...Lord Of The Flies And Othello Comparison Essay, Research Paper Lord of the Flies and Othello Comparison The age-old theme of good versus evil is presented in both William Golding s Lord of the Flies (LOTF), and William Shakespeare s Othello. The characters are used to show the battle between the two. Simon and Desdemona who represent purity and embody an innate goodness are challenged by many characters that do not possess the same holy qualities- who have actually subsided to the evil that is, in every way, their opposite. Jack and Iago represent the evil in the novels. Unfortunately in both pieces we see the loss of life for the pure characters through the clutches of evil. The evil does not necessarily win, as both characters maintain their standings as upright and completely pure individuals, even in their brutal murders. Simon and Desdemona clearly represent all that is good in the world. The characters are portrayed by the authors to be very understanding and compassionate individuals. Desdemona expresses in her language and actions, an innocent, unselfish love and concern for others. This is evident when Desdemona makes pleas on behalf Cassio for Othello s forgiveness, and in her inability to comprehend a woman s desire to cheat. Cassio has asked Desdemona to make a plea to Othello for his return to office. Desdemona, being the compassionate woman that she is asks Othello the first chance she gets, Good my lord, If I have any grace or power to move you,...
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...Romans 12:14-21 An Exegetical Paper on Forgiving Your Enemies Romans 12:14-21 Bless those who persecute you; bless and do not curse them. Rejoice with those who rejoice, weep with those who weep. Live in harmony with one another; do not be haughty, but associate with the lowly; never be conceited. Repay no one evil for evil, but take thought for what is noble n the sight of all. If possible, so far as it depends upon you, live peaceably with all. Beloved, never avenge yourselves, but leave it to the wrath of God; for it is written, “Vengeance is mine, I will repay, says the Lord.” No, “if your enemy is hungry, feed him; if he is thirsty, give him drink; for by so doing you will heap burning coals upon his head.” Do not be overcome by evil, but overcome evil with good. I. Introduction In our life, there will be people we run across that will not like us no matter what we do. At that moment we will need to make a choice, payback or forgiveness. One of the most prevalent problems plaguing modern Christianity is an insincere attitude when it comes to loving our enemies. George Washington Carver said, “I will never let another man ruin my life by making me hate him.” It all comes down to our attitude. Romans 12:14 (NLT) talks about attitude and how we need to act towards people who treat us wrong. “Bless those who persecute you. Don’t curse them; pray that God will bless them”. Why is this easier said than done? Human nature we want payback or at least what we think is payback...
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...Research on Stanford Prison Experiment The whole purpose of the Standard Prison Experiment was to see if roles affect people’s behavior and to see if you were to put decent people in an evil place if the humanity would remain or disappear. Phillip Zimbardo believed that roles had a power effect on behavior and he was right! The experiment location was in the basement of Jordan Hall, Standard’s psychology building. “The experiment that inspired a novel, two films, countless TV programs, re-enactments and even a band.” http://www.spring.org.uk/2007/09/our-dark-hearts-stanford-prison.php They advertized the experiment in the news paper and for fifteen dollars a day, a lot of people volunteered. They accepted boy college students who had to be: psychologically stable, healthy, and have no criminal background in order to participate. They randomly chose who played what role by tossing a coin. They had twelve people playing the guards and twelve people playing the prisoners plus some extra people just in case some quit the experiment. The prisoners were allowed to quit during the experiment, but some of them seemed to forget or misunderstand that they could actually leave. The experiment got to be so real and serious, that the prisoners would tell each other that there was no way out of this hell. The role was turning them depressed and made them feel as if they were really trapped, just like real prisoners. About half of the prisoners...
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...Northern Baptist Seminary ! ! ! ! ! ! ! God and Job ! ! ! ! ! ! ! ! ! ! A Research Paper Printed in Partial Fulfillment of the Requirements for the Course OT 458 Old Testament Theology ! ! ! by James L. Brooks May 27, 2013 ! ! ! !2 ! ! ! Introduction The book of Job is a classic. Many have read this book, especially when seeking answers to suffering. Whenever Christians talk about suffering, more than likely the story of Job will be mentioned and Job’s sayings will be quoted. Although the “Job story” is frequently discussed, there are still many unanswered questions. Where was God? Why did God allow Job to go through all the trials and tribulations? What kind of God is this? Why does God make a deal with Satan? What about Job’s friends and their response to his suffering? These are all questions that will continue to haunt readers after reading the story of Job. This paper will examine the character of God and his parental attributes. No matter what the reader may think, God is ultimately in control. Although God gives Satan the latitude to do what he will with Job, short of killing him, still it is all within the scope of God’s permissive will. The story of Job, although it may be rather simple to read, is complex in theological understanding. The God of Job is inscrutable, but yet he is in control. “The book of Job challenges the principle of retribution: that trouble in life must be a person’s own fault.”1 The prologue is in prose. The epilogue is in poetry. The conclusion...
