Wars of religion and consolidation in France

There were specific periods of time in the historic period of France when religion was a real problem for its citizens. France was occupied by the war on religion during almost four decades since 1562 up to 1598. There were three great periods of the war which were held during 1562 – 1576 (the first part of the war), 1572 – 1588 (wars of religion and the Saint Bartholomew massacre), and 1588 – 1598 (wars of religion and the Edict of Nantes).Advertising We will write a custom essay sample on Wars of religion and consolidation in France specifically for you for only $16.05 $11/page Learn More The main powers in this war of religions were the Protestants, the Huguenots, the Catholics, who combated for domination in France. Religion had never been an essential political instrument until 1562? However, during the further 40 years religion became important factor for political issues. Fighting for domination, kings did used religion as the instrument but not as the final purpose of the wars, the main reasons of which were the financial, structural and personality weaknesses of the monarchy, factional rivalry between the major families of France who supported different religious confessions, and economic depression. Guise family, the Bourbons and the Montmorency-Chatillons were three families which fought for the domination in the country. According to the heredity, Catherine de Medici took the throne and her Catholic views were supported by the Guise family who were nor satisfied with the increase of the Protestants influence and led an army against a protestant church in Champagne. Catherine de Medici was interested in maintaining balance between these two religions, however, it was not in the interest of Guise family who wanted to gain the power in the country. However, Catherine de Medici managed to find the balance between Catholics and Protestants in 1570, however, the war was resumed in 1572 by executing severa l thousand Huguenots in Paris. Therefore, the third religion was involved in the war. The wars between such powers as Protestants, Catholics and Huguenots ended in 158 when â€Å"the Edict of Nantes granted freedom of worship to the whole of France† (Wars of Religion in France). The signature of the Treaty of Vervins between France and Spain completely finished the wars of religion in the country. Trying to analyze the real reasons for the wars, it is obvious that e first war of religion was caused by the political opposition of the great powers in the country. The second war of religion more reminded the national revolt for liberty and only the third war may be considered as a real war of religion as by that time the confrontation between different religions was really devastating and something should be done to balance those (Kingdon 170).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The fi nal stage of the religions war was provoked by the permission for Protestants to follow their religious canons everywhere in France except Paris. Many sides in the country were dissatisfied with the decisions. Holt Concludes that â€Å"the real legacy of the French Wars of religion, however, was that this rhetoric of absolutism co-existed with the increased social polarization between rich and poor that resulted from the civil wars themselves† (Holt 222). Trying to reconsider the events which took place in France during the wars of religion, it is possible to conclude that the lengthy war period was crated by the monarchs and their inability to maintain order in the society. Fighting for the power and the throne, monarchs forgot about people and their needs. The wars of religion were possible only when the crown was shared and one political power won (Knecht 90). This case supports one more time the idea that religion is usually used as the power for ruling people in personal political games. Considering the result of the wars, some people may think that the Edict of Nantes and the Treaty of Vervins managed to solve the religious problems. However, this is not really correct as these measures were taken to stop active war actions (as the political powers did not need this instrument in their battle any more) and renew the invasion of Catholic ideas through the country. Therefore, it may be concluded that the wars of religion in France were nothing but the political instrument in hands of monarchs. Trying to solve personal issues, the powerful families of France appeared before the choice of the fighting strategy. Some additional issues which may be considered as the pushing aspects of the affair just supported the desire of the powerful families to use religion as the means for making people inspired by the idea and to fight for the interests of a concrete political power. It should be stated that religious issues always exist and there is no country wh ere the problem of religion is not put at edge, however, some governments manage to maintain balance between different religions in the country to make sure that all citizens remain satisfied, However, if one has a desire to use religion as the instrument, he/she can always do it being inspired by the great example of the wars of religion in France between 1562-1598. Works Cited Holt, Mack P. The French Wars of Religion, 1562-1629, Cambridge: Cambridge University Press, 2005. Print. Kingdon, Robert McCune. Geneva and the Consolidation of the French Protestant Movement, 1564-1572: A Contribution to the History of Congregationalism, Presbyterianism and Calvinist Resistance Theory. New York: Librairie Droz, 1967. Print.Advertising We will write a custom essay sample on Wars of religion and consolidation in France specifically for you for only $16.05 $11/page Learn More Knecht, Robert. The French Religious Wars 1562-1598. New York: Osprey Publishing, 2002. Print. â€Å"Wars of Religion in France.† France This Way, 2012, web, 11 Sept. 2012, https://www.francethisway.com/history/warsofreligion-a.php This essay on Wars of religion and consolidation in France was written and submitted by user Sasha Carroll to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Fate vs. Freewill Essays

