Are female suicide bombers rational actors Research Paper

Are female suicide bombers rational actors - Research Paper Example The major advantage of suicide bombing attack is the accuracy and precision in conducting secret missions. Under normal circumstances, nobody would like to sacrifice their lives for any kind of missions; however the influence of fundamentalism and patriotism is getting increased day by day and because of that many people come forward to sacrifice their lives for safeguarding their traditions, culture and beliefs. Even though all types of suicide bomber attacks are difficult to resist, female suicide bombing attacks seem to be the most difficult type of attacks as far as preventive measures are concerned. Genetically and historically, it was believed that males were more aggressive in nature whereas females were more of peace loving nature. However, the above belief or theory seems to be less popular now because of the readiness of current females in taking part in risky missions and activities. As per some of the recent reports available from states like Iraq, Palestine, Sri Lanka etc, the number of female suicide bombers is increasing day by day. â€Å"While arguing about why women fight, many believe that these women are yet other victims in the hands of ruthless men while others emphasize the seriousness of a particular conflict in which even women are driven towards taking up arms, seen as a last resort in the eyes of many†. In short, there are different viewpoints about the reasons why females are increasingly participating in suicide bombing attacks.... Some people argue that suicide bombing attacks in general and female suicide bombing attacks in particular are motivated by irrational motives. However, many others believe that strong rational motives are behind every female suicide bombing attacks. This paper argues that female suicide bombers are rational actors and they engage in terrorist activities not because of the influence of any external agents alone, but because of their own instincts and judgements. Religious extremism is cited as the major reason for increasing female suicide attacks by many of the sociologists and politicians. It is because of the fact that most of the female suicide bombers are from Muslim community. In countries like Palestine, Iraq, Afghanistan, etc Muslim female suicide bombers are causing big problems and headaches to Israelis and Americans. Jihad or sacred war against nonbelievers is accepted as a tradition by many of the Muslim militant groups. At the same time it should be noted that jihad is m ostly taking place in countries under some kind of foreign occupation. The occupation of Israelis in Palestine and Americans in Iraq and Afghanistan can be cited as the best examples for the above belief. In other words, foreign occupation seems to be one of the major reasons for increased number of suicide attacks. Since women participation in modern social and political activities are increasing day by day, it is difficult for them to stay away from helping male community in their efforts to fight against all kind of foreign occupations. Female suicide bombers are thus utilized for pressurizing foreign occupiers to withdraw their troops from their land by the militant groups- in that respect; it is not an irrational activity,

Slavery in British North America and the Caribbean Essay

Slavery in British North America and the Caribbean - Essay Example While slavery certainly had some significant economic factors, and which were vastly different in the north from the south, the fact remains that slavery was primarily an institution based on race and dehumanization rather than economics. Slavery in the northern and southern colonies were very different institutions, largely because of the divergent economic development that occurred in those areas. In the northern colonies, cash crops were not the staples of the economy, rather manufacturing and other early industrial practices reigned supreme. These are areas that were not especially suited to the practice of slavery, because they needed highly skilled, willing workers. In this economy slaves usually served either in service professions (maids and so forth) or else as assistants, but were not fundamental to the economy and could easily be changed into low-paid workers. In the south, on the other hand, much of the economy developed around a select group of cash crops, most importantly tobacco and cotton. These crops were both some of the most labor-intensive crops to develop – cotton especially took hundreds of hours to pick and process before the development of the cotton gin in the later 19th century. This m eant that the southern economy found slavery an especially useful convention, and began building itself more and more around having plentiful unpaid labor. The huge amount of slaves that were involved in the development of the southern colonies also meant that any attempt to move away from the practice of slavery would be especially costly – instead of a business having to pay one or two extra employees, they would have had to pay hundreds, and vastly improve working conditions. This meant that slavery became a much more prolific and important structure in the south than in the north.

