What do you consider to be the importance of witches in Macbeth Coursework

What do you consider to be the importance of witches in Macbeth - Coursework Example One of the witches tells MacBeth that he is the â€Å"thane of Glamis† (I, i, 45-46). The second witch tells MacBeth that he is the â€Å"thane of Cawdor!† (I, i, 49-50). The third witch tells MacBeth that â€Å"that shalt be King hereafter!† (I, i, 51-52). Epstein (422) states that, after the final pronouncement by the final witch, MacBeth’s hair stands on end and his heart starts pounding. This shows that this is something that MacBeth has thought about himself – that he could be King, if only Duncan were out of the way. Epstein (422) further notes that the word â€Å"wyrd,† which was what the witches were called, as they were referred to as â€Å"weird sisters,† (I, i, 31), is actually misinterpreted. The modern plays interpret the word â€Å"wyrd† as being the same as â€Å"weird† in modern day language. After all, the three women were very weird. When we first meet them, one of them is killing swine, and the other on e speaks in rhymes – such as â€Å"in a sieve I’ll thither sail, and like a rat without a tail†¦Ã¢â‚¬  (I,i,8-9), and â€Å"Here I have a pilot’s thumb, wrackd as homeword he did come. A drum! A drum! MacBeth did come!† (I, i, 29-31). Perhaps in Shakespeare’s day it wasn’t weird to speak in rhymes in the plays, so the audience for Shakespeare might not have thought that this was out of place, but the rhyming definitely made that particular sister seem weird. Therefore, the fact that the sisters are referred to as weird might be a modern-day interpretation of them and their overall characters. But Epstein (422) states that the word that was actually used as â€Å"wyrd,† which means fate. This would bring a variety of translations for the witches, assuming that the word is â€Å"wyrd† and the meaning is â€Å"fate.† This would be a pun, but a very meaningful one. This would be an answer to one of the questions that is central to the play, and that is whether or not our fate is determined by our own hands or by some kind of outside force. The outside force would be the witch’s influence over MacBeth and Lady MacBeth, both of whom are responsible for the bloodbath that is to follow. The implication is that the witches are responsible for MacBeth and Lady MacBeth’s overwhelming ambition that created the situation where there was a string of murders that MacBeth, an inherently good man, commits. If it were not for the outside influence on the proceedings at hand, there is not a way that a man like MacBeth could have done what he did. After all, the word â€Å"fate† implies a lack of control – that whatever happens in this world is predestined, and that we are powerless to stop it. Therefore, one of the functions of the witches is both in their persona and in the double entendre on the word â€Å"weird,† in that their persona is what ostensibly controls the situat ion, and the word â€Å"weird,† possibly means fate in this context. There is another interpretation of the word â€Å"wyrd,† according to Epstein, and this interpretation leads one to the opposite conclusion as the interpretation above. This is that the word might suggest â€Å"wayward.† This would imply that the witches were not even real, but, rather, were figments of MacBeth’s imagination. This interpretation would suggest that fate was not in control, at all, but, rather, MacBeth’s deep seated ambition is what is in control. This would imply that what happens to him is a result of his own free will, not the result of the witches influencing the proceedings a

Casing an Integral Part in Oil Drilling Assignment

Casing an Integral Part in Oil Drilling - Assignment Example Conductor casing does vary in diameters from 18’’ to 30’’ (Mid Continent, 2014). Freshwater zones are isolated from the well of oil by surface casting. This makes sure that the waters remain uncontaminated in the drilling and completion process. Such environmental issues have compelled some countries to put in place regulations governing cement quality as well as casting depth. A surface casting classic size is 18 5/8 inches. Intermediate casting helps minimize the hazards, which underground formations could pose to the well. It also prevents blowouts by supporting maintenance of hydrostatic pressure at the appropriate levels. Intermediate casing happens to the longest casting section found in a well. Liner strings at times can be used as an alternative to intermediate casting. They are less permanent compared to an intermediate casing and are used often for cost reduction (Mid Continent, 2014). The liner is hung right from the base of the prior casting interval and not from the surface, as a replacement for being cemented in place. Production casting is the final and it happens to be the deepest section of well casing. It does provide a channel for petroleum producing formation to the surface. Its size does depend on several considerations. For instance for a well expecting future deepening, production casing should wide enough for a drill bit to pass through. Well, a casing is done in sections (joints) of around 40 feet long and joined together in order to form long lengths known as casting strings (Rigzone, 2014). Every end of a casting joint does have male threads, which are under the protection of a thread protector, till the casings become ready for joining. A coupling or collar made of a cylindrical pipe that is short but longer slightly in diameter than the joints and has female threads connects the male joint ends (U.S. Department of Labor, 2014).  Ã‚  

Computer & Engineering Essay Example for Free