Fate vs. Freewill Essays Fate vs. Freewill Paper Fate vs. Freewill Paper Numerous people use fate as a cover-up in order to take less responsibility over their life. Many people believe that fate controls their every move and decision, and that even the choices they make are not really their own. Man’s Search for Meaning is a memoir written by Viktor Frankl in which fate vs. freewill plays a large part of Frankl’s story. Frankl is imprisoned in a concentration camp during the Second World War. He struggles to find inner peace as his journey progresses and his life unfolds. In The Bell Jar, a novel written by Sylvia Plath, Esther Greenwood is a girl searching to find her place in the world. As she falls into depression, she loses her power of freewill and slowly recedes into herself. Her mind becomes her prison as her will to live disintegrates. In both stories, the characters face indecision and inner struggles. They seesaw between the right to choose through freewill and letting fate take its course. In Man’s Search for Meaning, Viktor Frankl holds fate as his master. With nothing left to lose and nothing within his reach, he has no other choice but to let fate run its race. He says, â€Å"Fate was one’s master, and that one must not try to influence it in any way but instead let it take its own course. (Frankl 77) By this he’s saying that there was nothing you could do to change your future and that you shouldn’t try to, either. By letting fate guide him, his life is ultimately saved. This happens when he is deported to another concentration camp where he is predicted to be gassed. He could’ve stayed if he tried hard enough, but in stead he relied on his intuition and inner guiding force. As it turns out, the camp was not a crematorium. However, he finds out that after he left the previous camp, cannibalism had sparked into existence. He says, â€Å"Cannibalism had broken out and I had left just in time. (Frankl 76) If he had stayed in the other work camp, he might have been influenced by this immoral act or injured. The Bell Jar holds a story based more on free will. Esther Greenwood is trapped in the painful and challenging coming-of-age period. She has every opportunity in the world to follow her dreams and go far. However, she falls into the throws of depression, and the mental illness complicates her passage through this period even more. She says, â€Å"I saw my life branching out before me like the green fig tree in the story. From the tip of every branch, like a fat purple fig, a wonderful future beckoned and winked†¦. : I saw myself sitting in the crotch of this fig tree, starving to death, just because I couldn’t make up my mind which of the figs I would choose. I wanted each and every one of them, but choosing one meant losing all the rest, and as I sat there, unable to decide, the figs began to wrinkle and go black, and, one by one, they plopped to the ground at my feet. † (Plath 62-63) Esther’s indecision holds her captive, and she begins to lose the desire to choose altogether. Her depression begins to blanket her completely, until neither fate nor freewill can save her. Indecision acts like a vice holding one’s head in a constricting grip. The inability to choose where to go next can be painful and is often confusing. In Man’s Search for Meaning, Viktor Frankl is not a slave to vacillation. In trudging through life, he acts on his first instinct, his inner guiding force: fate. However, at times, a life changing decision is not made easily. When deciding whether or not to try and attempt an escape from the concentration camp, Frankl is thrown into a battle of fate vs. freewill. He does not know what will happen if he stays in the camp and let’s fate take its course; but if he runs away, he knows he can hope for freedom. In a desperate act of freewill, he decides on the latter. He doesn’t get very far in his attempt, but his actions show his confusion within the battle of fate vs. freewill. Esther Greenwood in The Bell Jar also shows a deep misunderstanding of her life. She wishes for all that she cannot have, and it drives her mad. She says, If neurotic is wanting two mutually exclusive things at one and the same time, then Im neurotic as hell. Ill be flying back and forth between one mutually exclusive thing and another for the rest of my days. (Plath 76) In this quote she’s saying that it is impossible for her to set her mind on just one thing. This shows how her actions are guided by freewill and not fate, as she cannot follow any instincts or premonitions. There are those who say that one creates his fate, and others who say that it is fate that creates us. As for the truth; it lies buried in the struggles of the mind, in indecision, and in the ability to firmly say yes or no. Both Man’s Search for Meaning and The Bell Jar show the struggle of the will of man against instinct and a higher guiding power. It is generally the first instinct that guides people onward in their lives. But how many times does one regret making a decision they should not have? How many times does one regret not making a decision they should have? If instinct ties directly to fate, then it is safe to say that fate is not an indestructible guiding force. Relying solely on fate alone will bind the mind, and limit the spirit. A person will make mistakes no matter what they believe, and it is important to understand the value of choice and consequence.

