rest of Spain known as Catalan. Catalan is not a dialect of Spanish but rather a language that was developed on its own with Latin origins and is recognized as one of the four official languages in Spain. 93.8% of citizens living in Catalonia can understand Catalan (Generalitat de Catalunya) and around 9 million people worldwide speak the language. There are laws in place within Catalonia in order to preserve the language and makes sure it lives on. Some examples of such laws are that all businesses must display their material in Catalan or risk being fined, doctors are required to speak and understand Catalan, and there are quotas in place to regulate Catalan media (Miley). While it is true that 98.8% of Catalan’s understand spanish, children in public schools must be taught in Catalan and can only receive a maximum of three hours per week in spanish training (Govan). This is because the people of Catalan have realized that for their language to survive the test of time it must be heavily involved in education of the youth. Catalan’s feel that their own language and culture deserve to be recognized by national borders and wish to govern the land as they see fit.   Catalan’s rich history and culture has not always been welcome in Spain and the rest of the European Union and the people of Catalan do not feel they receive the respect they deserve. There have been several distinct attacks on Catalan language throughout history but the most recent took place during the rule of General Francisco Franco between 1939 and 1975. Franco gained power over Barcelona following the Spanish Civil War with a goal of uniting Spain and removing those that attempted to differentiate themselves, including those that speak a different language. Throughout the time of his rule Catalan speakers and academics were persecuted and repressed. The autonomy that the Catalan’s had come to know was stripped away from them and Catalan nationalism was subdued. The Catalan language was banned from being used and was completely removed from the educational system. Along with this all remnants of the language were sought out and changed including media and street na mes. There was also a wave attacks on nationalist resulting in several thousand being killed or exiled. This persecution continued until Franco’s death in 1975 but the legacy of his rule has not been forgotten. Following the death of Franco in 1975 a new ruler took the throne, King Juan Carlos. Carlos was a fair ruler to the people of Spain and pushed to democratize the country. In 1978 the Spanish constitution was written and in it Catalan was officially recognized as the official language of Catalonia (Barcelona’s Languages). To this day the people of Catalonia cherish this victory as it represents the fortitude of the Catalan people and their ability to stand up to oppression. The people of Catalan, while happy to be recognised by Spain, feel they deserve more and wish to be an official language of the European Union. Catalan is a language similar in prevalence to Castilian Spanish, Swedish, and Czech (Mari 1). As expressed in the preceding paragraph, the Spanish government has neglected to serve or even defend the people of Catalonia in the past and many Catalan’s feel they must do so individually. There are many organizations throughout Catalonia whose mission it is to spread the language and culture on an international scale. One of these is the Consortium for Language Normalization, a program which aims to help foreigners that have recently moved to Catalonia learn the Language(Mari 2).   The people of Catalonia have long been in a struggle to make their voices heard on a national and international level and believe they have not been fairly represented by Spanish rule.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The third and final reason Catalan’s wish to separate from Spain is that they are one of the wealthiest regions in Spain and believe they are not fairly compensated for the amount of money they generate for the country. Catalonia is known to be one of the wealthiest and advanced regions of Spain accounting for nearly thirty percent of Spanish exports and although its GDP per capita is slightly below average compared with other nations in the European Union, it is still about twenty percent higher than the rest of Spain (Alexopoulos). It is also estimated that Catalonia makes up for around twenty percent of Spain’s total GDP (Goodman), a contribution that would be sorely missed by the Spanish Government. Catalonia’s most popular export locations are too surrounding countries in the EU including Portugal, Germany, France, and Italy. There is also a large amount of products that are imported to the rest of the country which would make Spain one of Catalonia’s main importers if they succeed in independence. In recent years, Catalonia has grown its export rate by more than Germany, France, and the Netherlands, and in the technology sector saw an increase in exports of about 9% (Wharton University of Pennsylvania). Catalonia also asserts that it pays more in taxes to the central government of Spain than it receives back in spending on infrastructure and its citizens. Those pushing for independence say that Catalonia would be better off in the long run if it kept the money that is currently being sent to the Central Government and instead spent it themselves and provide its people with the necessary social and security services. Furthermore, a study performed by the Universit y of Edinburgh claims that independence could shift the competition for firms within Catalonia. If Catalonia were to become independent, firms would be protected from direct competition with Spain and those that would normally be pushed out of the market may be able to survive and thrive (Comerford). Although some experts believe an independent Catalonia is fiscally possible, there are many consequences that will be difficult to overcome for the people. Currently, the central government of Spain located in Madrid is opposed to any sort of independence and claims that Catalonia already has more autonomy than most places in Europe. The region is the only one in Spain that operates its own police force and also has a reasonable amount of control over other factors such as culture, transportation, education, and health (Goodman).   