Computer Engineering Essay How Individual information systems can improve personal productivity ( My Own Practice) Reading, writing, arithmetic, speaking, and listening are all considered basic skills. These skills are useful over a wide range of problems that people encounter. Now use of computer-based personal productivity tools is emerging as a new standard in education. My own skills improved and still growing with that strange hit and pick the keys of keyboard and the big different way to writing and do our thing without pencil or pen if I wont to draw my sketch ( Because I’m production engineer and how can make a report or set workers as list to describe the way to product. But I wont to set specific way and the main benefits from changing from pen to computer hit at key and I think it is the time for future systematic way to discuss our self by computerize way or systematic by set points and discuss productivity tools : My Process Writing: Many of the fundamental ideas regarding personal productivity tools can be illustrated using a word processor. It is likely that I have used a word processor; thus, a number of the ideas given here will be familiar with me. To begin, you know that there is a considerable difference between being able to use a writing toolbe it pencil and paper or a word processorand being able to write [[effectively]]. The tool, by itself, does not make you into a writer. Writing is a process designed to produce a document that communicates a message. Typically, the production of a written product goes through several steps that, collectively, are known as process writing. 1. Conception of ideas and development of these ideas. This may involve brainstorming, doodling, making brief notes, and a lot of thinking. 2. Development of an initial draft. This involves getting the conceptualized ideas into words. 3. Obtaining and making use of feedback. Feedback from oneself and others is used to produce revised versions of the initial draft. Often this involves repeated cycling back to step 1 and/or 2. 4. Polishing the final draft for publication. This includes final cleanup on spelling and grammar. Nowadays, it often includes formatting the materials in a professional manner using desktop publishing techniques. Computers can play an important role in each of these four steps of process writing. While the first step may be primarily mental, there are a variety of pieces of software designed to aid in jotting down ideas and organizing these ideas. [[See specifically, software designed to aid in cognitive mapping or concept mapping.]] In addition, most modern word processors include an outliner. This makes it easy to get rough draft ideas into the machine and to reorganize them as needed. Revision is an important idea in problem solving as well. There are many problem-solving situations in which one can develop a proposed solution and then get feedback from oneself and others on the quality of the proposed solution. The feedback is then used in doing revisions to the proposed solution. The feedback and revision cycle continues until a satisfactory solution is obtained. Desktop publishing has become a major industry. All word-processing software contains provisions for producing a final document that is nicely laid out. Professionallevel desktop-publishing software contains a wide range of aids to produce professionallooking final products. Such documents often make use of graphics and color. They may be laid out in columns, make use of a range of type styles and sizes, and be designed to help convey their messages. A person can learn to keyboard in a hunt-and-peck mode with just a minute or so of instruction. Young children can learn such keyboarding more easily than they can learn to form letters using pencil and paper. Similarly, it takes only a few minutes of instruction to learn how to use a word processor in a hunt-and-peck mode. However, this low level of word-processor use is only a modest aid to productivity in writing. It is too slow and it does not take advantage of the powerful writing aids that are built into a modern word processor. Four things for a word processor to be a useful personal process writing aid: 1. Keyboarding skills. You need not be a touch typist, even though it is helpful. Many professional writers are not touch typists. They look at the keyboard and they use only a couple of fingers from each hand as they keyboard. However, they know where the keys are and they have considerable speed. The skills that they have developed are adequate to fit their needs. And I am good now at that speed to make the typing more easily. 2. Word-processing skills. For example, how do you do a cut and paste? How do you do a search and replace? How do you use a spell checker and a thesaurus? How do you create tables, alphabetize a list, or automate the production of an index and table of contents? The manual for a modern word processor may be many hundreds of pages in length. 3. Word processor-assisted writing skills. In essence, paper and pencil provide a linear writing environment where it is difficult to correct errors and even more difficult to make significant overall revisions to a document. Interchanging the order of two paragraphs requires recopying an entire page or more. The word- processing environment is different. It takes a lot of training and experience to unlearn some of the linear and restrictive writing habits that are required when working with pencil and paper, and to learn to take advantage of the power of a word processor. 