The Old Man and the Sea Tragedy Essay Example For Students

The Old Man and the Sea Tragedy Essay Tragedy is defined as a dramatic or heroic or literary work depicting a protagonist engaged in a orally significant struggle ending in ruin of profound disappointment. Hemingways, the Old Man and the Sea is no doubt a very tragic novel. The story starts off with the narrator explaining how Santiago, the old man, had gone 84 days without catching a fish, making the reader feel sorry for Santiago right off the start. The boy is a companion of Santiago whos been fishing with him, like an assistant, but still believes the old man is a great fisherman. The boys parents call the old man Salao, which is the worst form of unlucky, and the boy abiding by his parents went with another boat, which caught three fish in one week. It made the boy sad to see the old man with no fish, so the boy, Manolin, helped Santiago every time he went out to catch fish. So the reader gets a good view of the old mans situation from almost the very beginning of the book. We will write a custom essay on The Old Man and the Sea Tragedy specifically for you for only $16.38 $13.9/page Order now Santiago has a strong will and will not give up no matter what. He promises to the boy, and himself that he will catch the biggest fish ever, on the 85th day since he last caught a fish. Santiago gets all prepared with reservoir, coils, a knife, and other gear to catch his fish. A quote from Clinton S. Burhans Jr. wrote in an essay that Santiago represents a noble and tragic individualism revealing what man can do in an indifferent universe which defeats him, and the love he can feel for such a universe and his humanity before it. (Baker, Ernest Hemingway) This quote is very true for Santiago, in showing that if he didnt catch a fish, or something bad happened on the 85th day that Santiago would be ruined. When Santiago got his first bite he had no idea what he was in for. The old man had three other lines out in the water at once, all at different depths to cover all aspects of the sea. On the line deepest in the sea a fish starts to bite and Santiago remains calm, waits for the fish to lunge for it. Eat it a little more. Eat it so that the point of the hook goes into your heart and kills you.(p44) This was a quote showing Santiago and the way he was talking to the fish, because there was no one else to talk to. When the fish finally eats the hook the old man struggles, he can tell its a very large fish when he realizes he isnt gaining any line. In the end, after his huge struggle with the sharks they finally swallow the last bit of meat from his marlin. The Old Man and the Sea isnt classified as a tragedy, but in some aspects can be. Where the protagonist, Santiago, goes on a quest that ends in great disappointment, where the sharks eat his marlin, which was his quest.

Examples and the Definition of Imagery

Examples and the Definition of Imagery Imagery is vivid descriptive language that appeals to one or more of the senses (sight, hearing, touch, smell, and taste). Occasionally the term imagery is also used to refer to figurative language, in particular metaphors and similes.According to  Gerard A. Hauser, we use imagery in speech and writing not only to beautify but also to create relationships that give new meaning (Introduction to Rhetorical Theory, 2002). Etymology From the Latin, image Why Do We Use Imagery? There are a lot of reasons why we use imagery in our writing. Sometimes the right image creates a mood we want. Sometimes an image can suggest connections between two things. Sometimes an image can make a transition smoother. We use images to show intention. (Her words were fired in a deadly monotone and she gunned down the three of us with her smile.) We use imagery to exaggerate. (His arrival in that old Ford always sounded like a six-car pileup on the Harbor Freeway.) Sometimes we dont know why were using imagery; it just feels right. But the two main reasons we use imagery are: To save time and words.To reach the readers senses. (Gary Provost, Beyond Style: Mastering the Finer Points of Writing. Writers Digest Books, 1988) Examples of Different Types of Imagery Visual (Sight) ImageryIn our kitchen, he would bolt his orange juice (squeezed on one of those ribbed glass sombreros and then poured off through a strainer) and grab a bite of toast (the toaster a simple tin box, a kind of little hut with slit and slanted sides, that rested over a gas burner and browned one side of the bread, in stripes, at a time), and then he would dash, so hurriedly that his necktie flew back over his shoulder, down through our yard, past the grapevines hung with buzzing Japanese-beetle traps, to the yellow brick building, with its tall smokestack and wide playing fields, where he taught.(John Updike, My Father on the Verge of Disgrace in Licks of Love: Short Stories and a Sequel, 2000)Auditory (Sound) ImageryThe only thing that was wrong now, really, was the sound of the place, an unfamiliar nervous sound of the outboard motors. This was the note that jarred, the one thing that would sometimes break the illusion and set the years moving. In those other summertim es all motors were inboard; and when they were at a little distance, the noise they made was a sedative, an ingredient of summer sleep. They were one-cylinder and two-cylinder engines, and some were make-and-break and some were jump-spark, but they all made a sleepy sound across the lake. The one-lungers throbbed and fluttered, and the twin-cylinder ones purred and purred, and that was a quiet sound, too. But now the campers all had outboards. In the daytime, in the hot mornings, these motors made a petulant, irritable sound; at night, in the still evening when the afterglow lit the water, they whined about ones ears like mosquitoes.(E.B. White, Once More to the Lake, 1941) Tactile (Touch) ImageryWhen the others went swimming my son said he was going in, too. He pulled his dripping trunks from the line where they had hung all through the shower and wrung them out. Languidly, and with no thought of going in, I watched him, his hard little body, skinny and bare, saw him wince slightly as he pulled up around his vitals the small, soggy, icy garment. As he buckled the swollen belt, suddenly my groin felt the chill of death.(E.B. White, Once More to the Lake, 1941)Olfactory (Smell) ImageryI lay still and took another minute to smell: I smelled the warm, sweet, all-pervasive smell of silage, as well as the sour dirty laundry spilling over the basket in the hall. I could pick out the acrid smell of Claire’s drenched diaper, her sweaty feet, and her hair crusted with sand. The heat compounded the smells, doubled the fragrance. Howard always smelled and through the house his scent seemed always to be warm. His was a musky smell, as if the source of a mudd y river, the Nile or the Mississippi, began right in his armpits. I had grown used to thinking of his smell as the fresh man smell of hard work. Too long without washing and I tenderly beat his knotty arms with my fists. That morning there was alfalfa on his pillow and cow manure embedded in his tennis shoes and the cuffs of his coveralls that lay by the bed. Those were sweet reminders of him. He had gone out as one shaft of searing light came through the window. He had put on clean clothes to milk the cows.(Jane Hamilton, A Map of the World. Random House, 1994) Observations The artists life nourishes itself on the particular, the concrete. . . . Start with the mat-green fungus in the pine woods yesterday: words about it, describing it, and a poem will come. . . . Write about the cow, Mrs. Spauldings heavy eyelids, the smell of vanilla flavouring in a brown bottle. Thats where the magic mountains begin.(Sylvia Plath, The Unabridged Journals of Sylvia Plath, edited by Karen Kukil. Anchor, 2000)Follow your image as far as you can no matter how useless you think it is. Push Yourself. Always ask, What else can I do with this image? . . . Words are illustrations of thoughts. You must think this way.(Nikki Giovanni, quoted by Bill Strickland in On Being a Writer, 1992) Pronunciation IM-ij-ree