Annotated Bibliography Essay Example for Free

Annotated Bibliography Essay In this assessment I shall describe an Annotated Bibliography on Autistic Spectrum Disorder. The important factors of inclusion in educational settings will be discussed and how parents as partners can help children’s development. Autism is a condition which affects children’s development their whole life. Autism is a brain disorder that is diagnosed normally in early childhood and autistic children can show bad behaviour and can become fairly aggressive and temperamental. Many education settings have provided additional support to young children alongside other children, however this is to include an inclusive practice. Children with autism have many difficulties in three main areas: 1) Social Awareness Find making friends and interacting with others very difficult, and do not always make eye contact when someone is talking to them. 2) Language Communication Find it hard to explain how their feeling and what their thinking and they also communicate in high pitch tones and have severe delay in speech. 3) Imagination – Do not always understand that others have thoughts and feelings and have limited imagination. Reid (2005, p.29) quotes â€Å"There may also be evidence of obsessive and inappropriate behaviours. Some students within this spectrum may also have limited imaginative thought†. In society before, children with autism were misunderstood and their negative behaviour was labelled and because of their negative behaviour children were punished frequently. During that time there was no guidance and support available for children with autism from the government and local authorities. There was none specialised equipment/resources for children to learn and develop further, which would help with this particular disability. There are many barriers for children with autism in mainstream schools like adapting activities, schools may not have enough space and specialised equipment for making the activity adaptable. Children may have certain needs to be tended to so staff need to be trained to deal with children with autism, so some staff would need further training. However, another barrier could be that the parents do not admit that their child has autism, so parents do not attend meetings with staff and acquire the right guidance and support. Some parents may feel that their child is not normal, as the community they come from might have an ideal image of a family, for instance referring to a child who has perfect physical appearance. The medical model sees society or a practice to cure a disability to fit into society, and the social model sees that the child is not the problem, but the attitudes towards disability is the problem. Adults need to provide children with a safe and enabling environment for them to learn and develop in, so children with autism should be treated equally and fairly, like all children and must feel included in their environment. Meanwhile, when providing activities for children with autism adults must give children time for themselves and let them explore, so they can learn at their own pace. Reid (2005, p. 29) states that â€Å"It is important to allow for opportunities that will enable the student some time on his/her own†. However the adult should also involve other children when doing a specific activity for the child with autism, so the child does not feel alone, even though children with autism prefer to play alone. The adult should support and encourage the child and help them complete the activity, by helping the child using hand in hand contact for example the adult holding the child’s hand etc. The adult’s role is to talk to the children slowly and calmly, and use simple words so they understand and an effort should be made towards them so they feel the sense of security. Vygotsky was a theorist and his theory was on the Zone of Potential Development (ZPD), his theory stresses the importance of when a more knowledgeable adult/child helps a less knowledgeable child, so by helping him/her complete the task he/she could not done alone, he called this ZPD. Vygotsky saw that adults need to be involved with children strongly. Lindon (1998, p.66) clearly states â€Å"He saw early language as an important social tool for children which brought them deliberately into contact with others†. Adults should provide children with activities where they can use all their senses like touch, smell, taste, sound and sight, so providing them toys with flashing lights, soft toys and puppets which will show affection etc. Vygotskys theory is seen as a scaffolding process where the child imitates the practitioner’s actions, and is a one to one process centring the child individual needs first. Involving parents in these situations can be very difficult, so it is very important to build a relationship with trust and respect, this will help the parent to feel comfortable. Cheminais (2006, p. 101) quotes that â€Å"Clear communication and mutual respect help to promote positive productive working relationships between the two partners†. In my nursery we have a folder for a child with