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...Course: College English 2 Date: 12/4/12 Marital destruction out of dysfunctional marriage and Othello’s characters William Shakespeare is（1564-1616） widely regarded as the greatest writer in the history of English literature and the most pre-eminent dramatist around the world. Among all his works, many literary critics regard Othello as the peak of his tragedies. Othello is not only a tragedy of family, but also a tragedy of love. Jealous psychology of the characters ultimately leads to the marital tragedy. Iago was jealous of Cassio and Othello, so he slandered and entrapped Cassio and Desdemona, which directly brought about the tragedy. Othello’s true love to Desdemona was utilized by Iago who had an ulterior motive. Driven by jealousy, Othello readily believed Iago, and personally killed his own wife, and eventually drew his sword to cut his own throat. Therefore, the tragedy in Othello’s marriage is largely rooted in jealous psychology. We analyze the reason effect this tragedy of marriage by following the premarital objective situation and the subjective married life. Othello and Desdemona’s marriage is doomed and dysfunctional from the beginning because of acute differences in marriage and due to Othello’s flaw of characters. We analyze the reasons which affect this tragedy of marriage by following the premarital situation then Othello’s characters in married life. To pave the way for detailed analysis, it is necessary to know about two types of marriages at that...
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...in obedience to the voice of the Holy Spirit as He continually prompted me to put on paper the many truths that He revealed to me over a period of time; allowing me to gain a broader understanding of the inquisitive nature of children. For me, it was indeed a learning curve, a total departure from my own perceptions about children and why they do, say and ask the things that they do. This book focuses on how we can support children to using their “nosy” tendency towards the development of a deeper relationship with the Lord. There is a hunger in every child to know more, and parents, Sunday school teachers, grandparents, uncles and aunts, etc. can play a very important and effective role in supporting the spiritual growth and...
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...Some notes below. I understand that this was done under difficult conditions, but the level of research effort is not as high as it should have been and too much of the paper amounts to stringing together quotations. Grade B- THE UNITED STATES NAVAL WAR COLLEGE COLLEGE OF DISTANCE EDUCATION TERRORISM BY NON-STATE ACTORS FINAL PAPER THE QUR’AN AND TERROR [pic] U.S. NAVAL WAR COLLEGE WEB-ENABLED PROGRAM DONALD ROSS APRIL 2013 DR. JIM MISKEL INSTRUCTING The views expressed in this student academic research paper are those of the author and do not reflect the official policy or position of the Department of the Navy, Department of Defense, or the U.S. Government. The Quran and Terror On September 11, 2001, (9/11) the United States was attacked in a series of coordinated terrorist attacks launched by the Islamist terrorist group Al-Qaeda. On that Tuesday morning, 19 Al-Qaeda terrorists hijacked four passenger jets, intending to fly them in suicide attacks into targeted buildings. The September 11 attacks resulted in nearly 3000 deaths that day. The subsequent series of events those attacks set in motion resulted in the deaths of more than 6,000 soldiers, 2,300 contractors and hundreds of thousands of Afghan and Iraqi soldiers, policemen and civilians. The ramifications from 9/11 continue to contribute to our financial difficulties. The total cost of the wars in Iraq and Afghanistan is estimated at more than $5...
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...Author of this Work has been asserted in accordance with the UK Copyright, Designs, and Patents Act 1988. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, except as permitted by the UK Copyright, Designs, and Patents Act 1988, without the prior permission of the publisher. First published 2006 by Blackwell Publishing Ltd 1 2006 Library of Congress Cataloging-in-Publication Data Shaffer, Brian W., 1960– Reading the novel in English, 1950–2000 / Brian W. Shaffer. p. cm.—(Reading the novel) Includes bibliographical references and index. ISBN-13: 978-1-4051-0113-4 (hardback : alk. paper)...
