...allegorically, perhaps God or the Devil, in their works to represent order. In Lord of the Flies (1954) by William Golding, a group of boys become stranded on a deserted paradise island after their plane is shot down out of the sky. On this island it would appear a higher power is controlling the order. They boys start out civil by creating a political democracy, and are as children without sin. Sin, like adulthood or corruption, then enters into the group and the group is destroyed. The political structure the boys establish when they first meet on the island is also destroyed in the process. The group descends into chaos, with Simon and Piggy as casualties. In the end, Jack, the primary exponent of sin, burns down the island while hunting Ralph, which allows for the boys’ rescue. Despite being rescued, it was clear the boys were changed forever. Likewise, in William Shakespeare’s Macbeth (1606), the country of Scotland is portrayed to be organized under the order of a higher being; a king. When Macbeth, a highly regarded thane, is tempted by a prophecy of being king, he acts on his temptation. Macbeth then becomes king but this damages the political structure because of how Macbeth rules. As Macbeth continues down his path of bloodshed, he disrupts and destroys Scotland’s moral centre but he also destroys the view of how an ideal king would be. In the end, Macbeth and his wife receive just punishments. Both of these texts are allegorical. An allegory is a work, typically art work...
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...Defects in Society Are babies evil? During World War II, there were mass killings all over the world at the hands of humans. This lead to the idea that people are destructive because they were born corrupted instead of being born with morality and being taught imorality. William Golding, a officer in the Navy during World War II, wrote the book Lord of the Flies about the end of innocence and the beginnings of primal instinct for some young boys trapped on a island. The boys live in this paradise until human nature takes over and democracy fails turning many into savages and leading to multiple deaths. This depicts defects in society are traced back to defects in individuals. People can be taught to be acceptable, but our nature of hatred is always there and order will not stand. Regardless of the rules in society, deformity and chaos is always led to the decisions of the people inside it. The political system on the island in Lord of the Flies was corrupt. The rules were not the dilemma, it was the individuals in it. At first they had voted a leader, Ralph, had meeting and jobs, and had rules on behavior. Jack even says,“‘We'll have lots of rules!’ he cried...
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...Analysis of the Major Characters In Lord of the Flies by William Golding In Partial Fulfillment of the Requirements in English 140 Submitted by: Ryan Mark L. Catanio Submitted to: Prof. Donna Alna C. Cortez September 08, 2014 A. Author’s Biography William Golding Biography Author (1911–1993) a. Synopsis William Golding was born September 19, 1911, in Saint Columb Minor, Cornwall, England. In 1935 he started teaching English and philosophy in Salisbury. He temporarily left teaching in 1940 to join the Royal Navy. In 1954 he published his first novel, Lord of the Flies. In 1983, he was awarded the Nobel Prize for Literature. On June 19, 1993, he died in Perranarworthal, Cornwall, England. b. Early Life William Golding was born on September 19, 1911, in Saint Columb Minor, Cornwall, England. He was raised in a 14th-century house next door to a graveyard. His mother, Mildred, was an active suffragette who fought for women’s right to vote. His father, Alex, worked as a schoolmaster. William received his early education at the school his father ran, Marlborough Grammar School. When William was just 12 years old, he attempted, unsuccessfully, to write a novel. A frustrated child, he found an outlet in bullying his peers. Later in life, William would describe his childhood self as a brat, even going so far as to say, “I enjoyed hurting people.” After primary school, William went on to attend Brasenose College at Oxford University. His father hoped he would become...
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...Dystopia ≠ Utopia A dystopia is a fictional society, usually portrayed as existing in a future time, where the conditions of life are extremely bad due to oppression, or terror. Science fiction (particularly post-apocalyptic science fiction and cyberpunk stories set in an imaginary future world controlled by technology and computers) often feature dystopias. Common traits of Dystopian fiction: The setting is the future, but often with contemporary social trends taken to extremes incorporated on purpose. A hierarchical society where there are unbending and definitive divisions between the upper, middle and lower class Society is conditioned to fear the outside world, and one of the methods for achieving this is the restriction of information and freedom. A corrupt authoritarian and totalitarian government creates or sustains the poor quality of life This government makes people believe that society is proper and just, even perfect. State propaganda makes citizens worship the state the leader of the state and the government. There is strict conformity among citizens and the general assumption that having opinions and individuality is bad The penal system often employs psychological or physical torture Violence, cruelty and aggressiveness are always present. Dystopias are frequently written as warnings, or as social satire, criticizing a current trend, norm or political system. In order for the dystopia to have an effect on the reader, the author uses characteristics...
