The Lion and the Lamb essays

The Lion and the Lamb essays Life is full of opposites. For every black there is a white, for every day there is a night. The poetry of Blake is no exception. His poem The Lamb is the opposite of The Tyger. That is, the tyger is the predator, and the lamb the prey of the tyger. The Tyger conjures an image of being powerful, dark, and dangerous while The Lamb brings an image of reassuring peace. Blake uses these opposites to convey his feelings about various world events. At the time The Tyger was written, the Industrial Revolution was under way and Blake was upset by all the social injustice in the world. This explains why there are so many allusions in The Tyger and The Lamb to the Industrial and French Revolutions. Blake used these allusions because he wanted something the readers of his time could relate to and to show how he himself felt about these Revolutions as well. Blakes dislike of the Revolution leaked out blatantly into his poems. What the hammer? What the chain...dare its deadly terrors clasp? This mention of tools and chains alludes to the Industrial Revolution. The factories were the masters, and the people were its slaves, chained and unable to enjoy life. The dark tone of the poem gives an image of the dull and depressing, less than satisfactory conditions of the factories and the harsh lives of those who worked in them. Aside from only the Industrial Revolution, The Tyger draws a link to French Revolution, as the revolutionaries where also known as Tygers. The lamb on the other hand portrays a happier illustration. By the stream er the mead. The image of a field with sheep and a stream appears in dreams and as a sign of hope; for in the days of the industrial revolution, fields and open space were disappearing. In its place, dull and lifeless factories were bein ...

5 Types of Parallel-Structure Problems

5 Types of Parallel-Structure Problems 5 Types of Parallel-Structure Problems 5 Types of Parallel-Structure Problems By Mark Nichol There are many ways to botch the logical organization of a sentence. Here are examples of five variations, along with discussion and revision of each. 1. You can help not only position your organization for success when audited, but you can focus on protecting the sensitive information of your patients. Probably the the most common of problems with parallel structure is the mangling of â€Å"not only . . . but also† comparisons. When a verb sets up both the â€Å"not only† point and the â€Å"but also† counterpoint, it must precede â€Å"not only† so that it is not bound up with the first point and the â€Å"but also† phrase can therefore share it. Conversely, when each phrase contains its own verb, as here, one verb must follow â€Å"not only† and the other verb must follow â€Å"but also†: â€Å"You can not only help position your organization for success when audited, but you can also focus on protecting the sensitive information of your patients.† 2. She is as foolish, if not more foolish than, her fans. When a parenthetical phrase appears in a sentence, be sure that the sentence remains grammatically valid without it. When the interjection â€Å"if not more foolish than† is omitted from this sentence, what remains â€Å"She is as foolish her fans.† Because that sentence requires a second as to be inserted, after foolish, it belongs there when the parenthetical is included as well: â€Å"She is as foolish as, if not more foolish than, her fans.† 3. Employers can better communicate with this rapidly growing generation to increase their interest and retention of health, safety and loss-prevention training. Another common error in parallel structure is to assume that two nouns can share a preposition, when each requires its own. Here, â€Å"retention of† is a correct prepositional phrase, but interest does not combine with of; it requires its own idiomatic partner: â€Å"Employers can better communicate with this rapidly growing generation to increase their interest in and retention of health and safety loss-prevention training.† (The second prepositional phrase, bundled with and, can be parenthesized with commas, but the punctuation is not necessary.) 4. They called him sexist, racist, and highlighted his contentious relationship with the industry. This sentence makes three points: The person is sexist, the person is racist, and the person has a contentious relationship with the industry; observers are said to have labeled him with the first two negative qualities and emphasized a third factor. Just as the statement preceding the sentence you are reading right now has three verbs in the first clause, the original sentence requires a verb for each point. Better yet, the first two can be joined with a conjunction, rather than divided by a comma, so that they can share called: â€Å"They called him sexist and racist and highlighted his contentious relationship with the industry.† 5. Enforcement actions by regulators in the United Kingdom are usually less severe in comparison to the United States. Sometimes, the absence of a word or phrase renders a comparison incomplete. Here, enforcement actions are being faultily compared to a nation. For enforcement actions in one nation to be compared to enforcement actions in another nation, the detail, or a paraphrase of it (in this case, â€Å"those of†) must be reiterated: â€Å"Enforcement actions by regulators in the United Kingdom are usually less severe in comparison to those in the United States.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:25 Subordinating Conjunctions15 Words for Household Rooms, and Their SynonymsQuiet or Quite?