The List of All U.S. Colleges With a Music Major

Studying music allows one to engage with the subtle intersections of mathematics, theory, artistic expression, and material technique. If you’re thinking about pursuing your interest in music through your major, we’ve put together this post to offer some information on potential career paths as well as a comprehensive list of which schools may offer programs that fit your aspirations. For students interested in studying music in college, there are generally two paths: the music conservatory or the music major at a traditional higher-education institution. If you’re set on the pursuit of a path in performance or composition, then the more rigorous and specialized path of a conservatory is for you. However, for many students, the opportunity to couple music with other disciplines is enticing. In these cases, a more traditional institution has its merits. Music majors can double-major or pursue a minor to build up skills and experiences in two fields that complement each other. Popular subjects studied in conjunction with music include communications, psychology, business, and technology. Music programs themselves are usually well-balanced between scholarship and performance, emphasizing both practice and theory, as well as a good understanding of music history. In addition to the technical skills you gain in performance, composition, and music theory, you will come out of college with many transferable and in-demand skills, such as innovative thinking, communication and collaboration, and the ability to articulate meaning. Music majors often drawn upon their experiences and skills from their other courses when stepping into the job market. It’s useful to note that except for a few specialized, professional majors, it’s normal for a student’s eventual career to be unrelated to their undergraduate degree. That being said, music majors will find a plethora of related opportunities in the job market. Careers in music therapy, music education, and game design are directly related to undergraduate studies in music. One degree removed, careers in arts administration, app development, recording engineering, and music law also have high demand for music majors and are lucrative paths to take. Whether you’re planning on studying music or physics at college, a strong and dedicated application—with emphasis on a promising academic record—is just as important as your musical accomplishments. Colleges want to know that you will be able to excel not only in your program, but as a general student at their institution. Show your passion for music through you extracurriculars. Take music classes in high school; join a band or orchestra; participate in recitals or competitions. Start researching which schools have music programs, and begin narrowing down from there. Then you can put together your school list. Many students need help when putting together their college lists and then their applications. It’s a lot of work, and even more so if you need to tailor your profile to schools as a potential music student. can help you apply to your dream school no matter what point in high school you are at. If you’re still in your first two years of high school, our    Early Advising Program will help you build a strong extracurricular and academic base to prepare you for the college application process. We’ll guide you in choosing the right classes and extracurricular activities and how to draw on your strengths to optimize your profile in advance. If you’re a junior, our College Strategy Program will help you improve your admissions chances by strengthening your extracurricular profile, setting goals with you, developing a college list, and making school-specific adjustments to increase your chances at your dream schools. Estimating your chance of getting into a college is not easy in today’s competitive environment. Thankfully, with our state-of-the-art software and data, we can analyze your academic and extracurricular profile and estimate your chances. Our profile analysis tool can also help you identify the improvement you need to make to enter your dream school. Anderson University (South Carolina) Arkansas State University | A–State Austin Peay State University | APSU California State University, East Bay | CSU East Bay Bowling Green State University | BGSU C.W. Post Campus of Long Island University | LIU Post California Baptist University | CBU California Institute of the Arts | Cal Arts California Lutheran University | CLU California Polytechnic State University | Cal Poly California State Polytechnic University, Pomona | Cal Poly Pomona California State University Channel Islands | CSU Channel Islands California State University San Marcos | CSUSM California State University, Bakersfield | CSU Bakersfield California State University, Chico | CSU Chico California State University, Dominguez Hills | CSUDH California State University, Fresno | CSU Fresno California State University, Fullerton | CSU Fullerton California State University, Long Beach | Long Beach State California State University, Los Angeles | Cal State LA California State University, Monterey Bay | CSUMB California State University, Northridge | CSUN California State University, Sacramento | Sacramento State California State University, San Bernardino | CSUSB California State University, Stanislaus | Stanislaus State Catholic University of America | CUA Central Christian College of Kansas Central Connecticut State University | CCSU Central Washington University | CWU Delaware State University | Del State Charleston Southern University | CSU Christopher Newport University | CNU Eastern Washington University | EWU Coastal Carolina University | Coastal College of Staten Island | CUNY CSI College of the Holy Cross | Holy Cross College of William & Mary | William & Mary Colorado Christian University | CCU Colorado State University–Pueblo | CSU Pueblo Columbia International University | CIU Concordia University Wisconsin | CUW Massachusetts Institute of Technology | MIT East Texas Baptist University | ETBU Eastern Connecticut State University | ECSU Eastern New Mexico University | ENMU North Carolina Central University | NCCU Elizabeth City State University | ECSU North Dakota State University | NDSU Fayetteville State University | FSU Florida Gulf Coast University | FGCU Florida International University | FIU Fort Valley State University | FVSU Franciscan University of Steubenville Franklin and Marshall College | F&M Georgia Institute of Technology | Georgia Tech Georgia Southwestern State University | GSW Northwest Missouri State University Grand Valley State University | GVSU Hannibal–LaGrange University | HLGU Hobart and William Smith Colleges | HWS Pennsylvania State University | PSU Indiana University – Purdue University Indianapolis | IUPUI Indiana University Bloomington | Indiana Indiana University of Pennsylvania | IUP Indiana University South Bend | IU South Bend Indiana University Southeast | IU Southeast Jacksonville State University | JSU Kutztown University of Pennsylvania | KU Lock Haven University of Pennsylvania | LHU Los Angeles College of Music | LACM Louisiana Tech University | La. Tech Mansfield University of Pennsylvania State University of New York at Potsdam | SUNY Potsdam Stephen F. Austin State University | SFA Metropolitan State University of Denver | MSU Denver MidAmerica Nazarene University | MNU Middle Tennessee