The Red Badge of Courage - A Literary Critique essays

The Red Badge of Courage - A Literary Critique essays The Red Badge of Courage begins with the Youth (Henry) preparing to leave to war. He has fabulous ideas concocted in his mind about victory and heroism. The Youth soon finds that victory and heroism are a small part in the splendor of war. The Youth's mind soon becomes burdened with thoughts of death and running away from a battle. Sure enough, in the midst of battle, the Youth flees the battlefield. The Youth must learn to deal with the shame he feels on deserting his comrades. When he returns to his camp he lies and says that he was separated during combat and was shot. The Youth is given another chance to fight and prove he is not a coward. As the book progresses, the Youth learns to deal with his shame by feeling honored for being a hero.In the end, the Youth becomes a man. He learns that the most important lessons in life can be seen by opening his eyes. I personally was attracted to the Youth. All his thoughts and wild imagination impressed me. He would describe death as a being that could swallow him whole, and ramble on about wonderful sunsets. The Youth was also a very troubled soul. He worried a lot over things he might do and not the things he would do. For instance, on page 34, he questions others in hope that their answers would comfort him. He feels disassociated from others, "The Youth, considering himself separated from the others..." (p29). Page 35 quotes, "He was a mental outcast." He lacked self -confidence and "continually tried to measure himself by his comrades." (p22). Despite his sorrow, the Youth was creative and compared ideas and objects to other ideas and objects. "The battle was like the grinding of an immense and terrible machine." I believe that the Youth brought the book to life through his life. At times I would find myself thinking, "I've thought that too!" For example on page 127, the Youth announces that his life should be lived to his expectations and not everyone else's. I strongly agree wit...

Roman Emperor Septimius Severus

Roman Emperor Septimius Severus Severus came to power by disposing of rivals with a better claim to power than his own. His immediate predecessor was Didius Julianus. Septimius Severus died peacefully, leaving, as joint successors, his sons Caracalla and  Geta. Dates April 11, A.D. 145-February 4, 211 Reign 193-211 Places of Birth and Death Leptis Magna; Eboracum Name Lucius Septimius Severus Augustus (Severus) Occupation Ruler (Roman Emperor Septimius Severus was born in Africa, at the Phoenician city of Leptis Magna (in Libya), to a presumed equestrian (wealthy) family with consuls in it, on April 11, 145, and died in Britain, on February 4, 211, after reigning for 18 years as Emperor of Rome. Family Parents:  P. Septimius Geta, (equestrian) and Fulvia Pia Wife:  Julia Domna Sons:  Bassianus (Caracalla) (b. 188); Geta (b. 189) Following the murder of Pertinax, Rome supported Didius Julianus as emperor, but as Severus entered Rome having been declared emperor by his troops in Pannonia on April 9, 193 [DIR], the supporters of Julianus defected, he was executed, and soon the soldiers in Italy and the senators supported Severus, instead; meanwhile, troops in the East proclaimed Syrias governor, Pescennius Niger, emperor, and the British legions, their governor, Clodius Albinus. Severus had to deal with his rival claimants. He defeated Pescennius Niger at the A.D. 194 Battle of Issus not to be confused with the battle in 333 B.C., in which Alexander the Great defeated the Persian Great King Darius. Severus then marched into Mesopotamia, where he set up a new legion and declared war on Roman emperor Clodius Albinus. Even with the legions of Britain, Gaul, Germany, and Spain, behind him, Albinus still lost to Severus in 197 near Lyon [see Lyon Museum], and committed suicide. The reputation of Septimius Severus changes with the times. Some consider him responsible for the Fall of Rome. According to [virtual-pc.com/orontes/severi/MoranSev193.html, 6/29/99] Jonathan C. Moran, Gibbon blamed Severus for the changes that led to turmoil and ultimate decay in Rome. The De Imperatoribus Romanis entry on Severus explains the charge: by giving greater pay and benefits to soldiers and annexing the troublesome lands of northern Mesopotamia into the Roman empire, Septimius Severus brought increasing financial and military burdens to Romes government. His reign was also considered bloody and according to the Catholic Encyclopedia, he may have been involved in the murder of his predecessor, Pertinax. The Catholic Encyclopedia also says he persecuted the Christians and forbade conversion to Judaism and to Christianity. On the other side, Septimius Severus restored stability to the Roman Empire. He improved performance and increased morale by making (expensive) changes in the military and praetorian guard. He restored Hadrians Wall and was involved in other construction projects. He also played the part of the traditional emperor: He reformed the grain supply for the city of Rome.... He put on games... for the people to keep them diverted and on his side. He freed his friends from debt and gave donatives to the soldiers and people. He also heard lawsuits.... Severus also began appointing his own men to the senate, one the emperors traditional prerogatives.- [www.virtual-pc.com/orontes/severi/MoranSev193.html#1, 6/29/99] Severus and Traditional Auctoritas Print SourceSeptimius Severus: The African Emperor, by Anthony Richard Birley Also, see Historia Augusta - The Life of Septimius Severus Septimius Severus and the Severan Emperors Septimius Severus and his successors were known as Severan Emperors Septimius SeverusCaracallaGetaEmperors Pertinax and Didius JulianusRoman Emperors Timeline 2nd CenturyRoman Emperors Timeline 3rd Century Ancient Sources on Septimius Severus HerodianHistoria AugustaDio Cassius