4. Desktop publication knowledge and skills. Before the development of desktop publication, many people made a living in the design, layout, and typesetting of print materials. Both design and typesetting were skilled professions. Now, desktop publication tools have made the writer more and more responsible for design and typesetting. Generic Computer Productivity Tools We use the term generic tool to describe a software tool that is applicable over a wide range of different disciplines. The word processor and desktop-publishing tools discussed in the previous section are examples of generic tools. To make effective use of a generic tool, you need to know both the tool and the domain of application. You already have a reasonable level of expertise in many different domains. Thus, as you learn to use one of these generic tools, you will find that it is relatively easy to apply the tool to your areas of expertise. There are many software tools that might be considered generic. The following list has been arranged in alphabetical order and I am doing my work with that software tool because my work depend on it . Computer-assisted design (CAD). Notice how this computer application relates to spatial intelligence in the Howard Gardner list of multiple intelligences. CAD software is used to do architectural and engineering drawings of products that are to be constructed. A CAD system can be used in the design of all sorts of products. Such software is used in place of the ruler, compass, protractor, and other tools formerly used by the draftsperson. Database. A database is an organized collection of information, often specific to one particular topic. A telephone book is a database of names, addresses, and telephone numbers. A computerized database is much easier to edit (add entries, make corrections, delete entries) than a printed database. A computerized database is designed to make it easy to locate needed information. It is also designed to make it easy to sort information into a desired format or to prepare reports based on parts of the information. ï‚ · Desktop presentation (to university oral presentations). The overhead projector, filmstrip projector, movie projector, [[slide projector,]] tape recorder, and video projector have gradually merged into a computer-based system. Material to be presented is stored on computer disk in digital form and edited using the computer. The presenter then uses the desktop-presentation system interactively when making the oral presentation. Desktop publication. A computer system is used to store, edit, design, and lay out the materials that are to be published in printed form. Output may be to a printer, to film used to make plates to go on a printing press, or directly to a printing press. Graphics (paint and draw programs). A paint program has some of the characteristics of a set of painting tools, while a draw program has some of the characteristics of a set of drawing tools. Taken together, these tools can be used to accomplish a wide range of graphic artist tasks. The graphics that are produced can be used in a word-processing document, in desktop presentation, or in other types of computer applications. Graphing (for graphing data and functions). Numerical data is easily converted to a wide range of different types of graphs, such as bar graph, line graph, pie chart, and so on. Mathematical functions can be represented graphically. For example, a three-dimensional mathematical surface can be represented on the computer screen and then rotated to allow viewing from different perspectives. A lot of our project with university topics we do it by graphing. Groupware. This software combines telecommunications with personal productivity tools. It is designed to facilitate a group of people from different locations in working jointly, both simultaneously and individually, on a computer-based project. Increasingly, groupware will include provisions for the users to talk to each other and see each other as they work together. Hypermedia. A hypermedia document is designed to be used [[read]] interactively by a computer user. It may combine text, sound, graphics, color, and video in a nonlinear fashion. The nonlinearity and interactivity mean that reading a hypermedia document requires the use of a computer. Increasingly, our educational system is working to have students become reading and writing hypermedia literate. Math systems. There are a number of comprehensive software packages that can solve a huge range of math problems. Such software can solve the types of problems that students struggle over in algebra, calculus, and other math courses. The use of such software in these courses leads to a drastic change in the nature of the courses. And, of course, it leads to a drastic change in the ability of students to actually solve the types of problems they are studying in the courses. Spreadsheet. A spreadsheet is designed to aid in doing bookkeeping, accounting, and modeling of business problems. It can also be used in other computational situations in which one works with a table of numbers and form ulas. A key feature is that the computer system can automatically rework all of the computations represented in the table whenever you make a change to any of the numbers or formulas. Telecommunications [(for communication among people, information, and machines)]]. Telecommunications is the electronic link between people, computers, and other machines. This may be via a local area network, perhaps just connecting people, computers, and machines that are all in one building. It may also be a worldwide connection, using local and long distance telephone lines, satellites, microwave systems, and fiber optics. Intelligent, digital connectivity is having a major impact on the societies and people of our planet. Word processor. A word processor is software designed to aid in writing. A modern word processor contains a number of features, such as a spell checker, thesaurus, graphics, and graphing, that may be of use to a writer. There is no clear dividing line between a word processor and desktop-publishing software. Although a generic computer-based personal productivity tool can be used in many different disciplines, each tool is oriented towards representing and solving certain somewhat specific types of problems. With me all that thing above change my way to solving problems and I try to make it more easily for me and update my experiences with the latest version of that software or methods .

