Enlightment of Education in Pygmalion and Educating Rita Essay Example

Enlightment of Education in Pygmalion and Educating Rita Essay That’s why the importance of learning and propagating of this language| | |was paid attention by the President of the Republic of Uzbekistan I. A. Karimov. In his| | |speech in Samarkand on November 12, 2010 he pointed out the importance of learning and | | |teaching English and gave priority to the learning of it. It is not for nothing. Today | | |it is well known that knowing this language may bring only favour and not harm. | |English language developed in the course of time in its birthplace – England and later | | |in such countries as the USA, Australia, New Zealand. The development of a language is | | |determined by the development of literature. All the positive (and negative) features | | |of a language can find their reflection in literature.Thus language is influencing the| | |literature. In this point we can say that literature and language are intertwined and | | |the learning of one demands the learning of the other one. | | |English literature has passed great and complicated way of development. It gave to the | | |treasure of world literature such great names as Shakespeare, Chaucer, Byron, Shaw, | | |Hemingway, Twain and so many others. | |The theme of my course paper sounds as following: â€Å"Literary analysis of the play | | |Pygmalion by George Bernard Shaw†. In this work, I investigated life and creative | | |activity of George Bernard Shaw and especially his famous play Pygmalion: the | | |characters of the play and their spiritual philosophy, conflict and social background | | |of the play, writing style of Pygmalion and the origin of its title. | |Bernard Shaw occupies a conspicuous place in the historical development of the English | | |and the world literature. In his books Shaw could realistically describe the social | | |life of people. He considered language a lot and tried to reform English and make it | | |easier to read and to learn. This point of Shaw’s creative activity determines the | | |actualit y of my course paper. | |Shaw entered drama area as the original innovator. He established a new type of a drama| | |at the English theatre – an intellectual drama in which the basic place belongs neither| | |to an intrigue, nor to a fascinating plot but to those intense disputes, witty verbal | | |duels which are conducted by its heroes.Shaw called his plays plays-discussions. | | |They grasped the depth of problems, the extraordinary form of their resolution; they | | |excited consciousness of the spectator, forced him to reflect tensely over an event and| | |to laugh together with the playwright at the absurd of existing laws, orders and | | |customs.In this assignment I intend to analyze the play  «Pygmalion » of Bernard Shaw | | |and show its peculiarities to the reader. | | |   | | | | | |   | | |1.Social conditions in England in the beginning of the 20th  century | | |The Edwardian era or Edwardian period in the United Kingdom is the period covering the | | | reign of King Edward VII, 1901 to 1910. | | |The death of Queen Victoria in January 1901 and the succession of her son, Edward, | | |marked the start of a new century and the end of the Victorian era.While Victoria had | | |shunned society, Edward was the leader of fashionable elite which set a style | | |influenced by the art and fashions of continental Europe—perhaps because of the Kings | | |fondness for travel. The era was marked by significant shifts in politics as sections | | |of society which had been largely excluded from wielding power in the past, such as | | |common labourers and women, became increasingly politicised. | |The Edwardian period is frequently extended beyond Edwards death in 1910 to include | | |the years up to the sinking of the RMS Titanic in 1912, the start of World War I in | | |1914, the end of hostilities with Germany on November 11, 1918, or the signing of the | | |Treaty of Versailles on June 28, 1919. By the end of the war, the Edwardian way of | | |life, with its inherent imbalance of wealth and power, had ecome increasingly | | |anachronistic in the eyes of a population who had suffered in the face of war and who | | |were exposed to elements of new mass media which decried the injustice of class | | |division. | | |Socially, the Edwardian era was a period during which the British class system was very| | |rigid.It is seen, as the last period of the English country house. Economic and social| | |changes created an environment in which there was more social mobility. Such changes | | |included rising interest in socialism, attention to the plight of the poor and the | | |status of women, including the issue of womens suffrage, together with increased | | |economic opportunities as a result of rapid industrialization.These changes were to be| | |hastened in the aftermath of the First World War. | | |The society of that time can be divided into three categories: the upper class, the | | |middle class and the working cla ss. | | |The Edwardian Upper Class consisted of the King and the Queen, Aristocrats, Nobles, | | |Dukes, Viscounts and other wealthy families working in the Victorian courts.A | | |distinguishing factor of the Upper Class was that the nature of their work was such | | |that it held them in a powerful position giving authority, better living conditions and| | |other facilities which was out of the reach of the other two classes.Due to the | | |changing nature of the basic standard of living of the people, the traditional | | |aristocratic class was now slowing disappearing and instead a new combination of nobles| | |and the steadily growing wealthy class comprised of the Upper section of the society. | |The Upper Class was by inheritance a Royal Class which was completely different from | | |the Middle class or the Working Class. Thus, they were never short of money. In terms | | |of education also those belonging to the rich families got the best tutors to provide | | |education.The fact that they represented the royal class gave these people an | | |advantage at everything. They could buy expensive clothes imported from Europe, or | | |afford other riches of life that was beyond the scope of others. | | |Middle class was the next in social ranking as many of them only lacked in title of | | |being a duke or other royals.Most of the professionals like doctors or teachers | | |comprised of the middle class. | | |Middle class people also owned and managed vast business empires and were very rich. At| | |times, the rich were equated with the middle class if they had nothing to promote their| | |royalty and richness. Thus, those having their own businesses were regarded as rich and| | |wealthy. | | | | |  The Lower/ Working Class: the lowest among the social hierarchy were those who | | |belonged to this section of the society. Like the middle class, those belonging to this| | |class very large in number. The working class remained aloof to the political progres s | | |of the country and was hostile to the other two classes.For some working families the | | |living conditions were so pathetic that they required their children to work in order | | |to bring home some extra home to survive. The death of their father meant that there is| | |no income to the family and they eventually were forced to live on streets or some | | |public housing. | | |All these conditions had a negative impact on their lives.Many of them lost out | | |opportunity to get education and better their living status as their entire life right | | |from the age of five or six years was spent on working in a factory. They thus ended up| | |doing dangerous and dirty jobs. Another class that existed was the paupers. They were | | |ranked below the working class since they lived in abject poverty. | |Surveys showed that at the beginning of the 20th  century 25% of the population were | | |living in poverty. They found that at least 15% were living at subsistence level. The y | | |had just enough money for food, rent, fuel and clothes. They could not afford | | |luxuries such as newspapers or public transport.About 10% were living in below | | |subsistence level and could not afford an adequate diet. | | |The main cause of poverty was low wages. The main cause of extreme poverty was the loss| | |of the main breadwinner. If father was dead, ill or unemployed it was a disaster. | | |Mother might get a job but women were paid much lower wages than men. | |The children of the poor were expected to help towards the family budget, often working| | |long hours in dangerous jobs for low wages. Agile boys were employed by the chimney | | |sweeps; small children were employed to scramble under machinery to retrieve cotton | | |bobbins; and children were also employed to work in coal mines, crawling through | | |tunnels too narrow and low for adults.Children also worked as errand boys, crossing | | |sweepers, or shoe blacks, or selling matches, flowers, and other cheap goods. Some | | |children undertook work as apprentices to respectable trades, such as building, or as | | |domestic servants (there were over 120,000 domestic servants in London in the mid 18th | | |century).Working hours were long: builders might work 64 hours a week in summer and 52| | |in winter, while domestic servants worked 80 hour weeks. Many young people worked as | | |prostitutes. | | | | | |   | | |2.Shaw’s biography and his place in the development of the English literature | | |George Bernard Shaw (26 July 1856 – 2 November 1950) was an Irish playwright and a | | |co-founder of the London School of Economics. Although his first profitable writing was| | |music and literary criticism, in which capacity he wrote many highly articulate pieces | | |of journalism, his main talent was for drama, and he wrote more than 60 plays.Nearly | | |all his writings deal sternly with prevailing social problems, but have a vein of | | |comedy to make their stark th emes more palatable. Shaw examined education, marriage, | | |religion, government, health care, and class privilege. | | |He was most angered by what he perceived as the exploitation of the working class, and | | |most of his writings censure that abuse.An ardent socialist, Shaw wrote many brochures| | |and speeches for the Fabian Society. He became an accomplished orator in the | | |furtherance of its causes, which included gaining equal rights for men and women, | | |alleviating abuses of the working class, rescinding private ownership of productive | | |land, and promoting healthy lifestyles. | |George Bernard Shaw ranks next to Shakespeare among English playwrights, and yet he did| | |not begin to write drama until he was middle-aged. He made up for lost time with an | | |amazing output of more than 60 plays during a creative life that spanned the Victorian | | |and modern eras.A brilliant and opinionated man, Shaw was essentially self-educated, | | |and he did a splendid job of teaching himself what he needed to know. Above all else, | | |he was always vigorously engaged with the world around him; his long, productive life | | |bristled with vitality, intelligence, and a consuming passion for ideas. | | |2. Early life and family | | |George Bernard Shaw was born in Synge Street, Dublin in 1856 to George Carr Shaw | | |(1814–85), an unsuccessful grain merchant and sometime civil servant, and Lucinda | | |Elizabeth Shaw, nee Gurly (1830–1913), a professional singer.Shaw briefly attended the| | |Wesleyan Connexional School, a grammar school operated by the Methodist New Connexion, | | |before moving to a private school near Dalkey and then transferring to Dublin’s Central| | |Model School. He ended his formal education at the Dublin English Scientific and | | |Commercial Day School.He harboured a lifelong animosity toward schools and teachers, | | |saying: â€Å"Schools and schoolmasters, as we have them today, are not popular as places of| | |education and teachers, but rather