In recent years however the people of Catalonia have grown restless and are pushing harder and harder to gain independence. In 2006 the central government of Spain and the Catalan authorities agreed to transfer more power to the region, a move which was agreed upon by the Spanish National Parliament. In 2008, however, Spain entered an economic crisis during which many Catalan’s believe their wealth would be better served if it was only supporting the people of Catalonia and not the rest of Spain. In 2010 the constitutional court of Spain moved to strike dow key parts from the 2006 agreement stirring up the independence movement and causing over 1 million people to take to the streets of Barcelona in protest. This sparked pro-independence parties to win the regional elections. On November 9th, 2014 Catalonia held a referendum for independence, they later scrap the plan saying the vote was just an opportunity for Catalan’s voice their opinions regarding independence. Although less than half of all registered voters ended up casting ballots, more than 80 percent were in favor of secession which the national government dismissed as propaganda. In the fall of 2015 Catalonia’s pro-independence party won the majority of the regional seats and draft a pro-independence resolution. Later this same year, Spain’s constitutional court rules the resolution to be unconstitutional. In 2017 the fight for independence heats up as the national government bans the former Catalan president Artur Mas from holding any sort of public office, this coming two years after the 2014 vote. In June of 2017 Catalan President Carlos Puigdemont sets the date for a new independence vote stating that a new republic will be formed within 48 hours if a pro-independence vote wins regardless of voter turnout. One September 7th, about one month before the vote is set to happen, Spain’s constitutional court rejects the ballot following a challenge from the central government. Later that same month about a dozen Catalan leaders were arrested for organizing the referendum. Police also capture around 10 million ballot papers and the Constitutional Court of Spain tells Catalonia it will fine the electoral board daily for disobeying the court orders. On September 29th Spanish government pledges to block the referendum while Catalan leaders reaffirm their position to proceed forward with it. Protesters occupy schools to be used for voting while police tell them to either leave by the following morning, October 1st,   day of the vote,   or face the consequences. The following day, hundreds of people are injured as national police close in on polling locations but defiant Catalan voters still manage to cast their ballots. On October 3rd Spanish King, Felipe VI, accuse secessionists of tearing apart Spain but hours later Puigdemont responds claiming Catalonia will declare independence once all votes have been counted. Puigdemont does not make a formal declaration and instead enters into talks with Spanish central government. At this point Spain takes control of Catalonia and dissolves its political autonomy, firing the elected government and forcing an entirely new election. On October 27th Catalonia moves to declare independence from Spain in defiance of the central government. The move is seen as mostly symbolic as neither Spain or the international community is likely to view Catalonia as its own nation. Since the vote, Spain has taken complete control over Catalonia and has also arrested and jailed nine former Catalan separatists on charges of rebellion. It wasn’t until March 25th, 2018, however, that Puigdemont was arrested in Germany after an international warrant for his arrest was made. He will be charged with rebellion and sedition and embezzlement. In my opinion, Catalan should remain a part of Spain not only as a benefit to the rest of Spain but as a benefit to the people of Catalonia themselves. The economic consequences of leaving Spain will tear Catalonia apart. The first reason for this is that Catalonia will lose its EU status as well as all the protections that come with it. The EU has already made it clear that it will not accept an independent Catalonia and if Catalonia wishes to continue trading with member other members of the EU they will face trade tariffs that are not currently present. Furthermore it is expected that businesses headquartered in the region would be forced to move since they would no longer be able to benefit from the policies of the EU. One such example is the EU has eliminated all import/export duties between its members. There are no trade barriers and workers are free to move around without restriction. These policies are in place to promote a unitary marketplace where capital is free to move b etween states (Moussis n.pag). All Catalan companies would automatically lose these freedoms and may would most likely choose to relocate. Another economic consequence is trade with the rest of Spain. In other secessionist movements, such as Czech and the Slovak Republics or Slovenia