Character Analysis Between Oconnors Misfit And Oates Friend English Literature Essay

Character Analysis Between Oconnors Misfit And Oates Friend English Literature Essay In comparing and contrasting Flannery OConnors A Good Man is Hard to Find(1955) and Joyce Carol Oatess Where Are You Going, Where Have You Been(1966) the reader can find many similarities and differences between The Misfit in A Good Man is Hard to Find and Arnold Friend in Where Are You Going, Where Have You Been. The paper will take a look at these two characters and analyze their relationships with each stories main character as well as how they reflect certain aspects of religions. In Joyce Carol Oatess story Where Are You Going, Where Have You Been Arnold Friends character shows up at Connies place when she is all alone, with his side kick and his golden convertible. At first Arnold tries to charm this young girl into getting in his car, but Connie quickly realizes that Arnold is not the young man she thought he was. She has noticed that his hair seems like it is a wig, that he may be wearing makeup, and that he is walking strange. Arnold Friend continues to try and smooth talk Connie into going for a ride with him, but when Connie insists she is not interested Arnold becomes more aggressive. When Connie says she is going to call the cops Arnold threatens to come inside. After some more of Arnolds smooth talk Connie reluctantly agrees to go with him and the story ends. When comparing the two killers the one characteristic that seems to stick out the most is that they both seem to be good at what they do. In Oatess story Arnold Friend seems to have a charm about him in the way that he talks. As we saw in the story his smooth talk seemed to interest Connie, but even when Connie declined and Arnolds tone got more violent, Arnold still got what he wanted. Although Connie is obviously uncomfortable and very adamant on not getting into Arnolds vehicle throughout his entire persuasion, Arnold still manages to intimidate and coax her to come with him. In OConnors story The Misfits talents were a little less obvious. All in all when The Misfit got down to business he was very calm and even was a gentlemen, apologizing for being shirtless and separating the males and females before they were murdered. Another statement that could be made confirming additional similarities is that both characters are religiously related to their stories. When actively reading between the lines of each story, you can detect each of the authors subtle but still noticeable undertones that link religion in both stories. In Where Are You Going, Where Have You Been it said that Arnolds shoes didnt fit, and it look as if he had stuffed rags into his boots to make himself appear taller than his actually height. He was standing in a strange way, leaning back against the car as if he were balancing himself. Arnolds shoe was also described as appearing to not even have his foot inside of it. One of his boots was at a strange angle, as if his foot wasnt in it. It pointed to the left, bent at the ankle. This could be interpreted that Arnolds shoes didnt fit because he had hooves instead of feet, referring Arnold to be the Devil as it is known that the Devil was said to have had a pair of hooves that he took ext reme measures to hide. It has also been noted by previous readers who have identified religious connotations that if you were to take the R out of Arnolds first name, his full name would say An old Friend, this being a reference to the Devil as well who is said to have been the first being to befriend Adam and Eve upon their creation (James). The assumption can be also made that Arnold is not a human being because he displays qualities that are unnatural to humans, specifically his eyes. His eyes are much brighter than any other humans and produce the image of his eyes glowing due to the light illuminating from behind them. à ¢Ã¢â€š ¬Ã‚ ¦She saw how pale the skin around his eyes was, like holes that were not in shadow but instead in light. His eyes were like chips of broken glass that catch the light in an amiable way. On the other hand A Good Man is Hard to Find had many religious inserts, but The Misfits actually compares himself directly to Jesus, stating he is like Jesus, except Jesus hadnt committed a crime. The Misfit is not just murdering people for no reason; he seems to have spiritual or moral reasoning for his killings. The Misfit is aware of what he is doing is wrong, but thinks its okay because of the morals he believes in. It is brought to the attention of the reader that The Misfit is actually quite concerned with religious beliefs and Jesus after the grandmother attempts to persuade him to pray in order to find his connection with Jesus and spare the elderly womans life. Much to the surprise of the grandmother, although The Misfit has not ever prayed, he has thought deeply about Jesus and even states, It was the same case with Him as with me except He hadnt committed any crime and they could prove I had committed one because they had papers on me meaning he feels there is much simila rity between him and the Son of God. However, The Misfit then goes on to tell the grandmother in the time preceding her death about his uncertainty in believing whether Jesus ever actually raised the dead. This uncertainty really angers The Misfit, because he just wants to know what really happened. The Misfit feels that he cannot believe that Jesus raised the dead, because he was not there to witness it. After stating this disbelief, the assumption can be made that The Misfit feels that it is his responsibility to judge others and determine their fate as he does not know if Jesus has performed this judgment. He even states, If I had been there I would of known and I wouldnt be like I am now, to further solidify this assumption. It appears that The Misfit blames Jesus for his actions and even punishments received for his crimes committed, causing him to judge those who are living. This is precisely what The Misfit does with the grandmother and her sons family upon finding them after the accident. After having his two partners kill Bailey and his family, The Misfit listens to the grandmothers suggested advice and pleas to survive. All of the grandmothers talking though does not target this killer emotionally, and he just finally becomes irritated with her reaching his last nerve when she claims he is her son. The Misfit takes this opportunity to determine his final judgment of the grandmother and decides she is