prisons and turnkeys in which children are kept to | | |prevent them disturbing and chaperoning their parents†. In the astringent prologue to | | |Cashel Byron’s Profession young Byron’s educational xperience is a fictionalized | | |description of Shaw’s own schooldays. Later, he painstakingly detailed the reasons for | | |his aversion to formal education in his Treatise on Parents and Children. In brief, he | | |considered the standardized curricula useless, deadening to the spirit and stifling to | | |the intellect.He particularly deplored the use of corporal punishment, which was | | |prevalent in his time. | | |When his mother left home and followed her voice teacher, George Vandeleur Lee, to | | |London, Shaw was almost sixteen years old. His sisters accompanied their mother but | | |Shaw remained in Dublin with his father, first as a reluctant pupil, then as a clerk in| | |an estate office.He worked efficien tly, albeit discontentedly, for several years. In | | |1876, Shaw joined his mother’s London household. She, Vandeleur Lee, and his sister | | |Lucy, provided him with a pound a week while he frequented public libraries and the | | |British Museum reading room where he studied earnestly and began writing novels.He | | |earned his allowance by ghostwriting Vandeleur Lee’s music column, which appeared in | | |the London Hornet. His novels were rejected, however, so his literary earnings remained| | |negligible until 1885, when he became self-supporting as a critic of the arts. | | |2. Personal life and political activism | | |Influenced by his reading, he became a dedicated Socialist and a charter member of the | | |Fabian Society, a middle class organization established in 1884 to promote the gradual | | |spread of socialism by peaceful means. In the course of his political activities he met| | |Charlotte Payne-Townshend, an Irish heiress and fellow Fabian; they married n 1898. In| | |1906 the Shaws moved into a house, now called Shaw’s Corner, in Ayot St. Lawrence, a | | |small village in Hertfordshire, England; it was to be their home for the remainder of | | |their lives, although they also maintained a residence at 29 Fitzroy Square in London. | | |Shaw’s plays were first performed in the 1890s. By the end of the decade he was an | | |established playwright.He wrote sixty-three plays and his output as novelist, critic, | | |pamphleteer, essayist and private correspondent was prodigious. He is known to have | | |written more than 250,000 letters. Along with Fabian Society members Sidney and | | |Beatrice Webb and Graham Wallas, Shaw founded the London School of Economics and | | |Political Science in 1895 with funding provided by private philanthropy, including a | | |bequest of ? 0,000 from Henry Hunt Hutchinson to the Fabian Society. One of the | | |libraries at the LSE is named in Shaw’s honor; it contains collections of his papers | | |and photographs. | | |During his later years, Shaw enjoyed attending to the grounds at Shaw’s Corner. He died| | |at the age of 94, of renal failure precipitated by injuries incurred by falling while | | |pruning a tree.His ashes, mixed with those of his wife, Charlotte Payne-Townshend, | | |were scattered along footpaths and around the statue of Saint Joan in their garden. | | |2. 3 Literary activity and criticism | | |Shaw became a critic of the arts when, sponsored by William Archer, he joined the | | |reviewing staff of the Pall Mall Gazette in 1885.There he wrote under the pseudonym | | |Corno di Bassetto (basset horn)—chosen because it sounded European and nobody knew | | |what a corno di bassetto was. In a miscellany of other periodicals, including Dramatic | | |Review (1885–86), Our Corner (1885–86), and the Pall Mall Gazette (1885–88) his byline | | |was GBS.From 1895 to 1898, Shaw was the drama critic for Frank Harris Sat urday | | |Review, in which position he campaigned brilliantly to displace the artificialities and| | |hypocrisies of the Victorian stage with a theatre of actuality and thought. His | | |earnings as a critic made him self-supporting as an author and his articles for the | | |Saturday Review made his name well-known. | |Much of Shaws music criticism, ranging from short comments to the book-length essay | | |The Perfect Wagnerite, extols the work of the German composer Richard Wagner. Wagner | | |worked 25 years composing Der Ring des Nibelungen, a massive four-part musical | | |dramatization drawn from the Teutonic mythology of gods, giants, dwarves and Rhine | | |maidens; Shaw considered it a work of genius and reviewed it in detail.Beyond the | | |music, he saw it as an allegory of social evolution where workers, driven by the | | |invisible whip of hunger, seek freedom from their wealthy masters. Wagner did have | | |socialistic sympathies, as Shaw carefully points out, but made no such claim about his | | |opus.Conversely, Shaw disparaged Brahms, deriding A German Requiem by saying it could| | |only have come from the establishment of a first-class undertaker. Although he found | | |Brahms lacking in intellect, he praised his musicality, saying nobody can listen to| | |Brahms natural utterance of the richest absolute music, especially in his chamber | | |compositions, without ejoicing in his natural gift. In the 1920s, he recanted, | | |calling his earlier animosity towards Brahms my only mistake. Shaws writings about | | |music gained great popularity because they were understandable to the average well-read| | |audience member of the day, thus contrasting starkly with the dourly pretentious | | |pedantry of most critiques in that era.All of his music critiques have been collected | | |in Shaws Music. As a drama critic for the Saturday Review, a post he held from 1895 to| | |1898, Shaw championed Henrik Ibsen whose realistic plays scandalized the Victori an | | |public. His influential Quintessence of Ibsenism was written in 1891. | | |Shaw wrote five unsuccessful novels at the start of his career between 1879 and 1883. | |Eventually all were published. | | |The first to be printed was Cashel Byrons Profession (1886), which was written in | | |1882. Its eponymous character, Cashel, a rebellious schoolboy with an unsympathetic | | |mother, runs away to Australia where he becomes a famed prizefighter. He returns to | | |England for a boxing match, and falls in love with erudite and wealthy Lydia Carew. | |Lydia, drawn by sheer animal magnetism, eventually consents to marry despite the | | |disparity of their social positions. This breach of propriety is nullified by the | | |unpresaged discovery that Cashel is of noble lineage and heir to a fortune comparable | | |to Lydias. With those barriers to happiness removed, the couple settles down to | | |prosaic family life with Lydia dominant; Cashel attains a seat in Parliament.In this | | |novel Shaw first expresses his conviction that productive land and all other natural | | |resources should belong to everyone in common, rather than being owned and exploited | | |privately. The book was written in the year when Shaw first heard the lectures of Henry| | |George who advocated such reforms. | | |Written in 1883, An Unsocial Socialist was published in 1887.The tale begins with a | | |hilarious description of student antics at a girls school then changes focus to a | | |seemingly uncouth laborer who, it soon develops, is really a wealthy gentleman in | | |hiding from his overly affectionate wife. He needs the freedom gained by matrimonial | | |truancy to promote the socialistic cause, to which he is an active convert.Once the | | |subject of socialism emerges, it dominates the story, allowing only space enough in the| | |final chapters to excoriate the idle upper class and allow the erstwhile schoolgirls, | | |in their earliest maturity, to marry suitably. | | |Love A mong the Artists was published in the United States in 1900 and in England in | | |1914, but it was written in 1881.In the ambiance of chit-chat and frivolity among | | |members of Victorian polite society a youthful Shaw describes his views on the arts, | | |romantic love and the practicalities of matrimony. Dilettantes, he thinks, can love and| | |settle down to marriage, but artists with real genius are too consumed by their work to| | |fit that pattern.The dominant figure in the novel is Owen Jack, a musical genius, | | |somewhat mad and quite bereft of social graces. From an abysmal beginning he rises to | | |great fame and is lionized by socialites despite his unremitting crudity. | | |The Irrational Knot was written in 1880 and published in 1905. Within a framework of | | |leisure class preoccupations and frivolities Shaw disdains hereditary tatus and | | |proclaims the nobility of workers. Marriage, as the knot in question, is exemplified by| | |the union of Marian Lind, a l ady of the upper class, to Edward Conolly, always a | | |workman but now a magnate, thanks to his invention of an electric motor that makes | | |steam engines obsolete.The marriage soon deteriorates, primarily because Marian fails | | |to rise above the preconceptions and limitations of her social class and is, therefore,| | |unable to share her husbands interests. Eventually she runs away with a man who is her| | |social peer, but he proves himself a scoundrel and abandons her in desperate | | |circumstances.Her husband rescues her and offers to take her back, but she pridefully | | |refuses, convinced she is unworthy and certain that she faces life as a pariah to her | | |family and friends. The preface, written when Shaw was 49, expresses gratitude to his | | |parents for their support during the lean years while he learned to write and includes | | |details of his early life in London. | |Shaws first novel, Immaturity, was written in 1879 but was the last one to be printed | | | in 1931. It relates tepid romances, minor misfortunes and subdued successes in the | | |developing career of Robert Smith, an energetic young Londoner and outspoken agnostic. | | |Condemnation of alcoholic behavior is the prime message in the book, and derives from | | |Shaws familial memories.This is made clear in the book’s preface, which was written | | |by the mature Shaw at the time of its belated publication. The preface is a valuable | | |resource because it provides autobiographical details not otherwise available. | | |After writing his influential essay â€Å"Quintessence of Ibsenism†, Shaw began to try his | | |own hand at writing plays. The result, Widowers’ Houses (1892), proved to be the first | | |of many plays to come in the years ahead. | |Shaws plays, like those of Oscar Wilde, were fraught with incisive humor, which was | | |exceptional among playwrights of the Victorian era; both authors are remembered for | | |their comedy. However, Shaws wi ttiness should not obscure his important role in | | |revolutionizing British drama. In the Victorian Era, the London stage had been regarded| | |as a place for frothy, sentimental entertainment.Shaw made it a forum for considering | | |moral, political and economic issues, possibly his most lasting and important | | |contribution to dramatic art. | | |As Shaws experience and popularity increased, his plays and prefaces became more | | |voluble about reforms he advocated, without diminishing their success as | | |entertainments.Such works, including Caesar and Cleopatra (1898), Man and Superman | | |(1903), Major Barbara (1905) and The Doctors Dilemma (1906), display Shaws matured | | |views, for he was approaching 50 when he wrote them. From 1904 to 1907, several of his | | |plays had their London premieres in notable productions at the Court Theatre, managed | | |by Harley Granville-Barker and J. E. Vedrenne.The first of his new plays to be | | |performed at the Court Theatre, Joh n Bulls Other Island (1904), while not especially | | |popular today, made his reputation in London when King Edward VII laughed so hard | | |during a command performance that he broke his chair. | | |For the most part, Shaw’s plays are comedies of ideas, works that present complex and | | |often ontroversial themes within the framework of entertaining plots, appealing and | | |unpredictable characters, and witty dialogue. Shaw’s works are insistently rational, | | |coolly ridiculing the conventions and prejudices of his time. | | |biographical show pygmalion literary | | | | | |3.Pygmalion – one of the best works of George Bernard Shaw | | |3. 