State University | MTSU Millersville University of Pennsylvania | MU Tennessee Technological University | Tennessee Tech Minnesota State University Moorhead | MSUM Minnesota State University, Mankato | MNSU Mississippi University for Women | MUW Mississippi Valley State University | MVSU Montana State University Billings | MSU Billings University of California, Berkeley | UC Berkeley University of California, Davis | UC Davis Mount Vernon Nazarene University | MVNU University of California, Irvine | UC Irvine New Mexico Highlands University | NMHU New Mexico Institute of Mining and Technology | New Mexico Tech New York City College of Technology | CUNY City Tech North Carolina A&T State University | N.C. A&T University of California, San Diego | UCSD North Carolina State University | NC State Northeastern Illinois University | NEIU Northeastern State University | NSU Northwest Christian University | NCU Northwest Florida State College | NWFSC University of Massachusetts Dartmouth | UMass Dartmouth Northwest Nazarene University | NNU Northwestern Oklahoma State University | NWOSU Oklahoma Panhandle State University | OPSU Oklahoma Wesleyan University | OKWU Oregon Institute of Technology | Oregon Tech Our Lady of the Lake University | OLLU Palm Beach Atlantic University | PBA Point Loma Nazarene University | PLNU Prairie View A&M University | PVAMU Queens College, City University of New York | CUNY QC Ramapo College of New Jersey | RCNJ Rensselaer Polytechnic Institute | RPI University of Wisconsin–River Falls | UW–River Falls Rutgers University–New Brunswick | Rutgers Saginaw Valley State University | SVSU Saint Martin’s University | St. Martin’s Saint Mary-of-the-Woods College | SMWC Saint Mary’s College of California | St. Mary’s Saint Mary’s University of Minnesota | SMU Sam Houston State University | SHSU San Francisco State University | SF State School of the Art Institute of Chicago | SAIC Sewanee: The University of the South | Sewanee Shippensburg University of Pennsylvania Slippery Rock University of Pennsylvania | SRU South Carolina State University | SCSU Southeast Missouri State University | SEMO Southeastern Oklahoma State University | SOSU Southern Connecticut State University | SCSU Southern Illinois University Carbondale | SIU Southern Illinois University Edwardsville | SIUE Southern Methodist University | SMU Southern New Hampshire University | SNHU Southern University and A&M College | SUBR Southwest Minnesota State University | SMSU Southwestern Assemblies of God University | SAGU Southwestern Christian College | SwCC Southwestern Oklahoma State University | SWOSU St. John’s College | SJC (New Mexico) State University of New York at Fredonia | SUNY Fredonia State University of New York at New Paltz | SUNY New Paltz State University of New York at Oneonta | SUNY Oneonta State University of New York at Oswego | SUNY Oswego State University of New York at Plattsburgh | SUNY Plattsburgh Brigham Young University–Idaho | BYU–Idaho State University of New York at Purchase | SUNY Purchase California University of Pennsylvania | Cal U Tennessee Wesleyan University | TWU Texas A&M International University | TAMIU Texas A&M University–Corpus Christi The State University of New York at Binghamton | SUNY Binghamton The State University of New York at Buffalo | SUNY Buffalo The State University of New York at Geneseo | SUNY Geneseo The State University of New York at Stony Brook | SUNY Stony Brook Trinity International University | TIU University of Alabama at Birmingham | UAB University of Alaska Anchorage | UAA University of Alaska Fairbanks | UAF University of Arkansas at Little Rock | UA Little Rock University of Arkansas at Monticello | UAM University of Arkansas at Pine Bluff | UAPB University of Arkansas–Fort Smith | UAFS University of California, Los Angeles | UCLA University of California, Riverside | UC Riverside University of California, Santa Barbara | UCSB University of California, Santa Cruz | UCSC University of Central Arkansas | UCA University of Central Florida | UCF University of Central Missouri | UCM University of Central Oklahoma | UCO University of Colorado Boulder | CU Boulder University of Colorado Denver | CU Denver University of Hawaii at Manoa | UH Manoa University of Illinois at Chicago | UIC University of Illinois at Urbana–Champaign | UIUC University of Louisiana at Lafayette | UL Lafayette University of Louisiana at Monroe | ULM University of Maine at Augusta | UMA University of Maine at Farmington | UMF University of Mary Hardin–Baylor | UMHB University of Mary Washington | UMW University of Maryland Eastern Shore | UMES University of Maryland, Baltimore County | UMBC University of Maryland, College Park | Maryland University of Massachusetts Amherst | UMass Amherst University of Massachusetts Boston | UMass Boston University of Massachusetts Lowell | UMass Lowell University of Michigan–Flint | UofM-Flint University of Minnesota Duluth | UMD University of Minnesota, Twin Cities | Minnesota University of Mississippi | Ole Miss University of Missouri–Kansas City | UMKC University of Missouri–St. Louis | UMSL University of Montana Western | UMW University of Nebraska at Kearney | UNK University of Nebraska–Lincoln | UNL University of Nevada, Las Vegas | UNLV University of North Carolina at Chapel Hill | UNC University of North Carolina at Charlotte | UNC Charlotte University of North Carolina at Greensboro | UNC Greensboro University of North Carolina at Pembroke | UNC Pembroke University of North Carolina at Wilmington | UNC Wilmington University of North Carolina School of the Arts | UNCSA University of Northwestern – St. Paul The State University of New York at Albany | SUNY Albany University of South Alabama | South University of South Carolina Aiken | USC Aiken University of South Carolina Upstate | USC Upstate University of Southern California | USC University of Southern Mississippi | Southern Miss University of Tennessee at Chattanooga | UTC University of Tennessee at Martin | UTM University of Texas at Arlington | UT Arlington University of Texas at Austin | UT Austin University of Texas at El Paso | UTEP University of Texas at San Antonio | UTSA University of Texas at Tyler | UT Tyler University of Texas of the Permian Basin | UT Permian Basin University of the District of Columbia | UDC University of the Incarnate Word | UIW University of Wisconsin-Madison | Wisconsin University of Wisconsin–Green Bay | UW–Green Bay University of Wisconsin–Milwaukee | UWM University of Wisconsin–Oshkosh | UW Oshkosh University of Wisconsin–Platteville | UW–Platteville University of Wisconsin–Stevens Point | UW–Stevens Point University of Wisconsin–Superior | UW–Superior University of Wisconsin–Whitewater | UW–Whitewater Virginia Commonwealth University | VCU Washington and Jefferson College | W&J Washington University in St. Louis | WashU Western Connecticut State University | WCSU Western Washington University | WWU William Paterson University | WPUNJ Winston-Salem State University | WSSU University of St. Thomas (Minnesota) York College, City University of New York | CUNY York Regardless of what stage of the application processes you’re in, our College Application Program can help your student create a profile that stands out. Working one on one with an admissions counselor, we can guide your student through everything from creating a college list to planning for financial stability in college.

