Slavery In The Tempest Essays - Fiction, Literature, Operas

Slavery In The Tempest Essays - Fiction, Literature, Operas Slavery In The Tempest Slavery in The Tempest Slavery occurs on a widespread basis in The Tempest. Occurrence of slavery to many of the characters, all in different ways, helps to provide the atmosphere for the play. The obvious slaves are not the only slaves, as Prospero has basically got everybody entranced when he wants, to do whatever he wants with them. He can also control the way that they think. The first and most obvious slave is ariel. Ariel is an airy spirit who is promised his freedom by Prospero if his job is done well. His job was to entrance the visitors to the island under Prospero's control. What Ariel! My industrious servant, Ariel! That is what Prospero said in act 4, scene 1, line 33. He was talking to his slave, Ariel, who entranced the visitors to the island. Another example could be Alonso, the king of Naples. Since he is not in Naples, but on Prospero's island, and under his control, he is a slave in a way. In act 3, scene 3, lines 95-102, Alonso admits complete and utter loss of control. O, it is monstrous, monstrous! Methought the billows spoke and told me of it; The winds did sing it to me; and the thunder, that deep and dreadful organ pipe, pronounced the name of Prosper; it did bass my trespass. Therefore my son i' th' ooze is bedded; and I'll seek him deeper than e'er plummet sounded and with him there lie mudded. He is telling us that Prospero is in control of him. Prospero, Trinculo, and Stephano are in control of Caliban, the deformed son of Sycorax, and therefore Caliban is their slave. Monster lay-to your fingers; help to bear this away where my hogstead of wine is, or I'll turn you out of my kingdom. Go to, carry this. In act 4, scene 1, lines 250-253, Stephano told Caliban to carry something for him, or he would be out of his kingdom. He treats Caliban like dirt because he is their slave. In act 4, scene 1, lines 262-265, Prospero is describing how all of his former friends are now pretty much under his control, even though they don't know it, and enslaved to Prospero. At this hour lies at my mercy all mine enemies. Shortly shall my labors end, and thou shalt have the air at freedom. In act 5, scene 1, lines 7-10, it states Confined together in the same fashion as you gave in charge, just as you left them-all prisoners, sir, in the line grove which weather-fends your cell. Ariel is telling Prospero that the visitors are under his spell, as they still are the way that he left them. They cannot do much until he breaks the spell. In conclusion, The Tempest is a very good play to demonstrate the monstrosity of slavery in society. The play teaches lessons about slavery, and about classes of people, and how they react to their surroundings.

Is homework on school holidays necessary

Is homework on school holidays necessary Should school homework deprive families of the quality time and prevent young people from being what they are on school holidays? Is Homework on School Holidays Necessary? The primary purpose of homework is to build or improve study skills, self-control and discipline, and responsible behavior among students. Therefore, extending the learning environment outside school setting is necessary. There is no doubt that basis for homework is realistic, informed, and with a noble in intention that would surely benefit students. However, extending the learning environment from classroom to each student’s home with no clearly defined boundaries may result in some unwanted effects. These include reduced family time, social isolation, stress, health problems, reduced motivation, and loss of interest in learning due to long hours spent on daily homework and those that consumed their school holidays. This school-home partnership for students’ development  must, therefore, draw a line between educational and personal needs. The reasons are regardless of life benefits, education is not the only thing that matters to people and as government, religion, economics, and other rule-governed social institutions, schools have limited influence on people. Schools should realize the fact that students, as members of the most important institution in our society can â€Å"Say No To School† or #DigaNoAEscolaPq on matters affecting the quality of their lives. HIGH SCHOOL IS A MUST-DO Homework in Reality School homework is generally students’ out of the  class task that normally requires research, problem-solving, reading, or writing. It is normally prepared and completed after class hours and submitted on next class meeting. The purpose (initially) is to help students learn or acquire some more information about the subject matter. Another purpose of homework is to keep students busy while away from home. A study conducted in 2007 found 45% of grade 3-12 in the United States is spending one hour while 6% spend 3 hours a night on their homework. On average, young and older students spend about 7 hours of a week. In contrast, the 2014 Stanford University research team found that high school students spend an average of 3.1 hours of homework per night. More than 50% of these students experienced greater stress, suffered health problems, and spend less time with their family, friends, and not enjoying their hobbies. Overall, spending more than 2 hours of homework is counterproductive, stressful, health hazard, and negatively affects students’ personal and social life. The call #DigaNoAEscolaPq or â€Å"Say No To School† by a disgusted Brazilian student exposed the enduring school practice of assigning students homework that they need to work on during school holidays. The student actually missed all the fun and excitement because she spent almost half of her two months summer vacation doing homework. This kind of cruel and distressful homework can easily affect young people who by nature are outgoing creatures. They already spent so much time in school, thus being with their family and friends during the holiday are so important to them. There is nothing wrong with homework as it can help develop students’ knowledge, skills, and behavior. The real problem actually is the misuse of the learning tool that until now has a weak link to achievement, but scientifically proven counterproductive when abused, depriving families of the quality  time, and preventing young people from being what they are on school holidays.