not worth living by shooting her three times. It is easier to find differences between the two characters because it seemed the reason why they were doing these crimes are different. In Oatess story, Arnolds character seemed to be attracted to younger people, mainly directed to girls. This can be concluded because of Arnolds efforts to make himself look like a young man. Connie liked the way he was dressed, which was the way all of them dressed: tight faded jeans stuffed into black, scuffed boots, a belt that pulled his waist and showed how lean he was, and a white pullover shirt that was a little soiled and showed the hard small muscles of his arms and shoulders(Oates 997). In OConnors story The Misfit seemed to target certain people. When selecting his victims he seemed to choose people that he felt where going against his morals. For example, when The Misfit discovers that the grandmother is not the great lady she claims herself to be, it can be concluded as reason for the murders. This can be backed up by when The Misfits st ates She would have been a good woman if it had been somebody there to shoot her every minute of her life (OConnor 1050), suggesting that he may not have killed her if she would have acted like that when he first met the family. A major difference that was also highlighted once their religious relations were analyzed, gives the obvious conclusion that The Misfit is being compared to Jesus and Arnold Friend is being compared to the Devil. They are polar opposites. The relationship between the killing and the victim in both stories is also an intriguing factor to both stories. The relationship between the grandmother and The Misfits stands out the most. It seems as if they are completely opposite. On one hand the grandmother thinks she is morally superior and the perfect lady. When she is not and is quick to point blame and make statements about her morals that are not true. Now when you analyze The Misfits you can see that he does follow his morals, although they may not be good morals he does sticks by them. When analyzing the relationship between Arnold Friend and Connie it can be quickly be decided that Arnold controls this relationship. Arnold does what he does best in the story, talk. When Arnold attempts to get Connie into his car, it seems as if he knows all of her weaknesses, her appearance, and her family life. In his effort he continues to take stabs at those weaknesses. First commenting Connie on her appearance and when that doesnt seem to work starts to pick at her family life, asking if they would save her and so on, this leading to Connie finally giving in and going with Arnold Friend. Some readers may have found this very controversial, Connie giving in and leaving with Arnold Friend, but this is a perfect example of their relationship. From the beginning of the story Connie seemed to thrive for attention and Arnold was giving her exactly what see wanted, it just took some of his smooth talking and picking at her weaknesses to get Connie to finally give in. In conclusion, when comparing and contrasting Flannery OConnors A Good Man is Hard to Find and Joyce Carol Oatess Where Are You Going, Where Have You Been the reader can find many similarities and differences between The Misfit in A Good Man is Hard to Find and Arnold Friend in Where Are You Going, Where Have You Been. The Misfit and Arnold Friend both proved to be effective authoritative predators in persuading their victims to follow their directives which ultimately lead to their unfortunate deaths and abduction. Both characters in each of these short stories also exhibited insinuated religious implications that related them mainly to two major figures in religion, Jesus and the Devil. After analyzing The Misfit and Arnolds relationship with their respective main characters, many differences were also noted that separated them as individual manipulators that each performed their own tasks to get what they wanted. The paper took a look at these two characters and analyzed their rel ationships with each stories main character as well as how they reflected certain aspects of religions. Work Citied James. Re: Commentary on Where Are You Going, Where Have You Been? Web log comment. Notearama. 19 Oct. 2011. Web. 30 Mar. 2011. . Oates Joyce. Where Are You Going, Where Have You Been The Story and Its Writers. Ed Ann Charter Boston: St. Martin, 2011. 988-1000. Print OConnor Flannery. A Good Man is Hard to Find The Story and Its Writers. Ed Ann Charter Boston: St. Martin, 2011. 1042-1053. Print Bryan Glaza Eng 202 March 30, 2011 Kimalee Augustine Writing Process The following short essay provides the process I took to write my paper on comparing and contrasting Flannery OConnors A Good Man is Hard to Find and Joyce Carol Oatess Where Are You Going, Where Have You Been to find similarities and differences between The Misfit in A Good Man is Hard to Find and Arnold Friend in Where Are You Going, Where Have You Been. The first step to my writing process began with the choosing of my topic. This step was by far the easiest step in my writing process. I already knew I wanted to write about Joyce Carol Oatess Where Are You Going, Where Have You Been, because out of the stories we have read so far this one caught my attention the most. Then when I saw the topic list and the topic comparing and contrasting The Misfit and Arnold Friend I knew this had to be my topic. Following the first step of picking a topic, came my second step to my writing process and this being my brainstorming process. Since I felt there was a lot to be said on this topic I felt a free write was the best way to get me started. In the third step I started to write my paper. After free writing for almost three pages I began my paper. This was done by simply revising my free write and added the required information make my paper complete. Finally with having a complete paper I took my paper to the writers workshop to have it revised by others. From here I simply took my recommendations from the workshop and put the final touches on my paper. After the completing the first paper it was time to start my writing process again. The second part of the paper was just an addition to the first part. So instead of find a new topic all that needed to be done was find some addition information on my topic and add at least two more pages to my paper. The writing process for part two began with the revision of my first paper. First I checked for common errors like grammar and fixed those before I forgot to. Then