Crusades :: essays research papers

While the goal of the Christian Crusades was only successful once, it still brought about many changes in the time including an end to feudalism, advancement in warfare, and expansion of trade. The Seljuq Turks began to take over â€Å"the Holy Land† in Palestine and this upset Pope Urban II. He was eager to regain the Holy Land and thus began the First Crusade. The French and Italian lords led armies through Palestine to their main target Jerusalem. They were heavy armor and wool while marching through the desert and because of this some died of heat exhaustion. Despite this problem, they reached Jerusalem and after many vicious battles the city was captured. Now most of the Holy Land was under European control. The Europeans brought many of their customs with them including feudalism.   Ã‚  Ã‚  Ã‚  Ã‚  The Turks slowly began to regain control of the Holy Land. They united and began to take back cities that were captured as a result the Second Crusade began. King Louis VII and Conrad III led armies to Damascus but they failed to recapture the city and the Turks still held power. In 1187 Saladin, a Muslim leader, gained control of Jerusalem. Frederick Barbarossa, King Philip II, and King Richard I led armies to take back the Holy Land in the Third Crusade. On the way there Barbarossa drowned so his army turned back. Philip and Richard got into a fight and Philip went back to France to take back land from the English. Richard went on to the Holy Land but failed to recapture it. He did make a truce with Saladin which allowed Christians to enter the Holy land and control of some towns.   Ã‚  Ã‚  Ã‚  Ã‚  There was one last effort to take the Holy Land back by Pope Innocent III who put together French knights in the Fourth Crusade. The knights left on ships provided by Venice and were asked to attack Zadar, a rival trading city to Venice. Since Zadar was a Christian city the knights who attacked and looted it were excommunicated. The knights went on to attack and loot another Christian city Constantinople. The Crusades led to changes in the middle ages.