and Croatia, it was noted that trade fell between the freshly separated nations by about 33 percent to 66 percent in the first few years after seperation (Alexopoulos). Catalan exports to the rest of Spain make up for nearly 36% of exports from Catalonia and if the past trend continues, which it has no reason not to considering the tension between the two, it can be expected that Catalonia will instantly lose a large segment of its export market. If trade falls and businesses decide to leave, unemployment rates will skyrocket and people in the area will suffer one firm, Credit Suisse, estimates that secession would cause the Catalan GDP to fall by roughly 20 percent which would greatly reduce the per capita income (Alexopoulos). Although I understand the plight of the Catalan people who wish to have their culture respected, I believe there is room in Spain for multiple cultures to thrive and flourish. The central government of Spain does not wish to destroy the Catalan culture but rather to protect the people living in the region from making emotionally charged decisions without first weighing all of the negative consequences. Catalonia is a region of Spain full of culture and tradition. They speak their own language, celebrate different holidays, and choose their own rulers. For many years throughout history Spanish rulers were not kind to the people of Catalonia attempting to suppress their culture in an attempt to create a unified Spain. What these rulers did not understand is that one of the reasons Spain is such a beautiful country is that it has such a diverse background. In recent years, however, this has not been the case and Catalonia has had political autonomy and freedom to practice their own traditions. For a large group of Catalans this freedom is simply not enough and they wish to become an independent nation. In the past few years the central government of Spain has blocked these moves citing the constitution and more recently has even taken away the political freedom Catalonia once had. While I understand the plight of the Catalan people who wish to have their culture respected by becoming its own nation, the decision is emotionally driven and the economic consequences would be to great for the nation to bear.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   References Generalitat de Catalunya. Catalonia. n.pag. Web. 21 February 2014 . http://web.gencat.cat/en Miley, Dr. Thomas Jeffrey. The Constitutional Politics of Language Policy in Catalonia, Spain. Adalahs Newsletter. October 2006. p 1-2. Web. 20 February 2014 . https://books.google.com/books?id=S6Ie_HYgjUwC&printsec=frontcover&dq=general+francisco+franco+catalonia&hl=en&sa=X&ved=0ahUKEwjP6K_Xt97aAhUBr4MKHaFjDckQ6AEINDAC#v=onepage&q=catalonia&f=false Barcelonas Languages. Barcelona.de. n.pag. Web. 21 October 2013   Barcelona.de Mari, Bernat Joan I. The Cornerstones of Language Policy in Catalonia. Language Policy at the Government of Catalonia. p 1-2. Web. 20 February 2014 . Alexopoulos, Yiagos, et al. Catalonias Choice. Credit Suisse. 19 November 2012. p 2-11. Web. 24 February 2014 . Goodman, Al. Catalans to Link Up in Human Chain Today in their Call for Secession. CNN. 11 September 2013. n.pag. Web. 18 October 2013 Wharton University of Pennsylvania. Is Secession the Answer? The Case of Catalonia, Flanders and Scotland. 2 December 2013. n.pag. Web. 25 February 2014   Comerford, David, Nicholas Myers, and Jose V. Rodriguez Mora. â€Å"Measuring Costs and Benefits of Independence.† University of Edinburgh. 9 October 2012. p 15-20. Print. https://www.nbcnews.com/news/world/catalonia-s-bid-independence-spain-timeline-developments-n815091 Moussis, Nicholas. The EU Common Market. n.pag. Web. 27 February 2014  

Communist Controversy over Film Salt of the Earth Essay -- Politics Mc

Communist Controversy over Film Salt of the Earth Salt of the Earth was released in 1954, during the anticommunist McCarthy era by a collection of blacklisted individuals, including screenwriter Michael Wilson, producer Paul Jarrico, and Hollywood 10 director Herbert J. Biberman. Salt is based on the Empire Zinc strike of Local 890 in Bayard County, New Mexico that took place from 1950-1952. In many ways, Salt of the Earth resembles the archetypal American dream by presenting the triumph of ordinary, working class Americans over the forces of discrimination, inequality, and injustice. Salt enjoyed widespread acclaim in Europe, and won prestigious awards in Czechoslovakia and France. Yet in the United States, its production encountered violent opposition from agencies such as the Screen Actors Guild, the American Federation of Labor and the Federal Bureau of Investigation. What particular element of Salt made it seem so threatening and subversive? According to film critic Pauline Kael Salt was nothing more than "shrewd propaganda for the urgent business of the USSR." (Kael, 331-332) She unhesitatingly asserts that Salt is "as clear a piece of communist propaganda as we have had in many years" (Kael 331-332). In short, Kael argues that Salt is fundamentally subversive, threatening and un-American. Yet what does it mean to be subversive in the context of the McCarthy era? The Oxford English Dictionary defines the noun subversive as wishing to "overthrow a regime" (OED). Kael’s argument seems to be congruous to this definition. Does Salt of the Earth intend to overthrow the existing political order and replace it with a communist form of government? Several scholars have responded to Kael’s communist reading of Salt. Lorence... ...d English Dictionary. Accessed 2. June.2003 9. Rosseau, Jean-Jacques. The Social Contract. Liberty, Equality, Fraternity: Exploring the French Revolution. Hunt, Lynn & Censer, Jack. University Park, Pennsylvania: The Pennsylvania State University Press (2001) 10. Rosenfelt, Deborah S. Salt of the Earth: commentary by Deborah Silverton Rosenfelt and Screenplay by Michael Wilson New York: The Feminist Press, (1978) 11. Salt of the Earth. Dir. Herbert J. Bibberman. Produced by Paul Jarrico. Screenplay by Michael Wilson. Video recording. Independent Productions Corporation and the International Union of Mine. (1954) 12. Wilson, Michael. Salt of the Earth: commentary by Deborah Silverton Rosenfelt and Screenplay by Michael Wilson. (The Screenplay) New York: The Feminist Press, (1978)