1 Plot of the play | | |Act One | | |Portico of Saint Pauls Church (not Wrens Cathedral but Inigo Jones Church in Covent | | |Garden vegetable market) 11. 15p. m. A group of people are sheltering from the rain. | |Amongst them are the Eynsford-Hills, superficial social climbers eking out a living in | | |genteel poverty, consisting initially of Mrs. Eynsford-Hill and her daughter Clara. | | |Claras brother Freddy enters having earlier been dispatched to secure them a cab | | |(which they can ill afford), but being rather timid and faint-hearted he has failed to | | |do so.As he goes off once again to find a cab, he bumps into a flower girl, Eliza. Her| | |flowers drop into the mud of Covent Garden, the flowers she needs to survive in her | | |poverty-stricken world. Shortly they are joined by a gentleman, Colonel Pickering. | | |While Eliza tries to sell flowers to the Colonel, a bystander informs her that a man is| | |writing down everything she says.The man is Henry Higgins, a professor of phonetics. | | |Eliza worries that Higgins is a police officer and will not calm down until Higgins | | |introduces himself. It soon becomes apparent that he and Colonel Pickering have a | | |shared interest in phonetics; indeed, Pickering has come from India to meet Higgins, | | |and Higgins was planning to go to India to meet Pickering.Higgins tells Pickering that| | |he could pass off the flower girl as a duchess merely by teaching her to speak | | |properly. These words of bravado spark an interest in Eliza, who would love to make | | |changes in her life and become more mannerly, even though, to her, it only means | | |working in a flower shop.At the end of the act, Freddy returns after finding a taxi, | | |only to find that his mother and sister have gone and left him with the cab. The | | |streetwise Eliza takes the cab from him, using the money that Higgins tossed to her, | | |leaving him on his own. When she reaches home she does not pay the taxi fare because | | |she thinks that a shilling for two minutes is very much. | | | | |Act Two | | |Higgins Next Day. As Higgins demonstrates his phonetics to Pickering, the | | |housekeeper, Mrs. Pearce, tells him that a young girl wants to see him.Eliza has shown| | |up, and she tells Higgins that she will pay for lessons. He shows no in terest in her, | | |but she reminds him of his boast the previous day, so she can talk like a lady in a | | |flower shop. Higgins claimed that he could pass her for a duchess. Pickering makes a | | |bet with him on his claim, and says that he will pay for her lessons if Higgins | | |succeeds.She is sent off to have a bath. Mrs. Pearce tells Higgins that he must behave| | |himself in the young girls presence. He must stop swearing, and improve his table | | |manners. He is at a loss to understand why she should find fault with him. Then Alfred | | |Doolittle, Elizas father, appears with the sole purpose of getting money out of | | |Higgins.He has no interest in his daughter in a paternal way. He sees himself as | | |member of the undeserving poor, and means to go on being undeserving. He has an | | |eccentric view of life, brought about by a lack of education and an intelligent brain. | | |He is also aggressive, and when Eliza, on her return, sticks her tongue out at him, he | | |goe s to hit her, but is prevented by Pickering.The scene ends with Higgins telling | | |Pickering that they really have got a difficult job on their hands. | | |   | | |Act Three | | |Mrs. Higgins drawing room.Higgins bursts in and tells his mother he has picked up a | | |common flower girl whom he has been teaching. Mrs. Higgins is not very impressed with| | |her sons attempts to win her approval because it is her at home day and she is | | |entertaining visitors. The visitors are the Eynsford-Hills. Higgins is rude to them on | | |their arrival.Eliza enters and soon falls into talking about the weather and her | | |family. Whilst she is now able to speak in beautifully modulated tones, the substance | | |of what she says remains unchanged from the gutter. She confides her suspicions that | | |aunt was killed by relatives, and mentions that gin had been mothers milk to this | | |aunt, and that Elizas own father was always more cheerful after a good amount of gin. | |Higgins passes o ff her remarks as the new small talk, and Freddy is enraptured. When | | |she is leaving, he asks her if she is going to walk across the park, to which she | | |replies, Walk? Not bloody likely! (This is the most famous line from the play, and, | | |for many years after the plays debut, use of the word bloody was known, as a | | |Pygmalion; Mrs.Campbell was considered to have risked her career by speaking the line | | |on stage. ) After she and the Eynsford-Hills leave, Henry asks for his mothers opinion. | | |She says the girl is not presentable and is very concerned about what will happen to | | |her, but neither Higgins nor Pickering understand her thoughts of Elizas future, and | | |leave feeling confident and excited about how Eliza will get on.This leaves Mrs. | | |Higgins feeling exasperated, and exclaiming, Men! Men!! Men!!! | | |However, the six months are not yet up, and just in time for the Embassy Ball Eliza | | |learns to behave properly as well as to speak properly.T he challenge she faces is | | |increased, however, by the presence at the Ball of Nepommuck, a former pupil of | | |Higgins who speaks 32 languages and is acting as an interpreter for a Greek | | |diplomatist who was in fact born the son of a Clerkenwell watchmaker and speaks | | |English so villainously that he dare not utter a word of it lest he betray his origin. | | |Nepommuck charges him handsomely for helping keep up the pretence. Pickering worries | | |that Nepommuck will see through Elizas disguise; nonetheless, Eliza is presented to | | |the Balls hosts, who, impressed by this vision of whom they know nothing, despatch | | |Nepommuck to find out about her.Meanwhile Higgins, the interesting work done, rapidly | | |loses interest in proceedings as he sees that no-one will see through Eliza. Indeed, | | |Nepommuck returns to his hosts to report that he has detected that Eliza is not | | |English, as she speaks it too perfectly (only those who have been taught to speak it | | | speak it well), and that she is, in fact, Hungarian, and of Royal blood.When asked, | | |Higgins responds with the truth and no-one believes him. | | |Act Four | | |Higgins home The time is midnight, and Higgins, Pickering, and Eliza have returned | | |from the ball.A tired Eliza sits unnoticed, brooding and silent, while Pickering | | |congratulates Higgins on winning the bet. Higgins scoffs and declares the evening a | | |silly tomfoolery, thanking God its over and saying that he had been sick of the | | |whole thing for the last two months. Still barely acknowledging Eliza beyond asking her| | |to leave a note for Mrs.Pearce regarding coffee, the two retire to bed. Higgins | | |returns to the room, looking for his slippers, and Eliza throws them at him. Higgins is| | |taken aback, and is at first completely unable to understand Elizas preoccupation, | | |which aside from being ignored after her triumph is the question of what she is to do | | |now.When Higgins does understand h e makes light of it, saying she could get married, | | |but Eliza interprets this as selling herself like a prostitute. We were above that at | | |the corner of Tottenham Court Road. Finally she returns her jewelry to Higgins, | | |including the ring he had given her, which he throws into the fireplace with a violence| | |that scares Eliza.Furious with himself for losing his temper, he damns Mrs. Pearce, | | |the coffee and then Eliza, and finally himself, for lavishing his knowledge and his | | |regard and intimacy on a heartless guttersnipe, and retires in great dudgeon. | | |Act Five | | |Mrs. Higgins drawing room, the next morning.Higgins and Pickering, perturbed by the | | |discovery that Eliza has walked out on them, call on Mrs. Higgins to phone the police. | | |Higgins is particularly distracted, since Eliza had assumed the responsibility of | | |maintaining his diary and keeping track of his possessions, which causes Mrs. Higgins | | |to decry their calling the police as t hough Eliza were a lost umbrella.Doolittle is | | |announced; he emerges dressed in splendid wedding attire and is furious with Higgins, | | |who after their previous encounter had been so taken with Doolittles unorthodox ethics| | |that he had recommended him as the most original moralist in England to a rich | | |American founding Moral Reform Societies; the American had subsequently left Doolittle | | |a pension worth three thousand pounds a year, as a consequence of which Doolittle feels| | |intimidated into joining the middle class and marrying his missus. Mrs. Higgins | | |observes that this at least settles the problem of who shall provide for Eliza, to | | |which Higgins objects — after all, he paid Doolittle five pounds for her. Mrs. Higgins | | |informs her son that Eliza is upstairs, and explains the circumstances of her arrival, | | |alluding to how marginalized and overlooked Eliza felt the previous night.Higgins is | | |unable to appreciate this, and sulks when told that he must behave if Eliza is to join | | |them. Doolittle is asked to wait outside. | | |Eliza enters, at ease and self-possessed. Higgins blusters but Eliza isnt shaken and | | |speaks exclusively to Pickering. Throwing Higgins previous insults back at him (Oh, | | |Im only a squashed cabbage leaf), Eliza remarks that it was only by Pickerings | | |example that she learned to be a lady, which renders Higgins speechless.Eliza goes on | | |to say that she has completely left behind the flower girl she was, and that she | | |couldnt utter any of her old sounds if she tried — at which point Doolittle emerges | | |from the balcony, causing Eliza to relapse totally into her gutter speech. Higgins is | | |jubilant, jumping up and crowing over her. Doolittle explains his predicament and asks | | |if Eliza will come to his wedding. Pickering and Mrs. Higgins also agree to go, and | | |leave with Doolittle with Eliza to follow. | | |The scene ends with another confrontation be tween Higgins and Eliza.Higgins asks if | | |Eliza is satisfied with the revenge she has wrought thus far and if she will now come | | |back, but she refuses. Higgins defends himself from Elizas earlier accusation by | | |arguing that he treats everyone the same, so she shouldnt feel singled out. Eliza | | |replies that she just wants a little kindness, and that since he will never stoop to | | |show her this, she will not come back, but will marry Freddy. Higgins scolds her for | | |such low ambitions: he has made her a consort for a king. When she threatens to teach| | |phonetics and offer herself as an assistant to Nepommuck, Higgins again loses his | | |temper and promises to wring her neck if she does so. Eliza realizes that this last | | |threat strikes Higgins at the very core and that it gives her power over him; Higgins, | | |for his part, is delighted to see a spark of fight in Eliza rather than her erstwhile | | |fretting and worrying. He remarks I like you like this, and calls her a pillar of | | |strength. Mrs. Higgins returns and she and Eliza depart for the wedding.As they leave| | |Higgins incorrigibly gives Eliza a number of errands to run, as though their recent | | |conversation had not taken place. Eliza disdainfully explains why they are unnecessary,| | |and wonders what Higgins is going do without her. Higgins laughs to