autism and in that folder we have IEP sheets where we constantly observe and monitor the child. We also give some IEP sheets to the parent as well so they also monitor the child at home, this helps us to see how the child is doing at home and at nursery. We then have meetings with the parents, where we can discuss the child’s progress, this helps us to see the stage of development. Furthermore these sheets help us to plan and provide for the child further. Communication books can also help as the parent can read them, as this will have the child’s daily routine written in, so parents will feel reassured that their child is safe. (Johnston and William, 2009, p.399-402) Schools and settings can support children with autism by having SENCO’s (Special educational needs co-ordinator), so children who need extra support can have one to one attention from one main person. Meanwhile they can provide specialised resources like sensory based toys like flashing light toys. Also having family workers can help children, as they can support and guide parents, by having regular sessions where they can discuss where the child needs help and if necessary involve outside agencies. An inclusive environment for children with autism is essential for children to reach their full potential, as this will build their self esteem and confidence. The environment must be warm and friendly for children and parents, however having posters of children with SEN will help children’s parents see there are many types of SEN children. The room must be facilitated to meet children’s needs for example tables and chairs must be at the child’s level and layout of the room must be spacious for wheelchair users, so ramps and stair lifts must be provided. Activities must be adaptable for children with, so they can participate and learn from different experiences, just like all children. Children with autism must be given a range of resources/specialist equipment, therefore this will meet their needs so they are equally included. Resources like flash cards, textured materials, soft toys, flashing lights, also natural resources aswel like plants, must be provided as children with autism respond to sensing materials. In my nursery where I work, there is a child with autism, he likes to line objects horizontally and vertically and when playing he constantly repeats the same pattern. The child repeats the same pattern again and again, he shows some independence and confidence in this situation, and repeats his schema. Piaget was a theorist and his idea of schema was, Lindon (1998, p. 72) says â€Å"Patterns of behaviour that are linked through a theme and from which a child generalises and explores in different situations†. There are many legal requirements that support the actions which need to be taken when a child may have special needs. The Disability Discrimination Act (1995) supports the actions which need to be taken, with children with SEN; this Act says that it would be illegal for settings not to make reasonable adjustments for people who have a disability. A perfect example of effective practice is Terry, J (2009, p.30) says â€Å"Autism is recognised as a disability under the Disability Discrimination Act (DDA) 1995 (DCSF, 2009), and some children and young people will have associated or additional complex developmental difficulties that require the high level of co-ordinated support delivered by Early Support†. The Special Education Needs Disability Act (2001) also supports children with SEN. This Act is separated in two sections, part one develops the framework of SEN, to reinforce the rights of parents and their children to enter mainstream education and part two develops the Disability Discrimination Act (1995) to expand the rights of SEN children in schools. The main key points of these Acts are that children with disabilities are treated well, and that they are entitled to study the National Curriculum. In conclusion it is very important for schools and settings to provide a learning and friendly environment for children with autism. Therefore they must provide useful and quality resources and specialised equipment to meet children’s individual needs, so children can reach their utmost best, build their self esteem and confidence and also enjoy themselves. Schools and settings can also work with outside agencies and help to meet parents and children’s needs. As a result parents can get advice and support from other professionals and other agencies, on the other hand children’s certain needs can be tend to and learning experiences maximised. All staff must be trained to deal with children with autism so they can observe, plan and provide for children with certain needs which need to be met. So then children can develop their next stage of development, Furthermore parents working with teachers can help children’s development enormously as their needs are most likely to be met. As parents are their primary carers, so they know their child/children’s likes, dislikes and interests. Staff can then plan and provide children with challenging activities which children will enjoy and develop further.