Deschooling Society Essay

Introduction: This term paper is about De schooling Society which is a book written by Ivan Illich. The book is more than a critique – it contains suggestions for changes to learning in society and individual lifetimes. Particularly striking is his call for the use of advanced technology to support â€Å"learning webs†. In this paper, we will first see what is meant by de schooling society and then what is the need for de schooling and is it necessary to disestablish a school. After seeing the reasons for de schooling, we look at the phenomenology of school which gives the phenomenon of school. Then we will see the rituals in the current school system and discuss about them. Later we look at the model for evaluating institutions and then propose the idea of learning webs and thus conclude with the requirements of a good education system and what an educated person should be able to do. What is De schooling Society? The process of receiving education or training especially done at School is called Schooling. The main goal of Schooling is to learn things from what is taught by teachers in the school. Here learning, education, training, guidance or discipline is derived from experiences and through lessons taught by teachers. De schooling society is a critical discourse on education as practised in modern economics. It is replacing school with natural learning. It specifically refers to that period of adjustment experienced by children removed from school settings. It is the initial stage where one gets rid of schoolish thoughts about learning and life in general. If one is given time to adjust to the freedom of no school routines and not being told what to do every minute of the day, then they have lots of time to relax, try new things, to discover their interests and rediscover the joy of learning. This is the idea of de schooling. It is like a child recovering from school damage. â€Å"SCHOOL ING IS THE SYSTEM DESIGNED FOR TEACHING†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.† Why we must disestablish a school (why de schooling) Ivan Illich feels that there is a need to disestablish school by giving examples of ineffectual nature of institutionalized education. According to Illich â€Å"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor proliferation of educational hardware or software, nor the attempt to expand teacher’s responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring. â€Å" The present school system believes that more the treatment, better are results and leads to success. It confuses teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say something new. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Illich shows that institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence and most of the research now going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that care only makes students dependent on more treatment and renders them increasingly incapable of organising their own lives around their own experiences and resources within their own communities. With the present system poor children lack most of the educational opportunities which are casually available to middleclass people. To solve this they started a program â€Å"Title One† which is the most expensive compensatory program ever attempted anywhere in education, yet no significant improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours only constitute more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of rich over poor range from conversation and books in the home to vacation travel and a different sense of oneself and apply for the child who enjoys them both in and out of school. So a poor student will generally fall behind so long as he depends on the school for advancement or learning. Poor needs funds to enable them to learn. Neither in North America nor in Latin America do the poor get equality from obligatory schools but in both the places, the mere existence of school discourages and disables the poor from taking control of their own learning. All over the world, school has an anti educational effect on society: school is recognized as the institution which specializes in education. The failures of school are taken by most people as proof that education is very costly, very complex, always mysterious and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and assignment of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contributes to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school. Most learning happens casually, and even most intentional learning is not the result of programmed instruction. For example, normal children learn their first language (mother tongue) casually, although faster if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. â€Å"In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans. Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his office, and he selected four dozen of them-many of them school dropouts. He trained them in the use of the U.S. Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.† Further experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we open the market. Schools are even less efficient in the arrangement of the circumstances which encourage the openended, exploratory use of acquired skills. The main reason for this is that school is obligatory and becomes schooling for schooling’s sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour. Education is the exploratory and creative use of skills, however, cannot rely on drills. It relies on the relationship between partners , on the critical intent of all those who use memories creatively, on the surprise of unexpected question which opens new doors. It is now generally accepted that the physical environment will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is indeed both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the church. A de schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling. Phenomenology of School In order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by â€Å"school†. We need to have clear idea on what a â€Å"school† is and what is the difference between â€Å"teaching† and â€Å"learning†. We can do this by listing the functions that are performed by modern school systems, such as custodial care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a service or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western culture and information gathered by anthropology to get an idea of schooling. And we could recall the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would oblige us to start with certain assumptions about a relationship between school and education. Hence we begin with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring full-time attendance at an obligatory curriculum. Age: School groups people according to age. This grouping rests on three unquestioned premises. Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children throughout their adolescence and youth. Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself a product of schools because common sense tells us that only children can be taught in school. Teachers and Pupils: Here children are pupils. School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers’ sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, and they are deprived of the privilege of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never credited teachers for most of their learning. Schools create jobs for schoolteachers, no matter what their pupils learn from them. Full-Time Attendance: The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must exercise his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. The teacher as moralist substitutes for parents, god, or the state. He instructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to enter into the personal life of his pupil in order to help him grow as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains assistance on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult. Ritualization of progress: Illich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consumer. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illich’s criticism of school is a criticism of the consumerist mentality of modern societies; a model which the developed nations are trying to force on developing nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a packaged education and awards credentials for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same. This is much more than simply a racket to produce more textbooks and exam syllabuses; this is a commercial activity mirroring the marketing processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promotion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the means by which these societies get sucked into the consumerist way of doing things. More schooling leads to rising expectations but schooling will not lift the poor out of poverty; rather it will deprive them of their self-respect. Most basic schools operate according to the notion that â€Å"knowledge is a valuable commodity which under certain circumstances may be forced into the consumer†. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding credentials to those who can consume educational packages and endure it for the longest. It is thus training in â€Å"disciplined consumption†. Institutional Spectrum: In this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum (left side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change colour as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones. Of all â€Å"false utilities,† school is the most insidious. Highway systems produce only a demand for cars. Schools create a demand for the entire set of modern institutions which crowd the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic; the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the impression that their present level of cost per year is necessary if people are to move, so schools are presumed essential for attaining the competence required by a society which uses modern technology. Schools are based upon the hypothesis that learning is the result of teaching. Irrational Consistencies: He argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation for research and a new understanding of the educational style of an emerging counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teacher’s goals. The relational structures we need are those which will enable each man to define himself by learning and by contributing to the learning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illich’s analysis education is a funnel for educational packages. Illich opposes this with an idea of ‘learning webs’ which are about â€Å"the autonomous assembly of resources under the personal control of each learner†. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the lifelong learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where â€Å"some men may set, specify, and evaluate the personal goals of others†. It is very clear that Illich means it when he calls for the de schooling of society. Learning Webs: Illich’s practical vision for learning in a de-schooled society is built around what he calls ‘learning webs’. Illich envisages 3 types of learning exchange; between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a shop could allow interested people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a network of educational resources could be financed either directly by community expenditure. Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illich’s vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators; those who operate the resource centres and facilitate skills exchanges and those who guide others in how to use these systems and networks. The ‘masters’ we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a natural right to teach it. Illich’s programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between ‘school’ and the world; (though this is most definitely not ‘lifelong learning’ which seeks to extend schooling throughout adult life). There is no ritual of induction of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes – to gain the benefits that learning the new skill brings. Educational resources are usually labeled according to educators’ curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goals: Reference Services to Educational Objects – which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theatres; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours. Skill Exchanges – which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. Peer-Matching – a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. Reference Services to Educators-at-Large – who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients. Conclusion: Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposes: It should provide all who want to learn with access to available resources at any time in their lives; Empower all who want to share what they know to find those who want to learn it from them; Furnish all who want to present an issue to the public with the opportunity to make their challenge known. An educated child should be able to: ï‚ · ï‚ · ï‚ · Read, write, and communicate effectively; Think creatively and logically to solve problems; and Set and work toward goals. Bibliography: http://en.wikipedia.org/wiki/Deschooling_Society http://ournature.org/~novembre/illich/1970_deschooling.html http://www.natural-learning.net/000154.html http://www.livingjoyfully.ca/unschooling/getting_started/what_is_deschooling.htm http://www.webster.edu/~corbetre/philosophy/education/illich/schooling.html