himself at the idea| | |of Eliza marrying Freddy as the play ends. | | |Ending | | |Pygmalion was the most broadly appealing of all Shaws plays.But popular audiences, | | |looking for pleasant entertainment with big stars in a West End venue, wanted a happy | | |ending for the characters they liked so well, as did some critics. During the 1914 | | |run, to Shaws exasperation but not to his surprise, Tree sought to sweeten Shaws | | |ending to please himself and his record houses. Shaw returned for the 100th performance| | |and watched Higgins, standing at the window, toss a bouquet down to Eliza. My ending | | |makes money , you ought to be grateful, protested Tree. Your ending is damnable; you | | |ought to be shot. Shaw remained sufficiently irritated to add a postscript essay, | | |What Happened Afterwards, to the 1916 print edition for inclusion with subsequent | | |editions, in which he explained precisely why it was impossible for the story to end | | |with Higgins and Eliza getting married. | | |He continued to protect the plays and Elizas integrity by protecting the last scene. | | |For at least some performances during the 1920 revival, Shaw adjusted the ending in a | | |way that underscored the Shavian message. | | |When Eliza emancipates herself — when Galatea comes to life — she must not relapse. She| | |must retain her pride and triumph to the end.When Higgins takes your arm on consort | | |battleship you must instantly throw him off with implacable pride; and this is the | | |note until the final Buy them yourself. He will go out on the balcony to watch your | | |departure ; come back triumphantly into the room; exclaim Galatea! (meaning that the | | |statue has come to life at last); and — curtain. This ending is not included in any | | |print version of the play. | | |Shaw fought uphill against such a reversal of fortune for Eliza all the way to 1938.He| | |sent the films harried producer, Gabriel Pascal, a concluding sequence which he felt | | |offered a fair compromise: a romantically-set farewell scene between Higgins and Eliza,| | |then Freddy and Eliza happy in their greengrocery/flower shop. Only at the sneak | | |preview did he learn that Pascal had shot the I washed my face and hands conclusion, | | |to reassure audiences that Shaws Galatea wouldnt really come to life, after all. | | |3. Origin of the play’s title | | |Shaw wrote Pygmalion in 1912, but he took its name from something way, way older: an | | |Ancient Greek myth. The most famous of its many versions can be found in the Roman poet| | |Ovids Metamorphoses. | | |In the myth, Pygmalion, a sculptor from Cyprus, hates women, and especially hates the | | |idea of getting married. With wondrous art, he creates a beautiful statue more perfect | | |than any living woman.The more he looks upon her, the more deeply he falls in love | | |with her, until he wishes that she were more than a statue. This statue is Galatea. | | |Lovesick, Pygmalion goes to the temple of the goddess Venus and prays that she give him| | |a lover like his statue; Venus is touched by his love and brings Galatea to life. When | | |Pygmalion returns from Venus temple and kisses his statue, he is delighted to find | | |that she is warm and soft to the touch.Pygmalion marries the ivory sculpture changed | | |to a woman under Venus’ blessing. They had a son, Paphos, which he took from his home. | | |Myths such as this are fine enough when studied through the lens of centuries and the | | |buffer of translations and editions, but what happens when one tries to translate such | | |an allegory into Victorian England? That is just what George Bernard Shaw does in his | | |version of the Pygmalion myth. In doing so, he exposes the inadequacy of myth and of | | |romance in several ways.For one, he deliberately twists the myth so that the play does| | |not conclude as euphorically or conveniently, hanging instead in unconventional | | |ambiguity. Next, he mires the story in the sordid and mundane whenever he gets a | | |chance. Wherever he can, the characters are seen to be belabored by the trivial details| | |of life like napkins and neckties, and of how one is going to find a taxi on a rainy | | |night. These noisome details keep the story grounded and decidedly less romantic. | |Finally, and most significantly, Shaw challenges the possibly insidious assumptions | | |that come with the Pygmalion myth, forcing us to ask the following: Is the male artist | | |the absolute and perfect being who has the power to create woman in the image of his | | |desires? Is the woman necessarily the inferior subject who sees her lover as her sky? | | |Can there only ever be sexual/romantic relations between a man and a woman? Does beauty| | |reflect virtue? Does the artist love his creation, or merely the art that brought that | | |creation into being? | |Famous for writing talky plays in which barely anything other than witty repartee | | |takes center stage (plays that the most prominent critics of his day called non-plays),| | |Shaw finds in Pygmalion a way to turn the talk into action, by hinging the fairy tale | | |outcome of the flower girl on precisely how she talks. In this way, he draws our | | |attention to his own art, and to his ability to create, through the medium of speech, | | |not only Pygmalions Galatea, but Pygmalion himself.More powerful than Pygmalion, on | | |top of building up his creations, Shaw can take them down as well by showing their | | |faults and foibles. In this way, it is the playwright alone, and not some divine will, | | |who breathes life into his characters. While Ovids Pygmalion may be said to have | | |idolized his Galatea, Shaws relentless and humorous honesty humanizes these | | |archetypes, and in the process brings drama and art itself to a more contemporarily | | |relevant and human level. | | |3. Literary analysis of the play Pygmalion | | |George Bernard Shaw was a Fabian Socialist who editorialized and lectured on the need | | |for uprooting obsolete notions of a rigid English class-structure in order for | | |individuals to realize their full potential. He wrote the play Pygmalion in 1912 and | | |1913 as part-social protest, part-satire, part-comic farce. Of all of Shaws plays, | | |Pygmalion is without the doubt the most beloved and popularly received, if not the most| | |significant in literary terms.Several film versions have been made of the play, and it| | |has even been adapted into a musical. In fact, writing the screenplay for the film | | |version of 1938 helped Shaw to b ecome the first and only man ever to win the much | | |coveted Double: the Nobel Prize for literature and an Academy Award. Shaw wrote the | | |part of Eliza in Pygmalion for the famous actress Mrs. Patrick Campbell, with whom Shaw| | |was having a prominent affair at the time that had set all of London abuzz.The aborted| | |romance between Professor Higgins and Eliza Doolittle reflects Shaws own love life, | | |which was always peppered with enamored and beautiful women, with whom he flirted | | |outrageously but with whom he almost never had any further relations. | | |The characters of Pygmalion are unique and fascinating including the common favorite, | | |Eliza Doolittle. Her background and mannerisms not only provide comedy, but a major | | |aspect of the overall conflict. She is the primary protagonist that arrests the | | |audience’s attention and sympathy.Her character is portrayed as diligent, | | |hard-working, and inherently intelligent. She is a young woman thrus t out into the | | |working world by her equally unwealthy father. Although Eliza’s appearance and actions | | |are quite rough at the beginning she does improve and allow her own natural beauty to | | |shine through. This is evidenced when her father says after Higgins has taken her in, | | |â€Å"I never thought she would clean up as good looking as that (Act II).Apparently, Eliza| | |impressed the other characters with her transformations. | | |Eliza’s spirit is as much a part of her as her outward appearance. Instead of cowering | | |under Higgins biting comments and fiery temper she matches his with one equally as | | |caustic. Her intelligence also helps her survive in the world, both the aristocracy and| | |the slums. She shows a true perseverance and loyalty to both her lessons and her | | |teacher.Eliza most likely gains most of her emotional appeal by her unfailing | | |innocence and thirst for knowledge. | | |The other remarkable character presented in the drama is the infamous Henry Higgins. | | |This character is the direct protagonist of Eliza and yet the observer oftentimes can | | |identify with him as well. He is brilliant in the study of phonetics, but awkward and | | |rude in the area of social graces. Even his own mother comments undesirably when she | | |says â€Å"You offend all my friends: they stop coming whenever they meet you. (Act III) | | |His eccentricities and brusque attitude are almost presented as comical. He is very | | |unconcerned about other’s feelings and desires but that does not necessarily mean he is| | |centered on himself. Rather he feels he is serving the human race at large and that | | |anyone in the way of that is not worth his time. | | |The conflict of Pygmalion is basically the undertaking of teaching Eliza to rise in | | |society.The motives held by each of the characters differ but the desired outcome is | | |the same. This conflict is probably the most obvious humor in the play for two reasons. | | |One, the audience can relate to the use of slang and improper English in their own | | |speech causing Eliza’s mistakes to be funny. Secondly, is the use Eliza makes of her | | |new found knowledge at Mrs. Higgins house. While there, Eliza is trained to stick to | | |two topics, that of health and the weather.Although Eliza has mastered perfect | | |enunciation by this point her subject matter and word choice isn’t exactly refined. | | |Shaw uses the conflict between Eliza and Higgins to express his own thoughts on the | | |diversity of people. He likes to set these characters on two different sides of a | | |spectrum and develop how they relate. Although the play has a resolution, it is not | | |exactly a story book happy ending. Higgins and Eliza continue on their respective paths| | |of complete opposites but not in the same way as before.Whereas previously, the thing | | |separating them was social class, at the end of the drama, the largest gulf is | | |primarily between their goals in life. Higgins’ intent is to better the world through | | |himself, and Eliza’s purpose is to better herself through the world. | | |In analyzing the play Pygmalion, one cannot fully evaluate the characters and conflict | | |without understanding the themes. The themes are based on the legend behind the play’s | | |title and Shaw’s commentary on social status. The title is derived from an ancient | | |Greek legend which has many parallels with Shaw’s play.Professor Higgins is an expert | | |in his field, just as the sculptor Pygmalion was in his. Higgins also holds the same | | |view of women demonstrating this when he says â€Å" I find that the moment I let a woman | | |make friends with me, she becomes jealous, exacting, suspicious, and a nuisance. † (Act | | |II) The final analogy is that both men turned uncarved stone into something beautiful | | |using their talents. Unfortunately, Shaw does not all ow the happy ending of the legend | | |to occur in his play as sentimental people would hope.Rather after Higgins has molded | | |her into his special creation, she develops her own defiant self that is totally | | |independent from her creator. This illustrates Shaw’s dislike of overdone romantic | | |plays with unrealistic endings. | | |Another effective literary technique Shaw uses is by writing colloquially, whereby he | | |encapsulates the cockney accent in his writing. This is a common technique used in | | |literature to create a vivid setting and atmosphere and