Construction contracts Essay Example | Topics and Well Written Essays - 1500 words

Construction contracts - Essay Example In the NEC3, this section defines all the terms that can or will be used to negotiate the contract. The NEC3 defines the Accepted Program as the one that supersedes all existing programs and is the Program identified in the Contract Data currently accepted by the Project Manager. Completion is defined as the period when the Contractor has finished all tasks as specified must be completed by the Completion Date according to the Works Information and has corrected Defects that can prevent the Employer from using the works or Others from doing their work. Completion Date is defined as the date on the Contract for completed works and the Contact Date is the date the contract was created. A Defect is any part of the Works that does not coincide with the Works Information or any part of the Works designed by the Contractor that does not comply with applicable laws or the design accepted by the Project Manager. The NEC3 defines the Fee as the sum of the amounts calculated by applying the subcontracted fee percentage to the Defined Cost of subcontracted work and the direct fee percentage to the Defined Cost of other work. Others are considered to be any people or organizations that are not the Employer, Project Manager, Supervisor, Adjudicator, or Contractor or an employee Subcontractor or supplier to the Contractor and NEC3 considers Parties to mean The Employer and the Contractor. Subcontractors are considered to be any person(s) or organizations that have a contractual agreement with the Contractor to perform duties that may include installing or constructing parts of the Works, providing services needed to enable the contractor to Provide the Works, or supply the Plant and Materials fabricated specifically for the Works. 1. Claims, proceedings, compensation and costs payable due to use of the Site by or for the purpose of the works, negligence, breach of legal obligations or interference of the legal right

The spread of diseases on poor countries Research Paper

The spread of diseases on poor countries - Research Paper Example This paper illustrates that in some cases, diseases of poverty are considered to be obstacles to economic development that would curb poverty. In contrast to diseases of poverty are diseases of affluence. Affluence diseases are ailments or disabilities that are more prevalent in developed countries. Activists claim that virtually all diseases of poverty in underdeveloped countries are neglected. Many scholars argue that the pharmaceutical industry has not taken any substantial steps in investing and has failed to devote sufficient efforts in research for these diseases. It is estimated that nearly 14 million people die every year due to diseases of poverty. A large proportion of these diseases are curable with existing medicines with some actually been avoidable. Notably, most of these diseases in underdeveloped countries stems from poverty. These societies are plagued by poor nutrition, lack of access to the quality or proper sanitation, poor health education, and increased air poll ution. The World Health Organization (WHO) estimates that 45% of the diseases in underdeveloped countries are associated with poverty. Alone, Gastroenteritis which is commonly associated with diarrhea is responsible for approximately 1.9 million deaths in young children every year with the majority of these been from low-income countries. Based on research, some of these diseases have been neglected. The Centers for Disease Control and Prevention identifies these diseases as priorities for health actions considering the number of people infected. Tuberculosis is the leading diseases in causing death across the globe.

Oman requires Westerners Essay Example for Free

Oman requires Westerners Essay Carrying out business in Oman requires Westerners to rethink their standard working practices. Simply dispatching the companies most highly qualified and intelligent staff without giving any thought to the wider implications of the character of the individuals is likely to cause the companies presence to fail. Patience and resilience are probably the first two qualities needed alongside professional competence by those being considered for employment in Oman. A willingness to change and adopt a more relaxed approach to local ways and methods is important as Omanis can be almost impossibly frustrating in business negotiations, in timekeeping or when bargaining on price. There are many never dos which may seem trivial but whose result is likely to be out of all proportion. Never lie (or be caught lying) to make a point. This will result in immediate distrust of you and the company. Never patronise or talk down and never show impatience or worse, anger during negotiations. These points will guarantee that you will go no further in that project. But furthermore, as the Omani social network extends in wide and diverse areas, you may find that you are unable to do business anywhere else as well! Equally, you may unknowingly be capitalising on that as well with your good trading practices being passed on. The matter of face and saving face has a great deal of importance when dealing with Omanis. Westerners should be particularly cautious when dealing with a situation which might suggest a fault or limitation, especially if the matter is brought into the public arena such as at an office meeting. Quick offence can be taken and will almost certainly lead to immediate dismissal often from the country on that day! The threat of instant removal from the country should not be discounted as a hyped-up story. It is very real and can be invoked by Omani nationals and lead to you being flown out of the country on the morning or afternoon, that is within a few hours, of the transgression. Lack of time keeping is a major cause of frustration for Westerners. Yet Omanis will always say that they are always available and access to them is simple. Westerners have no concept of the absolute duty that Arabs have towards family situations, which is far greater than those expected in Western societies. A phone call from a brother wanting to see them will take an overriding priority on the day. Unfortunately, a call to reschedule a meeting is unlikely to occur, they will just not appear. The Arab culture is so much different to Western priorities that they just simply cannot comprehend the Western fascination with the minor matter of Time. Patience and plenty of it is an absolute requirement. Another source of irritation is the time it takes to get-to-the-point at meetings, even more so if the point is likely to be contentious or controversial. Arabs will way up the mood and feelings of the decision-makers at the meeting and only bring up unpopular items if the mood is right. They see no point in advertising and bringing up these matters if the influential person or persons are not going to be receptive. Therefore, you may have to await several meetings before an item is discussed. Arabs hate to be the bearer of bad news such as saying no. They will hesitate or defer continually, keeping your hopes alive, when they have no intention of agreeing.

