Strindbergs Miss Julie and Becketts Waiting for Godot Essay Example For Students

Strindbergs Miss Julie and Becketts Waiting for Godot Essay The motivations and behavior of key characters in Strindbergs Miss Julie and Becketts Waiting for Godot will be analyzed according to Eric Bernes method of transactional analysis. Eric Berne deals with the psychology behind our transactions. Transactional analysis determines which ego state is implemented by the people interacting. There are three possibilities which are either parent, adult, or child. The key characters in Waiting for Godot are Vladimir and Estragon. Vladimir is the more intellectual of the two and Estragon is more emotional. Their ego states are always shifting from minute to minute. In Miss Julie the key characters are Jean and Miss Julie. Jean shifts his ego state according to his situation either to compliment the ego state of the person he is talking to or to exploit the situation. In the relationship between Miss Julie and Jean their ego states interchange as Miss Julie begins as the parent, then she falls so they are equal on the adult level and eventually she is on the bottom so Jean is on the top as parent ego state. People are made with three basic ego states which are the parent, adult, and child. Some people have a dominant ego state and others are constantly changing. We will write a custom essay on Strindbergs Miss Julie and Becketts Waiting for Godot specifically for you for only $16.38 $13.9/page Order now All parts are necessary for a well rounded personality. The child is linked with intuition, creativity, spontaneity, drive and enjoyment. The adult is the rational, objective and logical side which allows work to get done. This is the part of us that should be involved in difficult decision making because it weighs the pros and cons of the decision without bias. The parent is useful for actually raising children and for routine decisions that do not require the deductive reasoning of the adult. A transaction can be either complementary or crossed and at the same time simple or ulterior. A simple complementary transaction would be any transaction where the lines do not cross. It could be a transaction between psychological equals; these transactions are gossip parent-parent, problem solving adult-adult, or playing child-child. If the lines of communication in the transaction are crossed, the communication will cease unless one of the participants alters their ego state to compliment the ego state implemented by the other communicant. If the responses of the people interacting continue to cross they will no longer be communicating but instead there will be fruitless arguing. An example is I cant find my shoes do you know where they are? response why dont you keep track of your things, you would lose your head if it wasnt attached. The question was an adult one but the response was parent to child so the lines are crossed. There was no positive that came out of the transaction and the conversation cannot be sustained. Ulterior transactions are more complex and more than one ego stat is involved at one time by a participant. An ulterior transaction can be used to take advantage of a vulnerable ego state in someone else. An example is a car salesman sees a middle aged family man that appears to be having some sort of a midlife crisis. The car salesman shows him an expensive sports car and says young people love these flashy cars, but you look like more of a Lincon town car type. The middle aged man then turns around and buys the expensive sports car. The salesmans comments were both objective observations that were made by the adult. They could be received by either the adult or child of the middle aged man. If received by the adult it would steer the middle aged man to a car that would be more appropriate and practical for him and his family. Instead it is received by the child which in this case is dominant and vulnerable and causes the man to think Im still young this is as much a car for me as it is for anyone. In Waiting for Godot Estragon and Vladimir converse on all levels with each other. Through the play they are killing time while waiting for Godot. Estragon realizes that their existence is stagnant and he has trouble remembering things because of the repetition. In the second act he does not recall what happened in the first act. For him, remembering the day before would be like trying to remember a specific rain drop in a rain storm. Godot, the unseen character represents a hope of change that is to come. Their meeting with him is always delayed which defers their hope, but does not extinguish it because they agree to meet him again the next day. At some points they play with each other, this is an effective way to kill time. An example of them playing is when they are wondering what to do while waiting for Godot, Estragon comes up with the idea of hanging themselves. Vladimir says it will give them an erection and Estragon gets excited. They play around giving reasons why the other should be hanged first. .ue9cc17a0f1879163a88b2e4567790280 , .ue9cc17a0f1879163a88b2e4567790280 .postImageUrl , .ue9cc17a0f1879163a88b2e4567790280 .centered-text-area { min-height: 80px; position: relative; } .ue9cc17a0f1879163a88b2e4567790280 , .ue9cc17a0f1879163a88b2e4567790280:hover , .ue9cc17a0f1879163a88b2e4567790280:visited , .ue9cc17a0f1879163a88b2e4567790280:active { border:0!important; } .ue9cc17a0f1879163a88b2e4567790280 .clearfix:after { content: ""; display: table; clear: both; } .ue9cc17a0f1879163a88b2e4567790280 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue9cc17a0f1879163a88b2e4567790280:active , .ue9cc17a0f1879163a88b2e4567790280:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue9cc17a0f1879163a88b2e4567790280 .centered-text-area { width: 100%; position: relative ; } .ue9cc17a0f1879163a88b2e4567790280 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue9cc17a0f1879163a88b2e4567790280 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue9cc17a0f1879163a88b2e4567790280 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue9cc17a0f1879163a88b2e4567790280:hover .ctaButton { background-color: #34495E!important; } .ue9cc17a0f1879163a88b2e4567790280 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue9cc17a0f1879163a88b2e4567790280 .ue9cc17a0f1879163a88b2e4567790280-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue9cc17a0f1879163a88b2e4567790280:after { content: ""; display: block; clear: both; } READ: 1984 - Grim Future EssayEstragon says that Vladimir should be hanged first because he is heavier and the branch of the tree might break. If it doesnt break for Vladimir there will be no trouble hanging him so they will both be dead. Whereas, if Estragon is hanged first and the branch supports his weight but is unable to support Vladimir he will be alone. Vladimir is more likely to take a parental role than Estragon. An example of this is when Estragon is attempting with great difficulty to remove his boots he asks for help. Vladimir lectures him by saying Boots must be taken off every day Im tired of telling you that. Why dont you listen to me. 1 They also converse on an adult to adult level. An example of this is in act II they have an abstract conversation about thinking. They come up with the idea to question is to think and the road to enlightenment is a passive journey. Here is a portion of their adult dialog. Vladimir: When you seek you hear Estragon: You do Vladimir: That prevents you from finding Estragon: It does Vladimir: That prevents you from thinking Estragon: You think all the same 2 They meet a man named Pozzo and his slave Lucky. Pozzo is a rich man and Lucky is a former intellectual who is no longer able to think. Pozzo is constantly talking down to everyone, as he is firmly locked in the parent ego state. Almost every time Pozzo talks to Vladimir and Estragon, it is an independent speech because he always talks from the parent to child position and Vladimir and Estragon do not like to respond to him from the child level. When Estragon asks Pozzo an adult question which is why doesnt Lucky put down his bags and Pozzo ignores the question a few times until Vladimir tells him he is being asked a question. He eventually answers after talking down to them a couple of times. Two examples of this are Pozzo saying. Dont interrupt me. If we all speak at once well never get anywhere and why couldnt you say so before3 . In Miss Julie Jean is the servant in the Counts house. Throughout the play whenever the Count is mentioned Jean shrivels up with fear and is in the child ego state. Miss Julie, the counts daughter is originally is in a position of authority over Jean because he is a servant in her house. Through the course of the story a reversal of roles is seen. It starts with Jean being in the child ego state while talking to Miss Julie to compliment the parent ego state that she talks to him from. Miss Julie was a very passionate woman and often would grab one of her servants to dance with. A combination of factors brought Jean and Miss Julie together. Some of these factors are being in the right place at the right time, her fiancÃÆ'Â © breaking off their engagement, her hormones and the atmosphere of a midsummer night. Once Jean has been with Miss Julie for a while he plays games with her to make her want to get with him. He does this after she was teasing him sexually but would not let him kiss her. He senses a strong romantic child in her and he exploits this by telling her a story he made up about him seeing her from across the gate to the estate and he desired to be with her. He said that he slept under an elder bush because he had remembered it could be fatal but he did not die, he only became very ill. He said he did this because he realized because of their class difference he could never have her, and she was a symbol of hopelessness of him ever climbing up from his low class. This story evokes sympathy and triggers her child which wants to rebel against the established order that says they can never get together. This strategy works as Jean ends up sleeping with Miss Julie. In their relationship the tides turn from Miss Julie being the parent to them being equal to Jean