Death and Afterlife Beliefs Essay

There remains no scientific evidence or facts which can prove the existence of the after life. Such concepts like reincarnation, salvation, and near-death experiences have been very controversial topics of debate over the years. However, different religions, philosophies and spiritual beliefs from different cultures amazingly provide very detailed and meticulous explanation about the concept of death and the afterlife. These explanations vary as their core of ideologies and philosophies vary as well. The Mesopotamian civilization has been known for its very rich culture and tradition. During the reign of the civilization, a lot of discoveries and inventions have been made which eventually led to some modern advancement as well. In addition to this, the Mesopotamian culture also had a very interesting view of death and eternal life. According to the ancient Mesopotamian belief, the world can be divided into three different layers: these are the heaven, the netherworld and the living world (Cornell University [CU] academic site, 2004). The divine beings or the gods and goddesses are believed to reside the heavens. This place is said to be exclusive for these holy beings. The netherworld on the other hand was believed to be the â€Å"imprisoning† place after death which is also described as the house of darkness and a place, where no one, to any further extent, can escape. According to Mesopotamian myths in relation to King Gilgamesh’s adventures and stories about Ishtar, the descent to the netherworld is really frightening but inevitable, and that in fact, even Gilgamesh himself went on his adventures in trying to escape this place. Lastly, the living world was described to be the world where all living beings reside and survive the days with their humane and worldly needs. Although this culture recognizes the existence of death and afterlife in the netherworld, Mesopotamians believed that a man can still escape the course of death and the dark netherworld by being righteous and trying to connect and have an intimate relationship with God. The Egyptian tradition and beliefs of death and the afterlife on the other hand, can also be considered one of the most culturally rich traditions in the world. Deaths of Egyptians are rather commemorated and venerated than mourned. They were more focused on the preservation of the body as a positive ritual in giving the dead a pleasant afterlife state. Ancient Egyptians would also design the tombs of the dead with scriptures, holy verses, poems, and beautiful sculptures of scenes of the afterlife in the hope that the spirit of the dead will be at a peace and be granted prosperity in the afterlife. The tomb of the dead is also packed with necessities that the owner might need or want to bring with him/her in the afterlife. The afterlife in Egyptian culture was described as a place where there are beautiful canals, dams, and farms where the yield of the fruit-bearing trees and crops is never-ending (Williams, 2008). Life in ancient Egypt in general has been blessed being resided along the banks of the Nile River where people always have sufficient resources. This somehow explains why Egyptians also looks forward to a blessed afterlife. They have been used to living life bountiful with resources that is why they would always hope to find the same bountiful afterlife like the life of the living. On the other hand, the culture of the Greeks and the Romans (Greco-Romans) was rather more personified and mythical. Concepts of death and afterlife were incorporated with very detailed descriptions of gods and goddesses. The life of ancient Greeks was always bounded and guided by these gods and goddesses who were believed to have the ability to talk and live with them. According to the ancient Greek mythology, as a person dies, his/her psyche or soul is being release through a puff or breath of wind (Metropolitan Museum of Art). Death in ancient Greek tradition also had very elaborate rituals that were divided into three parts: the prothesis, ekphora and the internment. During the prothesis, relatives and loved ones of the dead come and pay respect. And during the ekphora, the dead shall be brought to the cemetery through a procession which happens before dawn. And then finally, the deceased will come to its final rest through the internment. The concept of afterlife for the Greeks was clearly described through the stories of the Iliad and Odyssey which was able to write a very detailed account of the Greek mythology. Homer noted in the Odyssey the early description of the underworld where the dead people all go. The place was described as a place underneath the earth where Hades, the brother of Zeus and Poseidon reigns. A person who enters the underworld can never go back. However, there were also stories told about great people who were able to go to the underworld to talk to their deceased loved ones and were able to go back to the world of the living. But the success of these people required trickery