helps to draw the reader into | | |the writing.In this case, the colloquial technique not only serves these purposes but | | |also highlights the stark difference between Elizas cockney accent and the upper | | |class accent that she eventually develops. | | |Overall Shaw uses simple literary techniques in Pygmalion to create atmosphere, reflect| | |the setting and captivate his audience. These are his tools bu t there is much more than| | |literary techniques at work in Pygmalion which makes it one of the classic literary | | |works in history. | | |The other prominent theme is that of social class and its affect on the novel.Examples| | |of this are presented in the poverty stricken characters of Eliza Doolittle, Mr. | | |Doolittle, and the Eynsford Hills. They all have their own reaction to the | | |circumstances of life. Eliza fiercely strives to better herself, while her father | | |floats contentedly along in his lower class position. The Eynsford Hills represent the | | |â€Å"in name only† upper class that have experienced poverty but still continue their | | |snobbish attitudes.However, Shaw gently pokes fun at this hypocritical fa?ade and | | |inconspicuously praises the family’s son Freddy who refuses to carry on so needlessly | | |when he can be happy without money. | | |The spiritual philosophy of Mr. Alfred Doolittle is one of the most remarkable yet | | |comic beliefs presented in Shaw’s drama. Due to Shaw’s emphasis on social class as a | | |prominent theme it seems appropriate that the most profound statements come from the | | |most surprising source. Shaw enjoys weaving his own personal convictions throughout all| | |of his work vicariously and wittily, Pygmalion being no exception. Through Mr. | |Doolittle, a lower class dustman, the observer can get a real glimpse into the thought | | |behind the play. | | |According to Mr. Doolittle, arriving shortly after Eliza’s appearance on Wimpole | | |Street, he is only a member of the undeserving poor, who is concerned about his | | |daughter. Doolittle maintains that he is looking out for his daughter when in | | |actuality, he is attempting to blackmail Professor Higgins.Naturally, Higgins sees | | |through this ruse and listens as Doolittle continues, quite entertained. Doolittle then| | |insinuates that unless he is compensated, he will make it known that his young u nwed | | |daughter is staying with Higgins. The professor is so amused with this tactic and | | |Doolittle’s simulated interest in his daughter when it is apparent that his real motive| | |is only money. He offers Doolittle more than the five pounds that he has requested. | |Eliza’s father, however, refuses this because as he states, it will give him the | | |responsibility of â€Å"middle class morality. † (Act II) In answer to Higgins question â€Å"Have| | |you no morals, man? † Doolittle replies â€Å"Can’t afford them. Neither could you if you | | |were as poor as me† (Act II). Evidently, Doolittle feels that if he has only a small | | |sum of money he is not required to be responsible for its investment, therefore making | | |it possible for him to squander it on alcohol.Because he is not treated as the | | |â€Å"deserving poor† who receive charity, he believes that he has no obligation to be wise | | |with the small amount of money he does have. While some drunks or slothful impoverished| | |people become bitter over this, Doolittle actually prefers this lifestyle as an excuse | | |to be irresponsible and lazy. | | |The irony of this spiritual philosophy is seen in the actual outcome of Mr. Doolittle. | | |At the conclusion of Pygmalion, Doolittle inherits a great amount of money. Although | | |this upsets Doolittle’s lifestyle, he still holds to his interesting philosophy.As he | | |asserts to his daughter and Higgins, â€Å"Middle class morality claims its victim† (Act V). | | |Doolittle has denounced something most people crave when he resents wealth. | | |This drama comprises so many of George Bernard Shaw’s personal opinions, beliefs, | | |personal background, and humor. It overflows with his sarcasm and bluntness, while | | |appealing to the human quality in us all. Just as Eliza has a rough exterior and a | | |beautiful interior this play contains critical facts coupled with e ndearing humor.The | | |characters, conflict, theme, and spiritual philosophies presented in Pygmalion have | | |been wrapped admirably into a package that is truthful but acceptable. | | |In the preface of Pygmalion Shaw already gives some ideas about the necessity of | | |reforming the English education in language. He points out the connection between way | | |of speaking and class membership in those days. Social rise assumed taking over the way| | |of speaking of the higher social class. His aim was a society without different social | | |classes. All these critics on society Shaw weaves in with loads of humor.Shaw always | | |tried to make his work educational and amusing at the same time. He once said, â€Å"It is | | |so intensely and deliberately didactic, and its subject is esteemed so dry, that I | | |delight in throwing it at the heads of the wiseacres who repeat the parrot cry that art| | |should never be didactic. It goes to prove my contention, that great art can nev er be | | |anything else. â€Å"This means, in easier words, great art has to be educational. | |Pygmalion gave Shaw a platform for many of his concerns. He was passionately interested| | |in the English language and the varieties of ways in which people spoke (and misspoke) | | |it. Shaw longed to simplify and reform English; he once pointed out that the rules of | | |spelling in English are so inconsistent and confusing that the word fish could | | |conceivably be spelled â€Å"ghoti† if the speller used the sound of gh in enough, the sound| | |of o in women, and the sound of ti in the suffix –tion.The text of Pygmalion reflects | | |some of his efforts at simplifying English usage – principally his omission of | | |apostrophes in contractions such as Ive and dont. Pygmalion also allowed Shaw to | | |present ideas about other topics that concerned him — such matters as social equality, | | |male and female roles, and the relationship between what peopl e seem to be and what | | |they really are. Like his other successful plays, Pygmalion wins us over with its charm| | |and then startles us out of our preconceptions with its keen intelligence. | | | | |   | | |Conclusion | | |   | | |In this work I tried to make a scientific analysis of Bernard Shaw’s life, literary | | |activity and his contribution to the treasure of world literature and one of his famous| | |works Pygmalion. Shaw was a prolific writer. He was a playwright, a novelist, a critic | | |and a publicist. He made success in the field of realistic drama.He criticized | | |bourgeois moral, robbery, appropriation of the fruits of other common people’s labour, | | |showed injustice of the society. | | |In Pygmalion Shaw masterfully connected two themes equally exciting for him: the | | |problem of social inequality and the problem of the classical English language. Act by | | |act, word by word we understand that the set of behaviour, that is the form and the | | |speech maintenance, manner of judgment and thoughts, habitual acts and typical | | |reactions of people are adapted for the conditions of their environment.The subjective| | |being and the objective world correspond each other and mutually penetrate into each | | |other. | | |Pygmalion is one of Shaw’s chef-doeuvre and reveals the mastership of the playwright. | | |It was written when the author reached the peak of his creative activity. In this work | | |Shaw touched upon social and economic problems of the British people in the beginning | | |of the industrial 20th  century.Shaw wants to say in this work that education and | | |proper upbringing of people may lead the world to harmony in spiritual and material | | |lives of human beings. That is why one of the main heroes of the work Higgins, the | | |professor of phonetics, says, â€Å"The great secret is not having bad manners or good | | |manners or any other particular sort of manners, but having the same m anner for all | | |human souls: in short, behaving as if you were in Heaven, where there are no | | |third-class carriages, and one soul is as good as another. | Plot Summary for Educating Rita  (1983)  More at  IMDbPro  Ã‚ » ad feedback A young wife decides to complete her education and take her exams. She meets a professor who teaches her to value her own insights while still being able to beat the exams. The change in her status causes friction between her and her husband. Written byJohn Vogel Bored with teaching undergraduates English literature, Frank Bryant morosely reflects through a whisky glass on his failed marriage and his attempt at becoming a poet. His world is turned upside down by the arrival of Rita, a hairdresser who has decided to find herself by taking an Open University course.Excited by her freewheeling and acute observations, and lets be honest by Rita herself, Frank also feels a deep sadness as he watches her warm impulsive reactions being replaced b y the sort of cold analytical approach he so much loathes in other students and colleagues. Written by  Jeremy Perkins {J-26} Rita crashes into Dr. Frank Bryants life wanting an education, although she has no idea what it is that shes asking. Her brash sincerity earns the respect of the doctor who has previously resigned himself to a life of empty lectures and booze. Ritas character is a breath of fresh air for Bryant and he begins to care about someone, or something for that matter, for the first time since his wife left him. As each begins to wake up to life in their own way, the story comes to a close as an inspiring tale of self discovery and of the power choice that comes through education. Written by  Kristoff

Trade War Between China and US Analysis Essay

Trade War Between China and US Analysis Essay Trade War Between China and US History Analysis Essay Example Trade War Between China and US History Analysis Essay Example The trade relationship between the USA and China are going through a difficult period. Over the last decades, the United States was a trade leader in the world market. Despite this, China is steadily gaining momentum and in just a few decades has become one of the major trade rivals of the United States of America. In the conditions of the globalization, US-Sino trade operations have reached the huge turnovers, and their commercial ties expanded significantly. Whats at stake in US-China trade war The trading volumes between 1979 and 2010 have increased from $2 billion to $457 billion. China is the third largest market for exports and the largest importer to the United States. Since the growth rate of Chinese imports in the US was much higher than the growth of US exports to China, the US trade deficit with China rose from $10 billion in 1990 to $273 billion in 2010 (Morrison, 2011). There are numerous issues concerning the US-Sino trade relations that disturb many politicians and American citizens. However, Chinese citizens and politicians are also wary of the US actions. Nevertheless, the US-China trade relations are officially recognized as a mutually beneficial partnership. In fact, the trade cooperation flows smoothly into a trade war, which is conducted under the elegant cover of tolerance, cooperation, and community. Therefore, this paper attempts: to address the causes of a trade war between the US and China; to analyze the main points of conflict between the studied countries; to assess the one who acts dishonestly and whose actions are forced. A methodology of the analysis and synthesis will be applied for given research. The paper will disclose a theme of the trade war between China and the USA in the context of several issues, find the reasons and the consequences of the actions on each issue and sum up the results of the analysis into the conclusion. The sources