being the parent. The ego states of Miss Julie and Jean will be looked at in chronological order as they rotate like on a wheel where Miss Julie starts out on top but ends up on the bottom with Jean on the opposite side of the wheel. Miss Julie is in a position of power over Jean and this causes her to talk to him as a child from a parents standpoint. An example of this is when Jean has something in his eyes Miss Julie says sit down and Ill take it out. Sit still now, quite still! she slaps his hands Come, obey me! Sit still, will you! There! Now its gone. Kiss my hand and thank me. 4 As they continue to talk their conversation drifts into that of psychological equals on the adult level. At this point they begin to discuss their future. Jean gives the idea of going away to Switzerland, to the Italian lakes! so he could start a hotel and she could be the pearl of the establishment. Jean is telling her stories of how great it would be as they discuss the feasibility of their budding plan. Miss Julie, in response to Jeans grand plans says They seem to me quite sensible but just one question. .ub1320e719f2b6db977cba0a170b91ffc , .ub1320e719f2b6db977cba0a170b91ffc .postImageUrl , .ub1320e719f2b6db977cba0a170b91ffc .centered-text-area { min-height: 80px; position: relative; } .ub1320e719f2b6db977cba0a170b91ffc , .ub1320e719f2b6db977cba0a170b91ffc:hover , .ub1320e719f2b6db977cba0a170b91ffc:visited , .ub1320e719f2b6db977cba0a170b91ffc:active { border:0!important; } .ub1320e719f2b6db977cba0a170b91ffc .clearfix:after { content: ""; display: table; clear: both; } .ub1320e719f2b6db977cba0a170b91ffc { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub1320e719f2b6db977cba0a170b91ffc:active , .ub1320e719f2b6db977cba0a170b91ffc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub1320e719f2b6db977cba0a170b91ffc .centered-text-area { width: 100%; position: relative ; } .ub1320e719f2b6db977cba0a170b91ffc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub1320e719f2b6db977cba0a170b91ffc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub1320e719f2b6db977cba0a170b91ffc .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub1320e719f2b6db977cba0a170b91ffc:hover .ctaButton { background-color: #34495E!important; } .ub1320e719f2b6db977cba0a170b91ffc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub1320e719f2b6db977cba0a170b91ffc .ub1320e719f2b6db977cba0a170b91ffc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub1320e719f2b6db977cba0a170b91ffc:after { content: ""; display: block; clear: both; } READ: Awakening Beauty the Dr. Hauschka Way EssayA big project like that needs a lot of capital. Have you that? Jean says that she would be able to find a backer if she went with him. Miss Julie says I couldnt. And I havent any money of my own. Jean says Then our whole plan collapses. As they rationally discuss Jeans plans they come to the conclusion that his plan is not possible to execute because of their lack of funds. 5 After their plans are shot down, Miss Julie pouts and becomes very childlike. She instantly drops from the adult ego state into the child and this prompts Jean to shift into the parent ego state. Miss Julie calls Jean a servant and lackey. Jean responds wit h servants whore, lackeys bitch, shut your mouth and get out of here. You dare stand there and call me foul.. Miss Julie becomes submissive Youre right. Hit me, trample on me, Ive deserved nothing better elp me out of this It is clear from preceding dialogue that Jean is now acting the parent after Miss Julie has fallen from her great height in social standing and also dropped to a child ego state. Right near the end of the play, Miss Julie is very submissive and childlike so Jean is very parent like with her. Unlike Miss Julie, Jean has not had an overhaul of his ego, but instead he just reacts to the ego states of the people talking to him. This can bee seen by his response to the count Its Jean milord. Yes, milord. Yes, milord. Immediately. At once, milord. Very good, my lord. In a half an hour. 6 He is still fearful and submissive towards the count while at the same time being authoritative from the parent ego state towards Miss Julie. Miss Julie wants to kill herself but needs to be told to do so by Jean. Jean ends up giving her a sharpened razor and telling her to go. In conclusion, in Waiting for Godot Vladimir and Estragon are constantly shifting ego states from minute to minute. Sometimes they play like children and at other times they talk seriously on an adult level, and at other times they talk down to each other from the parent to child ego states. Pozzo is always talking down to everyone he comes into contact with. Unlike Jean in Miss Julie, Vladimir and Estragon do not readily shift their ego states to accommodate others such as Pozzo. Pozzo has no intention of doing anything but talk down to others, thus his conversation with Vladimir and Estragon starts and ends quickly because they are not on complimentary ego levels. Most times Pozzo talks it is an independent speech and seems he isnt really directing his thoughts towards anyone in particular. Vladimir and Estragon do