Existentialism and Theatre :: Existentialism

Existentialism and Theatre Existentialism is a concept that became popular during the second World War in France, and just after it. French playrights have often used the stage to express their views, and these views came to surface even during a Nazi occupation. Bernard Shaw got his play "Saint Joan" past the German censors because it appeared to be very Anti-British. French audiences however immediately understood the real meaning of the play, and replaced the British with the Germans. Those sorts of "hidden meanings" were common throughout the period so that plays would be able to pass censorship. Existentialism proposes that man is full of anxiety and despair with no meaning in his life, just simply existing, until he made decisive choice about his own future. That is the way to achieve dignity as a human being. Existentialists felt that adopting a social or political cause was one way of giving purpose to a life. Sartre is well known for the "Theatre engage" or Theatre 'committed', which is supposedly committed to social and/or political action. On of the major playwrights during this period was Jean-Paul Sartre. Sartre had been imprisoned in Germany in 1940 but managed to escape, and become one of the leaders of the Existential movement. Other popular playwrights were Albert Camus, and Jean Anouilh. Just like Anouilh, Camus accidentally became the spokesman for the French Underground when he wrote his famous essay, "Le Mythe de Sisyphe" or "The Myth of Sisyphus". Sisyphus was the man condemned by the gods to roll a rock to the top of a mountain, only to have it roll back down again. For Camus, this related heavily to everyday life, and he saw Sisyphus an "absurd" hero, with a pointless existence. Camus felt that it was necessary to wonder what the meaning of life was, and that the human being longed for some sense of clarity in the world, since "if the world were clear, art would not exist". "The Myth of Sisyphus" became a prototype for existentialism in the theatre, and eventually The Theatre of the Absurd. Right after the Second World War, Paris became the theatre capital of the west, and popularized a new form of surrealistic theatre called "Theatre of the Absurd". Many historians contribute the sudden popularity of absurdism in France to the gruesome revelations of gas chambers and war

Essay – Bride and Prejudice

People interact with and also with their surroundings. This impacts on their sense of belonging or their sense of isolation. We see this is William Shakespeare’s play ‘As You Like It’ and the Anglo-Indian genre movie, ‘Bride and Prejudice’ by Gurinder Chadha. The relationship between people and the interaction with place heavily impacts on the sense of belonging among the characters in the prescribed text. Rosalind and Celia are cousins who share a common understanding and identical values. Being from the same parental stock their social perception of life is similar.Their fathers being brothers, they share the same social economic circle. Their closeness is stressed when Celia paradoxically emphasises, â€Å"you know my father hath no child but I, nor none is like to have†. This shows Celia is prepared to forfeit the dutchy for her cousin Rosalind, which cements their friendship and helps them to improve their sense of bonding with each other. The ducal court and the lust for power sees Celia’s father usurp the dukedom from his elder brother, Duke Senior, Rosalind’s father.This chaotic deed breaks the bond of unity and segregates Duke Senior, Rosalind, Celia, Orlando, Jacques and Adam. The two fathers are located in a contrasting environment. The court of Duke Fredrick is seen as a contrast to the forest od Arden. Duke Fredrick’s court seems to foster values of flattery, falsity and autocracy. These values create friction on the bond of belonging and unity. Where as the forest of Arden is an allusion of the garden of Eden.The interaction with this rustic setting acts as a whet stone to refine the disturbed banished crew of exiles. Duke Senior’s syntactical expression, â€Å"running brooks’† and â€Å"sermon in stones† shows the peace and serenity of the forest of Arden. This natural environment of forest of Arden also fosters friendship. Hardship also accompanies the calm serenity of this so-called paradise because the harsh, â€Å"churlish chidings† and â€Å"bites and bolows† of the weather fosters a sense of independence on each of the exiled members in the forest.Rosalind’s impersonating as Ganymede protects not only her virginity but also her cousin Celia’s maidenhood. These good times and bad times and the will to succeed are essential qualities that assist the sense of belonging in the prescribed text. Love is another pervading factor in emotional belonging. The sisterly affection between Rosalind and Celia acts as a wedge that not only glues them together but also binds Orlando with Rosalind; Duke senior with his younger brother Duke Fredrick; Celia with Oliver and Phoebe with Silvius.Thus we see how Shakespeare portrays how belonging can be nurtured with love, understanding and a firm purpose of commitment for a common good. Shakespeare justifies the power of love and in the concept of belonging by making Rosalind metaphorically refer to love as madness, â€Å"love is merely a madness†¦that he whispers are in love too†. By this quibble Rosalind tries to humorously convince Orlando that just as he is in love with her, she is also madly in love with him. This reciprocal interaction with each other helps to foster unity among all the characters in the play.Similarly Gurinder Chadha’s romantic musical film, Bride and prejudice portrays the concept of belonging that is nurtured on account of interaction with people and places. The Bakshi Family has a strong sense of togetherness within the home and also the microscopic environment of their rural setting in Amritsar. The film in the opening scene uses mise en scene with the protagonist Lalita Bakshi serene in her environ. In the scene that follows we see The Bakshi Family, in their Indian accent, discuss marriage.The love and closeness of the sisters, Jaya, Maya and Lakhi establish their security, warmth and comfort within their home. This closeness and sacrifice is also displayed in the prescribed text where Rosalind and Celia make sacrifices for each other. Interaction with a place is presented where Lalita, the heroine, has to build an affinity not only with Amritsar in India but also with Will Darcy’s wealthy American family hotel in America. Her education al competence helps her easily integrate with the American way of life.In like manner even though Darcy felt out of place on his first visit to Amritsar in India, his love for Lalita made him adjust with the Indian culture and also with the Indian locale. The contrast of Darcy’s occidental attire in the early scenes is different in the concluding part of the film. The oriental drum beat played by Darcy himself and his Indian outfit piloted, by an elephant, shows how in belonging sacrifices need to be made. These sacrifices create a bond between the members who yearn for a common goal. In the case of Bride and Prejudice the love between Will Darcy and LalitaBakshi cement a relationship between the Bakshi family and the Darcy family; so also in As You Like It the love between Celia and Oliver and Rosalind and Orlando foster a sense of belonging between the members of the ducal court and the members in The Forest of Arden. Thus establishing the fact that interaction between people and places heavily impacts on the sense of belonging. On analysing both texts we see, William Shakespeare and Gurinder Chadha uncover how a sense of belonging or isolation is created by the people we interact with, the environment in which we are and the love , understanding and concern we express for each other.