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...one even understands anymore. Teeth fly, blood sprays the walls like a fresh coat of crimson paint, over causes that will soon be long forgotten. The minds of the fans are stolen by this mentality that forms in the group. Innocent bystanders get wrapped up into these rioting mobs and police are left to wonder who is responsible...
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...Some Classical Prophets And their influence in In Their Time and Viewing God through a Chaplain’s Eyes - Reflections of Student Chaplain Joseph P. Lalka October, 22 2014 Classical Prophets are the spoke persons of the Lord. They have a collection of works attributed to them. After the Prophets of Abraham, Moses, Miriam, Samuel, Nathan, Elijah and Elisha we are presented with what are called the Classical Prophets. They speak for Yahweh and are not future predictors but admonish and encourage about the present day. They remind the established leaders of the reason they were the leaders of their people. Remind the Establishment why they are the establishment. Eight century Prophets are most notable, and the start of the Classical Prophets. Their writings are collections in a separate book of the scriptures. Amos Amos is the first prophet I want to discuss. The theme that runs through all of the material is one of protest against the social injustices that prevailed in northern Israel during the reign of Jeroboam II. Along with this protest is the warning that Yahweh will surely punish the nation for violating the demands of justice. He declares, "Fallen is Virgin Israel, never to rise again." He is caustic and abrasive in his delivery. He is from the southern kingdom but preached to the northern kingdom. He up holds the Mosaic Covenant. Amos was a herdsman who lived in the region of Tekoa, not many miles from the city of Jerusalem. As Amos pondered...
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...In the "Lord of the Flies" the readers sees the school boys lose control of the situation due to youthful inexperience. William Golding interprets this to give it a deeper meaning, describing the breakdown as a reveal of human nature and its desire to break through society's regulations. Virtue rapidly descends and the naivety of the dangers clears away, the fight for survival is not of the physically demanding aspect but of the mind. Golding illustrates loss of innocence in character development, in the lack of democracy, and symbolism as a result of the struggle between civilization versus savagery. Initial impressions of the main characters tell the readers of the immaturity of the mass, excluding Piggy.1 The severe lack of panic that is replaced with joyful curiosity foreshadows mass turn of events that will soon turn the perceived island paradise into a dystopian land. The first character that leads the rest into a domino effect of savagery is Jack. He starts of hunting and insists the urgency of meat in contrast of the fire. Priority is given to surviving on the...
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...Abstract This paper is about confronting America’s fear of the issues of aging and death. Over the years, American culture has grown uncomfortable with matters of growing old and death. The basis of this thinking is rooted in the mind and influenced by society. There is an ever increasing desire that’s rampant across our nation to remain young. This can be seen in the media, marketing for different products from makeup to apparel. Americans want to remain young for as long as they possibly can. In 1984, the band Alphaville came out with the song “Forever Young” to express America’s heart cry. However, aging and death is a part of life and a direct result of the fall of man. Aging and death were not the original condition of humanity, rather punishment that resulted from rebellion against God’s commandment. This paper examines why there is aging and death, America’s response to it, and a solution to rightly mature in the process. Since long ago America’s heart cry has been to stay young forever. In 1984, the band Alphaville came out with the song “Forever Young” to communicate the nation’s desire. In cities across the country and around every turn, materialism is vocalizing the longing for youth everlasting. This constant struggle with “wants” versus “reality” has left individuals searching for ways to cope. In addition, the lifespan of human beings was not always an average of eighty years. One thing to take into consideration when researching this topic is when and where this subject...