Compare and Contrast Pieces of Art Essay Example | Topics and Well Written Essays - 250 words

Compare and Contrast Pieces of Art - Essay Example This paper seeks to highlight the similarities and the differences between the â€Å"Dying Gallic Trumpeter† and the â€Å"Column of Trajan† in terms of balance of style, function, iconography, technique, and cultural meaning. Both â€Å"Dying Gallic Trumpeter† and the â€Å"Column of Trajan† are made of marble pieces. Trumpeter is nude, and the fluid motion of the marble inflicts an impression of strained-movement (Ridgway 151). On the other hand, the â€Å"Column of Trajan† is made of 29 pieces of marble weighing up to 77ton. However, there are several differences between these two sculptures. In terms of balance, the â€Å"Dying Gallic Trumpeter† lies on his oval shield, with trumpet at his feet the. This gives it asymmetrical balance as compared to the â€Å"Column of Trajan† that stands all round erected from a base giving it symmetrical balance. Trumpeter takes the shape of a human being, while Trojan takes the shape of a tall building. In terms of texture, Trumpeter is smoother than Trajan that has a rough surface from boom to head (Ridgway 278). Trumpeter has long, bushy mustache, hair, and neck ornament, while Trajan has a band of curved reliefs all round the co lumn. Trumpeter signifies a â€Å"barbarian†. Culturally, in ancient Rome, a â€Å"Barbarian† was more than a monstrous enemy, but a wounded soldier, unlike their own soldiers. Trojan, on the other hand, tells the story of Dacian wars between 101-102 and 105-106 A.D (Ridgway

Terri Schiavo Case Research Paper Example | Topics and Well Written Essays - 1250 words

Terri Schiavo Case - Research Paper Example The issue of euthanasia/assisted suicide has been particularly controversial of late, particularly due to the sensational trials of Dr. Jack Kevorkian, an unrepentant medical practitioner who openly engaged in euthanasia among terminally ill patients and a recent case in the United Kingdom in which Mr. Alan Reyes of East London publicly helped his partner end his life and was subsequently arrested for the subsequent death of his partner of twenty eight years. Dr. Kevorkian, was incarcerated for eight years for helping people to die, and is reported to have participated in at least 130 assisted suicides. Significantly as well, the high profile legal cases surrounding Terri Schiavo brought questions surrounding euthanasia to the forefront of the public’s consciousness. This essay will explore the complex issues surrounding the right to die in America today and demonstrate that the right to die is an inherent right for individuals1. Seeking to understand the complexities surrounding euthanasia as the debate continues, this essay will address both sides of the coin and explore euthanasia from a holistic perspective. Seeking to explore the ethical and legal aspects of euthanasia, this essay will provide a concise yet comprehensive introduction to the major issues surrounding euthanasia in America today. We will discuss and debate the arguments for as well as the arguments against euthanasia and conclude with a synopsis of the research undertaken. Significantly, this essay will emphatically argue that the right to die is an inherent right which can be invoked in grave situation. Importantly, court testimony during Schiavo 1 made it clear that Terri Schiavo did not want to continue to live if her chances of recovery were miniscule.2 Accordingly, her husband helped her fulfill her wish to end her life while she was incapacitated. This