Fighting for Our Rights

I have been witness to many movements and many campaigns that involve rights of those concerned. Human rights, animal rights, women’s rights, child rights, minority rights, prisoner’s rights, right to freedom, right to education, right to potable water, right to fight, right to eat, right to sleep, rights of the aged, rights of the marginalised, rights of refugees and war victims, rights of these and rights of those, rights of the left and rights of the right, etc,etc. The list is endless. It is not my intention to mock those who are suffering and those whose rights have beendeprived but I at times wonderwhy the activists and concerned souls who are serving the deprived don’t want to delve into their own duties and the duties & responsibilities of those whoserights they seem to support, uphold and protect. For after all, rights and duties are the two sides of the same coin, just as remembering and forgetting are The problem has assumed such epic proportions in the West that parents are even scared to punish their own children for fear of invoking the wrath of the child rights activists who seem to forget that in the long run a certain amount of discipline is good forthe children whose rights they appear to support and vouch for. I therefore presume they have never heard of the saying â€Å"spare the rod and spoil the child†. The lack of discipline, respect and values may all be attributed to this forgetfulness of duties. I am completely in favour of animal rights and protecting the natural environment of animals but let me tell you about a champion of the environment and animal rights whom I had the misfortune of meeting during my sojourn in Chennai. The person in question is an illustrious personality with undisputable credentials but if you were ever to walk into the office of the aforementioned you will find that the way the staff there are treated is worse than the way animal haters would treat an animal. This person has completely forgotten that it is not only ourduty to protect animals but it isalso our duty not to treat humans like animals. Not only do we have to take care of theenvironment at large but we should also realize that we should provide an ideal environment for our subordinates to work, grow and flourish. I’m not talking merely of the physical environment but also of the environment wherein the individual employee is treated humanely so that he or she realizes that it is their duty to work harder and serve better. I am also a firm believer in the right of children to good and quality education but I do believe that it is also the duty of these children who are provided this quality educationto treat their teachers, parents and the general publicwith respect and love. I believe in the rights of the aged but I cannot simply acceptor forgive those aged who during their better and younger days failed to fulfill their duties as a parent and therefore do not obtain the love or respect of their children who then disown them and abandon them to their ownends. I believe in the rights of war victims and refugees but I alsobelieve that it is the duty of such victims and refugees to ensure that they respect their aggressors and also respect the laws of the host country that provided refuge rather than turning into a fifth column within the host country. I believe in the right of all to uninterrupted supply of potable water but I also believe that it is the duty of allto ensure that they do not pollute the water source and damage the water table. I believe in the rights of minorities but I also believe that it is the duty of the said minorities to treat their majority brethren with love and respect. I believe in my right to believe in a lot of things but also believe that it is my duty to fulfill a lot of responsibilities. Therefore my dear friends may I beseech each and everyone of you who may chance upon this post to obtain and enjoy your rights with a senseof duty and responsibility for as I mentioned earlier rights and duties are two sides of the same coin. If only each one of us were to enjoy our rights with a sense of responsibility and duty, the world would certainly be a better place to live in.