Reviewing Romeo And Juliet And Their Love Film Studies Essay

Reviewing Romeo And Juliet And Their Love Film Studies Essay Shakespeare wrote Romeo and Juliet during the Elizabethan period in the late sixteenth century. Though we cannot be definitive on the date or year, analysing Shakespeares other work and references made in the text (noticeably made by Juliets Nurse referring to an earthquake occurring 11 years ago), it is likely that Romeo and Juliet was written around 1595. The play is set in the small town of Verona, situated in Italy. Romeo and Juliet is a tragedy, and this is proven as Shakespeare uses foreshadowing devices early on in the play to show that events are going to blow out of proportion, and the themes of the play shall combine so that the lives of Romeo and Juliet will end in disaster. Shakespeare uses the prologue as an enormous foreshadowing device for the audience to take advantage of. The key elements of the play are almost handed to the audience from the beginning; however, it is up to the audience to fill in the gaps. The opening line of the prologue describes the two families as alike in dignity. The Capulet and Montague families share a similar status in society but Shakespeare informs the audience that the two families have an ancient grudge which plays a major role as civil hands [become] unclean, meaning that fighting between the two families takes place. Throughout the prologue, Shakespeare uses numerous foreshadowing devices like the one mentioned above. One in particular which shares Elizabethan beliefs and superstition is when Shakespeare describes Romeo and Juliet as two star-crossed lovers. This phrase is used to describe a relationship which is doomed from the start. This is particularly clever because people used astrology to judge relationships during the sixteenth century. For this reason, the stars were assumed to be working against Romeo and Juliets relationship in order to bring peace to the feuding families. Furthermore, this connotes the play as a tragedy, and that Romeo and Juliet entered their relationship with little preparation. From the outset of Act 1, Scene 1, Romeo is the topic of conversation between his parents and Benvolio. Shakespeare uses specific language to engage the audiences interest that something is unsettling Romeo. Lady Montague shows her immediate concern by enquiring, Where is Romeo? Benvolio tells her that Romeo was underneath the grove of sycamore before dawn, and when seeing him stole into the covert of the wood. This illustrates that Romeo is feeling melancholic emotions, and that he is sensitive. Romeo is embarrassed that he has been seen mourning, as much still like today, a man would be considered weak to cry. In addition to this, Shakespeare uses pathetic fallacy to show how Romeos feelings are similar to his surroundings. Sycamore derives from Latin, meaning sick of love, which tells the audience that Romeo is love sick, therefore the audience can be sure that Romeo has been rejected by Rosaline. Romeos unwillingness to be caught crying can be reinforced by a comment made by Lord Capulet regarding Romeo augmenting the fresh morning dew, meaning that Romeo went outside in the early morning to grieve, rather than the middle of the day when more people would likely be out. These descriptions of Romeo enable the audience to form an impression of his character, even before he enters the stage Romeo is presented as a melancholy, isolated figure who is trying to cope with the confusion of rejection. Romeo uses oxymoron like feather of lead to describe his confusion as regards to his love for Rosaline. These juxtapositions have branched off Romeos main emotion of loving hate. This oxymoron shows how Romeo feels trapped between two completely different emotions, and that these emotions are feeding off each other, making Romeo feel miserable. In addition to this, Romeo says, Nor ope her lap to saint-seducing gold. As a consequence of this, I believe that Romeo is not truly in love with Rosaline, but is infatuated rather than in love. The audience can tell that Romeo was confident when requesting such an offer to Rosaline because he described himself as saint-seducing gold. In my opinion, this is a very important reason why Romeo fell in love with Juliet so quickly, as he knows his chances with Rosaline were exceptionally low. During the sixteenth century Elizabethan England was a Patriarchal Society, playing a role in every womans life of that time. Juliet is no exception Lord Capulet finds Juliets suitor, and sees no reason why she would object to marriage. Juliet is looking for love, but on the other hand, Lord Capulet wants to find an eligible young man from a wealthy background. This clashing of tastes is a factor which contributes to Juliets death, as she could not marry the man she wanted with freedom from strife. If Romeo and Juliets love affair took place in todays society, Lord Capulet would not have objected to her marrying Romeo, so Juliet and Lord Capulets relationship would have been stronger. To some extent therefore, Shakespeares play reflects aspects of Elizabethan society. Juliets relationship with her mother is also one common to when the play was written. Affluent families would have a nurse, or a servant of some sort to assist them. Juliets nurse acted much like her mother, in the way that she helped her, protected her, and looked