Meaning of Life and Jeremy Fink Essay Example for Free

Meaning of Life and Jeremy Fink Essay A) MEANING OF LIFE – BY JEREMY FINK. B) CHARACTERS: JEREMY FINK, LIZZY MULDOON, MRS. FINK, MR. MULDOON, MR. OSWALD, SAMANTHA AND RICK, JAMES AND MR. FINK. CONFLICT: THE CONFLICT IS ABOUT JEREMY TRYING TO FIND FOUR KEY’S THAT WOULD OPEN THE BOX WHICH HIS DAD LEFT IT FOR HIM FOR HIS THIRTEEN BIRTHDAY PRESENT WHEN HE DIED AND JEREMY IS TO FIND THE KEY THAT WOULD FIT ALL FOUR SPOTS IN THE BOX BEFORE HIS THIRTEEN BIRTHDAY. SETTING: HAPPENS IN MODERN DAYS IN NEW YORK CITY. BASIC SITUATION: JEREMY AND LIZZY TRY TO FIND THE KEY BEFORE JEREMY’S THIRTEEN BIRTHDAY. C) PLOT: JEREMY SEE’S THE POSTMAN WITH A BOX ADDRESSED TO HIS MOM. JEREMY TAKES THE BOX AND OPENS IT TO SEE A BOX. WHEN HIS MOM COMES AND SEES HIM WITH THE BOX HIS MOM TELLS HIM HOW THE BOX WAS HIS PRESENT HIS DAD LEFT HIM FOR HIS THIRTEEN BIRTHDAY AND HAD TO FIND ALL FOUR OF THE KEYS THAT WOULD OPEN IT BEFORE HIS BIRTHDAY COMES. LIZZY AND JEREMY GET IN TROUBLE AND THEY HAVE TO DO COMMUNITY SERVICE. THEN THEY MEET MR. OSWALD WHO TRIES TO HELP THEM. THEIR COMMUNITY SERVICE WAS TO DELIVER STAFF TWO NEW PEOPLE WHICH THEN THEY GET TO MEET NEW PEOPLE. D) CLIMAX: IS WHEN LIZZY AND JEREMY OPENED THE BOX AND DISCOVERED HIS. FATHER’S MEANING OF LIFE. E) FALLING ACTION: IS WHEN JEREMY OPENS THE BOX AND FINDS IT FULL OF STONES. JEREMY THEN REMEMBERS HIS FATHER HAD COLLECTED EACH STONE AT EACH IMPORTANT EVENT OF HIS LIFE. F) RESOLUTION: IS WHEN JEREMY FIND OUT THAT MR. OSWALD, JEREMY’S MOM, THE MAILMAN, AND LARRY FROM LARRY’S LOCKS WERE ALL IN JEREMY’S DAD’S PLAN TO GIVE JEREMY THE BOX AT THE RIGHT TIME AND SO THAT HE WOULD HAVE TO LOOK FOR ALL FOUR OF THE KEYS, ALTHOUGH MR. OSWALD HAD THEM ALL ALONG. BY HAVING THIS PLAN HIS DAD KNEW THAT JEREMY WOULD MEET NEW PEOPLE AND GET TO EXPERIENCE. DIFFERENT THINGS HE WOULD NEVER DO. G) POINT OF VIEW: FIRST PERSON BECAUSE THERE IS TOO MUCH FEELINGS AND EMOTION IN THE BOOK. H) PERSON VS PERSON- JEREMY AND LIZZY AS THEY TRY TO FIND THE KEYS TO THE BOX. PERSON VS SOCIETY- JEREMY AND THE SOCIETY MEETING NEW PEOPLE TO TRY TO FIND THE KEY TO THE FOUR HOLES. I) THEME: A LESSON THIS STORY TEACHES ABOUT LIFE IS TO NEVER GIVE UP, AND ALWAYS BE MOTIVATED TO DO SOMETHING YOU KNOW YOU REALLY WANT TO DO. J) SIMILE- AS HARD AS IT CAN BE WITH HOPE ON THE WAY. SIMILE- LIFE IS AS EVENTFUL AS A JOURNEY. METAPHOR- NO PAIN, NO GAIN.