I was time to see what was needed to add depth and length to my paper. After reading though my paper I saw that I spent most of my paper talking about Arnold Friend so this was noted. Next I saw that I could organize my paper a little better so this was also noted. With these two ideas noted I could start researching again to find some more information. I started by trying to find more information that could be used to give me more to say about The Misfit. There was not much talk of The Misfit online so I decided to read the story again and try to focus in and find parts that had to do with religion. I did the same with Arnold Friend and to my surprise there was a lot of information on him. But this information was not very helpful; the bulk of the information was found in forums and very opinionated and did not seem believable. With this in mind I decided not to use any of this information and do as I did for The Misfit and re-read the story to try and find more information that would focus on religion. Finally after re-reading the stories it was time to add the addition information. This was done by focusing on adding more depth to the topics that were already there and adding new thoughts into the paper. The changes that where made added about a page and a half, but because of my organization issues I stated earlier my total came to six pages instead of six and a half. Also since of most of my information had to do with comparing religion I decided it would be beneficial to change my thesis statement to include this.

Auschwitz :: Essays Papers

Auschwitz Imagine that a man is lying in his bed asleep. He hears a noise downstairs, and gets up to see what the commotion is. Upon going downstairs, he spots ten soldiers, who grab him and throw him into the back of a truck with twenty more people. When the man asks what is going on, he discovers that the truck is heading towards Auschwitz. This situation happened many times years ago, and is known as the Holocaust. Many Jews and other groups were sent to Auschwitz and this report will explain the dark details that occurred there. Auschwitz was the largest German concentration camp and is located close to a Polish town Oshwiecim in Galcia. This camp was set up on April 27, 1940 and could handle its first prisoners by June 14. Auschwitz housed many groups ranging from Jews and Poles, to Soviet war prisoners and Gypsies (wysiwyg://179/http://www.eb.com:180/cgi-b...&hits=10&pt=t&sort=relevance& firsthit=off). The leading commander of this camp was Heinrich Himmler, who was the chief of the Schutzstaffel, Nazi guards, and the secret police. Under Himmler’s direction he was able to create two more camps similar to the original Auschwitz camp. The way that he set up the operations was to have the prisoners sent by rail to the camps, upon arriving at the camps they were then divided into three different groups. One group was sent to the gas chambers within hours of their arrival. The second group was sent to serve as slaves in industrial factories. The third group was sent to different places to underg o medical experiments (http://www.nizkor.org). The first group that were sent to the gas chambers underwent many events before finally being exterminated. When they arrived at Auschwitz, their fate was to be gassed at a smaller camp called Birkenau. At this camp there were many ways that the prisoners could be killed. There were a total of four gas chambers and four crematoria. The gas chambers appeared as showers to the prisoners and the crematoria was used to incinerate their bodies. First, the prisoners would be given a bar of soap and they would be told to go wash in the showers. Then the Germans would ventilate a gas called Zyclon-B into the bath houses. The chemical was invented by a pest control company and could kill the prisoners in a short period of time.

Exploration of Self in Matthew Arnolds The Buried Life Essay -- Arnol

Exploration of Self in Matthew Arnold's The Buried Life One of the modes of poetry theme and content was that of psychological exploration of self, as characterized by the poem "The Buried Life" by Matthew Arnold. Class structure and gender roles were vividly looked at in depth, "definitions of masculinity and femininity were earnestly contested throughout the period, with increasing sharp assaults on traditional roles..." (Longman, p. 1888). What it was to be a man (or woman) was frequently in question, and much of Victorian poetry addressed this. Arnold felt that, "literature must directly address the moral needs of readers." (Longman, p. 2017) He felt a need to instruct and educate society to a fuller understanding of its democratic goals. "The Buried Life" can be seen as man's struggle against society's forced class and gender roles. The poem speaks with an "I" point of view, something that was new for the Victorian era, yet which became an increasing mode throughout poetry. We know not who the "I" is in this poem, and I would doubt that it reflects the author himself. The character of this poem, right from the beginning feels a sadness that comes from the inner struggle between what society depicts as "should" and what a person really feels, "I feel a nameless sadness o'er me roll,/ yes, yes, we know that we can jest,/ we know we, we know that we can smile!/ But there's a something in this breast/ to which thy light words bring no rest." (3-7) There is the beginning sense here that he is starting to see conflict within himself, first characterized by his emotions. In the second stanza of the poem, nearly all the lines reflect the characters feeling of powerlessness to put a voice to this inner struggle, to be... ...coolness play upon his face,/ and an unwonted calm pervades his breast." (94-95) Freudian theory would call this poem a conflict between the pleasure principle "craves only pleasures...ignoring moral and sexual boundaries established by society" and the reality principle "that part of the psyche that recognizes the need for societal standards and regulations." (Bressler, p. 180) "The Buried Life" adequately portrays this inner struggle between the self and society, between was is felt and what is acceptable. I believe that is what Arnold was attempting, to enlighten his readers of this inner struggle and sense of self in a time when strong moral character was being questioned. WORDS CITED 1. Bressler, Charles. Literary Criticism. Prentice Hall, New Jersey, C. 1999 2. Longman Anthology of British Literature. Addison-Wesley Educational Publishers, C. 2000.