and deception of the king of the underworld, Hades. Hercules was one of the great Greek characters, who was able to return from the underworld. But knowing that Hercules was half-immortal, it was also understandable that he could do such a thing. And because the life of the Greeks has been closely guided by several gods and goddesses, it was also believed that a person can possibly escape the deep and frightening walls of the underworld by having a close and intimate relationship with the gods. Through this, people to whom gods and goddesses are mostly pleased are sometimes brought to the heavens (Olympus) to live an immortal life with them. The most popular story about death and afterlife in Christianity is probably that of the death and resurrection of Jesus Christ. For Christians, it was taught that Christ died on the cross, then after three days he rose from the dead and eventually rose up to the heavens, body and soul. This story has been the inspiration for the spiritual lives of all Christians. The resurrection of Christ from the dead has been the greatest affirmation to Christians that there really is life after death. And from this story, a lot have already been told in Christian bible about the life after death. This concept has been argued by the apostle Paul to the disbelievers, he said: â€Å"Now if Christ is proclaimed as raised from the dead, how can some of you say there is no resurrection of the dead? If there is no resurrection of the dead, then Christ has not been raised; and if Christ has not been raised, then our proclamation has been in vain and your faith has been in vain. † (1Corinthians 15. 12-14 qtd. in Houben). For Christian believers, every person has a soul (dualism) and that soul is what lives after the person dies. The soul can either rest in heaven or continuously suffer in hell depending on how s/he was able to live his/her life. These concepts of heaven and hell have been the guiding idea of the Christians to how they live their lives. According to teachings, one shall be accepted in heaven if s/he was able to follow the commandments of the Lord, and if s/he was able to be righteous in his life in accordance to the word of the Lord. On the other hand, one shall suffer the pains of hell if s/he did bad things in considerably most of his/her life and s/he chose to live against the will of the Lord and his teachings. Over the years, this has been the main teaching to Christians about heaven and hell. Christians would describe the heaven as the place where there are golden roads and castles. A place where there are bountiful trees and crops that never runs out of yield, and also, a place where there is no more suffering. The heaven was indeed taught as a paradise after death, where hell on the other hand was described as the complete contrary and was further depicted as the worse place one can ever be in. The burial and commemoration rights for the dead among Christians are also somewhat detailed. They would lament and pay respect to the dead for a couple of days, gathering the family, and offering flowers and prayers to the dead and to the family. During these gatherings, the dead is often remembered and prayed for. The prayers were believed to help the soul of the departed reach to the heavens easily. After the lamentation, the dead shall now be brought to its last venue where flowers and significant items to the dead are being buried with it into the grave. And the commemoration of the dead does not end there because Christians celebrate the life of the dead on the same day of their deaths every year which is called their death anniversary. Looking at these different perspectives about death and the afterlife, we can observe that there are several similarities and differences among the religions or spiritual beliefs discussed. The Mesopotamian, Greco-Roman and Christian cultures all believe in the concept of heaven or paradise and hell or underworld after death. This concept of a very beautiful and peaceful place after death has been evident in the teachings of the three cultures. All of them also taught that only righteous people can ascend to the heavens and be with the gods. The Mesopotamian and Greco-Roman cultures similarly described the underworld as the place where the dead inevitably go. These two cultures also described the underworld as place where people cannot escape anymore once they are there. While the Christians believed in the concept of hell as a frightful place where people who chose to be bad shall go after they die. The Egyptian culture also shared that similarity with that of the Christians and the Greco-Romans in terms of lamentation and burial rights. All these three cultures lament or commemorate the death of their loved ones in belief that this would please the dead. These cultures also practice very detailed burial rights in order to give the dead a peaceful cross over. There may be similarities in the practices of these religions or cultures; however their core beliefs are completely different from each other. Over the years, we have relied on spiritual and religious teachings to find hope and explanation if there really is life after we die. We as human beings have that natural urge to find out what can possibly happen to us after death, but even how different or similar religious teachings might explain death and afterlife; we must understand that the answer will always depend on what specific religious belief we stick to and what beliefs we have about life itself. These religions or spiritual beliefs may vary in explaining the concepts of death and afterlife, but these differences come from the differences they have with their ideologies.