Camera Cell Phone Technology Save Lives :: Exploratory Essays Research Papers

Camera Cell Phones Save Lives My first year of college was approaching rapidly, and I was still trying to get my supplies gathered together. Most of my items I had already stockpiled, such as bedding, a computer and a fridge. One item missing on my list was a cell phone. My parents had insisted that I purchased one when I got my driver's license, but I never seemed to find the time to get one. Being a teenage girl in this day of age, my parents thought I should always have a way to get help in emergency situations. I did not disagree with them or the majority of parents who had the same idea, but I had my own opinions about owning a cell phone. I was never the type of person to be responsible for my belongings, but I figured that since I was heading to college, a cell phone would be a good start towards my path to becoming a responsible adult. Owning a cell phone would force me to pay my own phone bill, which I dreaded, and keep track of my call minutes and phone. I figured it could not be too hard due to the fact that all my friends purchased their cell phones when they entered freshmen year of high school. I never imagined buying a cell phone would be such a hard task. When I entered the brightly colored PHONZ PLUS store, my eyes filled with the sight of an enormous variety of cell phones. I wanted to walk out of the store right then, but the stern look on my mother's face directed me toward the sales representatives. After going through all the cell phones and the call plans, I finally decided on the verizon camera phone. At first, I was a little unsure about buying such a high-tech phone, but it ended up being the cheapest option with the most benefits. I could take pictures, send pictures via email, have access to the internet, text message, and speed dial. This particular phone was recommended for a kid of my age because there was a special button that could automatically connect me to the police in case of an emergency. Whether it be text messaging, sending a picture, or calling the police; they were always at reach at the touch of a button. This made my mom be hooked right away. I was amazed that a two-inch by two-inch phone could complete so many tasks.