Significant influence that the 1900,1904,1908,1912 and 1916 Olympic Research Paper

Significant influence that the 1900,1904,1908,1912 and 1916 Olympic games had in the world - Research Paper Example At a political level, the games bring together people from many nations, with different religious, cultural and economic backgrounds. This makes the Games a mosaic of the entire gamut of human civilization. (Wallechinsky, 2004) This essay will pertain itself those episodes of the Olympic Games that took place in the early decades of the twentieth century. These episodes are quite significant in that they played an influential role in shaping social and political developments to follow. The rest of this essay will further elaborate on this thesis. The 1900 Summer Olympic Games was a very colorful event, given that it took place in the cultural capital of Europe – Paris. In the Olympic events of this period, there were no awarding of Gold, Silver and Bronze medals. Hence, medals were awarded to the top three athletes retrospectively. It then emerged that France, the host nation won most of the Gold, Silver and Bronze medals, followed by the United States and Great Britain. Compe titions were held for a total of 20 disciplines. These disciplines included Archery, Tennis, Rugby, Swimming, Athletics, Sailing, Equestrian, Polo, Golf, among many others. (Kamper & Mallon, 1992) But most importantly, it included events for women athletes and in this respect can be viewed as a path-breaking event. ... (Wallechinsky, 2004) The next edition of the Games was held in the United States, which was at the time an emerging global power. Hosted by St. Louis, Missouri, this event cemented United States' status as an important imperial power in global politics. New sports such as Dumbbells, Freestyle wrestling, Decathlon and Boxing were introduced in this event. The host nation won a majority of the medals, followed by Germany and Cuba. Since many of the athletes were amateurs at this time, their long naval voyage across the Atlantic had sapped them of energy and fitness. This made the competition skewed in favor of host nation's athletes, who easily won on many occasions. Yet, Germany managed to upstage other European nations in the medals tally – a sign of its growing stature in Europe. The political relations between America and European countries was amicable at this stage. But it would turn uncertain in a few years time, as the United States and Germany would be facing off on opp osing sides during the First World War. (Crowther, 2007) The following edition of Summer Olympics saw the Games' return to Europe, with London being the host city. It is interesting to note that all the nations that played host to the Games during the early decades of the twentieth century were imperialist powers with global political ambitions. So the Olympics were not merely an exhibition of sporting talent, as there was also national pride and political prestige at stake. The number of participant teams increased in this edition. As expected Great Britain, the host nation, topped the medals tally, with 56 Golds, 51 Silvers and 39 Bronzes. It was followed by the United States, Sweden and France. The historical diplomatic relations between Great Britain and the United States, which

Roles you play Essay Example | Topics and Well Written Essays - 500 words

Roles you play - Essay Example The first task consisted in eliciting support from the members of the community through their becoming members of this group. A few of us, including myself, were given the task of persuading as many community members as possible to become members, and involve themselves in the activities of planning, implementing, and monitoring of the community development activities. Thus, my first group task was that of INITIATOR-CONTRIBUTOR. This role was assumed by me, because of the motivation and energy that I had for the objectives of the group, and my ability for persuasive communication. This role was effective in drawing many members to the group. It was not long before a majority of the members of the community had become members of the group, and the forming phase was over. We next had to get down to the storming phase or the phase in which the agenda of group activities would be decided. At this stage my role in the group changed to that of an ELABORATOR. This role was assumed by me as I had the capacity to listen and understand the opinions of the members of the group, and put it to the group clearly, for better understanding in the group. This role was effective in ensuring that every member had a proper voice in the setting of the agenda for the group activities. Having sorted out the agenda, we next moved on to assigning tasks and roles for the members of the group. This was the most disruptive phase encountered thus far. In this phase I played the role of a GATEKEEPER-EXPEDITER. Every member needed to know the opinions of others, and also have a say in the assigning of roles and tasks, for an amicable way in going about the assigning and acceptance of roles and tasks. I assumed this role because of my listening and communication skills, persuasive nature, and high energy levels. This role of mine ensured that communication between members was maintained during the disharmonious periods, so that tasks and roles

American Theme Essay Example | Topics and Well Written Essays - 1750 words

American Theme - Essay Example These writers, while not as formally educated as the Brahmins, were taught by the twists and turns of real life experiences and drew their sustenance from the soil and the air of the country. The desire for freedom, both social and intellectual, seemed to be the most abiding passion for this intrepid tribe of realists. Though Philip Freneau had a fine education and was well versed in European romanticism, he willingly embraced democratic ideals and espoused liberal thoughts. He was against the imperialist designs of the British and fought against them in the Revolutionary War. He was captured in 1780 and almost died before being rescued by his family. As it is he was a bitter critic of the British and on top of it the torture he faced during imprisonment made him one of the most vociferous antagonists of the British Empire. His pen started spewing fire and brimstone and the fiery poem â€Å"The British Prison Ship† became his first condemnation of the British who were, he thought, out "to stain the world with gore." But this was just the beginning as "American Liberty", "A Political Litany" and "George the Thirds Soliloquy†, among several other such feisty outpourings, quickly cemented his place as the foremost poet of American Revolution and a diehard bearer of the flag of liberty an d independence. (Elliot 1982) With the help of Thomas Jefferson he established â€Å"National Gazette† in 1791 and became America’s one of the first crusading newspaper editors – an ideal that later day stalwarts like William Cullen Bryant, William Lloyd Garrison, and H.L. Mencken would emulate. Freneau was equally fluent in colloquial as well as pedantic styles and could evoke refined neoclassical lyricism with consummate ease. His collection of poems "The Wild Honeysuckle" is still considered one of the finest examples of neoclassical subtleties which could