after her from the outside world. For this reason, Lady Capulet was able to take a step back so the nurse would intervene. Juliets relationship with her nurse is therefore stronger than with her mother. Romeo has a great deal of freedom compared to Juliet because of the patriarchal views shared by both sets of parents. Romeos parents are more concerned about his feelings, and this is evident in Act 1. Juliets parents have completely different views on how she should be brought up allowing men to make her life changing decisions. Lord Capulet places an excessive amount of pressure on his daughter. Consequently, Juliets life becomes extremely difficult as she takes it into her own hands, making her own decisions. The values and beliefs of this Patriarchal Society were a barrier which Juliet needed to overcome, but unfortunately, she could not. Throughout the play, Shakespeares use of oxymoron indicates that Romeos thoughts are chaotic, and he is thinking differently opposed how he normally would. Cold fire suggests that Romeo is struggling to get his thoughts in order, as cold could not be used to describe fire, which is extremely hot. For this reason, when Shakespeare uses an oxymoron to describe Romeos emotions, the audience can consider Romeos feelings during that time of the play to be of confusion and perplexity. In Act 1, Scene 5 (the Party Scene) Romeo and Juliet meet for the first time and instantly fall in love. Originally, Romeo and Benvolio decided to gatecrash the party in an attempt to see Rosaline, however, Romeo saw Juliet for the first time and his intentions instantly changed from one woman to another. Immediately after seeing Juliet for the first time, Romeo speaks in a soliloquy, describing Juliet as the most beautiful human-being his eyes have ever set upon. Romeo describes Juliet as [hanging] upon the cheek of night. Shakespeare uses this contrast of black and white to show how Romeo believes Juliet to be conspicuously beautiful, a woman to be worshipped. The Party Scene acts as a viewing opportunity for the audience in respects of the dramatic irony used by Shakespeare. We get to watch their love for each other grow throughout the scene, though the Prologue does tell us they are star-crossed lovers, thus are destined to meet, and destined to die. Equally, Romeo and Juliet do not as yet know they belong to rival families until near the end of Act 1, Scene 5. This is so both characters can show their emotions for each other before they may be changed by the rivalry between their families. Nevertheless, when Romeo and Juliet do realise, they both respond similarly. Romeo speaks, Is she a Capulet? O dear account! My life is my foes debt. He is in a state of shock, much like when Juliet finds out through her nurse a few lines further down My only love sprung from my only hate! This tells us that Juliet does not love Paris, but Romeo, and that she shares the same feelings as Romeo. When Romeo sees Juliet for the first time, he speaks deep thoughts, and compares her to only good things. Evaluating Shakespeares choice of language, he wanted Juliet to come across as innocent and untouched. Romeo says, So shows a snowy dove trooping with crows. Here, Shakespeare uses a combination of natural imagery colour symbolism to show Juliets purity. This differs from the choice of language used when Romeo described Rosaline earlier in the play. When speaking about Rosaline, Romeo was confused about his feelings, and found it frustrating. In contrast, when describing Juliet, Shakespeare created positive imagery, and this captured Romeos kind feelings towards Juliet. When Romeo and Juliet meet for the first time, Shakespeare assembles a shared sonnet to show how their intimacy develops so quickly. Within the shared sonnet, Shakespeare combines metaphors and religious imagery to show the intimacy of Romeo and Juliets developing relationship. For example, Romeo says, My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. Though here, Romeo appears to be only talking about himself, the use of religious imagery appeals to Juliet because of the time period. Despite this, Romeo calls Juliet a holy shrine, which shows how much he values her. Romeo is comparing Juliet to a goddess in religious context, a woman to be worshipped adored, and Juliet accepts Romeo and they kiss for the first time. Juliet obviously has strong feelings for Romeo, and is not afraid of expressing them to him. When Romeo describes his lips as two blushing pilgrims, Juliet decides to play along and tells Romeo he is a good pilgrim. This shows how Juliet is attracted to Romeo, and also that she is comfortable in Romeos presence. Moving on from this point, Romeo leads the first kiss, and Juliet drops a clever comment for Romeo to realise she would like to kiss again. After the second kiss Juliet tells Romeo, You kiss by thbook. This insinuates that Juliet enjoyed the kiss, and it was an experience for her which was out of this world. For this reason, the audience can be sure of what Juliet thinks of Romeo. During the Party Scene of Baz Luhrmans film production of Romeo and Juliet, lighting effects, camera angles and music all work together to create the atmosphere needed for the scene to be effective. One point of the scene which particularly caught my eye was when Romeo and Juliet first see each other through the fish tank. In the build up to this point