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...Ciudad Juarez is known as one of the most violent cities in Mexico. The drug cartels have taken over the city and have continued to control the city. The city officials have been defeated over and over again; hopeless they still search for new ways to win this ongoing war. Using technology in the United States has become a crucial part of it's survival, since our failure to use intelligence properly in the attack of nine-eleven. Mexico is now attempting to use use the same method in hope that they can be steps ahead of the cartel to ensure success. The Drug Cartels are very violent organizations in Mexico. Between December 2006 and December 2010, there were more than 30,000 deaths in the country. The Cartels in Mexico have become very powerful since the Colombian cocaine traffickers were prevented from transporting their drugs through the Caribbean into the United States. In the 1970 the Colombian cartels transported the cocaine shipment either by plane or by sea. The United States with the use of radar could easily track them and confiscate their shipment. In the drug cartel technology usage will be used in the measure intelligence it is “investigating illegal drug trafficking” . (Buckley, John (2013-10-30) In the late 1980’s the cartel had to ship large shipments. The Columbian Cartel would do their shipment through the Caribbean . In this book it states that it “was easy guarded with the use of radar and since all drugs shipments were made by air or sea“...
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...The Rime of the Ancient Mariner (originally The Rime of the Ancyent Marinere) is the longest major poem by the English poet Samuel Taylor Coleridge, written in 1797–98 and was published in 1798 in the first edition of Lyrical Ballads. Modern editions use a later revised version printed in 1817 that featured a gloss. Along with other poems in Lyrical Ballads, it was a signal shift to modern poetry and the beginning of British Romantic literature. The Rime of the Ancient Mariner relates the experiences of a sailor who has returned from a long sea voyage. The Mariner stops a man who is on the way to a wedding ceremony and begins to narrate a story. The Wedding-Guest's reaction turns from bemusement to impatience and fear to fascination as the Mariner's story progresses, as can be seen in the language style: for example, Coleridge uses narrative techniques such as personification and repetition to create either a sense of danger, of the supernatural or of serenity, depending on the mood of each of the different parts of the poem. The Mariner's tale begins with his ship departing on its journey. Despite initial good fortune, the ship is driven south off course by a storm and eventually reaches Antarctica. An albatross (symbolizing the Christian soul) appears and leads them out of the Antarctic but, even as the albatross is praised by the ship's crew, the Mariner shoots the bird ("with my cross-bow / I shot the albatross"). The crew is angry with the Mariner, believing the albatross...
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...Reading the Novel in English 1950–2000 i RTNA01 1 13/6/05, 5:28 PM READING THE NOVEL General Editor: Daniel R. Schwarz The aim of this series is to provide practical introductions to reading the novel in both the British and Irish, and the American traditions. Published Reading the Modern British and Irish Novel 1890–1930 Reading the Novel in English 1950–2000 Daniel R. Schwarz Brian W. Shaffer Forthcoming Reading the Eighteenth-Century Novel Paula R. Backscheider Reading the Nineteenth-Century Novel Harry E. Shaw and Alison Case Reading the American Novel 1780–1865 Shirley Samuels Reading the American Novel 1865–1914 G. R. Thompson Reading the Twentieth-Century American Novel James Phelan ii RTNA01 2 13/6/05, 5:28 PM Reading the Novel in English 1950–2000 Brian W. Shaffer iii RTNA01 3 13/6/05, 5:28 PM © 2006 by Brian W. Shaffer BLACKWELL PUBLISHING 350 Main Street, Malden, MA 02148-5020, USA 9600 Garsington Road, Oxford OX4 2DQ, UK 550 Swanston Street, Carlton, Victoria 3053, Australia The right of Brian W. Shaffer to be identified as the Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and...