A study of Athol Fugard

A study of Athol Fugard Athol Fugard, who was born in Middleburg, South Africa in 1932, is a well known realist playwright. He has written many plays which reflect his extreme opposition to the Apartheid system. Two such plays are Boesman and Lena (1969) and My Children! My Africa! (1989). Both plays are set in apartheid South Africa and demonstrate the cruelty of those years in South Africa as well as the current issues surrounding them. Athol Fugards work in both of these plays is therefore a reflection of the times and society in which he was writing. The plays socio-political contexts and his intentions in them can be individually discussed as well as compared to each other. Boesman and Lena is set in Apartheid South Africa and is a play about a young, non-white couple who are truly facing difficulties and struggling during this time. The play opens with the couple on a journey, walking from place to place, after being forcefully removed from their home. As they are travelling, Lena tries to recount where they have been. They can only bring the belongings with them that they can afford to carry on their backs and so they are exposed to the elements around them. Because the couple are homeless, Boesman decided that in order to survive he needs to build a shelter out of scrap iron and other materials that he has found. Once the shelter is built, he is the only one to enter it. Lena not only tends the fire but also tends to sit outside of the shelter for the entire play. The desperate circumstances that they are in emphasize their lonely, isolated and impoverished place in the world. Boesman and Lena was written in 1965 which is a mere 17 years after the start of apartheid. The play clearly shows the harshness of this time period relating to the Forced Removals and Group Areas Acts, which were passed by the government in order to draw a line by fully separating racial groups. Boesman and Lena perfectly represent the millions of non-whites who suffered during Apartheid. The forced removals from homes and dispersal of communities led to social breakdown and widespread poverty in South Africa. Non-whites were not given the opportunity to really settle down in any environment whatsoever, and this caused them to be depressed and feel as if they had no meaning whatsoever in their lives. This alienation can be noted when Lena is distraught after she has just been forcefully removed from her own home. At the beginning of the play, an old man called Outa appears at their campsite. The way Boesman acts around Outa and shows his feelings towards him show the incredibly racial tensions between the many different non-white groups. Boesman believes he is superior to Outa. He is frustrated by the situation in South Africa and he vents this frustration on other non-whites. Outa, being very frail and unresponsive, is an easy target for Boesman, and this is evident in the way he treats Outa. [Mtvass] Boesman and Lena, as well as their actions, can be interpreted as symbols. Boesmans violence towards Lena represents the violence white South Africans inflict on citizens of colour. Lena represents hope and life. She is optimistic and believes things will change in the future. She is also very compassionate (as with the old man, Outa). Boesman is mostly bitter and jealous, trying to destroy any hope and life that she has. Fugard has recorded many of his ideas in his notebooks. In one entry, Fugard describes that he had many encounters with the poorer South Africans. He notes that these encounters all contributed to the creation of Boesman and Lena. He also reports back on the day he came into contact with a particular woman which influenced him to begin writing the play. He says in Athol Fugard: Notebooks 1960-1977: On a hot August day in 1965, Fugard and two friends were driving along a rural road when they saw an old woman trudging along with all of her worldly possessions tied up in a bundle on her head. They stopped and offered her a ride. She cried at their unexpected kindness, and during the fifteen-mile trip to a farm up the road, she told them about the death of her husband three days earlier and her nine missing children. If Fugard and his companions hadnt stopped to offer her a ride, she would have followed her plan to sleep in a stormwater drain that night and continue her long journey the next day. [E-notes 2010] He also gives his impression of the woman. He writes , In that cruel walk under the blazing sun, walking from all of her life that she didnt have on her head, facing the prospect of a bitter Karoo night in a drain-pipe, in this walk there was no defeat-there was pain, and great suffering, but no defeat. Athol Fugard: Notebooks 1960-1977. The walk that this woman went on was the walk that Boesman and Lena are on throughout the play as it inspired him to come up with this idea in the first place. Because Fugard passionately abhorred apartheid, his intentions in writing this play were to show what was going on in South Africa at the time and to expose the effects of apartheid. He used symbolism-for example representing the violence white South Africans inflict on citizens of colour through Boesmans violence towards Lena as well as themes. The main theme of Boesman and Lena is violence and cruelty which reflects the state of apartheid at the time. In the 1960s, when the play was written, people of colour had absolutely no power and could not do anything about how they were treated. Basically, in this play, Fugard portrayed severe real situations and displayed the struggling and suffering of the characters and thereby projected a true representation of what was going on at this cruel time in South Africa. Fugard wrote My Children My Africa about 20 years after Boesman and Lena was published. At this time, there was an immense amount of racial tension and ongoing violence, both within various black communities and violence perpetrated by the white security police and military apparatus. Life was not the same in South Africa as it had previously been in the 60s and things were coming to a head. There were many anti-apartheid movements and international censure because of this. Although the confrontational violence between the government and forces of liberation had escalated in Apartheid South Africa, the underlying themes of exploitation and human suffering were still the same. As historian Alistair Boddy-Evans summarized: During the 1970s and 80s Apartheid was reinvented a result of increasing internal and international pressures, and worsening economic difficulties. Black youth was exposed to increasing politicisation, and found expression against Bantu education through the 1976 Soweto Uprising. Despite the creation of a trilateral parliament in 1983 and the abolition of the Pass Laws in 1986, the 1980s saw the worst political violence by both sides.[Boddy-Evans] My Children! My Africa! is a play which depicts a time when friendship and cooperation across the colour line were extremely rare. Such relationships were strictly frowned upon and actively discouraged by apartheid officialdom. This was because they represented a potential threat to the elaborately constructed and legislated racial barriers. In My Children! My Africa! (an emphatic title indeed) Fugard constructed a very powerful dramatic work which explores the possibility of such interracial connections despite the human and professional risks involved. His thrust is that mere skin colour should in no way be a significant barrier to friendship and cooperation. The play involves a white schoolgirl and black schoolboy whose teacher must take risks in sending the black boy to a mixed-race team in a literary competition. They have different viewpoints in how to challenge the system. The schoolboy, Thami, has adopted an attitude of violent confrontation, whereas the teacher is more in favour of a conciliatory and gradual approach to change, hoping optimistically that violence can be avoided. The schoolgirl, Isabel is besieged with white liberal guilt. The play reflects varying attitudes to the best approach to achieving inevitable change. As it turned out it was the destabilising threat of violent confrontation that ultimately counted in effecting change in South Africa. The play was in fact written in 1985 foreshadowing the unbanning of the ANC and the subsequent release of Nelson Mandela some 5 years later. Fugard was an active supporter of the Anti apartheid movements and endorsed international boycotts of segregated audience theatre in South Africa. In fact he was vilified, harassed and put under security police surveillance. To avoid further trouble with the authorities Fugard had his plays produced and published outside of the country [Alan McIver :2010] Fugard was accorded wide international recognition. His compelling and impressive body of work surely contributed in a significant way to international awareness of the dire developing situation in South Africa. To me he is an inspiring figure, whose realistic depictions of the devastating human consequences of an evil system opened audiences eyes to cruel and unsustainable realities. Fugard once said: [My] real territory as a dramatist is the world of secrets with their powerful effect on human behaviour and the trauma of their revelation. Whether it is the radiant secret in Miss Helens heart or the withering one in Boesmans or the dark and destructive one in Gladys, they are the dynamos that generate all the significant action in my plays[Fugard]. We can gather from this, that his plays are always individually and contextually significant and he intends to display and uncover and bring to light deeper issues within them. Using the two plays discussed above as evidence , one can not only tell that Fugard really cares about his work and his country but also that his work is an accurate reflection of the times and society in which he was writing. [Words: 1655]