the general mood of the party settles and the theme music of Kissing You by Desree begins to play. The music continues through the whole party scene, making Romeo and Juliets first encounter seem unreal for each of them. An instrumental version of the music is played during the scene in which the tempo is increased to signal the happiest part of the scene. Romeo and Juliet are on either sides of the fish tank during the scene, which creates a physical barrier between them. Before knowing that Juliet is on the other side, Romeo observes the fish tank for some time, admiring the fish. The fish are of an exotic nature, and are mostly blue. This colour symbolism suggests the part of the scene to be calm and interrupted, so could be looked as a foreshadowing device. When the fish tank is in view of the camera, the lighting is bright, whilst everything else in the scene is dim. This shows the audience the spotlight of the scene. The lighting is even brighter when Romeo sees Juliet, as the whiteness of her eye takes up much of the camera. Once Romeo and Juliet begin looking at each other, the camera alternates from the angles in which Romeo and Juliet are looking through. Whilst this change of camera angles is in process, the director has wanted Romeo and Juliet to seem clean and pure. A suggestion on how the director has achieved could be th at Juliet has yet to join the party, and Romeo has just washed his face with water. Throughout this part of the scene, Romeo and Juliet have not yet spoken to each other. Instead, the camera acts as the narrator and revolves around the fish tank, concentrating on Romeo and Juliet and is the word and mouth of the scene. The symbol of water is used throughout the film, especially during the fish tank scene, when Romeo was first introduced, and when Juliet was in the bath. Also, after the fight scene Romeo was smoking on the beach. This constant use of water with Romeo and Juliet indicates that Baz Luhrman thought of Romeo and Juliet as being innocent, kind, and pure lovers who did not deserve to die. Baz Luhrman retains much of the original Shakespearean language but he has adapted the script for film. Noticeable changes include the order of events. In the original script Romeos soliloquy in which he notes Juliet takes place first, followed by Tybalt talking to Lord Capulet. However, in Baz Luhrmans production, Romeo and Juliet meet first as they look through the fish tank (with no speech), then Tybalt talks to Lord Capulet, and lastly Romeo speaks his soliloquy. This reshuffle of events has happened because the audience can rely on the camera to show us the events rather than the characters speaking. This is particularly effective as camera angles are used to bring more attention to Romeo and Juliet, making the scene more romantic. An event which Baz Luhrman preserves in his production is the shared sonnet between Romeo and Juliet. Luhrman has done this because the shared sonnet is an iconic moment in Romeo and Juliet, and it would be mystifying to the audience to not see this event. The advantage of keeping the shared sonnet is that it adds to the passionate context of the scene between Romeo and Juliet. During the shared sonnet, the camera focuses on Romeo and Juliets faces, and in consequence exaggerates their emotions. The costume selection for the characters in Baz Luhrmans production of Romeo and Juliet provides helpful foreshadowing devices which help the audience to have a better understanding of the roles assigned to various characters. A costume which in particular was effective in the party scene was Tybalts dressed as The Devil. The idea of him being a devil gives the message that bad things are to come, and this prediction becomes more believable when we see Tybalts servants dressed as skeletons. There are three people wearing evil-like costumes, which could suggest that three main characters are going to take part in the fight which happens after the party. Both Romeo and Juliet share effective costumes also, Romeo as the knight in shining armour, and Juliet as a white angel. Together, these costumes convey the idea of innocence and purity for Juliet through the white colour symbolism of her angelic costume, and that Romeo was trying to save Juliet from the terrible fate which awaited he r towards the end of the play. Romeos costume of a knight in shining armour is a stereotypical image used as a foreshadowing device to tell the audience that it is his duty to save Juliet from their familys trifling. Love is a strong word, and you could argue that it had a different meaning to todays meaning of love, which could be a reason for Romeo and Juliets sudden love for each other. In a modern play, their love story would be unreal because there was no build up to their love. Despite this, Shakespeare used foreshadowing devices, and presented speech in an effective way using blank verse, iambic pentameter and the highly structured form of the sonnet. Shakespeares love story revolves around love at first sight, in which Romeo and Juliet concentrated more on each others physical appearance rather than their personality. Though Shakespeares story of Romeo and Juliet may be considered unrealistic in todays society, I believe it to be the greatest love story ever told because it was one of the first which gave the lovers involved deep feelings for each other which the audience could share.