Epic theater, a comaritive analysis Essay Example | Topics and Well Written Essays - 1500 words

Epic theater, a comaritive analysis - Essay Example As he is introduced, his presence evokes an image of the fallen, a prevalent theme throughout the French Revolution. As the story of the French Revolution is told by historians and enhanced by paintings, illustrations, and live action recreations of the events, The French Revolution: Liberte, Egalite, Fraternite -A New Republic is Born in Blood, creates a film experience that breaths life into the historical figures of the French Revolution. While the causes of the French Revolution can be linked across many theoretical and philosophical constructs, the main cause was created from an economic crisis. As in most cases, the people were motivated to act because of a lack of stability which caused a lack of food. Of the many reasons that can motivate people into action, the one that denies them the basic needs of survival will most often inspire the quickest movement toward a radicalization. The film describes the events that surround the impending crisis that is setting up France for a time when flour, a staple of bread making which is a food staple for the French, prices would skyrocket, creating a circumstance where a loaf of bread becomes worth a month’s salary [1]. By using live action recreations and illustrations from the time period, a connection can be made by the audience to the impact of starvation on a people who is not properly represented or supported. Mention is made of Marie Antoinette’s â€Å"most famous line she never said . . . Let them eat cake† [2]. The line was a commentary on the feelings of the French people to their queen, and while the film mentions that she never said such a thing, it is made clear that her excesses are what led this line to be associated with her. The film displays a series of examples of the excesses in which she indulged, including illustrations of overly exaggerated hairstyles that could stand several feet tall. In the midst of a country that was

MRP5 - Methodology Assignment Example | Topics and Well Written Essays - 750 words

MRP5 - Methodology - Assignment Example However, it will adopt the use of ethnographic study, case study and survey research designs. These will help in analyzing and describing all the necessary data about the target population’s history, behaviors and responses through the use and analysis of the available primary and secondary sources. Thus, the research will be valid, authentic and reliable. As the foundation of education, elementary school needs to be under a good management. This is the only ay through which it can help in preparing learners to be well-groomed and competitive students as they proceed to the middle school, high school and college. However, many cases of poor performance have been experienced in the past especially in the American elementary schools. One of the reasons for this has been lack of motivation to the teachers. This paper will conduct an intensive research to find out if it is really true that elementary school teachers produce dismal performances because they are demoralized. Hence, the research will be a useful one since it will help in giving out recommendations aimed at rectifying the situation. The vastness of education sector means that it has a very large population. With interest groups ranging from learners, teachers, school administrators, school management boards, Department of Education officials and the general public, it means that the list of participants will e so big. However, to save on time and costs, the researcher will have to use a purposive sampling procedure. It will help in identifying the proportionate population sample to rely upon as the representative sample for the entire target population. Giving each participant an equal opportunity to participate in the study will definitely make it bias-free. The hypothesis of this study will be: To what extent does the motivation of teachers influence the performance of teaching staffs in American