with the variety of points of view will be used in the study, and the analysis of some of them will be conducted. On the basis of the analyzed sources, a unanimous opinion on the US-China trade relations will be formulated and comments given on this issue. The Reasons and Premises of Occurrence of the Conflict There has always been, is and will be the winners and the losers, the leaders and the outsiders in the politico-economic game. As in any other game, leaders will always try to maintain their position, and their nearest rivals to oust the favorites to add the championship. Today, the economic situation in the world is that the United States is a leader, and China is a rapidly developing rival, who is rapidly approaching the leader and causes many inconveniences. The peculiarity of the Chinese economy is that it remains at the stage of the rapid growth. Based on the enormous resources that China has, this growth has reached the global proportions. The nature of the development process is that it is practically impossible to maintain the status quo for a long time. A subject develops or is degraded. There is no third. Therefore, China has to expand its activities not to have their development reversed. It is a natural process, and it should be understood. In turn, the United States is at the stage of the maturity. It means that the development is slowed down, and the task of the US is to hold the accumulated power. These two states can be compared to the tiger and the elephant. China looks like a tiger – fast, strong and agile. The US reminds an elephant – large, powerful, and dangerous, but hulking. Under these conditions, the conflict between the US and China is inevitable. For China, the United States is a hindrance to develop ment. For the US, China is a dangerous competitor, threatening the present state of affairs. Sensing a potential threat, the United States began to act in the post-war period. Until 1972, the US was trying to contain and isolate China. It made the following steps to reach the goal: the United States established a trade embargo against mainland China; the United States supported the development of the Japanese army (a strategic adversary of China); the USA intervened in the Korean War; the USA supported the regime of Chiang Kai-shek in Taiwan; American government supported Tibetan guerrillas, who tried to get out of the Chinese control (Nathan Scobell, 2012). In general, a conflict arose due to the objective reasons, and the ways out of this situation depend only on the decisions of the leaderships of both countries. Bilateral economic relations have always been a source of beneficial collaboration for both sides, but with time, the relationship between China and the United States are becoming increasingly lopsided. China uses its advantages and monetary policies to increase exports. It opens access to its domestic market in exchange for the foreign technology. In addition, Chinese companies are participating in the mass theft of the intellectual property (Friedberg, 2012). Economic relations between Washington and Beijing are quite complex. Fast-growing Chinese population and a rapidly growing economy have made China a great market for the US exports. In the recent years, China has been the fastest-growing export market for the United States. In turn, the US imports cheap Chinese goods that bring benefits to end consumers by increasing their purchasing power. Both US import and export are growing, but the US trade deficit with China is increasing rapidly. American firms also use the Chinese market for the manufacture and final assembly of its products. It helps to reduce costs and offer competitive prices in the world market. At the same time, many American manufacturers complain of â€Å"unfair† competition on the part of Beijing, which is the understatement of the price of Chinese products. They argue that China contributes to the displacement of production capacity of American companies in Asia. As a result, thousands of Americans are losing their jobs (Morrison, 2011). Many politicians also express their fears that China buying the US securities for nearly one trillion dollars can serve an instrument for affecting the United States by Beijing. In the process of economic and political development in China, the country has not fully switched to a free market economy. Too many sectors of the economy in China are still controlled and regulated by the government. It causes the negative comments of many politicians and economists , as well as the supporters of a free-market economy. In addition, this fact more and more increases the friction between Beijing and Washington on many issues (Morrison, 2011). Among them are the following: the issue of fixing and understating of the Chinese currency, the requirements allow the Yuan to rise to the real market level; the issue of partial compliance with Beijings WTO obligations; the issue of piracy is rampant in China as well as the lack of security of intellectual property; the issue of Chinas industrial policy and policy of public procurement, in which the Chinese government protects Chinese firms by the discrimination of foreign companies Perhaps one of the most vulnerable areas of the US economy to the impact of the Chinese offensive is the labor market. Ordinary Americans primarily benefit from cheap Chinese imports, but at the same time, they are the first to suffer from it indirectly. The relocation of the US companies on the Chinese market, on the one hand, allows reducing the price of products that Americans are more advantageous to buy, but, on the other hand, Americans are losing their jobs. Local American labor markets are forced to confront the Chinese imports. The most sensitive areas of industry to the impact of cheap Chinese products are manufacturing of footwear, textiles and furniture (David, Dorn, Hanson, 2013). Allegations of unfair Chinese trade deal with many important sectors of American industry, including high-tech and eco-technologies. In 2011, the Solar World and six other US manufacturers of solar batteries and modules sued Chinese companies producing similar equipment. The plaintiff argued that the defendant had received unfair subsidies from the Chinese government, which allowed them to understate the price for the products of the transformation of solar energy greatly and sell it to the American market at the â€Å"unfair† value. The plaintiff argued that it could seriously harm the American solar manufacturing industry, which is already going through hard times. As a result, the US Commerce Department and International Trade Committees approved the import duties on Chinese solar processing production from 31% to 250%. This trial has brought discord into the US solar manufacturing industry. Hardware manufacturers consider duties necessary to protect American industry. Howe ver, installers disagree with it. They argue that such measures would hinder the installation sector. Others do not believe that the measures taken will effect on the Chinese producers since they still have options for delivery of their products, using a loophole in the law. They could collect the modules from foreign units of solar cells and deliver them to the United States duty-free (Darby, 2014). Today, China produces about forty percent of furniture sold in the United States. In addition, certain types of metal are sold by China at low prices. It made the United States establish anti-dumping duties with the aim to protect domestic producers. Speaking of the textile industry, there are about 30 thousand exporters of textile products in China. The textile industry was the first in China where the Internet was used for sale transactions. After the US producers complained that Chinese products are destroying the American market, the US Department of Commerce has established safe limits on imports of Chinese textile products. At the same time, there is also an issue of extensive piracy of intellectual property in China. This problem entails the loss by American companies from 2.5 to 4 billion dollars annually. Although the law on the protection of intellectual property exists in China, its implementation is not properly controlled. As a result, Chinese companies massively use tra demarks, patents, copyrights and technology, the rights to which they did not purchase. In China, the penalty for such crimes is too soft to be effective (Hughes, 2005). One of the examples of Chinas global trade policy is the purchase of IBM by the biggest Chinese computer maker Lenovo Group. This trading operation had a great psychological effect on Americans, as IBM has been the icon of the American business for a half a century. Although, Lenovo Group with the purchase of IBM has not acquired significant new technologies, this operation has caused a suspicion in the American politicians. They concern that China is trying to gain control of the key assets and technologies and that the 1.76 billion IBM-Lenovo deal is one of the many Chinese acquisitions committed to obtaining this control (Hughes, 2005). While China attacks, the US has to take the defensive measures Among other complaints, the United States filed a lawsuit at the WTO on the following issues: subsidizing of Chinese companies involved in wind energy; the introduction of the laws by Beijing that protect domestic manufacturers; imposing the restrictions on the electronic payment services. Some US politicians argue that, given the high unemployment and low pace of development of the US economy, Chinas economic policy should not be left without countermeasures. Strict measures are needed to force China to moderate its pace and abandon policies that harm the US economy. If China continues its policy of a rapid increase in exports, it can cause more tension in the US-Chinese conflict and lead to harmful consequences for both sides (Morrison, 2011). Henry Kissinger (2012) argues that the struggle between the US and China for domination is inevitable, if not already started. At the same time, the US-China cooperation appears outdated and even naive. Even though the results of the negotiations of the Doha Round of the WTO admit that the relations between Washington and Beijing continue to deteriorate. The number of complaints from both sides increases rapidly. Trying to protect their domestic producers, the US introduces measures of protectionism. Namely, in 2009, China filed a complaint with the WTO in response to the US plans to impose duties on imports of Chinese tires in America (Loridas, 2011). The US invited China to join the Trans-Pacific Partnership but under the conditions of change of the internal structure of the Chinese economy. Probably, the United States is trying if not to isolate but at least contain the rapid growth of the rival. Under the conditions of joining the Trans-Pacific Partnership, the US requires to mak e Chinas economy not export-oriented but focused on consumption (Kissinger, 2012). Analyzing the above-mentioned sources, their basic idea can be summarized in the following statement. China is a country with a booming economy, which is actively expanding its business scope, conquering the world markets and often using dishonest methods to attain its goal. The USA is a leader in the world trade and, at the same time, it positions itself the worlds police officer who tries to tame China and force it to play by the rules. The strength of these sources is a clear description of the aggressive actions of Beijing, as well as the countermeasures of the USA. A weakness is a superficial, factual analysis of the US-China relations. These sources did not sufficiently deeply penetrate into the reasons of origin and development of the conflict. In addition, there is a certain degree of bias in these sources as China seems to be the culprit and the United States are presented as a victim. Analysis of the Issue The Americans believe that China is stealing their jobs, understating the Yuan and selling their