Dream :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  When thinking about the video and reflecting on it, I found my reflections very different from those of which I had when I first saw the video. The first time I saw that video was either fourth or fifth grade. I can remember feeling sorry for Dr. Martin Luther King Jr. because of the way he was treated and that fact that his life was cut short. As I’ve grown and matured I believe that Dr. King wouldn’t want people to feel sorry for him. I feel that MLK knew and believed that his works and his assassination served a greater purpose. He stated in the video that people who believe in something but don’t fight for it are as good as dead because their soul already is. I feel that Dr. King knew that his life was in constant danger and that if or when he would be assassinated that it would only strengthen the cause he was fighting for. To this day, I’m still thankful for everything that he did because it is very possible that had it not been for his calm and rational ideas on how to make change, we could still have a country that is divided.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"I have a dream† has so many different meanings that it only matters to the person who is stating the quote. My belief is that Dr. King’s dream was a world that was equal and that people were truly judged on what kind of human being they are instead of being judged on what kind of human being they look like. At the same time I think that â€Å"I have a dream† is just that, a dream. No matter how much we teach and try to make our society equal and fair, their will always be some degree of segregation whether it is based on race or not. What is probably most satisfying to MLK is that although we as a society haven’t met his complete dream, we have made significant strides in improving and moving towards his dream.   Ã‚  Ã‚  Ã‚  Ã‚  Dr. King’s key idea in my opinion spawns the rest of his key ideas.