Youth empowerment through quality education

This paper considers quality education, its importance to youth empowerment and in what ways it empowers. The paper recommended proper implementation of the curriculum, continued Teacher Education, adequate budgetary allocation and priority for education and parental encouragement to mention a few. Nigeria celebrated another Independence Day recently marking her 53rd anniversary; however the pace of development and that at which policy decisions of government and by extension its policy makers are implemented, is not commensurate with how long she has been an independent state.It is believed that one sure way of measuring the responsiveness or otherwise of any government in the world today, is in its quick implementation of key policy agreement or decisions that will boost the advancement of any sector such policy is formulated As a resul t, it is not surprising to observe that nations that want to be reckoned with in terms of youth empowerment, religious tolerance, technological adv ancement, national transformation etc strive to position education as a focal point in its march towards development.It is in the face of this, that the steady decline in the overall standard of education cross all tiers in the nation therefore that education experts have continued to clamour for initiatives that would promote massive development of the sector that is daily experiencing backwardness. In fact, many graduates cannot express themselves properly. Some in practical disciplines can't practice what they have supposedly learnt in school.While some in offices lack adequate knowledge and sit idling away redundantly due to lack of empowerment. To empower means â€Å"to promote self-actualization or influence of† something or someone (Merriam-Webster Collegiate Dictionary, 2000) or to â€Å"make (someone) tronger and more confident, especially in control of their life and rights† (Oxford Advanced Learners Dictionary, 6th edition). Empowerment can therefore be said to be the process of increasing the educational, social, economic, political etc strength of an individual.Opeyemi (The Punch, 2013) quoting Olatokunbo Somolu, chairman, Board of Trustees for Vision 20:2020 in his address at the 16th Vision 20:2020 Career Workshop in Lagos earlier this year noted that â€Å"one of the steps needed to move the nation forward is through youth empowerment†. He explained that youth empowerment as a tool for evelopment is an attitudinal, structural and cultural process whereby young people gain the skill, ability and authority to make decisions and implement change in their own lives and the lives of other people (youths and adults inclusive) and the society in general.He further said, miouth empowerment is often addressed as a gateway to intergenerational equity, civic engagement and democracy building. The need to guide and nurture our youth who are the future of our great country Nigeria cannot be over-emphasized and further pointed out that e mpowering of youths is an investment that pays off anytime, anywhere. Adding that, by investing in youths, government corporations, communities, NGOs and individuals can help prepare the youths for the challenges ahead†. Many things can be said to be responsible for non empowerment, under empowerment or inadequate empower.For instance, Oyeleye ( in SUN 2013:45) quoted an Oba saying † youths nowadays see elders especially those in power as the problem of the nation having failed to provide for them, thus mortgaging the future of the nation†. He further said that â€Å"for this nation to see a brighter future, government must devote resources to developing youths and empowering them etore they learn and operate a new style ot internal terrorism†. This paper however, is not meant to ascribe blame but to promote youth empowerment through quality education. With that said, who then are the youths of a society? What is quality education?How can quality education b ring about youth empowerment? What are the imperatives for achieving such education? YOUTH AND YOUTH EMPOWERMENT Youth is â€Å"a time of life when one is young especially the period between childhood or adolescence and maturity' (Merriam-Webster Collegiate Dictionary, 2000). It is â€Å"the period between childhood and adult age† (Oxford Advanced Learners Dictionary, 6th dition). It is at this age or period of live that an individual is formed. The lessons, morals, values etc picked up or learnt at this stage of life that shapes who the individual becomes in the future.It is therefore paramount at this age, to promote self- actualization and increase the educational, social, economic, political etc strength of an individual. Youth empowerment occurs in homes, at schools, through youth organizations, government policy-making and community organizing campaigns. Major structural activities where youth empowerment happens throughout society include community ecision-making, org anizational planning, and education reform. It is often addressed as a gateway to intergenerational equity, civic engagement and democracy building.Many local, state, national, and international government agencies and nonprofit organizations provide programs centered on youth empowerment. Activities involved therein may focus on youth-led media, youth rights, youth councils, youth activism, youth involvement in community decision- making etc Even in politics, major political parties in the world have statements supporting youth empowerment. It is also a central tenet of the United Nations Convention on the Rights of the Child, which almost every country in the world (if not all) has signed into law.Presently, there are a variety of youth empowerment initiatives underway around the world. The 53 member countries of the Commonwealth of Nations have all signed up to the Commonwealth Plan of Action for Youth Empowerment (2007-2015). The Plan of Action underpins the work of the Commonwe alth Youth Programme (CYP). On the Commonwealth definition, â€Å"Young people are empowered when they acknowledge that they have or can create choices in life, are aware of the implications of those choices, make an intormed decision treely, ake action based on that decision and accept responsibility for the consequences of those actions.Empowering young people means creating and supporting the enabling conditions under which young people can act on their own behalf, and on their own terms, rather than at the direction of others. † QUALITY EDUCATION In any form or way it is presented, education is vital for human and national development. Through it, people acquire basic skills and attitudes by which they make meaningful living and coexistence (Okwuolise, 2005). Education brings about refinements, sobriety, dynamism, faith, technological advancement, empowerment, elf regard, aggregation etc (Okwuolise 1999).Osifo-Whiskey (in Okwuolise, 2005) said that â€Å"learning and kno wledge determines what people or society is, backward or advanced, civilized or primitive, enlightened or in darkness. Learning and knowledge are the equivalent of thinking in the matter of who is man or who is an animal†. Education however does not