Case Study Project Essay Example | Topics and Well Written Essays - 2000 words

Case Study Project - Essay Example Essentially, the sovereign country should have inbuilt mechanisms of fighting crimes, however, it may seek international assistance where the threat is significant and worries the state security. The implication is that, each state has to build a strong and reliable coordination with other countries, whose help becomes essential during war. Therefore, one can argue strongly that sovereignty should not bar the state from forging strong relationship with the other countries. In addition, inappropriate use of sovereignty would mean protecting the self-interest at the expense of the citizens. Therefore, this report is a critical evaluation and description of issues relating to sovereignty, as contained in The UN Secretary-General Report â€Å"Implementing the Responsibility to Protect† (2009). Key Catalysts Some of the key catalysts to sovereignty include the political will, need for international integration and ethnic co-existence. Fundamentally, the leadership will and peaceful co-existence ensures that the sovereign state remains peaceful and coherent. In addition, it would enable the state to build a proper relationship with other states, thereby, being in a position of getting international assistance during emergency. Furthermore, this would enhance international integration among different countries. ... In the contemporary society, Jackson acknowledges that there are State powers that do not use their sovereignty for the good of the people (Jackson 21). For example, some developing states literally misuse sovereignty to achieve personal or ethnic gains, with disregards to the public. Indeed, the theory of balance of power explains the misuse of state sovereignty resulting from the differences in power factions within the country (Brown 9). The theory suggests that those differences cause civil unrest, when the leaders test their power and dominance. In the UN report, some states, especially with dictatorial regimes, inflict violence on the people with impunity due to the powers that the Head of State has on the subjects. Often, there are silent state machineries that such countries use to fulfill the mission, such as, illegitimately organized gang supported by the state security organs (Krasner 673). In such cases, the state does not use its sovereignty in protecting the people as t he international law requires. Therefore, the United Nations may be forced to intervene and restore peace in the country. Notably, most countries, despite their fight for sovereignty, have failed to protect their citizens against war crimes. For example, the mass killings of the ordinary citizens in Rwanda, Cambodia, Srebrenica and Darfur show that, the states have failed in their protective responsibility, thus, their sovereignty is questionable. Sometimes, the crimes are committed when the Security Council and the UN peacekeepers are watching, as was the case in Rwanda and Srebrenica (UN report 4). As a preventative measure to the occurrence of such crimes, the UN should take the leading role in cautioning the states on negligence, not regarding the states’ sovereignty as a