Bullying in the Elementry School Essay

Every day we face situations that affect our diary to live. The children have a beautiful daily beginning, until they come to their school environment. There they found truly friends, but also children who damage them. The school harassment or â€Å"bullying† is a social problem that affects the majority of the children in our country and the world. The school harassment is the intimidation that a child creates, with power or force and aggression on one or more children to call the attention or simply to avoid to be one more. The â€Å"bullying† since better it is known refers to any act of physical or verbal aggression that it realizes one or more children against his homonyms. At the global level there is a phenomenon that affects the education of children and young people. This is manifested within the centers of education and has been for decades a serious problem that can bring repercussions to the students. Garcia (2011) indicates that the bullying cause serious damage to the mental and physical health in the people involved. It is inferred that the bullying is a problem, to the extent that we see as the students identify to this as an evil that harm permanently or part. Another reason is that it breaks with the expectations of society, which searches for a good school environment and therefore, it becomes an antisocial behavior reprehensible. To learn this behavior we must begin with the main participant, the aggressor. The aggressor is usually mostly feel need to dominate, are impulsive, show little empathy and are presented as people physically stronger. Olweus (1980) reaffirmed that it is natural to assume that they have developed a certain degree of hostility toward the environment, such feelings and impulses can make injure or harm to others causing them satisfaction. The aggressors may be people who work, study or provide services within the school and its grounds. We emphasize that the aggressor is not only the student but that involves other people. The spectator is an indirect aggressor, which according to Trautmann (2008), is the hearing of the aggressor and in which the aggressor is stimulated or inhibited by them. Any type of attacker can reach express violence with direct contact, psychological, emotional and the use of technology. These, the aggressor and the spectator or cooperator assault to another person, the victim, which suffers from all the aggressions. Galvez (2008), mentions that the victims usually are children that do not have the resources or skills to react, are little sociable, sensitive and fragile. Children who suffer from bullying are rejected by the other students and live in constant search of acceptance. These behaviors can have serious consequences for the physical and mental health of the victim permanently or part. From the right to education, physical, mental and the life, is that I am looking for studying this phenomenon as a social problem so that, identify their mode of operation, how to treat it and prevent it. Bullying The term bullying (Olweus, 1978) is now common in the literature on the topic of bullying among schoolchildren, to refer the situation of sustained violence, mental or physical, guided by an individual or by a group, directed at another individual in the group, who cannot defend themselves. The problem, being a new phenomenon, if it adopts new dimensions and it is worrying that our industrialized society that seems to have reached a certain level of welfare, employment of abuse and violence in school environments, paradoxically being detected ever so more alarmingly early age. The analysis of the problem offers some things to consider. It can be verbal, physical or psychosocial. Sometimes presents socially acceptable ways such as competitiveness academic, sports, social success, which in itself makes others feel inferior. It is necessarily repetitive behavior and causes pain at the time of the attack and sustained, to create an expectation on the victim of being white future attacks it is characterized by the dominance of the powerful over the weak in any context. The dynamic character bullying is â€Å"expansive† since its inception; a specific episode of abuse happens to be an assiduous dynamics of exclusion, violence and impaired socialization. It comes as a group phenomenon, from the moment that requires the support of the group and therefore, must be within the network of relationships that it is generated. Ramirez (2002) mentions that bullying is usually violent events among students and on occasion, there have been reports of violence by individuals outside the classroom to students. They identify certain behaviors as other forms of violence that affect the relationship between students and teachers, such as absenteeism, lack of participation and punctuality. It should be noted that in many of the cases, a student’s absences constant victim of harassment are to avoid being attacked, mocked at school and choose not to go to the classroom. Being one of the most common characteristics a victim of bullying. Areas affected by bullying Professor Dan Olweus was initiated investigations on the subject of bullying. At the beginning of 1970, Olweus began their investigations within schools in Norway, presenting a problem about assaults on persons; it is noteworthy that the institution had no interest on the subject. It was not until the 1980s that three young people between 10 and 14 years old committed suicide as a result of the activity of aggression upon them by their peers, thus arousing the attention of educational institutions on the problem. Education it is essential for the progress of a person and the country, also that it is a constitutional right. This phenomenon happens in all centers of education and in all its facets. Obviously affect the education of students to large scale and their mental, physical and emotional health. Because of this, it is vital that you consider this phenomenon as a problem and identify ways to treat it and prevent it. To achieve this, we must attack its root, which is located within the school facilities. It is important to study the bullying at the family level, since education starts at home, teaching behaviors to avoid that children create behavior hostile or conversely, too quiet. Also of utmost importance that the family is in constant orientation in order to keep your children from bullying and be able to identify when they are victims of this. Rodrigo (2004) says that family relations continue to be a relevant element in the analysis of behavior and lifestyle of the teenager. Aviles (2002) indicates that both the structural aspects of the educational institution and its dynamics are very important in explaining and, above all, prevent abuses among equals at the school. Polanin (2012) suggests that researchers and administrators of the school should consider the implementation of programs that focus on the supplementary behavior of transient bullying intervention and prevention programs. Cepeda, Pacheco, Garcia and Piraquive (2008), indicate that to learn if there is bullying, we must recognize that there is a relationship of power, power-submission, by one or more assailants on the victim and if the aggression has been consecutively. Attacks could be physical with some degree of aggression or psychological. Salmivalli (1999), comments that the aggressor is classified into two types, the predominantly dominant with antisocial tendency and the antisocial predominantly related to a low self-esteem. Recent research Del Prado (2011) notes that there has always been bullying and that many of the victims are marked for life. He mentions that according to statistics, 12 out of 100 students suffer bullying by peers. It indicates that victims choose to suffer isolation and a terrible fear of going back to school, clinging to silence as his only witness. Also infers that contrary to myth, the aggressor is not always bigger and stronger. This can be any child with low self-esteem need to get attention from their peers. He advises that we must ensure that the victim signals show how, insulation, etc. depressive symptoms. It concludes that a good interaction of the institution and parents is crucial in preventing this phenomenon, but that happened is the responsibility of the school. Traulsen (2011) this has been a drastic change of bullying. One of the new ways is cyber bullying, which is committed to social networks or technological means. Indicates that bullying can occur because of race, color, religion, sexual preference etc†¦ The victim did not reach the necessary maturity, fails to adequately address this situation. It is difficult for parents to detect that your child is being targeted because they tend to isolate themselves and hide the facts. For this family, school and government are essential to help combat this evil. The author infers that it is time to take drastic action against this phenomenon that is often taken for granted, so that in this way we ensure viable and proper education. Martinez (2005) investigated bullying and specific problems or patterns that occur in schools. The author conducted a review of the main conflicts of bullying, with the purpose of investigating and detecting possible solutions. We mentioned some factors that influence antisocial behavior as social inequality, the media, the motivation of the student and others. Refer some of antisocial behaviors that arise in the school as classroom disruption, indiscipline, vandalism, physical violence, psychological, social and in some cases, sexual assault. The conclusion is that using any direct remedy to remedy the phenomenon, beyond programs and techniques will be effective in resolving this conflict. Barcelo (2011) indicates that violence in the family learned and interactions with the environment influence bullying. He reports that for us to understand this phenomenon, teachers need to see this phenomenon as one of violence. Defines bullying as a type of violence where there are three participants who consist of the offender, victim and the spectators. The stalker uses different types of techniques from physical, verbal, psychological, social and racial harassment. As a result, the victim feels isolated and sometimes even can lead to dropout, suicide or retaliate against the aggressor to death. From here you have the need to intervene with this phenomenon and use punitive methods to the aggressor. And finally work with the victim, improving self-esteem and school environment. Teresa (2010) indicates that in the phenomenon of bullying are direct and indirect aggressors. Live is one who commits indirect aggression and has been the viewer. Mostly the harasser is narcissistic and needs of people who support or encourage them to commit their acts. Here is where the participation of the viewer aggressor, who plays a double role. On the one hand supports the harasser but the other is solidarity with the victim. This becomes a stalker and manipulator. Mention other accomplice’s classification called conscious or unconscious, the first known his actions and still participates. The second is usually a person close to the stalker who acts without realizing the facts. Study concludes that there are certain to classify accurately, what kinds of people are bullies. What if it could be located, is that bullies mostly come from the upper class. Methods to assess bullying Arzoz (2011) in his Thesis Analysis of the Situation and Proposed Intervention in an Education Center recommends an evaluation of intervention programs and techniques carried out in schools about bullying. He argues that it should take an individualized program in each school that meets the needs of them and take into account existing features. He points out that there is a shortage of technical or individualized treatments with students. Refers to the method of questionnaire on campuses is a good tool to detect bullying and work on time or remedy in cases where necessary. On the other hand emphasizes the validity of the method Pikas and teaching social skills as a factor in prevention. The author concludes that having prevention programs, we would reduce the phenomenon in question. Garcia (2011) states that as bullying phenomenon. This postulates that the lack of values, economics, drugs, among others, may be determining factors for violence in the perpetrator arises. Also emphasizes the serious damage this phenomenon generated on both sides: bully-victim, and that the best strategy is prevention. For this, we have developed a program that is based on parameter to the prevention and students involved in bullying. Within the prevention distinguishes three lines starring: education in emotions, feelings and values in cooperative group work and democratic management of coexistence. In the situation of students involved have proposed six programs which are: a) conflict resolution, b) peer support, c) quality circles d) development programs empathy, e) and f assertiveness programs ) the Pikas method. Emphasizes that despite the myths no spend this very worrying phenomenon that prevails in all schools at all levels.