The Leadership Style Of Leadership Styles - 1994 Words

1. Introduction It is suggested that leadership is a kind of ability or activity which a leader could straight affect and guide their followers to achieve certain objectives in the specific situation (John Calvin Maxwell,2011). The shifting internal elements and increasing external competitions have posed growing demanding to managers’ leadership approaches. However, managers are provided with various personalities or perspectives, accordingly, managers are not accomplishing their aims by using similar styles. The leadership style, according to Newstrom and Davis (1993), is the ways and approaches of offering targets, fulfilling plans as well as inspiring subordinates. Based on the types of individuals the leader works with and various personality traits hold by the leader, the leadership style differs. There are several leadership styles suggested by different researchers such as autocratic, democratic, laissez-fair, transactional and transformational. Some of leadership styles are no longer suit for current marketplaces especially for those organizations which want to attract talent person from all over the world and exploit global markets. Therefore, this essay aims to focus on transactional and transformational styles, then take Baidu and Google as examples to make a comparison and contrast between these two styles as well as illustrate which one may generate better outcomes than another. 2. Literature review Max Weber (1947) stated that there are three types ofShow MoreRelatedLeadership Styles : Leadership Style780 Words   |  4 PagesIntroduction Leadership style is designed according to a pioneer s behaviors, which is enveloped under behaviorist theory. Inside of this class, distinctive examples of leadership behavior are watched and classified as leadership styles. 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With that in mind, this essay will consider the leadership styles of two leaders who are involved in theRead MoreLeadership Styles Of Leadership Style1088 Words   |  5 PagesConsider what leadership or management style speaks most to you. Discuss that particular style, explain why it fits you better than others. Alternatively, consider the leadership or management style fits you least. Explain what is least desirable with that style from your perspective. What leadership or management style speaks most to me? They are a few leadership styles that I venerate. The Transformational Leadership, the Visionary Leadership, and the Charismatic Leadership styles are the most

Exercise - 2109 Words

inecraft Username - CowGum Age - 14 Timezone - As of now I currently am in the timezone EDT (UTC -4). https://www.timeanddate.com/worldclock/converter.html?iso=20170806T150000p1=25 Country - I live in the U.S.A or (United States of America). What time are you most often on and how many hours can you contribute? Roughly I think I can play for about 11:00 AM to 9:00 PM on weekends. In addition to the weekends I can play for about 4:00 PM to 10:00 PM on weekdays. On weekends I basically play all day which, but on weekends I am very limited due to the fact that I have homework and finals to take. In out of all honesty I think of myself to be a very active player. I believe I can contribute about 10 hours on weekends and 3-4 hours on†¦show more content†¦One thing I have been banned (Temporarily- banned) on the archon is IRL TRADE. I think I have learned from being banned because when I got banned for 3 days. I was really sad because Archon was my favorite server at the time due to the fact that Factions Silver was very competitive. Another thing I have learned is to not use hacks. I have learned that it just ruins the game for other players and makes you win games too easy. Also in addition to that another thing to mention is that I will not abuse power. Simply because it would be an U nfair advantage. For example if someone was using hacks on PVP would that be fun for you? Or another example of abusing would be choosing to kick your enemies in combat instead of your friends. From the years I have spent with helpers I have realized how non-biased they are. Abusing would be a very misconceptional thought. In out of all honesty it would just cause more trouble. For instance if I kicked a player in combat and took his god-set, I would risk the chance of getting banned. In my opinion hacking or using non approved mods is very unfair. As an example say in the HCF server Im playing on someone was using a Auto Clicker to kill me. After all hes using those mods/hacks to his enjoyment. He has no respect to our enjoyment and no respect to us. That is what unfair is in my opinion. After using hacks once and being selfish, I have learned not and to promise myself to never use hacks again.Show MoreRelatedExercise : Exercise And Exercise Essay1380 Words   |  6 PagesA very i mportant and often overlooked activity in today’s society is exercise. Exercise positively influences many aspects of life and people today are simply not incorporating it into their daily lives. What they don’t understand is exercise is extremely beneficial to physical and mental health. With a healthy mind and body people can go about their day feeling healthier, having a better sense of body image, and can process thoughts more clearly and concisely. 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The word Aerobic literally means pertaining to, including, or requiring free oxygen, and refers to the use of oxygen to properly meet energy demands during exercise through aerobic metabolism.Generally, light-to-moderate intensity exercises that are completely supported by aerobic metabolismRead MoreThe Importance Of Regular Exercise With Exercise Essay1344 Words   |  6 Pagesimproved vigour, and it may offer long-term benefits as well. # Gain More Energy. As you exercise regularly, your entire body becomes more efficient. Your heart begins to pump more blood with each beat and to beat fewer times each minute. Your body develops the ability to make more oxygen available to your cells. That means more energy - greater productivity, more stamina, and less fatigue. # Feel Good. Exercise makes you feel good, both physically and mentally. It gives you a psychological lift and