How Does Bullying Impact School Success Research Paper

How Does Bullying Impact School Success - Research Paper Example The bullied students develop a great sense of fear that reduces their concentration and affects their psychological being. As results, such students may not be in a better position to concentrate in class and perform to their limit. Those in support of this perspective argue that the stability of the student and his/her ability to exist in a fear free environment affects the final performances of such students. Bullying impacts more mentally on a student’s stability and this creates excessive feeling of fear on the victims thus making them vulnerable in any situation (Ainer and Perry, 2003). The inability to counter the impacts of the bullies and punish such acts increases the prevalence of disrespect and disregard to the available laws that govern student’s behavior within the schools and colleges. The lack of intervention by the school administration results into loss of respect for fellow students and the teachers themselves. The bullies may develop a big man syndrom e and the feeling that they are above the control of the school administration. As a result, they may continue in the perpetuation of their atrocities on fellow students without fear of being punished. This reduces the school’s performance and respect as the victims may become more and more unprotected and vulnerable (Lohaus et al, 2002). In this evaluation, there are those who support the notion that the impacts of bullying on a schools performance emanates from the students end while others believed that the ineffectiveness it creates on the school’s administration significantly affects it performance. Uncontrolled bullying in schools has been shown to go beyond the fields and the students extra time into studying hours. During... This report approves that the United States is one of the most diverse countries in the world with a large number of different racial groupings and classes. Bullying has been associated with diversity especially from a racial and class perspective that makes the inferior class or race more susceptible to victimization. The prevalence of bullying in ethnically diverse schools has resulted into acts of aggression and retaliation by threatened races, which have caused significant harm to the aggressors and the victims. The schools are never spared from such racial wars as they fabric as a society that embraces diversity is tone apart. The failure of the institutions to address the growing ethnic and racial profiling and aggressive behaviors contribute to the emergence of racial blocks within schools as found within our prisons. Such groups develop aggressive tendencies towards each other and engage in violent activities to assert their authorities. This essay makes a conclusion that bullying is considered as one of the worst barbaric and cowardice acts committed by students on their colleagues intentionally thus causing considerable harm. The effects of bullying are widespread affecting the aggressor, the victim, the witness and the school in equal measure. The school, as the custodian of the authority over the overall student’s behavior has a number of responsibilities in ensuring safety over the students. However, widespread bullying erodes their authority and impacts significantly on the success of a learning institution.

Sales Employees Training Essay -- Train Job Work Sales Essays

Sales Employees Training ABC Broom Company in Bombay, India needs a training program created for its new salesmen. These salesmen are in their early 20’s and are high school graduates. These salesmen are not meeting their sales goals but would like to because of the financial bonus. These salesmen have no prior sales experience before entering the training program. Based on the feasibility analysis for the training, a plan consisting of lecture, group discussions, role playing, and a mentoring program will be implemented. It is best to use a combination of methods to deliver the training. Each method may help to enhance the other (Hannum & Hansen, 1989). The choice of instructional methods is dependent upon the type of learning objectives, the characteristics of learners, the instructional conditions, and the evidence of instructional effectiveness. A learning objective makes clear the intended learning outcome or product of instruction, rather than what form the instruction will take. Objectives focus on student performance. The types of learning outcomes that are expected are attitudinal learning, and intellectual learning (problem solving and application). The employees are from Bombay, India. India has a caste system which each employee is aware. The caste system has supposedly been demolished, but research has shown that it is still present within the culture. Trainees do not need to be briefed on the caste system. The employees were raised in India and are well aware of the differences between castes. Each trainee will bring to the training sessions their own prejudices, experiences, and learning styles. While each learning style cannot be taken into consideration, the trainers will attempt to teach to the mean (Sheppard, 1998). The Indian culture is unique in that an Indian person will attempt to learn everything about someone on the first visit (Matthew, 1996). This may be a potential problem for the salesmen. It is viewed as a process of establishing a relationship with the person to whom they are speaking. The salesmen may not be able to establish a relationship with the client in enough time as specified by the company to make a sale. This fact will be considered and discussed at the group seminars. The training program will begin with a lecture to present the information that the employees need to learn. This information will... ...of Instruction. Boston, Massachusetts: Pearson. Erffmeyer, Robert c. & Johnson, Dale A. (1997). The future of sales training: making choices among six different education methods. The Journal of Business & Industrial Marketing. Vol. 12, Iss. 3/4, pp. 185. Harbour, Jerry L. (1998). Does the Trainee Know Best? Training and Development, June, Vol. 46, Iss. 6, pp. 66. Hannum, Wallace., & Hansen, Carol. (1989). Instructional Systems Development in Large Organizations. Englewood Cliffs, New Jersey. Educational Technology Publications, Inc. Honey, Peter. (2003). How do you decide what methods to use when designing a training program? Training Journal, Jan, pp. 7. Mathew, Matt. (1996). A Tale of Two Cultures. StylusInc. www.stylusinc.com/business/india/cultural_tip1.htm. Ray, Julie A.(2004). Effective Teaching Strategies in Higher Education. Phi Kappa Phi Forum. Vol. 84, Iss. 4, pp. 58. Shepard, Clive. (1998). A process for selecting training methods. FastTrak consulting, www.fastack-consulting.co.uk. Sindell, Milo T. (2002). How to Make Smart Decisions About Training. Training and Development, Vol. 56, Iss. 4, pp. 86.