Biography of Sukarno, Indonesias First President

Biography of Sukarno, Indonesias First President Sukarno (June 6, 1901–June 21, 1970) was the first leader of independent Indonesia. Born in Java when the island was part of the Dutch East Indies, Sukarno rose to power in 1949. Rather than supporting Indonesias original parliamentary system, he created a guided democracy over which he held control. Sukarno was deposed by a military coup in 1965 and died under house arrest in 1970. Fast Facts: Sukarno Known For: First leader of an independent IndonesiaAlso Known As:  Kusno Sosrodihardjo (original name), Bung Karno (brother or comrade)Born:  June 6, 1901 in  Surabaya, Dutch East IndiesParents: Raden Sukemi Sosrodihardjo, Ida Njoman RaiDied: June 21, 1970 in Jakarta, IndonesiaEducation: Technical Institute in BandungPublished Works:  Sukarno: An Autobiography, Indonesia Accuses!, To My PeopleAwards and Honors:  International Lenin Peace Prize (1960), 26 honorary degrees from universities including Columbia University and the University of MichiganSpouse(s): Siti Oetari, Inggit  Garnisih, Fatmawati, and five polygamous wives: Naoko Nemoto (Indonesian name, Ratna Dewi Sukarno), Kartini Manoppo, Yurike Sanger, Heldy Djafar, and Amelia do la Rama.Children: Totok Suryawan, Ayu Gembirowati, Karina Kartika, Sari Dewi Sukarno, Taufan Sukarno, Bayu Sukarno, Megawati Sukarnoputri, Rachmawati Sukarnoputri, Sukmawati Sukarnoputri, Guruh Sukarnoputra, Ratna Juami (adopted), Kartika ( adopted)Notable Quote: Let us not be bitter about the past, but let us keep our eyes firmly on the future. Early Life Sukarno was born on June 6, 1901, in Surabaya, and was given the name Kusno Sosrodihardjo. His parents later renamed him Sukarno after he survived a serious illness. Sukarnos father was Raden Soekemi Sosrodihardjo, a Muslim aristocrat and school teacher from Java. His mother Ida Ayu Nyoman Rai was a Hindu of the Brahmin caste from Bali. Young Sukarno went to a local elementary school until 1912. He then attended a Dutch middle school in Mojokerto, followed in 1916 by a Dutch high school in Surabaya. The young man was gifted with a photographic memory and a talent for languages, including Javanese, Balinese, Sundanese, Dutch, English, French, Arabic, Bahasa Indonesia, German, and Japanese. Marriages and Divorces While in Surabaya for high school, Sukarno lived with the Indonesian nationalist leader Tjokroaminoto. He fell in love with his landlords daughter Siti Oetari, who he married in 1920. The following year, however, Sukarno went to study civil engineering at the Technical Institute in Bandung and fell in love again. This time, his partner was the boarding-house owners wife Inggit, who was 13 years older than Sukarno. They each divorced their spouses and married each other in 1923. Inggit and Sukarno remained married for 20 years but never had children. Sukarno divorced her in 1943 and married a teenager named Fatmawati. She would bear Sukarno five children, including Indonesias first female president, Megawati Sukarnoputri. In 1953, President Sukarno decided to become polygamous in accordance with Muslim law. When he married a Javanese woman named Hartini in 1954, First Lady Fatmawati was so angry that she moved out of the presidential palace. Over the next 16 years, Sukarno would take five additional wives: a Japanese teen named Naoko Nemoto (Indonesian name Ratna Dewi Sukarno), Kartini Manoppo, Yurike Sanger, Heldy Djafar, and Amelia do la Rama. Indonesian Independence Movement Sukarno began to think about independence for the Dutch East Indies while he was in high school. During college, he read deeply on different political philosophies, including communism, capitalist democracy, and Islamism, developing his own syncretic ideology of Indonesian socialist self-sufficiency. He also established the Algameene Studieclub for like-minded Indonesian students. In 1927, Sukarno and the other members of the Algameene Studieclub reorganized themselves as the Partai Nasional Indonesia (PNI), an anti-imperialist, anti-capitalist independence party. Sukarno became the first leader of the PNI. Sukarno hoped to enlist Japanese help in overcoming Dutch colonialism and unite the different peoples of the Dutch East Indies into a single nation. The Dutch colonial secret police soon learned of the PNI, and in late December 1929, Sukarno and the other members were arrested. At his trial, which lasted for the last five months of 1930, Sukarno made a series of impassioned political speeches against imperialism that attracted widespread attention. Sukarno was sentenced to four years in prison and went to the Sukamiskin Prison in Bandung to begin serving his time. However, press coverage of his speeches so impressed liberal factions in the Netherlands and in the Dutch East Indies that Sukarno was released after just one year. He had also become very popular with the Indonesian people. While Sukarno was in prison, the PNI split into two opposing factions. One party, the Partai Indonesia, favored a militant approach to revolution, while the Pendidikan Nasional Indonesia (PNI Baroe) advocated slow revolution through education and peaceful resistance. Sukarno agreed with the Partai Indonesia approach more than the PNIs, so he became the head of that party in 1932 after his release from prison. On August 1, 1933, the Dutch police arrested Sukarno once again while he was visiting Jakarta. Japanese Occupation In February 1942, the Imperial Japanese Army invaded the Dutch East Indies. Cut off from help by the German occupation of the Netherlands, the colonial Dutch quickly surrendered to the Japanese. The Dutch forced-marched Sukarno to Padang, Sumatra, intending to send him to Australia as a prisoner, but had to leave him in order to save themselves as Japanese forces approached. The Japanese commander, Gen. Hitoshi Imamura, recruited Sukarno to lead the Indonesians under Japans rule. Sukarno was happy to collaborate with them at first, in hopes of keeping the Dutch out of the East Indies. However, the Japanese soon began to impress millions of Indonesian workers, particularly Javanese, as forced labor. These romusha workers had to build airfields and railways and grow crops for the Japanese. They worked very hard with little food or water and were regularly abused by the Japanese overseers, which quickly soured relations between the Indonesians and Japan. Sukarno would never live down his collaboration with the Japanese. Declaration of Independence for Indonesia In June 1945, Sukarno introduced his five-point Pancasila, or principles of an independent Indonesia. They included a belief in God but tolerance of all religions, internationalism and just humanity, the unity of all Indonesia, democracy through consensus, and social justice for all. On August 15, 1945, Japan surrendered to the Allied Powers. Sukarnos young supporters urged him to immediately declare independence, but he feared retribution from the Japanese troops still present. On August 16, the impatient youth leaders kidnapped Sukarno and then convinced him to declare independence the following day. On August 18 at 10 a.m., Sukarno spoke to a crowd of 500 in front of his home and declared the Republic of Indonesia independent, with himself serving as president and his friend Mohammad Hatta as vice president. He also promulgated the 1945 Indonesian Constitution, which included the Pancasila. Although the Japanese troops still in the country tried to suppress news of the declaration, word spread quickly through the grapevine. One month later, on September 19, 1945, Sukarno spoke to a crowd of more than one million at Merdeka Square in Jakarta. The new independence government controlled Java and Sumatra, while the Japanese maintained their hold on the other islands; the Dutch and other Allied Powers had yet to show up. Negotiated Settlement With the Netherlands Toward the end of September 1945, the British finally made an appearance in Indonesia, occupying the major cities by the end of October. The Allies repatriated 70,000 Japanese and formally returned the country to its status as a Dutch colony. Due to his status as a collaborator with the Japanese, Sukarno had to appoint an untainted prime minister, Sutan Sjahrir, and allow the election of a parliament as he pushed for international recognition of the Republic of Indonesia. Under the British occupation, Dutch colonial troops and officials began to return, arming the Dutch POWs formerly held captive by the Japanese and going on shooting sprees against Indonesians. In November, the city of Surabaya experienced an all-out battle in which thousands of Indonesians and 300 British troops died. This incident encouraged the British to hurry their