Essay Education and Democracy How We Need Both - 739 Words

Education is an important part in sustaining a Democracy. Without an educated citizenry we would fall apart as a free nation. All aspects of our political and economic system rely on a literate and able group to carry out the necessary processes and duties of our country. In sustaining itself our nation has imparted itself on creating and sustaining systems that maintain Democracy. One of the biggest systems that must be devised is one that transfers knowledge across generations, therefore it comes to no surprise that we have an established public school system whose intent is to educate every child without extra price, even going so far as to cover transportation and food for those whore unable to cover it. Yet the state has set the†¦show more content†¦People who made these important connections shaped the very Democracy that we as a nation our trying to preserve. We still live in a society that rewards intellect and creativity, and yet our education system churns out robo tically minded machines, capable of only understanding true or false scenarios. We claim to be a Democratic country, yet so few Americans truly understand the basic difference between a Democrat and a Republican. Without an enlightened mindset we will fall just as the Romans did when they went from a free nation to an empire, to only to end up in ruins. Instead of teaching children to memorize from flash cards and bubbling scantrons we should ignite a sense of curiosity through exploration of what the world has for us. The most basic experiments of how a butterfly is formed from a caterpillar will spark a thirst to understand the patterns found in nature. The simplest form of economic trade by having students interact with make-up currency will enable them to understand the true value in a healthy economy, and an essay that they can explore their deepest thoughts will embark them on a quest to discovering information for them. Too much are we concerned with shoving data into childre ns minds. When the only thing data is good for, is storing. It is information that will inform! A student will only do as well as they are motivated to. If a teacher is dragging on an apathetic attitude than that will reflect in the students score and theirShow MoreRelatedWorkforce Education : The Nexus Between Capitalism And Democracy780 Words   |  4 Pagesby the topic of workforce education in her article, Workforce Education: the Nexus between Capitalism and Democracy. She discusses how democracy and capitalism are at odds on the subject. Her article surmises key players in the debate including Thurow, Prosser and Dewey. 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He based most of his plan on the works of Noah Webster, who wasRead MoreThe Structure Of A Federal Government1591 Words   |  7 Pages Intro: With the structure of a Federal government, a ruling Parliament and a written constitution, the country of Xlandia will now be served at its best, now and over time. By restricting, both, the government and the citizens from too much power, the base of this system will be provided by individuals with enough knowledge and insight for Xlandia to be successful. This will also allow the people speak their own opinions through free, fair, and relatively frequent elections. With ample representationRead MoreDemocracy Is Not A Democracy1297 Words   |  6 Pages â€Å"Democracy... while it lasts is more bloody than either aristocracy or monarchy. Remember, democracy never lasts long. It soon wastes, exhausts, and murders itself. 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The term â€Å"democracy† comes from Greek language and it means â€Å" rule by the people†. In this essay, I will mention about how religions and politics are intertwined these days, and the ways goverments try to find the best solution for managing people. My specific