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...SWAMI VIVEKANANDA AND ETHICS PREFACE This paper presents the Ethics of Swami Vivekananda. It shows how anyone's life's condition may be improved through an understanding of the ethics of Swami Vivekananda and the application of his principles to lead a better existence. This paper is primarily addressed to all interested in the working of spirituality and religion from Swami Vivekananda's perspective, which will play a very important role in the growth and development of the oneself. An understanding of ethics, as one of the basic factors that influence behavior will help us shift towards the necessity and purity of universalism by treating all around us equally. Grateful acknowledgment is here made to our History professor, Mrs Archana Raj Mishra and those who helped us gather data for this paper. This work would not have reached its present form without their invaluable help. INTRODUCTION AND BACKGROUND Swami Vivekananda was born on 12th January 1863 in Kolkata. He was named Narendranath Datta by his parents Vishwanath Datta and Bhuvaneshwari Devi. Swamiji’s father was a successful attorney while mother had qualities like deep devotion and a strong character. Swamiji was always bright student. Being from an affluent family, he graduated from the Calcutta University and had a vast knowledge of different subjects, especially Western philosophy and History. Nonetheless he was also good at Music, Gymnastics and Studies. One would wonder how a person could excel in so many things...
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..."A Grave Distraction of Life" I - Introduction As our professor gave us the topic we will research about, it seems like we are given an opportunity to know the reasons, consequences and other possible things why some other women choose to do it instead of doing the right things and is abortion an immoral or moral ?. It challenges us and it makes us eager to know more about the so-called "Abortion". Before we started to do the research, we talked and shared our thoughts and little knowledge about abortion and somehow it helps and motivates us to continue studying it. As we go through, we think that it’s easy and enough to just write down all the information we have by ourselves and just simply rely it to the internet and copy but were wrong it’s very difficult because the information that we have are not really the definition but rather a common meaning of abortion, we need to understand every unfamiliar word we encounter and read other references. Despite of all circumstances, we are able to discover, learn and realize a lot of things. Abortion is really a grave distraction of life it can ruin not just our sole life but also those people who are concern and love us unconditionally, it will never be a solution to a problem but rather you are making a mortal sin and it makes the situation more complicated. Abortion is also called the termination of pregnancy it is the expulsion of human fetus or innocent person. It is one of the most common problems in this world...
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...of State in the Indian government and celebrated author ‘Furious action jumps off every page.’ – Anil Dharker, renowned journalist and author ‘Tripathi’s Shiva Trilogy is already being touted as India’s Lord of the Rings.’ – Hindustan Times ‘…Amish has mastered the art of gathering, interpreting and presenting India’s many myths, folklores and legends, and blending all of that into fast-paced thrillers that change your views about gods, cultures, histories, demons and heroes, forever.’ – Hi Blitz ‘Amish’s Shiva Trilogy has a refreshing storyline… The narration forces you to impatiently turn the page to know what secret is going to be revealed about the “Neelkanth” next.’ – The Telegraph ‘It’s a labour of love... Amish also humanizes his characters, something which most popular Indian writers fail miserably at.’ – Mint ‘Amish’s philosophy of tolerance, his understanding of mythology and his avowed admiration for Shiva are evident in his best-selling works.’ – Verve ‘Tripathi is part of an emerging band of authors who have taken up mythology and history in a big way, translating bare facts into delicious stories.’ – The New Indian Express ‘[Amish] has combined his love for history, philosophy and mythology into a racy fictional narrative which depicts Lord Shiva as a Tibetan tribal leader.’ – The Pioneer ‘Tripathi’s approach to storytelling is contemporary and...
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...this events could not but find their reflection in the arts in general and in the literature in particular. The urgency of the work is determined by the complexity of the period considered and variety of forms and trends which appeared during the century. The object of the project is British literature. The aim of the project is to consider the peculiarities and distinct features of the British literature of the 20th century. In order to gain the project’s aim, during its implementation the following practical issues were studied: - the most distinguished writers of the period; - their contribution to development of the British literature; - key topics. The project’s aim and issues considered predetermined the choice of methods of research. During the project’s implementation the following methods were used: critical survey of the sources on the issue considered, as well as comparison and analysis. Theoretical value of the project is constituted by the analysis of the peculiarities and distinct features of the British literature of the 20th century. Practical value of the project is predetermined by the possibility to use it in practice in courses of world and British history and literature. The project’s aim and issues considered determined the structure of the project, which consists of an introduction, several paragraphs, conclusion and references. The introduction contains urgency, aim and issues of the project. The paragraphs unveil key periods in development...