withdrawal from Indonesia and by November of 1946, all British troops were gone and 150,000 Dutch soldiers returned. Faced with this show of force and the prospect of a long and bloody independence struggle, Sukarno decided to negotiate a settlement with the Dutch. Despite vociferous opposition from other Indonesian nationalist parties, Sukarno agreed to the November 1946 Linggadjati Agreement, which gave his government control of Java, Sumatra, and Madura only. However, in July 1947, the Dutch violated the agreement and launched Operatie Product, an all-out invasion of the Republican-held islands. International condemnation forced them to halt the invasion the following month, and former Prime Minister Sjahrir flew to New York to appeal to the United Nations for intervention. The Dutch refused to withdraw from the areas already seized in Operatie Product, and the Indonesian nationalist government had to sign the Renville Agreement in January 1948 as a result, which recognized Dutch control of Java and the best agricultural land in Sumatra. All over the islands, guerrilla groups not aligned with Sukarnos government sprang up to fight the Dutch. In December 1948, the Dutch launched another major invasion of Indonesia called Operatie Kraai. They arrested Sukarno, then-Prime Minister Mohammad Hatta, Sjahrir, and other Nationalist leaders. The backlash to this invasion from the international community was even stronger; the United States threatened to halt Marshall Aid to the Netherlands if it did not desist. Under the dual threat of a strong Indonesian guerrilla effort and international pressure, the Dutch yielded. On May 7, 1949, they signed the Roem-van Roijen Agreement, turning over Yogyakarta to the Nationalists and releasing Sukarno and the other leaders from prison. On December 27, 1949, the Netherlands formally agreed to relinquish its claims to Indonesia. Sukarno Takes Power In August 1950, the last part of Indonesia became independent from the Dutch. Sukarnos role as president was mostly ceremonial, but as the Father of the Nation he wielded a lot of influence. The new country faced a number of challenges; Muslims, Hindus, and Christians clashed; ethnic Chinese clashed with Indonesians; and Islamists fought with pro-atheist communists. In addition, the military was divided between Japanese-trained troops and former guerrilla fighters. In October 1952, the former guerrillas surrounded Sukarnos palace with tanks, demanding that the parliament be dissolved. Sukarno went out alone and gave a speech, which convinced the military to back down. New elections in 1955 did nothing to improve stability in the country, however. Parliament was divided among all the various squabbling factions and Sukarno feared the entire edifice would collapse. Growing Autocracy Sukarno felt he needed more authority and that Western-style democracy would never function well in volatile Indonesia. Despite protests from Vice President Hatta, in 1956 he put forth his plan for guided democracy, under which Sukarno, as president, would lead the population to a consensus on national issues. In December 1956, Hatta resigned in opposition to this blatant power grab- a shock to citizens around the country. That month and into March 1957, military commanders in Sumatra and Sulawesi ousted the Republican local governments and took power. They demanded that Hatta be reinstated and communist influence over politics end. Sukarno responded by installing Djuanda Kartawidjaja as vice president, who agreed with him on guided democracy, and declaring martial law on March 14, 1957. Amid growing tensions, Sukarno went to a school function in Central Jakarta on November 30, 1957. A member of the Darul Islam group tried to assassinate him there with a grenade. Sukarno was unharmed, but six school children died. Sukarno tightened his grip on Indonesia, expelling 40,000 Dutch citizens and nationalizing all of their property, as well as that of Dutch-owned corporations such as the Royal Dutch Shell oil company. He also instituted rules against ethnic-Chinese ownership of rural land and businesses, forcing many thousands of Chinese to move to the cities and 100,000 to return to China. To quell military opposition in the outlying islands, Sukarno engaged in all-out air and sea invasions of Sumatra and Sulawesi. The rebel governments had all surrendered by the beginning of 1959, and the last guerrilla troops surrendered in August 1961. On July 5, 1959, Sukarno issued a presidential decree voiding the current Constitution and reinstating the 1945 Constitution, which gave the president significantly broader powers. He dissolved parliament in March 1960 and created a new Parliament, for which he directly appointed half of the members. The military arrested and jailed members of the opposition Islamist and socialist parties and shut down a newspaper that had criticized Sukarno. The president also began to add more communists to the government so that he wouldnt be solely reliant on the military for support. In response to these moves toward autocracy, Sukarno faced more than one assassination attempt. On March 9, 1960, an Indonesian Air Force officer strafed the presidential palace with the machine gun on his MiG-17, trying unsuccessfully to kill Sukarno. Islamists later shot at the president during Eid al-Adha prayers in 1962, but again Sukarno was unhurt. In 1963, Sukarnos hand-picked Parliament appointed him president for life. As a dictator, he made his own speeches and writings mandatory subjects for all Indonesian students, and all mass media in the country was required to report only on his ideology and actions. To top his cult of personality, Sukarno renamed the highest mountain in the country Puntjak Sukarno, or Sukarno Peak, in his own honor. Suhartos Coup Although Sukarno seemed to have Indonesia gripped in a mailed fist, his military/communist support coalition was fragile. The military resented the rapid growth of communism and began to seek an alliance with Islamist leaders, who also disliked the pro-atheism communists. Sensing that the military was growing disillusioned, Sukarno rescinded martial law in 1963 to curb the Armys power. In April 1965, the conflict between the military and communists increased when Sukarno supported communist leader Aidits call to arm the Indonesian peasantry. U.S. and British intelligence may or may not have established contacts with the military in Indonesia to explore the possibility of bringing down Sukarno. Meanwhile, the ordinary people suffered enormously as hyperinflation spiked to 600%; Sukarno cared little about economics and did nothing about the situation. At the break of day on October 1, 1965, the pro-communist 30 September Movement captured and killed six senior Army generals. The movement claimed that it acted to protect President Sukarno from an impending Army coup. It announced the dissolution of parliament and the creation of a Revolutionary Council. Major General Suharto of the strategic reserve command took control of the Army on October 2, having been promoted to the rank of army chief by a reluctant Sukarno, and quickly overcame the communist coup. Suharto and his Islamist allies then led a purge of communists and leftists in Indonesia, killing at least 500,000 people nationwide and imprisoning 1.5 million. Sukarno sought to maintain his hold on power by appealing to the people over the radio in January 1966. Massive student demonstrations broke out, and one student was shot dead and made a martyr by the Army in February. On March 11, 1966, Sukarno signed a Presidential Order known as the Supersemar that effectively handed control of the country over to General Suharto. Some sources claim he signed the order at gunpoint. Suharto immediately purged the government and the Army of Sukarno loyalists and initiated impeachment proceedings against Sukarno on the grounds of communism, economic negligence, and moral degradation- a reference to Sukarnos infamous womanizing. Death On March 12, 1967, Sukarno was formally ousted from the presidency and placed under house arrest at the Bogor Palace. The Suharto regime did not allow him proper medical care, so Sukarno died of kidney failure on June 21, 1970, in the Jakarta Army Hospital. He was 69 years old. Legacy Sukarno left behind an independent Indonesia- a major achievement of international proportions. On the other hand, despite his rehabilitation as a respected political figure, Sukarto also created a set of issues that continue to plague todays Indonesia. His daughter, Megawati, became Indonesias fifth president. Sources Hanna, Willard A. â€Å"Sukarno.†Ã‚  Encyclopà ¦dia Britannica, 17 June 2018.â€Å"Sukarno.†Ã‚  Ohio River - New World Encyclopedia.