Discussions Examples Essay

First Article: Sexed-up images in media hurt young girls: study   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The articles is regarding the strong precedent that media is making through projection of certain images of women, who are packaged in a negative sexual manner, which then shapes societal perception and acceptance.   This hence brings about the question of ethics in terms of marketing of casinos, hotels and restaurants of the image of women, as how this marketing is done impacts greatly on its patrons and the general public.   I believe that there is indeed moral obligation with regards to company responsibility in public imaging. Although it is in fact the prerogative of the consumer to filter ethical contents and considerations, there is still a moral and ethical responsibility on the part of the companies. Corporate social responsibility should not be confined to environmental concerns, but also social, like what the sexual images problem poses. This is not to say that there should be complete cessation of operations of such companies, but rather a mellow down in sexual marketing.   The impact of marketing women sexuality not only reaches out to the desired adult audience, but also to youngster and teenagers who acquire certain values and norms, and eventually would replicate it.   Curbing marketing is indeed a vast task, but it is something that must be done. Second Article: Survey reveals most satisfying jobs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The survey conducted reveals the list of most and least satisfying jobs.   These are essentially important considerations, as psychological and emotional satisfactions are also factors to the person/worker’s efficiency and effectiveness in his/her employment.   Given that the least gratifying jobs are listed and identified, there should be ways to uplift and increase personal satisfaction, as such would positively increase on the person’s productivity.   Jobs like those identified that are the least gratifying should be made more conducive and satisfying for people, as these are important works which should not cause psychological distress.

Compare different possible readings Essay

Compare different possible readings of the characters of Gertrude and Ophelia. What impact would different interpretations have on the play as a whole? You might like in particular to consider what difference would be made to a production of the play if the female characters were presented as strong in themselves, or as weak and in the control of others. What would be your preferred reading? Why? It is inarguable that the two females with most influence throughout ‘Hamlet’ are Ophelia and Gertrude, they are, after all, the only females! Their position as the only two women in the play immediately marks them out as non-typical characters; ‘Hamlet’ is a play centred around a struggle for the throne of Denmark, and the fact that the strength and influence of these characters is a matter of some debate adds to the complexities that make ‘Hamlet’ the play that it is. Two fairly major characters within the play posses a seemingly small influence upon the eventual outcome. The characters have, at first glance, little effect upon the major events of the play, and it is only through their interaction with the male cast that they have any real influence. This is what makes the question of the strength of their character such a pivotal one; it is very easy to portray them as weak, and under the influence of their male peers, but if they are perceived as strong characters, it may become apparent that, through manipulation of the men around them, they have far more influence on proceedings than was first assumed. Often, particular in mid 20th century interpretations of the play, Ophelia is portrayed as a very weak character, fulfilling the basic role of women of her time; following the will of her father, and waiting on the words of her sometime ‘lover’, Hamlet. The relationship with between them is one of the defining points of the debate over Ophelia being weak (or not). This is particularly the case when considering the issue of her refusal of hamlet’s advances. When portrayed as weak, Ophelia is often visibly scared of hamlet when he is in the depths of his apparent madness. Her confusion at Hamlets reaction to her returning his ‘remembrances’ is an adequate demonstration of Ophelia fulfilling her role as an ear for the male characters to speak to. In this role she is little more than a plot device, with her death being the catalyst for the eventual conclusion of the play. If, however, Ophelia’s role is interpreted as that of a strong, and intelligent woman, the situation is suddenly rendered almost entirely different; whereas before, it would be assumed Ophelia was acting against her will, due to her father, either ending the relationship unwillingly, or ending a non-existent relationship (pretending that she was involved with Hamlet, when in fact she was not) in order to further her father’s pursuit of Claudius’ favour, she is now acting for herself, and ending her liaisons with hamlet for a personal motive. She is no longer confused and afraid of Hamlet’s reaction; merely playing out the role she feels she must. A differ Ophelia may still be seen as being influenced by those around her, this time she is following advice though, Laertes having already warned her of the fickle nature of Hamlet. In this case, she is merely taking matters into her own hands, and acting out of her own self interest, thereby asserting herself as a character who interacts with those around her, compared to merely taking orders and passing messages.