Existentialistic Ideas in Anita Desai’s Novels Free Essays

EXISTENTIALIST FOCUS ON PROTAGONIST SITA – ANITA DESAI’S -WHERE SHALL WE GO THIS SUMMER ? The protagonist herself has an existential entity. Desai, has presented an intense identity crisis of the central character Sita, a sensitive woman in her late forties. Existentialism’ is a difficult term to define and an odd movement as many feel, but it not totally impossible to define. We will write a custom essay sample on Existentialistic Ideas in Anita Desai’s Novels or any similar topic only for you Order Now ‘Existentialists’, tend to take freedom of the will, the human power to do or not do, as absolutely obvious. Only now and then, there are arguments for free will. Sita was one such character depiction of Anita Desai. However, in general the existentialists recognize that human knowledge is limited and fallible. The protagonist expects miracles to happen on her island. One can be deeply committed to truth and investigation and simply fail to find adequate truth, or get it wrong. The world in which we live is full of spiritual stress and strain. Sita terribly wants to escape from her day to day life and its mundane extensions. Modern man has become materialistic, so self centered and so ego- centric that,he cannot afford to help without suffering the inner problem – a conviction of segregation and purposelessness prevails in his day to day life. Sita is tired of the monotony of the life in Bombay. She wants to run away, from the daily duties that torture her. She slowly feels, like going far away and leaving the place would help her get rid of her mental turmoil. So, ultimately Sita’s option was her father’s magical island ‘Manori’. The existential problem is so critical and enveloping that it threatens every sphere of her life. We see Sita, the landlord of the mansion in the magical island Manori, arriving there after a long gap of twenty years. The air seems to be pathetic, as nothing seems to be perfect when she arrives, with her two children, in search of peace and harmony. Desai employs the sea, as a contrivance of progress that is focused in this novel. Sita, the central character, seems to be bored with life in Mumbai and expects to have a drastic change in life at ‘Manori’. The people in the island await ferventlyto see the daughter of their beloved saint who was phenomenal in human relation and a living legend for all of them, but Sita returns as a chaotic mother, without her husband to accompany and with no special traits ofher great father. The sea plays a major role in the lives of both Raman and Sita, because this is the place where their life had begun. Desai makes use of the term a ‘zombie’ – an expression to portray the frustration with the rich life in the city. Sita is seen to suffer, from culpability this transforms her intact personality. Moses finds her not, the least like her father. The metropolis had taught her to smoke – a habit that even men in the island feel unrespectable. Sita had intentions of keeping the baby unborn, but not to abort it. Every action she performed at home in Mumbai appeared as sheer madness. The boys acting the scene, Menaka and her magazine, the ayah’s gossip all seemed to terrorize Sita. The insecurity of the city life made Sita feel, that she had to return to her safe magical island Manori, which was paradise to her. The menial matters of food, sex and money were simple matters to the town folk who were engrossed in such mind-numbing venture. She had lived in a joint family set up and everyone was all the time talking about trivialities like food or at least the preparation of it. Thus Desai The arena she has given the readers to exploit is quite wide. The readers wonder at the author’s skillful portrayal of relationships. How to cite Existentialistic Ideas in Anita Desai’s Novels, Essay examples

Computer Games Are Very Bad for People and They Cause a Lot of Problem free essay sample

Computer games are very bad for people and they cause a lot of problems Computers have change people’s lives, which has improved our living standard dramatically and makes our lives easier, more comfortable and can save more time. However, computer games do not help to improve our life at all. It is a disaster for all age groups, because it causes a lot of problems. As a student, computer games can affect your study at the school, because you spend a lot of time playing it and do not study or do homework, which you are supposed to do, although you may not care what you get in your exam. However, I believe that your parents will be disappointed if you do not work hard and waste your time on the useless computer games. Even if you are not a student, you should not spend too much time on computer games because the world is so complicated and competitive and you should keep up with the pace of it, so you won’t feel left out. We will write a custom essay sample on Computer Games Are Very Bad for People and They Cause a Lot of Problem or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, the unemployment rate is increasing rapidly in the world. Therefore, you should feel lucky, if you have a job, no matter whether it is part-time or full-time. It is very easy for the owner to replace you, if you are not hard-working. As a result, I believe that employees should always pay full attention to their work and do not overplay the computer games, instead you should mingle with your friends to exchange experiences in your jobs which will increase communication. Other than that, there are still some more disadvantages of playing computer games: it can cause short-sightedness and an unhealthy diet. Since you have to stare at the computer for a long time, the eye focuses on the screen, causing the muscle of the eye (ciliary muscle) to remain relaxed and the ciliary muscle will not contract again if you play computer games from day to night without any rest. This is likely to cause short-sightedness unless you look a distant object from time to time. On the other hand, you may not have a healthy diet, because you believe computer games are more important than sleeping and having a meal at the appropriate time. This means that you do not have enough sleep because you want to proceed to the next level as soon as possible and do not enjoy your meal because you just want to beat the opponents. You are also not taking a break even when you are having meals, or you believe that you have enough energy to play the computer games continuously. In conclusion, I believe that computer games are mainly bad for people and have caused a lot of problems which bring us inconvenience such as wearing glasses. Therefore, we should not always play computer games, unless we are organized and can manage our time well. If not, I do not believe that playing computers are good for you, even though it is exciting sometimes.