products at unfairly low prices. These aspects certainly have a negative impact on the employment of Americans, but misunderstandings on both sides cause a trade war between China and the United States. However, China is not stealing American jobs. Foreign companies, most of which are American, produce almost 60% of China’s exports to the United States. These companies have relocated their production capacity in response to the competitive pressure to reduce the production costs and, thereby, to offer the best price on the market and higher dividends to its shareholders. Thus, it becomes obvious of who is accusing China of unfair competition, increase exports, and reduced prices. They are the US importers, American consumers who buy Chinese products at low prices, and shareholders of the US companies stationed in China who get their share of the import operations. A long trade war between the US and China will significantly harm all of these categories of the population (Hughes, 2005). Some critics of Chinas trade policies argue that China has huge foreign reserves as a result of direct investment and trade surplus. They believe it is a proof that China understates the Yuan. Therefore, foreign companies that invest in Chinas economy make it solely because of cheap labor and cheap currency. Moreover, when binding Yuan to the dollar, the Chinese currency undervaluation provides an unfair export advantage. This unfair advantage, according to critics, is the main cause of the US trade deficit with China. However, foreign business is in China for a very long time. This country has the worlds largest national market and allows the development of any multinational companies (Hughes, 2005). The reason for such a situation in China is not so much in the manipulating the exchange rate, as in the tight control of the prices and capital. With a free economy, exchange rate pegs to the dollar, and substantial accumulation of foreign currency would lead to a sharp increase in the money supply and inflation. Because the Chinese government regulates the prices of key industries in China, it does not happen. The increase in foreign investment and money supply stimulates the growth of production more and more, leading to overheating of the economy. However, thanks to the control, this process does not trigger inflation. Maintaining a stable Yuan exchange rate is an important task for Chinas economy. Therefore, Chinas currency does not increase as expected, not because of the artificially low rate by the Chinese government but thanks to the strict control of prices and capital in the key sectors of the economy (Hughes 2005). Many blame China in the US trade deficit, arguing that the Asian dragon lowers its currency, as well as product prices, causing an excessive demand for Chinese goods in the United States. However, Leightner J.E. (2010) believes that the United States is also guilty (if not more guilty than China) in this. He believes that the problem of the US trade deficit is excessive consumption of Americans. In contrast, one can observe the excessive savings in Chinese. In this case, one satisfies another. Speaking about the ways of the conflict Cai, Yan, Lian, Xin, (2013) consider that the protectionism of the US should be canceled. The authors state that the US and China should increase the trade cooperation. In that case, the cost of the conflict would be too high. However, this opinion seems to be biased and naive. After all, the current conditions of the US-China trade relations are the cause of the conflict. There are several ways to overcome the US-China conflict. Some support the policy of interaction, cooperation, and dialogue. Others prefer mixed methods, namely the use of dialogue when it can be effective in combination with invasive procedures of the WTO. There are also supporters of punitive measures against China as the only effective method to force China to play by the rules (Morrison, 2011) The United States and China are big world players competing for leadership. The motives of both countries will inevitably lead to a conflict. The USA is still the leader and has a great impact on the world market including China. However, China also has the leverage over the US. Countries that finance the US trade deficit take the US currency and hold it. Thus, the size of the Chinese foreign exchange reserves of $1 trillion corresponds to Chinese goods and services of one trillion dollars in the US market. These $1 trillion dollars is a potential lever of the influence of China on the US economy. If China suddenly decides to sell all of its foreign assets, it will cause a depreciation of the dollar by 44 percent in Asia and Europe. In addition, China may harm the United States in another way. It can cause significant inflation in some sectors of the US economy by using its dollar reserves to buy US goods and services. This advantage of China is due to the fact of the excessive consu mption of Americans. Enjoying consumption today, American citizens risk the well-being of future generations who may have to pay for the excessive consumption of its predecessors (Leightner, 2010). To avoid disastrous consequences of the US-China trade war, it is necessary that at least one player would step back if the reaching of the compromise would be failed.

Adult Learning Theory

It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A. Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, transformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the l earning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience. Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article differ from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults. Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type. The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners. Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledge to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults. It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309 Adult Learning Theory It has been found that children learn because they have to, while adults learn for reasons usually based on self motivated factors or androgogy (Holt, 2011). â€Å"Teaching that transforms: Facilitating life change through adult Bible teaching† by Richard A. Holt (2011), it is stated that it is necessary to bring both concepts of the Bible teaching and contemporary adult learning theories together for the most effectiveness. In the Holt article; it is shown that Biblical explanation and interpretation assist the adult learner in gaining knowledge. The choices one makes gives real world perspective and power can only be obtained by the Holy Spirit. The article discusses the styles in which adult learning makes a difference, whether androgogy, transformative learning or self-directed learning (Holt). Adult Learning Theory for the Twenty-First Century† discusses the goals of educators to better prepare themselves to better deal with adult learners. Over the last 15 years, learning theories have changed very aggressively (Merriam, 2008). As adults continue to develop human physiology changes, thus learning teaching styles have to change to keep up. It has been recognized that with time everything that adults experience is part of the l earning process. It has been further recognized that educators have to increase their tool set to involve creative and artistic modes of teaching to reach a wider audience. Both articles cover the ever-changing dynamics of the human psyche and educational styles and requirements in dealing with adult learning. Educators have to continue to increase knowledge both for themselves as well as those whom they are educating. Where the styles of the teaching process in the Holt (2011) article differ from the Merriam (2008) article, they both recognize the changes in adult learners. It has been recognized over years and will continue for years to come that educators of adults will have to continue honing their skill sets to accommodate the learning styles of adults. Since adults learn differently from children it is important to include the learning styles necessary to maximize the efforts of educators. As adults learning styles change it will be necessary for those educating adults to change also. Reflection After reading both articles and realizing the application in my own life and learning style, I conclude that adults learn differently. There were moments of complete frustration as I was putting my thoughts together as I can tend to be somewhat of a perfectionist. I had the realization that time management and organizational skills are imperative when completing an assignment of any type. The Holt (2011) article caught my attention initially because of how I tend to study and read the Bible in particular. I am coming to understand more and more how I learn and further realize that the concepts of knowledge, choice and power are applicable in my own life. I am intrigued by the concept mentioned in the Holt article and will consider its application to my current Bible study methods. The Merriam (2008) article is interesting in the fact that I had no idea how challenging it is for educators to keep up with the learning curve that is necessary to continue teaching the increasing number of adult learners. Being out of the college environment for so long, I realize it is not as easy to just get things done with all of the demands of life as I know it. I can see how both articles and their teaching styles have a positive impact on dealing with adult learning. With all of the influences of culture, music, art, etc, it is imperative that educators find a way to keep up with the demands of educating the population of adults returning to increase their knowledge to keep up with fast paced American culture. I now have a new respect for teachers on all levels. It is interesting that adult educator’s find is so necessary to effectively reach adults. It is increasingly more common for adults to return to school for a number of reasons, and are driven to succeed for just as many reasons. Thankfully educators realize the change necessary to comprehend the goals of those adults striving for successes related to educating themselves. References Holt, R. A. (2011). Teaching that transforms: Facilitating life change through adult Bible teaching. Christian Education Journal,  8(2), 450+ Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions For Adult And Continuing Education, Volume 2008, Issue 119, 93-98. DOI: 10. 1002/ace. 309 Adult Learning Theory

Review of an Academic Research Paper Literature Example | Topics and Well Written Essays - 750 words - 2