only achieve these, it â€Å"accretes equally national development and transformation, depending on the aspirations of the nation and the objectives intended to be achieved by it† (Okwuolise, 2005).From the foregoing, if considered in a formal sense, education is a process of nstruction for the purpose of preparing the learners to become useful to themselves and the society. It is therefore no wander, Onah et al (2012:41) defined education as â€Å"the process of transmitting what is worthwhile (desirable skills, knowledge, attitude, aptitude etc) to those who are committed to it, whether they are children, youths or adults in the hope of promoting their usefulness to themselves and the society'.Quality on the other hand me ans â€Å"of high worth, value or standard† (American Heritage Dictionary, 1996), or â€Å"degree or standard of excellence† (Collins English Dictionary, 2000). Quality education therefore means education that is of high or valuable standard, adequate and with valid teaching or instructional outings in terms of method and content. It must also, reflect the three domains of education (the cognitive, affective and psychomotor domains).It therefore goes without saying that, there are certain societal expectations or traits an empowered person (child, youth or adult) is expected to manifest. Along the line of philosophy and the line of educational domains as seen above, the empowered man should; l. Be a man of knowledge, i. e. e must be well grounded in what he is supposed to do, or what he is exposed to. II. Be of good nature with good relation and must be a sociable person and not a recluse Ill field of empowerment.Be able to practically pertorm and deliver . By and by, if we are to examine the role and importance of quality education in youth empowerment, much could be said. This paper however limits itself to the following areas where quality education accretes to youth empowerment; Knowledge and Insight Knowledge is the â€Å"acquaintance with or understanding of a science, art or echnique†, â€Å"range of one's information or understanding† while insight is the â€Å"ability to understand people and situations in a very clear way' (Merriam-Webster Collegiate Dictionary, 2000).One of the attributes of quality education is the ability to instill in learners (in this case, youths) the total understanding and a range of information in a very clear way of who they are, what they want, can be and their role in nation building and transformation. It gives them the ability to apply theory and principles learnt, discriminatory analysis and sharpen their mental reflexes by which they are able to contribute in problem olving whenever the si tuation arises.Approval This is â€Å"the belief that something or someone is good or acceptable: a good opinion of someone or something† (Merriam-Webster Collegiate Dictionary, 2000). It refers to â€Å"when someone likes something or someone and thinks that they are good† (Longman Dictionary of Contemporary English). Quality education instills in one traits, attitudes and capabilities that makes him/her acceptable and considered good enough anywhere, anytime. Such people are always involved in issues that enhance national development and transformation. Even the ible said â€Å"study to show thyself approved†¦. a workman that needeth not to be ashamed†¦. † (2 Tim: 2v1 5). Responsibility and Discipline Responsibility is â€Å"the state of being the person who caused something to happen† while discipline is an â€Å"orderly conduct or pattern of behavior† (Merriam-Webster Collegiate Dictionary, 2000). A person empowered through quality ed ucation is a doer; always taking charge and making things happen instead of Just sitting back and letting others do the work. Such a person always conducts himself/herself in orderly manners and with refined behavior. nation.This group ot people is those who can contribute to the progress ot any Self Reliance and Confidence Self-reliance is â€Å"the reliance on one's own effort and abilities† while Confidence is â€Å"a feeling or belief that you can do something well or succeed at something† (Merriam- Webster Collegiate Dictionary, 2000). When one's education is of high standards, the person understands he/she is in control of their live and will always trust in his [her abilities, believing that success can be achieved at whatever task being given since the necessary information required to succeed has been duly imparted.It is obvious then that, quality education makes a man confident and confidence in turn gives him the impetus to rely on his effort. Resourceful Th is means being â€Å"able to act effectively or imaginatively, especially in difficult situations† (Merriam-Webster Collegiate Dictionary, 2000). An empowered person who has knowledge and insight, is confident and self-reliant, disciplined and responsible will be able to think outside the box. He is not easily put down by difficulties and challenges. Imperatives of Quality Education It is now obvious that quality education empowers.Be that as it may, there are ertain necessities which are sine-qua-non for engendering quality education. They include: l. Educators must do their Job of educating thoroughly well. II. Provision of adequate infrastructure which includes good learning environments and classrooms. Ill. Employment of well trained, competent and professional teachers and educators. IV. Provision of adequate learning materials including well equipped libraries and laboratories. V. Organizing field trips, excursions and industrial (practical) trainings. VI.Provision of t eaching aids including public address systems and visual aids. VI'. Parental encouragement and support. VIII. Incentives for outstanding performances and performers. ‘X. Introduction and proper implementation of quality curriculum. X. Prioritization of the education sector in terms of budgetary allocation and funding. X'. Continuous teacher education. XII. Teacher motivation. Summary and Conclusion Through the ages, education has been known to be the antidote to poverty and ignorance, and key for unlocking natural resources ( ObaJi, in Onuoha, 2006).She stated that no nation striving for accelerated development does so without first developing its educational system. According to her; the visibility and publicity which ducation has enjoyed in recent times derives from the importance attached to education in national development. Quality education ensures the development of knowledgeable, insightful, self-reliant, skilled, disciplined, and a healthy population with the capacity to drive and sustain the socio-economic development of the nation.It goes without saying therefore, that in order to enable the youth to contribute constructively to the society; it is imperative to improve the quality of the educational system to ensure that the products of our educational institutions become critical thinkers, problem solvers nd accomplished leaders. There is therefore, a strong connection between education and national growth and development. Education not only provides scientific and technical skills, it also provides the motivation, Justification and social support for pursuing them.