Code of Conduct Essay Example for Free

Code of Conduct Essay Public office is a public trust. It is the policy of the State to promote a high standard of ethics in public service. Public officials and employees shall at all times be accountable to the people and shall discharge their duties with utmost responsibility, integrity, competence, and loyalty, act with patriotism and justice, lead modest lives, and uphold public interest over personal interest. RULE I NORMS OF BEHAVIOR Section 1. Norms of Conduct/Behavior of NBI Officials and Employees. 1. NBI officials and employees shall always uphold public interest over and above personal interest. All government resources and powers of their respective offices must be employed and used efficiently, effectively, honestly and economically, particularly to avoid wastage in public funds and revenues. 2. NBI officials and employees shall perform and discharge their duties with the highest degree of excellence, professionalism, intelligence and skill. They shall enter public service with utmost devotion and dedication to duty. They shall endeavor to discourage wrong perceptions of their roles as dispensers or peddlers of undue patronage. 3. NBI officials and employees shall remain true to the people at all times. They must act with justness and sincerity and shall not discriminate against anyone, especially the poor and the underprivileged. They shall, at all times, respect the rights of others and shall refrain from doing acts contrary to law, good morals, good customs, public policy, public order, public safety and public interest. They shall not dispense or extend undue favors on account of their office to their relatives, whether by consanguinity or affinity, except with respect to appointments of such relatives to positions considered strictly confidential or as members of their personal staff whose terms are coterminous with theirs. 4. NBI officials and employees shall provide service to everyone without discrimination and regardless of party or religious affiliation or preference. 5. NBI officials and employees shall extend prompt, courteous, and adequate service to the public. Unless otherwise provided by law or when required by the public interest, NBI officials and employees shall provide information of their policies and procedures in clear and understandable language, conduct public consultations and hearings whenever appropriate, encourage suggestions, simplify and systematize policies, rules and procedures, avoid red tape and develop an understanding and appreciation of the socio-economic conditions prevailing in the country, especially in the depressed rural and urban areas. 6. NBI officials and employees shall, at all times, be loyal to the Republic and to the Filipino people, promote the use of locally produced goods, resources and technology and encourage appreciation and pride of country and people. They shall endeavor to maintain and defend Philippine sovereignty against foreign intrusion. 7. NBI officials and employees shall, at all times, uphold the Constitution and commit themselves to the democratic way of life and values and maintain the principle of public trust and accountability. 8. NBI officials and employees and their families shall lead modest lives appropriate to their positions and income. They shall not indulge in extravagant or ostentatious display of wealth in any form. In addition to Section 1, NBI Agents/Special Investigators are also duty-bound to: 1. Safeguard lives and property; and protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder. 2. Respect the Constitutional rights of all persons to liberty, equality and justice. 3. Keep their private lives unsullied as an example to all. 4. Maintain courageous calm in the face of danger, scorn or ridicule. 5. Develop self-restraint. 6. Be constantly mindful of the welfare of others. 7. Be honest in thought and in deed, in both their personal and official lives. 8. Keep secret what they hear or see of a confidential nature or that is confided to them in their official capacities, unless revelation is necessary in the performance of their duty. 9. Keep personal feelings, prejudices, animosities or friendships from influencing their decisions. 10. Enforce the law courteously and appropriately without fear or favor, malice or ill will, without employing unnecessary force or violence, and without accepting gratuities. 11. Be exemplary by obeying the laws of the land. 12. Never use unnecessary force or violence. 13. Recognize their badge of office as a symbol of public faith and accept it as a public trust, to be held so long as they are true to the ethics of the law enforcement service. 3Public office is a public trust. It is the policy of the State to promote a high standard of ethics in public service. Public officials and employees shall at all times be accountable to the people and shall discharge their duties with utmost responsibility, integrity, competence, and loyalty, act with patriotism and justice, lead modest lives, and uphold public interest over personal interest. RULE I NORMS OF BEHAVIOR Section 1. Norms of Conduct/Behavior of NBI Officials and Employees. 1. NBI officials and employees shall always uphold public interest over and above personal interest. All government resources and powers of their respective offices must be employed and used efficiently, effectively, honestly and economically, particularly to avoid wastage in public funds and revenues. 2. NBI officials and employees shall perform and discharge their duties with the highest degree of excellence, professionalism, intelligence and skill. They shall enter public service with utmost devotion and dedication to duty. They shall endeavor to discourage wrong perceptions of their roles as dispensers or peddlers of undue patronage. 3. NBI officials and employees shall remain true to the people at all times. They must act with justness and sincerity and shall not discriminate against anyone, especially the poor and the underprivileged. They shall, at all times, respect the rights of others and shall refrain from doing acts contrary to law, good morals, good customs, public policy, public order, public safety and public interest. They shall not dispense or extend undue favors on account of their office to their relatives, whether by consanguinity or affinity, except with respect to appointments of such relatives to positions considered strictly confidential or as members of their personal staff whose terms are coterminous with theirs. 4. NBI officials and employees shall provide service to everyone without discrimination and regardless of party or religious affiliation or preference. 5. NBI officials and employees shall extend prompt, courteous, and adequate service to the public. Unless otherwise provided by law or when required by the public interest, NBI officials and employees shall provide information of their policies and procedures in clear and understandable language, conduct public consultations and hearings whenever appropriate, encourage suggestions, simplify and systematize policies, rules and procedures, avoid red tape and develop an understanding and appreciation of the socio-economic conditions prevailing in the country, especially in the depressed rural and urban areas. 6. NBI officials and employees shall, at all times, be loyal to the Republic and to the Filipino people, promote the use of locally produced goods, resources and technology and encourage appreciation and pride of country and people. They shall endeavor to maintain and defend Philippine sovereignty against foreign intrusion. 7. NBI officials and employees shall, at all times, uphold the Constitution and commit themselves to the democratic way of life and values and maintain the principle of public trust and accountability. 8. NBI officials and employees and their families shall lead modest lives appropriate to their positions and income. They shall not indulge in extravagant or ostentatious display of wealth in any form. Section 2. Norms of Conduct/Behavior of NBI Operatives. In addition to Section 1, NBI Agents/Special Investigators are also duty-bound to: 1. Safeguard lives and property; and protect the innocent against deception, the weak against oppression or intimidation, and the peaceful against violence or disorder. 2. Respect the Constitutional rights of all persons to liberty, equality and justice. 3. Keep their private lives unsullied as an example to all. 4. Maintain courageous calm in the face of danger, scorn or ridicule. 5. Develop self-restraint. 6. Be constantly mindful of the welfare of others. 7. Be honest in thought and in deed, in both their personal and official lives. 8. Keep secret what they hear or see of a confidential nature or that is confided to them in their official capacities, unless revelation is necessary in the performance of their duty. 9. Keep personal feelings, prejudices, animosities or friendships from influencing their decisions. 10. Enforce the law courteously and appropriately without fear or favor, malice or ill will, without employing unnecessary force or violence, and without accepting gratuities. 11. Be exemplary by obeying the laws of the land. 12. Never use unnecessary force or violence. 13. Recognize their badge of office as a symbol of public faith and accept it as a public trust, to be held so long as they are true to the ethics of the law enforcement service. 3