Predestination and Freewill Essay

Predestination does not interrupt free will. Actually the two go hand in hand. Our God is such a loving God that through his divine will he gave us free will. God did not predestine anyone to salvation or damnation. He has the Divine foreknowledge of who will live a righteous life and who will follow the path to damnation. Knowing this, He gave us the option to choose our path in life, therefore, placing our salvation in the decisions that we choose throughout our lives. Christians believeâ€Å"16 For God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.†1 This is why we are called Christians due to Christ. God gave the ultimate sacrifice so that mankind can choose his own destination. . In my opinion, Christians of, all people, should believe that free will and predestination are not separates entities. The first question that one should ask is what is predestination? Predestination to some is the belief that God, who has sovereignty over all creation, uses His divine foreknowledge to predestine some humans to receive everlasting salvation and some to suffer an eternity of damnation. In comparison, the Christian belief is that God does have foreknowledge but does not use this knowledge to save or condemn –God does not predestine. Therefore, the next question should be â€Å"how does God determine who goes to heaven and who goes to hell?† Well the one true Christian answer is that no one, not even the elect, gets into heaven without Christ. So does Christ choose you or do you choose Christ? A Christian must know Christ prior to choosing Him. There are two categories of theologians that argue how we come in contact with Christ, the monogistic and synergistic view. The bible verse Isaiah 53:1 â€Å"Who has believed our message and to whom has the arm of the Lord been revealed?†2 can be used as an example. The monogistic view is that God reached out his arm to save the people that he foreknowingly knew would choose Christ and predestined them to have eternal salvation. This view of salvation removes humankind’s gift of free will. The other part of humanity, however, would be left to receive eternal suffering. The synergistic view is that God â€Å"offers† His hand out to the true belie ver to save them and in return they have the free will to choose it, accept Christ and receive eternal salvation. The monogistic position defines predestination. The  controversy of predestination started with St Augustine’s interpretation of Apostle Paul’s bible verse Romans 8:29: â€Å"29 For those God foreknew he also predestined to be conformed to the image of his Son, that he might be the firstborn among many brothers and sisters.†3 True Christians interpret this verse believing that when Paul speaks of foreknew, he is referring to God’s divine foreknowledge of sight. Christians believe that God is able to look through the windows of time and foresee those who will use the free will given to walk with him throughout their life. He did not predestine, as in verb form, but he has always known the path of our destination, â€Å"pre† mankind. God would like for all of His children to conform to the image of Christ and become eternal brethren and even though God knew each individual person’s choice, He still gave us the option to choose our path in life. Hence, God placed humanity’s salvation in our own individual hands through the grace free will. Augustine’s interpretation, in contrast, was translated as â€Å"For God knew his own before ever they were, and also ordained that they should be shaped to the likeness of his son, that he might be the eldest among a large family of brothers.†4 This interpretation, accepted by many and also scorned by many, revealed a different God than Paul referred to. Augustine believed God’s foreknowledge and predestination was not centered upon the deeds of humanity. Instead, he believed that God, who has Divine autonomy to do as he pleases, selected his chosen at his discretion and predestined them to eternal salvation. Through this monogistic view, the gift of free will is nonexistent, therefore removing any chance of humanity’s’ ability to save itself from reprobation. Augustine centered this monogstic view on Adam’s fall from grace. Adam’s fall from God’s grace resulted in humanity’s fall as well, thereby removing the gift of free will, leaving humanity totally dependent upon God’s â€Å"merciful grace†. Free will to make righteous choices throughout one’s life is not a consideration. He centers his belief around grace not free will because he believed that none of humanity deserved redeeming and it is only through God’s grace that some are predestined for salvation . Only the elect will receive God’s grace and salvation and no one knows the number or names of the elect but God himself. In other words man does not need any type of religious order, because, according to Augustine, we are to live throughout our lives hoping that we are one of the â€Å"elected† that God decides to â€Å"grace† with exaltation. John Calvin, another theologian, also preached predestination. John Calvin, however, sermonized on double predestination. He stated that â€Å"out of the common multitude of men some should be predestined to salvation, others to destruction.†5 According to Calvin double predestination is when God predestines humanity to salvation and also to damnation. He believes that not only does God predestine the elect to receive his grace and know Christ for an eternity, but he also predestines those he will not allow to know Christ and sentence them to eternal suffering. His deduction for this belief, as was Augustine’s, was Adams fall from grace. Calvin expounds on the belief that God only creates perfection, thereby, Adam created in God’s image, was created perfectly. However, through Adam’s gracious gift of free will, Adam chose unwisely and â€Å"since in Adam all are sinners, deserving of eternal death, it is obvious that nothing but sin will be found in menâ € 6 causing the whole of humanity to suffer the loss of God’s grace. In other words, Calvin’s view is God does not condemn man to damnation; man condemned himself through God’s grace and free will. Calvin believes that humanity does not deserve God’s grace and it is not for us to reason why or how God decides who receives redemption and who reprobation. Therefore, to answer the questions afore mentioned, God does not determine who will receive salvation or damnation: we do. God does not autonomously destine a chosen few elect to know and love Christ because in 1 Timothy 2:4 it is written that God † desires all men to be saved and to come to the knowledge of the truth.†7 He gave us free will to live our lives as we please. God reaches out his hand to every soul on earth but it is ultimately our choice to reach out and grab it. Through God’s merciful grace of free will, he has foreknowingly placed us in charge of our own destiny. WORKS CITED http://www.biblegateway.com/passage/?search=John%203:16&version=NIV 1 http://www.biblegateway.com/passage/?search=Isaiah+53%3A1-12&version=NIV 2 Preaching, predestination by Mathis Lamberigts page 6783, 4, Institutes of the Christian Religion Book III by John Calvin Chapter XXI page 9215 Commentaries Election and Predestination by John Calvin page 2546 http://www.monergism.com/thethreshold/articles/onsite/whatismonergism2.html http://biblehub.com/1_timothy/2-4.htm7