Absolute rulers essays

Absolute rulers essays Many empires and nations throughout global history have been under the rule of absolute monarchs who follow the policies of absolutism. Absolutism is a political system in which a ruler has complete power. Many ancient nations, such as Spain, Russia and France, followed the policy of absolutism. Absolute rulers usually show strong armies, high taxes, and the belief in divine right. One of histories most prominent absolute rulers was Peter the Great of Russia. Several rulers of empires and nations have followed the policy or absolute rule. Many of the absolutists believed that they had gotten their right to rule straight from God, also know as the Divine Right. Because of this, the monarchs had complete control over the government. He or she could pass any laws they believed would benefit the nation without consulting any person. The monarch not only had complete rule over the government, but he or she also had utter control over the people and their lives in his or her empire. In fact, if people rebelled against the leader it was virtually inevitable that they would be jailed, tortured, or killed. Peter the Great of Russia is one of the most famous absolute monarchs. He is characterized as a very cruel man; however, he successfully reformed Russia. His goal was to westernize and modernize all of Russia, including the government, society and culture. He imported western technology to help him achieve this goal. Peter improved education by setting up academics and simplified the Russian alphabet. Serfdom spread around Russia; the serfs worked the land that the nobles were given, ensuring that the nobles could serve the state. Serfs were also forced to work on government projects, which improved the waterways, canals and roads. Peter brought all Russian institutions into his control, including the Russian Orthodox Church. He also wanted to end the seclusion of higher class women in their separate quarters. Peter wanted men and wom...

Changing masculinities in Hollywood styled romantic comedies Essay

Changing masculinities in Hollywood styled romantic comedies - Essay Example Where males in older romantic comedies were portrayed as cool emotionally and in control of their environment, males in current and modern romantic comedies are more often highly flawed and emotionally vulnerable. The changing image of the male figure in romantic comedies has developed a less competent male figure that is at the mercy of the storyline, where in older films the male figure was far more commanding and in control of the events. Romantic comedies have been in film for as long as stories for film have been written. Grindon (2011, p. 12) calls the romantic comedy the â€Å"most enduring and flexible† of the film genres, its inclusion in the film releases of each year standard and expected. Grindon (2011, p. 3) describes the romantic comedy as â€Å"striv(ing) to excite sexual desire and mimic its pleasure mediated through the devices of cinematic storytelling and experienced as laughter†. ... The male image has undergone a great deal of change in contrast to the female image, his position in building the relationship very different than one might have seen in the 1950s or 1960s. The following paper will explore the nature of the romantic comedy while developing a profile of both the stereotyped female and male, with a close look at the changes seen in the masculine identity throughout the history of film. The theory on the differentiation of the male and female identity is explored, as well as the ideas of the nature of male integrity in contrast with the duplicitous nature of the female. The relatively stagnant nature of the female lead stereotype in a romantic comedy is put into contrast with the evolution of the male identity in the romantic comedy genre. While there are few absolutes in any film genre as the idea is to try to create something unique, repetition of stereotypes keeps familiarity for the audiences, while commenting on the relationships of the genders. In this relatively unique instance, the nature of the stereotypes for the male figure in a genre has gone through radical changes, leaving the male identity in these films as something very different than it was when the industry of film began. Background The Hierarchy of Knowledge One of the elements of the romantic comedy structure is that of the hierarchy of knowledge. A standard in romantic comedies is that either the male or the female has the privilege of the hierarchy of knowledge, knowing more about what is transpiring than the other. Typically it is the female in the film who has the advantage of knowledge. The male can be seen as the victim of circumstances that he has less control over. McDonald (2007, p. 22) uses the film Sunday in New York

A worn path Essay Example | Topics and Well Written Essays - 500 words

A worn path - Essay Example sion, one incident shows the roundness of her character as she picks up the nickel that slides from the Hunter’s pocket, â€Å"God watching me the whole time. I come to stealing† (Welty, 3) This god fearing nature is also typical of her age and racial background who had none but God to trust their fate upon and hence needs to fear them at times. The sole aim of her life is to save her grandson and for that reason she even opts for stealing but her realization that of the commission of her guilt is unmistakable.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Other characters of the story are also of round type. The hunter, for instance, initially appears to be harsh but when he sees that the old woman does not fear death, softens his tone and admires her courage. The nurse and the attendant though both of them spoke initially with the old woman in a harsh note but finally sympathize with her. These ups and downs are signs of a normal human nature. As these traits have reflected from the approach of all these characters, thus, neither of those can be classified as flat characters. The main aim of literature is to reflect different dimension of life and due to the roundness of characters, the story has become a real depiction of life. The treatment of a poor, racially inferior old woman normally initializes with a poor welcome. The disadvantage of old age, economic backwardness and also racial inferiority has been reflected here. However the author does not forget to bring out the courage, typical of a black woman through the other characters’ behavior after knowing her. All the characters she meets later become kind towards her. However the woman indulges in the act o stealth but earns the readers sympathy when they know her cause.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Though is determined to save the life of her grandson yet she remembers her self-dignity. Thus, during the time of picking up the nickel she feels the bite of her conscience. Later on, at the doctor’s chamber in the town, when the attendant offers her to