The Chosen - Historic Events :: essays research papers

Chaim Potok uses historic events to help shape the plot of The Chosen and create conflicts and challenges for the characters to overcome. Specifically, the Holocaust and the Zionist movement create a feeling of aversion between the Malters and the Saunders by setting the Malters' reform Jewish, Zionist beliefs against those of the Hasidic, anti-Zionist Saunders. In the end of The Chosen, after the strength of Reuven and Danny's friendship has been thoroughly tested, their bond emerges just as healthy as it was prior to their estrangement. The characters' reactions to these events shape the entire second half of The Chosen. When the news of the intense Nazi persecution of the Jews reaches New York, the Malters and the Saunders are intensely disturbed. While David Malter is reading an account of the terror of the Holocaust, Reuven sees him "break down and weep like a child"(180). Reb Saunders shows his grief when he sighs, "How the world makes us suffer"(181). Danny and Reuven are also "tense and distraught"(181) after an original feeling of shock. Although both families' initial reactions are identical, their solutions to the persecution of the Hebrews are radically different. Differences in ideology between the two families of The Chosen cause conflict between the two patriarchs and their sons. The Hasidic viewpoint, which is shared by Danny and Reb Saunders, is that everything that happens on Earth is the result of God's will. Therefore, the Holocaust is what God wanted. Reb Saunders believes that there is nothing they can do but "accept the will of God"(181) and that no human intervention is necessary or even tolerable. Conversely, David and Reuven Malter believe that the Jewish people "cannot wait for God"(182), and that they must "replace the treasures [the Jewish people] have lost"(182). David Malter is not as sure that the future rests solely in God's hands as Reb Saunders is and says, "If we do not rebuild Jewry in America, we will die as a people"(182). The Malters share a more widely accepted view that they live in a world that can be changed for better or for worse by people's thoughts and actions. Therefore, the Malters believe that people must either speak and act against injustices or expect the worst for the world and its populace. The ideas of David, Reuven and other reform Jews sparked new interest in the notion of a Hebrew state in Palestine. Zionism was an idea with a long history, but it starts to involve the characters of The Chosen and picks up intensity after the Holocaust.