not stay in one ego state for a prolonged length of time, but are switching at random. In Miss Julie, Jean and Miss Julies ego states rotate like on a wheel where Miss Julie starts out on top as the parent but in the end the wheel has turned and she is the child on the bottom. Jean is like a chamaeleon when it comes to what ego state he is in. He adapts to the ego states of the people he is transacting with. He does this so that their ego states are complimentary and conversation is allowed to flow. He also manipulates Miss Julies emotions by appealing to the romantic child in her. It is Miss Julies fall from her high social status and her consequent fall to a childish ego state that makes Jean adapt his ego. She starts out thinking she is better than Jean because he is her servant. As they get closer she feels he is her equal so she talks to him as an adult from an adult standpoint. By the end when she has fallen from grace she feels so low that she is talking up to Jean and wants him to tell her what to do. All the while Jean is on the opposite side of the wheel that Miss Julie is on.

Foreigners in French Society Essay Sample

Foreigners in French Society Essay Sample Foreigners in French Society Essay Example Foreigners in French Society Essay Example Attitude towards immigrants is characterized by many factors: state’s support, ease of finding work, presence of prejudices, and daily attitude towards immigrants of the local population. In some countries, new citizens are dissolved among the locals. However, in the majority of countries, they live in certain areas, preserving their culture and traditions. France is one of many countries that attract thousands of immigrants from Russia, Ukraine, Kazakhstan, Belarus, Georgia, and other countries. The reasons for immigration are different: visa for academic, refugee status, employment contract, or marriage with French citizens. France was considered the only European country that stimulated immigration in the postwar period in order to enlist labor force for the country. Nevertheless, particular latest terrorist attacks, which were made by immigrants or their descendants, have forced people to review the reasons for these extreme actions. Integration of immigrants is specified by certain factors such as the ability to access the labor markets, the degree of occupational mobility, knowledge of the language, age, education, the overall level of development, the influence of the mass media, plans for the future, the type of public relations, and the attitude of the local population. The possible causes of the discontent among the immigrants, which finds its expression in various riots, demonstrations and terrorist’s attacks, can be understood by tracing and evaluating the changes in the attitude towards immigrants in France, where the policies, political parties, economy, and social media create particular difficulties for foreigners. Now, migration has become an important factor of modern life. It has a significant impact on the economic, political, and social life of many countries, including France, where immigrants or their descendants make up a large part of the population. Currently, in this country, more than a third of all the French citizens have ancestors-immigrants, or those who once came to the country to settle there permanently. This gives the right to say that the problem of immigration touches upon the history of many French families. Immigrants make up a large proportion of workers in certain sectors of the economy, particularly in those where a large scale is given to manual labor (textile, food, leather, construction, and other industries). Immigrant workers account for up to half or even more of those involved in unskilled labor. According to Dunham, 8.8 percent of French population is immigrants. â€Å"From 2004 to 2012 an average of 200,000 migrants arrived on French shores every year† (Dunham). Despite the belief that Africans constitute the biggest portion of immigrants, they counted only 30 percent in 2012, whereas 46 percent of immigrants were Europeans. Dunham emphasizes that â€Å"France’s immigrant population is rising at an average of 1.6 percent per year.† The beginning of migration flows to France accounts for the 19-20th centuries. The reasons for this phenomenon include demographic and economic circumstances present of that time. The low birth rate in the country caused serious concern in French society. Government appeal to make children was converted to all social strata and groups. Immigration also played a special role in this process. The fact that France experienced the lack of cheap labor could explain the massive influx of immigrants mostly of European descent who had arrived to the country looking for employment. Moreover, they settled not only in the border areas, but also in central France. Italians were among the first immigrants. They were engaged in low-paid, unskilled labor, which was extremely beneficial to the local entrepreneurs. By the end of World War I, the character of immigration to France changed qualitatively. Since then, it has been associated