How to Write a Comic Book, According to a Veteran Comics Editor

How to Write a Comic Book, According to a Veteran Comics Editor How to Write a Comic Book: A Beginner's Guide Rachel Gluckstern  is a Reedsy editor who has worked for over  ten years within the Batman Group. In this post, she gives her top tips for how to write a comic book, graphic novel, sequential artwork - whatever you like to call it.Comic books remain a mystery to the general public. Let’s face it. Understanding the relationship between the words and pictures, and how the art elevates the story, isn’t a code immediately cracked for a writer new to the medium.Writing a comics for the first time can be hugely intimidating, knowing that at heart, it’s a visual product. But like anything else, it all starts with the manuscript. And whether you’re writing a bombastic, superhero blockbuster or a deeply personal, intimate memoir, there are technical details you’ll find handy to remember as you tackle this task.Are you ready to get started, true believer? Here are 7 foolproof tips to get you started on your comic book.Do you want  to write a comic book and are looking for an artist or an editor? Check this page for our best illustrators, and this one for our top developmental editors!Have you ever thought of writing a comic book? Would you add any tips to the ones above? Let us know your thoughts, or any questions you might have for Rachel, in the comments below!

Biography as a writer Essay Example | Topics and Well Written Essays - 250 words

Biography as a writer - Essay Example This research will begin with the statement that childhood is an interesting stage in life because it sets the foundation of what we will be as grown-ups. As a child, the researcher’s passion was reading and writing. Nothing ever passed the researcher’s sight without reading be it a signpost, newspaper, a piece of the old ragged magazine, or a torn piece of paper with writings on it. The researcher’s passion for writing developed as he grew up into a full-blown interest in writing shaped by several experiences. First, the author has grown up admiring his aunt’s writings, which a appear in a weekly magazine. The present research has identified that the researcher’s aunt has a segment where she discusses uncommon health issues affecting the society especially those living in low-income communities, and how they can go about addressing these health problems. This paper illustrates that the author draws inspiration from her passion and determination to expose untold health issues and give a solution to those suffering from such health conditions. Secondly, as the author grew up, they moved from town to town because of the nature of his father’s work. While going through several places the researcher experienced and noted interesting differences in cultures, a way of life among others that captured his attention. This essay discusses that this experience gave him more desire to write about his encounters in different towns.

Organizational globalization in human resources Essay

Organizational globalization in human resources - Essay Example This will play a pivotal role within the understandings that are reached between the organizations and the different processes that are happening on a global level. It is very necessary for the stakeholders to realize their respective roles within the organization globalization realms as it gives them a clear cut idea as to how they should take care of their money and invest within such quarters that has a very global feel towards the ideology of building the competencies of the organization (Guillen 2001). This will reap rich results for the organization as it is bent upon going global in order to seek the best possible outcomes, which indeed is a very enticing proposition for any business at the end of the day. The definition of organizational globalization is â€Å"putting the local domains of a business in the perspective of the global industry†. This helps the organization to maneuver its basis within the international dynamics as well as helps it build upon the premise of a positive change, one that will bring about solid results. The definition of organizational globalization has therefore focused on the agenda of bringing a basis of worldliness with the norms and procedures that are followed within the organizations. It gives the companies a kind of leverage that is not very hard to envision, and more so because these organizations have adequately understood how their processes and related undertakings are going to be taken care of. If the element of globalization comes into the equation, there is a sense of doing things in accordance with the global regimes – an achievement for the organization in its own right. The fact that organizational globalization has been able to create a huge difference within the work realms is something that can be taken as a positive. It gives the companies the much needed boost as far as complying with their local working basis is concerned. It also