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...International Relations Theory The new edition of International Relations Theory: A critical introduction introduces students to the main theories in international relations. It explains and analyzes each theory, allowing students to understand and critically engage with the myths and assumptions behind each theory. Key features of this textbook include: • discussion of all of the main theories: realism and (neo)realism, idealism and (neo)idealism, liberalism, constructivism, postmodernism, gender, and globalization two new chapters on the “clash of civilizations” and Hardt and Negri’s Empire innovative use of narratives from films that students will be familiar with: Lord of the Flies, Independence Day, Wag the Dog, Fatal Attraction, The Truman Show, East is East, and Memento an accessible and exciting writing style which is well-illustrated with boxed key concepts and guides to further reading. • • • This breakthrough textbook has been designed to unravel the complexities of international relations theory in a way that allows students a clearer idea of how the theories work and the myths that are associated with them. Cynthia Weber is Professor of International Studies at the University of Lancaster. She is the author of several books and numerous articles in the field of international relations. International Relations Theory A critical introduction Second edition Cynthia Weber First published 2001 by Routledge Second edition published 2005 by Routledge...
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...SECOND DRAFT Contents Preamble Chapter 1 1.1 1.2 1.3 1.4 1.5 Background Rationale Aims Interface with the Junior Secondary Curriculum Principles of Curriculum Design Chapter 2 2.1 2.2 2.3 2.4 2.5 1 Introduction Literature in English Curriculum Framework Strands and Learning Targets Learning Objectives Generic Skills Values and Attitudes Broad Learning Outcomes Chapter 3 5 7 9 10 11 11 13 Curriculum Planning 3.1 Planning a Balanced and Flexible Curriculum 3.2 Central Curriculum and School-based Curriculum Development 3.2.1 Integrating Classroom Learning and Independent Learning 3.2.2 Maximizing Learning Opportunities 3.2.3 Cross-curricular Planning 3.2.4 Building a Learning Community through Flexible Class Organization 3.3 Collaboration within the English Language Education KLA and Cross KLA Links 3.4 Time Allocation 3.5 Progression of Studies 3.6 Managing the Curriculum – Role of Curriculum Leaders Chapter 4 1 2 2 3 3 13 14 14 15 15 16 16 17 17 18 21 Learning and Teaching 4.1 Approaches to Learning and Teaching 4.1.1 Introductory Comments 4.1.2 Prose Fiction 4.1.3 Poetry i 21 21 23 32 SECOND DRAFT 4.1.4 Drama 4.1.5 Films 4.1.6 Literary Appreciation 4.1.7 Schools of Literary Criticism 4.2 Catering for Learner Diversity 4.3 Meaningful Homework 4.4 Role of Learners Chapter 5 41 45 52 69 71 72 73 74 Assessment 5.1 Guiding Principles 5.2 Internal Assessment 5.2.1 Formative Assessment 5.2.2 Summative Assessment 5.3 Public Assessment 5.3.1 Standards-referenced...
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...G U I D E T E A C H E R’S A TEACHER’S GUIDE TO TWELVE YEARS A SLAVE BY SOLOMON NORTHUP bY Jeanne M. McGlInn anD JaMes e. McGlInn 2 A Teacher’s Guide to Twelve Years a Slave by Solomon Northup Table of Contents SYNOPSIS......................................................................................................................................3 ABOUT THE AUTHOR...............................................................................................................3 INTRODUCTION TO THE STUDY GUIDE............................................................................3 MEETING COMMON CORE STANDARDS.............................................................3 THE SLAVE NARRATIVE GENRE...............................................................................3 HISTORICAL OVERVIEW..........................................................................................................4 DURING READING.....................................................................................................................6 SYNTHESIZING DISCUSSION QUESTIONS.......................................................................9 ENRICHMENT ACTIVITIES.......................................................................................................9 ACTIVITIES FOR USING THE FILM ADAPTATION........................................................ 11 ADDITIONAL RESOURCES.....................................................................................
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