Democracy vs Dictatorship Essay

Dictatorship and democracy are two concepts with numerous views and differences. The first is not ideal for a society which seeks free press, human rights and equality. The second is, even though many facets have to be taken into account. Throughout history, scholars have laid out a range of arguments regarding the advantages and disadvantages of both systems in terms of development. Here, we will try to enumerate some of them. An authoritarian government is a form of government in which the power is centralized (single person or a group). Dictatorship have ruled in many countries and region of the world for years; Latin America, Africa, Caribbean and Asia (especially the Middle East). In all cases, it was not all evil, where genocide, assassination or corruption were common like with Saddam Hussein. Scholars agreed that some countries have seen a boost in socioeconomic development under authoritarian governments. It was the case for Dominican Republic under Trujillo, Argentina in the 60’s, Chile in the 70’s under Pinochet, Singapore or Turkey. For these leaders, their countries were not ready for democracy because â€Å" dictatorial governments could better impose rational, long-term development plans† (Handelman, 2011, 35). The father of Singapore’s authoritarian political system, Lee Kuan Yew, declared that discipline is more essential for a developed country than democracy. Lee also stated that â€Å"Democracy leads to indiscipline and disorderly conduct, which are inimical to development† (Handelman, 2011, 35). His strong statement was somewhat carried out by many LDC’s around the globe, especially in Africa where ethnic issues are common. In a dictatorship, there are no riots against the government or its affiliates, a single party is more likely in power, the ruler has unlimited power, plans are executed efficiently and in a fashion manner, most efficient during emergencies, and less room for corruption. Dictatorship also promotes obedience to the ruler, strict discipline is a MUST. There are also some advantages for an authoritarian government. The negative side of a dictatorship relates to absence of freedom of speech (the people has no say in how the system works, follow the leader blindly), no fair elections, oppression of people or member of the opposition, power to a small group, no civil rights (violation of human rights), poor governance, lack social welfare, social inequalities and the gap between rich and poor is very significant. Also, when it comes to ruthless dictatorship like Syria, atrocities and spread of war prevail. In short, dictatorship does not agree with international peace and even advocates of authoritarian governments admitted that most dictatorships have caused great damage to many countries education, economy and infrastructure systems (Handelman, 2011, 35). Dictatorship can be a burden for a country’s socioeconomic development. Democracy is the promotion of fairness, social equality, transparency, freedom and speech. Today, it is perceived the best form of government. A full definition from our book (Handelman, 2011, 31) pointed out that democracy is obvious when: most of the country’s leading government officials are elected; there is universal or near universal suffrage; elections are largely free of fraud and outside manipulation; opposition-party candidates have a realistic chance of being elected to important national offices; and civil liberties—including minority rights—are respected, with guarantees of free speech, free assembly, free press (media), and freedom of religion. Others define it in regard to fair election and governance. A democratic government will make sure that its people grasp the importance of its policies, promote fundamental rights and support a stronger middle class (Handelman, 2011, 30). Unlike dictatorship, a democracy does not use fear or force to govern its people. It is a free society where the civil society is empowered not weakened and where the rule of law prevail, not the rule of a person or a group (Geddes, 2004, 5). History has shown that most industrialize countries are democratic, perhaps because â€Å"industrialization leads to increases in wealth, education, communication and equality† (Handelman, 2011, 30). However, like dictatorship, democracy has some shortcomings. Scholars underlined that democracy can be as bad as dictatorship; unstable, promotes party interest and it can also be a waste of time and resources (enacting laws like the ban on gun currently for example). Revolt is less likely to happen in a free society because the people elected their representatives via fair elections. Some critics emphasized that democracy will not be efficient in the LDC’s if these states do not have a literacy rate of at least 50% as well as a socioeconomic modernization, which would narrow the gap between rich and the middle class (Handelman 2011, 34). Other critics insisted on the fact that democracy encourage corruption, and industrialization/globalization are western strategies to better exploit Third World countries (Handelman, 2011, 30). The paragraphs above showed several advantages of having a democratic society than an authoritarian one. They also have similarities and in some circumstances, they have to work together. Democracy is ideal because it promotes an equal society where everyone has a fair shot at success. Dictatorship does not. Thus, it might be fair to say that it is better for a society to experience another type of government (like a single-party) to consolidate a democratic development.