Different Types of Isolines in Geography

Topographic maps use a wide variety of symbols to represent human and physical features, including isolines, which are often used on maps to represent points of equal value. The Basics of Isolines and Contour Lines Isolines, also referred to as contour lines, can be used to represent elevation on a map by connecting points of equal elevation, for instance. These imaginary lines provide a good visual representation of  the terrain. As with all isolines, when contour lines lie close together, they represent a steep slope; lines far apart represent a gradual slope. But isolines can also be used to show other variables on a map besides terrain, and in other themes of study. For example, the first map of Paris used isolines to depict population distribution in that city, rather than physical geography. Maps using isolines and their variations have been used by astronomer Edmond Halley (of Halleys comet) and by doctor John Snow to better understand an 1854 cholera epidemic in England. This is a list of some common (as well as obscure) types of isolines used on maps to represent different features of the terrain, such as elevation and atmosphere,  distances, magnetism and other visual representations not easily shown on a two-dimensional depiction. The prefix iso- means equal. Isobar A line representing points of equal atmospheric pressure. Isobath A line representing points of equal depth under water. Isobathytherm A line representing depths of water with equal temperature. Isochasm A line representing points of equal recurrence of auroras. Isocheim A line representing points of equal mean winter temperature. Isochrone A line representing points of equal time-distance from a point, such as the transportation time from a particular point. Isodapane A line representing points of equal transport costs for products from production to markets. Isodose A line representing points of equal intensity of radiation. Isodrosotherm A line representing points of equal dew point. Isogeotherm A line representing points of equal mean temperature. Isogloss A line separating linguistic features. Isogonal A line representing points of equal magnetic declination. Isohaline A line representing points of equal salinity in the ocean. Isohel A line representing points receiving equal amounts of sunshine. Isohume A line representing points of equal humidity. Isohyet A line representing points of equal precipitation. Isoneph A line representing points of equal amounts of cloud cover. Isopectic A line representing points where ice begins to form at the same time each fall or winter. Isophene A line representing points where biological events occur at the same time, such as crops flowering. Isoplat A line representing points of equal acidity, as in acid precipitation. Isopleth A line representing points of equal numerical value, such as population. Isopor A line representing points of equal annual change in magnetic declination. Isostere A line representing points of equal atmospheric density. Isotac A line representing points where ice begins to melt at the same time each spring. Isotach A line representing points of equal wind speed. Isothere A line representing points of equal mean summer temperature. Isotherm A line representing points of equal temperature. Isotim A line representing points of equal transport costs from the source of a raw material.