Of an Academic Research Paper - Literature review Example Abstract: The purpose of an abstract is to provide the audience with a clear idea of the contents of the paper, where the authors describe the purpose of the paper, the research methodology used and a brief discussion of the findings, discussions and recommendations, if any. In this context, the article under review clearly brings out the fact that many previous studies on educational validity of gaming simulations â€Å"have been inconclusive† (Stainton et al, 2010, p.705). Thus, the authors inform the audience that their study has considered this aspect and it will â€Å"provide a foundation for future educational validity studies† (p.705). The abstract in this case, therefore, serves its intended purpose as per academic conventions. Introduction: Though the authors do not segregate and assign a separate section for introduction, they introduce the topic in the beginning stating that the study â€Å"proposes a methodology framework for assessing the educational valid ity of business gaming solution† (p.705). The authors further identify â€Å"total enterprise simulation† (TES) as a â€Å"credible learning tool† that can justify the time and cost invested by the students (p.705-706). Thus, the readers, right from the outset of the paper are able to understand the contents and take a decision whether to read the complete article or not, which is the purpose of the introduction in a paper. Theoretical Framework: The authors concede to the fact that â€Å"simulations are not an accurate representation of the real world† and identify this problem as the reason for their validity (p.707). Further, they also contend that the â€Å"knowledge and biases of the designer† also â€Å"distort† the learning potential of the simulations, which contributes to the difficulty and complexity in achieving the learning objectives (p.707). Their current study is based on these premises and the research attempts to find alterna tives to address these issues. The authors further argue that learners require sufficient time to â€Å"reflect on engaging experiences† coupled with motivation and feedback so as to ingest the learning effectively (p.709). Thus, they attempt to design a research methodology framework for addressing the problems in the â€Å"design, implementation, and implementation† of gaming simulations, through their study (p.709). They also feel there is an absence of a definite process for the design, implementation and validation of a TES and, therefore, they propose the need for the formulation of certain â€Å"theoretical propositions† and list them in the theoretical framework of the paper (p.710). By clearly bringing out the problems associated with the process of validating the gaming solutions in learning and identifying the specific theoretical frameworks to address these issues, the authors have clearly spelled out their objectives in the paper. Thus, from an acad emic perspective, the article provides the readers with all necessary information required by them to understand the theoretical framework on the paper. Research Design and Instruments: The authors propose a â€Å"multi-case study research design† that addresses the validity and reliability issues for the purpose of their study (p.711). In this context, it can be understood that case studies are effective tools for evaluating the

Technological Controversy Term Paper Example | Topics and Well Written Essays - 2500 words

Technological Controversy - Term Paper Example f task from the most ordinary to the very complicated, while the machine depends on human beings to achieve increasing levels of sophistication in make and operation. It has now come to a stage when the machine can not only outperform human beings in physical performance as it has been designed to so, but is also increasingly able to outperform man in many mental capabilities. It is when grandmasters of chess are beaten by Deep Blue (Reddy, 1996, pp. 88), it is when the machine starts participating in human conversations that human beings start to cast sidelong glances at it and begin to wonder whether artificial intelligence will ever replace human intelligence. Will machines ever be able to think? Or have machines, in whatever form, already achieved the faculty that human beings have long held to be their own exclusive preserve in this world? The question under consideration has however been floating around in one form or the other. It is as old, if not older, than the computer. The popular press has had a record of being rather lenient in equating human intelligence with artificial intelligence. As early as on January 15, 1941, the Des Moines Tribune carried an article on the development of the first prototype of the ABC computer at the Iowa State University by Professor John V Atanasoff and his graduate student Clifford Berry with the headline ‘Machine Remembers’. "The giant computing machine under construction at Iowa State College has a memory consisting of 45 vacuum tubes†¦", the article reported, and went on to define it as: "An electrical computing machine said here to operate more like the human brain than any other such machine known to exist is being built." (Martin, 1991, pp. 124). The early computers were more of calculating devices when compared to modern technology. Yet, machines that coul d solve mathematical problems, including algebraic problems involving many variables, and that too at speeds unthinkable by human beings, were bound to

Language and Arthur Millers skills as a dramatist Essay Example for Free

Language and Arthur Millers skills as a dramatist Essay A view from the bridge is a two-act tragic play by Arthur Miller in the mid 50s. This play puts light on the working American-Sicilian population, in particular the Carbone family, the head of which is Eddie Carbone. In this essay I will be analysing Eddie Carbones character whilst occasionally making comments on the language and Arthur Millers skills as a dramatist. Eddie is a simple, straight forward man that lives with his beloved wife and niece. Alfieri describes Eddie as a long shore man. He is very protective over his orphaned niece, Catherine. Arthur Miller uses informal language to show Eddies social class. It is worthy to note that Arthur Miller was skilfully able to come down to the status of long shore man and was able to produce speech successfully in their tone and language. Eddie is portrayed as generous, but at the same time selfish and self-protective. This is since, although he is generous to offer his home to two of his wifes cousins, Marco and Rodolfo, he believes he is Superior. This is shown as he reminds Beatrice not to offer them his bed and he is very jealous of anyone that gets too close to Catherine. This jealousy also adds to his hardship in accepting Rodolfo and Catherines relationship, another reason to this envy is his over-protective nature. He has brought up Catherine as his own daughter and feels afraid to let her grow up, so he cannot face her having any relation to other men. Eddies wife, Beatrices is unhappy with Eddies attitude towards Catherine, which soon starts to create a rift between the couple. Its been many days and nights since you havent slept with me; shows that Eddie has been so caught up in Catherine and making sure she does not fall for Rodolpho, that he begins to forget about his duties as a husband. Further into the play, Eddie begins to feel another emotion towards Catherine: sexual attraction. This is shown by many things which happen throughout the play. He quickly begins to feel extremely jealous of the immediate impression Rodolfo makes on Catherine. The stage directions state at a point, He looks at [Catherine] like a lost boy, when she reveals her feeling for Rodolfo to him, but he is unable to admit it to everybody else. Furthermore, Eddie becomes so obsessed with Catherine, that he has no control over his emotions; for example Catherine begins to like Rodolpho, Eddie cannot control himself and has to find a way to vent his anger, so He decides to hurt Rodolpho, by using an exercise of teaching him to box,:you ever do any boxing? Eddie, at this point, feels so remorseless, that even when Rodolpho refuses to hit him, I dont want to hit you Eddie, he stills feels like the need to hit him, showing how obsessed he is. Moreover, Eddie becomes too interested into the relationship between Catherine and Rodolpho, that he involves the Immigration Bureau, this is because he could not spilt the true love apart. In the eyes of the audience and the other characters, it causes Eddies remaining honours to be thrown in the dirt. As in any community, even though there may be accused, the government should not be called in, otherwise the one, who spread the word, shall not be respected by all others and therefore, he becomes an out-cast. His redemption occurs towards the end of the play. His honour is restored with his own death. This is as he fights with Marco and ultimately dies, but he accepts his fate, and therefore restoring his respect and honour. In this part of the play, he also shows how he had planned the fight and was so obsessed that he brought a knife and fought like a coward. This brought his redeemed respect again to an all time low. Society respects a man, who acts like a man, and Eddie in this part, fights like a coward, which is unacceptable in the society. In conclusion, Eddie, although being a real man at the start, ends his life in a shameful and cowardly way. In my analysis, I have shown how Arthur Miller portrays this in an effective and skilful way, which shows his brilliant ability as a writer. I feel that A View from the Bridge is a very high-quality book with a interesting and deep story, giving it full marks in my view.

Dream Interpretation Essays -- essays research papers fc

It Was Only a Dream   Ã‚  Ã‚  Ã‚  Ã‚  She awakens in the night, the visions from her mind still vivid. The dream was amazingly realistic. A long hallway stretched before her. Several doors lined the hallway, each with a padlock. A ring full of keys weighed heavily in her hand. What did it all mean? Did this hallway symbolize her life? The doors could have meant many things, possibly the choices she faces daily. As she drifts back to sleep, thoughts of the dream cloud her mind. She hopes to remember it in the morning and search for answers.   Ã‚  Ã‚  Ã‚  Ã‚  The description of this woman could match any number of people. Years of research have produced findings that everyone dreams. While not everyone may remember his or her dreams, sleep studies have shown that each person does dream as he or she progresses through the stages of sleep. Whether or not these dreams contain any significant meaning for the dreamer is a source of arguments today, as well as in years past. An in depth study of dream interpretation will reveal the benefits of exploring the meanings behind dreams. To begin this study, it is helpful to first understand the different aspects of sleep. In Atkinson’s Introduction to Psychology book, she states that sleep contains five stages, including â€Å"four depths of sleep and a fifth stage, known as rapid eye movement (REM)† (193). In various sleep studies, most adults go through all stages during their normal sleeping hours. While they drift from one stage of sleep to another, activity in the brain increases and decreases. However, this study is interested mostly in the fifth stage, REM sleep. Individuals incur a great amount of details during the course of any given day, including dates, places, times and people. â€Å"During REM sleep, the brain creates a story line that allows this large volume of events to be stored and remembered in a coherent form, albeit at an unconscious level† (Chopra 107). REM occurs at different times throughout an individual’s time asleep, and consumes from thirty minutes up to two h ours of an individuals non-waking moments. Every individual is subject to REM sleep, and some suffer from REM Sleep Disorder. The disorder involves a severe attachment to a person’s dreams. Dotto reports that while sufferers consist mostly of men over fifty years of age, it can affect anyone. She also states that res... ... Trish and Rob MacGregor present a comprehensive guide on how to incubate, recall and interpret dreams. Additionally, this book provides a glossary of symbols and common dream topics and themes. Maguire, Jack. Night and Day. New York: Roundtable Press, 1989. Author Jack Maguire   Ã‚  Ã‚  Ã‚  Ã‚  Presents a complete program concerning how to use dreams to reach designated goals   Ã‚  Ã‚  Ã‚  Ã‚  and results. Moss, Robert. Conscious Dreaming. New York: Crown Trade Paperbacks, 1996. The author reveals a nine-step plan to understanding dreams, including ways to shape the dreamer’s future. He also details the use of a dream journal to tap into unknown resources. Parker, Julia. Derek. Complete Book of Dreams. New York: Dorling Kindersly Publishing, 1995. As the title describes, this book covers a broad spectrum of dream themes, including sample dreams. It also contains a dictionary of common dream symbols and their meanings. Your Life. â€Å"Are Dreams Trying To Tell Us Something?† USA Today Magazine. 18 Oct 1999. http://search.inspire-indiana.net:8008/WebZ/Fetch This magazine article gives a quick, surface-level guide to dream interpretation.