Education in Chinese Philosophy Essay

There were several salient schools of philosophy that arose during early years of the development of Chinese civilization. The era was subject to not only political fragmentation and excessive warfare, but also the birth of unique intellectual foundations as well. Confucius rallied together a school of thought that underscored the utmost importance of humanism and virtue. Han Fei and the legalist movement advocated for a centralized, domineering government that subordinated all citizens to absolute obedience. Taoism insisted on a spontaneous, free-spirited, and laissez-faire approach to life. These three prominent philosophies of the time were very different. For instance, they all placed radically different values on education. In particular, Confucianism promoted intellectual pursuit for both the individual and the populace, whereas Legalism and Taoism had a diverging attitude that was strongly against education. The Confucian ideology is the only one of the aforementioned schools to place a heavy emphasis on intellectual cultivation for both personal purposes and for the sake of a virtuous government. The philosophy looks down on those with faith in intuition and natural understanding, which is a notion that is present in Taoism. They believe that genuine understanding derives primarily from studying a subject; it does not necessarily come to someone spontaneously. Confucius supposedly said, â€Å"By nature men are alike. Through practice they have become far apart† (Analects 17:2, Chan 29). He outlines that men are inherently good for the most part, but interaction with the surrounding environment can significantly mold their values. The influences of external forces are not always for the better and people will often need guidance. Thus, through the practice of education, one can cultivate a strong sense of moral intellect and reinforce virtue. Of the possible areas of study, Confucianism places the most emphasis on morality. One of his most prominent followers, Mencius, frequently underscored the importance of education on the individual level. He stressed that human nature is extremely malleable and that if people are â€Å"comfortably lodged they will become like animals† (Book of Mencius 3A:4, Chan 69). Mencius goes to greater lengths than most Confucians to highlight the detrimental effects of the lack of proper schooling on a person. Without teaching in the realm of ethics and morals, he believes that one will inevitably stoop to the nature of an â€Å"animal†. He saw much more idealized benefits of education than other Confucian thinkers. Xunzi, Mencius’ naturalist counterpart, argued that the intrinsic nature of humans is flawed and â€Å"goodness is the result of activity† (The Hsun Tzu part 3, Chan 128). Even though Xunzi sees humanity as inherently flawed, it is universal in the Confucian philosophy that â€Å"activity†, or education and conscience thought, brings forth the â€Å"goodness† of an individual. However, Confucius believed that â€Å"in education there should be no class distinction† (Analects 15:38, Chan 44). A selection of individuals does not necessarily claim intellectual superiority over the rest of the populace. All people should have equal access to moral and intellectual cultivation. With this mindset, the school aims to create a virtuous society. Although he advocates for the widespread promotion of learned humanism and wisdom, he believes that it begins with the ruler. He insists that as a leader, â€Å"if you desire what is good, the people will be good. The character of a ruler is like wind and that of the people is like grass. In whatever direction the wind blows, the grass always bends† (Analects 12:19, Chan 40). A society will garner the benefits of education through the education of a ruler, as they will â€Å"bend† in whatever direction the leader so chooses to â€Å"blow†. â€Å"Good† nature is maintained through fundamental teachings. If the ruler is â€Å"good† and virtuous with the help of such education, the citizens will adapt and imitate. Thus, in the Confucian school of thought, education becomes an imperative as the nature of the populace essentially rests in it. Conversely, the Legalists took a radical stance against all forms of education for both the individual and the masses. Scholars were considered enemies of the state and almost all forms of literature were targeted for elimination. In their ideal society, there were no books, as only â€Å"the laws serve as teachings† (The Han Fei Tzu, Chan 260). Their motives derived from the notion that educating the populace would consequently lead to the people speaking out against the government. Laws are the only means of subduing citizens. Han Fei believed that there was â€Å"no room for private conceptions of right and wrong† (Ebrey 52). If the people developed their own sense of rationality, they would inevitably voice their opinion, creating weakness and disorder. It is far better for the population to be submissive in order to ensure the efficiency and prosperity of the state. The Legalists retort the Confucian idea that the education cultivates humanity and righteousness by asserting it is impossible to â€Å"expect that every ruler must be equal to Confucius and that all people in the world are equal to his followers† (The