Return Of The Native Essay -- essays research papers

In Thomas Hardy’s poem “Her Dilemma,'; it relates to book one of the novel Return of the Native in the concept of marriage and distrust of feelings. In both the poem and the novel, the woman’s feelings and emotions cause conflict in her marriage. It is interesting that both these literary works has a marriage transpire with one person doubtful, especially during a time when divorce was unconceivable. The question arises, should a lifetime decision be made solely upon the basis of one’s personal desires?   Ã‚  Ã‚  Ã‚  Ã‚  In “Her Dilemma'; the title gives the reader a clue that a choice must be made between equally undesirable alternatives. Hardy uses iambic pentameter as the rhyme scheme to make the poem flow smoothly. The first stanza uses detail to describe an ancient church where the couple is soon to be married. Once this stanza ends Hardy’s attitude changes to one of sorrow. “For he was soon to die, --he softly said, ‘Tell me you love me!’—Holding hard her hand.'; It is pathetic that this is the last wish of a dying man. Hardy’s use of consonance allows the reader to understand the man’s feelings. Next stanza the tone changes again, to one of pity for the woman who sells her soul “to be a moment kind.'; Regardless of whether the woman decides to marry, the man will die. Eventually, her sympathy for the man overwhelms her consciou...

In this Strage Labyrinth :: Literary Analysis, Wroth

In her poem, â€Å"In this strange labyrinth,† Wroth compares falling in love to a puzzling maze in which there are two ways out, to run from the perplexing adventure or to give in and be captivated by the intense passion. She does not play it off as an easy feat, but instead shows the true struggles of a woman weighing her options between an easy decision and the hard, right one. She clearly shows her confusion and struggle to accept that she cannot flee from the love her suitor offers. The author sets the scene by alluding to King Mino’s maze. The speaker does not know whether to seek out the Minotaur, or her love, or to run from it, even though she realizes she must face the beast at some point. The opening line sets the tone for the first half: confused and uncertain. She sees all these different paths in this cold, dark, empty setting that she could take, but doesn’t know which to follow. The word â€Å"strange† here does not make it seem like she is scared of the feeling, but it is baffling her (1). Because the poem was written in the early 1600s, it is understandable that she doesn’t know what to think because it was rare that one was gifted with truly falling in love. The meter starts in iambic pentameter but fluctuates throughout the sonnet to show the deep vacillation the persona is experiencing. The second line shows the first irregular meter. â€Å"While the way I miss† is anapestic and spoken rapidly, accurately allow ing a peek into the persona’s head and seeing her anxiety about the choice she must make. Now she is at a fork in the maze. If she continues on she would accept the love for all its good and bad, but to turn around would be to run away. To the right is her suitor, whom she must face headlong and receive the love he offers. She thinks this love will â€Å"burn† her, or mark her (3). The speaker knows that you cannot come out of an experience with love without some change or alteration to the emotion of a person, but she is unsure if this is the safe path for her heart and emotions. If she goes forward, she would be to rush headlong into the inferno, where the â€Å"danger is† (4). Danger here not only means she will expose her heart to potential harm, but she will also be at the mercy of her lover and his wishes.

Nineteen Eighty Four †Dystopian Society Essay

In the novel â€Å"Nineteen Eighty-Four† George Orwell created the dystopian society of Oceania, where the government has complete control of the language used by citizens. Aside from individuals of lower social class called the â€Å"Proles,† the â€Å"Party† constantly watches everyone. In an attempt to eliminate any chances of rebellion against the Party, they created the new language of â€Å"Newspeak. † Newspeak eliminates any controversial words along with all synonyms, antonyms and verbs. By doing this, the government has gained the power of meaning. Syme, a specialist in Newspeak tells the main character Winston exactly what control Newspeak has allowed the Party to have. â€Å"Don’t you see the whole aim of Newspeak is the narrow the range of thought? In the end we shall all make thoughtcrime literally impossible, because there will be no words in which to express it. † (Orwell 54). Along with that, the Party also has complete control of written language by altering history related documents to match the history that is in favor of this political power. The altering of these documents is what happens to be Winston’s job. While at work Winston pondered the power of being able to control the past, coming to a startling realization. As written by the narrator of the novel, â€Å"the past, he reflected had not only been altered, it had actually been destroyed. For how could you establish even the most obvious fact when there existed no record outside your own memory? † (Orwell 36). On top of being historically mislead, citizens are restricted of express any thought of their own or any way to voice against the Party. When you no truthful record for the past, the past doesn’t exist. When you have no words to associate with a meaning, the meaning behind the word then vanishes just like the political history of Oceania. For these reasons, a society with government restricted verbal and written language is one that proves to be dystopian.