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...COLLEGE COLLEGE OF DISTANCE EDUCATION TERRORISM BY NON-STATE ACTORS FINAL PAPER THE QUR’AN AND TERROR [pic] U.S. NAVAL WAR COLLEGE WEB-ENABLED PROGRAM DONALD ROSS APRIL 2013 DR. JIM MISKEL INSTRUCTING The views expressed in this student academic research paper are those of the author and do not reflect the official policy or position of the Department of the Navy, Department of Defense, or the U.S. Government. The Quran and Terror On September 11, 2001, (9/11) the United States was attacked in a series of coordinated terrorist attacks launched by the Islamist terrorist group Al-Qaeda. On that Tuesday morning, 19 Al-Qaeda terrorists hijacked four passenger jets, intending to fly them in suicide attacks into targeted buildings. The September 11 attacks resulted in nearly 3000 deaths that day. The subsequent series of events those attacks set in motion resulted in the deaths of more than 6,000 soldiers, 2,300 contractors and hundreds of thousands of Afghan and Iraqi soldiers, policemen and civilians. The ramifications from 9/11 continue to contribute to our financial difficulties. The total cost of the wars in Iraq and Afghanistan is estimated at more than $5 trillion, if you include both the next decade's interest payments on the debt-financed wars and future veterans' benefits.[1] After the attack on 9/11, Americans went in search of those who attacked us. We learned that we were attacked by Al-Qaeda (Arabic:...
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...Glouceste converse. Edmund stands back.] Kent. I thought the King had more affected the Duke of Albany than Cornwall. Glou. It did always seem so to us; but now, in the division of the kingdom, it appears not which of the Dukes he values most, for equalities are so weigh'd that curiosity in neither can make choice of either's moiety. Kent. Is not this your son, my lord? Glou. His breeding, sir, hath been at my charge. I have so often blush'd to acknowledge him that now I am braz'd to't. Kent. I cannot conceive you. Glou. Sir, this young fellow's mother could; whereupon she grew round-womb'd, and had indeed, sir, a son for her cradle ere she had a husband for her bed. Do you smell a fault? Kent. I cannot wish the fault undone, the issue of it being so proper. Glou. But I have, sir, a son by order of law, some year elder than this, who yet is no dearer in my account. Though this knave came something saucily into the world before he was sent for, yet was his mother fair, there was good sport at his making, and the whoreson must be acknowledged.- Do you know this noble gentleman, Edmund? Edm. [comes forward] No, my lord. Glou. My Lord of Kent....
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...the examples they’ve chosen to write about them in detail. The way to combat this problem is to create your own repertoire of examples that you are well prepared to write detailed paragraphs about. Then, when you read the prompt you’re given on the day of the test, you can simply choose the examples from your repertoire that are most relevant to that particular topic. (Of course, this method isn’t fullproof; it may happen that you are unfortunate enough to get a topic that your prepared examples aren’t really appropriate for. If that’s the case, don’t try to force your examples to fit the topic. The process of coming up with these examples and writing several practice essays will also help you learn how to come up with new examples on the fly.) As you create your list, think of people and events from history, literature, current events, and your own experiences and observations. Choose things that you either already know a lot about or are willing to do some research on in order to have a wealth of details available to incorporate into your essay. A CD-ROM or DVD-ROM encyclopedia is probably the most appropriate source...
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...The Tragedy of King Lear by William Shakespeare An Electronic Classics Series Publication 2 The Tragedy of King Lear is a publication of The Electronic Classics Series. This Portable Document file is furnished free and without any charge of any kind. Any person using this document file, for any purpose, and in any way does so at his or her own risk. Neither the Pennsylvania State University nor Jim Manis, Editor, nor anyone associated with the Pennsylvania State University assumes any responsibility for the material contained within the document or for the file as an electronic transmission, in any way. The Tragedy of King Lear by William Shakespeare, The Electronic Classics Series, Jim Manis, Editor, PSUHazleton, Hazleton, PA 18202 is a Portable Document File produced as part of an ongoing publication project to bring classical works of literature, in English, to free and easy access of those wishing to make use of them. Jim Manis is a faculty member of the English Department of The Pennsylvania State University. This page and any preceding page(s) are restricted by copyright. The text of the following pages are not copyrighted within the United States; however, the fonts used may be. Copyright © 1997 - 2013 The Pennsylvania State University is an equal opportunity University. 3 The Tragedy of KING LEAR by William Shakespeare: His true Chronicle Historie of the life and death of King Lear and his three daughters. With the unfortunate life of Edgar, sonne and heire to...
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