Han Fei Tzu, Chan 258). On an individual level, human beings are selfish and shortsighted by nature. Thus, it is impossible to mend the flaws of humanity permanently through education. In their eyes, Confucius is illustrating an unrealistic utopian society. Even with education, only few will reach the enlightened state that Confucius has attained. Moreover, the wisdom of the so-called intellectuals derives from â€Å"unfathomable doctrines that are difficult even for men of highest intelligence to understand† (The Han Fei Tzu, Chan 259). Han Fei asks, if such â€Å"wisdom† is â€Å"difficult† for men of a higher intellectual order to understand, how is it logical that the uneducated masses will be able to decipher and apply the lessons? It will be a wasted effort to try to correct the community through â€Å"doctrines†. The Legalists firmly believe that only a strong obedience to law can correct the behavior of society. Education only leads to a deviance from an orderly government. Furthermore, the school of thought argues, â€Å"when urgent matters have not been accomplished, efforts should not be directed towards things that can wait† (The Han Fei Tzu, Chan 259). When the agriculture, shelter, and safety of the people have not been attended to, there is absolutely no point in educating. The energy should be directed towards satisfying the inherent needs of the populace above all else. Basic needs must be attended to before teaching can occur. Confucianism disagrees with the legalists on almost all fronts when it comes to education. The Legalists share the same anti-education sentiments as the Taoists do, but for different reasons. The Taoist movement was also highly against intellectual development, as they believe it interfered with genuinely experiencing life. They perceived knowledge through experience as much more valuable than something that can be extracted from a lecture or a book. As the Tao Te Ching outlines, â€Å"the wise are not learned, and the learned are not wise† (Tao-Te Ching 20, Chan 149). The â€Å"learned† refer to the educated who essentially take abstract ideas and divide them up, ultimately becoming even more confused and disorganized than they were previously. The â€Å"wise† become so through experiencing life untarnished by such outside influence. The mystical poet Han-Shan compared an intellectual and his knowledge to â€Å"the words of a blind man describing the sun† (Han-Shan, Red Pine poem 283). He accentuates that artificial intelligence gained through books does not align with people’s experience with the world. Learned knowledge hinders a greater understanding and perception of our surroundings. As the Taoist writer Chuang-tse worded it, a scholar â€Å"is restricted by is own learning† (Chuang-tse, 24). A general concept of Taoism is that scholarly intellect only leaves one with a finite sense of understanding. They reach a wall in which analysis is of no further help and the deeper and broader matters of life are not attainable. In a sense, this philosophy is similar to that of the Legalists. They both believe that education hinders the populace, but in different manners. The Legalists believe in interferes with the order of the government and well being of the general population, whereas the Taoists see it as inhibiting understanding on a more individual level. However, in terms of governance from a Taoist perspective, Lao Tzu preaches to â€Å"administer the empire by engaging in no activity† (Tao-Te Ching 57, Chan 166). With respect to education, he is simply saying not to enforce it on the population. They will become prosperous in their own right. Things will appear less disoriented, vicious, and confusing with a laissez-faire style of government that does not force education upon the people. Again, this school of thought is in stark contrast with that of Confucianism. The Taoists are parallel with the Legalists with respect to education, there is just differing motivation behind their rationale. All three schools, Confucianism, Legalism, and Taoism, all possess unique perspective on the relevance of education on both the individual and government level. Perhaps Confucius starkly contrasts with the other two the greatest, as he is the only one to adamantly support teaching. Confucianism firmly believes that education cultivates morality and virtue on the individual level. Also, if an individual (the leader) is humane and virtuous, it will trickle down to the rest of the population and they will follow suit. Thus, education is of the utmost importance, as it is the primary tool used to guide humanity. Both the Legalists and the Taoists are resolutely apposed to education, but with unique motives. Han Fei and his followers believe that learning disrupts the order of society, and thus affecting the welfare of the individual. Taoism argues that learning hinders the individual’s experience of life and ultimately inhibits one from a greater understanding. Therefore, the government should not be involved with educating the general population either, otherwise it will breed mass disorientation and confusion. Education was a controversial issue in the intellectual foundations of Chinese civilization, as all three primary schools of thought had contrasting opinions on it with regards to its affect on the welfare of people.