with industrialized development of the country and became tradit ional reason for immigration. In the postwar period, the French capital sought to develop mainly labor immigration, which had led to significant changes in its social structure. Having taken a course for controlled importation of workers, the state tried to provide workforce to those industries and agriculture that had widely used low skilled and unskilled labor (construction, mining, iron and steel industry as well as some types of heavy and dangerous work in other branches of industry). During the war, the transition to organized collective labor recruitment in the French possessions began. This was carried out by specifically created service of colonial workers. It should be noted that the contract system of employment significantly reduced wages. France’s immigration policy has become even less tolerant since 2006. A new immigration and integration law was adopted on July 25, 2006 (Chou and Baygert). It supports high-skilled migration and limits family reunification. The law meant that only relevant people would be allowed to enter the country. The majority of poor and unemployed foreigners were left behind. The law was targeted at dramatically reducing the influx of immigrants from outside the EU as well as deporting a significant part of illegal immigrants. According to the innovation, migration services dramatically reduce the number of immigrants with inadequate education and minimal skills (Chou and Baygert). Every year, the government forms a quota on the number of jobs that might be claimed by foreigners. All other workers will have to pass strict control to live in France. The law worsened the position of the so-called mixed families, in which one spouse was a citizen of France, and the second did not have the French citizenship. For a foreigner in such a pair, government greatly increased term of residence, which was aimed at fighting with fictitious marriages. The reunification of families also became more difficult. If earlier, an immigrant was able to bring the whole family to France, now it will be possible only if he has a high-paying job and adequate housing. This law caused a wave of protests. Young people smashed and burned cars and shops. Children and grandchildren of immigrants, who were born in France and had French citizenship, constituted the greater number of the rioters. They protested against discrimination of ethnic and religious minorities that existed in the country before the new law. To stop the riots, in most parts of the country, a curfew was implemented. Only force managed to stop the wave of protests. The rise of the far right party that opposed immigration evidenced that nationalism had always been a powerful force in French politics. The lingering global crisis became the ideal food to continue its active development. During the 2012 presidential election, the right-wing party National Front gained almost 20 percent, a record for all time of its existence (â€Å"The Role of the National Front in the 2002 French Presidential Elections†). The centerpiece of the ideological aspects of the party was taken by the idea that immigration presented a threat to national identity. National Front was founded by Jean-Mari Le Pen, who used anti-Semitic ideas and Catholic fundamentalism. It should be noted that the party did not immediately receive national recognition and support. Only after correction of ideological basis in the mid-1980s, which was based on the priority of discussing immigration, law and order, it began to achieve popularity (Posta 251). The party considers immigrants, especially Muslims, the main threat to national identity and national security of France. In this respect, the party treats the representatives of other nations and peoples of Europe, particularly the Roma, the same. Representatives of the Eastern European countries are also considered as unfriendly elements. Political platform of National Front protects law and order. The party calls for not showing tolerance in the fight against organized crime and actively protecting civil order. In modern French society, immigrants face such difficulties as finding jobs and assimilating into the mainstream society. A tendency to increase length of stay of immigrants and formation of the new multinational community in France has put forward the problem of integration of immigrants in the socio-economic structure of the country. The adaptation of immigrants is two-sided: the changes taking place in the social value system of the immigrants and the host society. While in the United States, immigrants with poor knowledge of English face certain understanding, immigrants without the knowledge of the French language will experience many difficulties in France. People of brainwork, who came to show themselves, are referred to with indifference. After all, in France, there are enough unemployed citizens. There is also problem with easy work: light physical labor is almost canceled for women. Slavic immigrants have sincere and open character. In contrast, the mentality of the French implies inconsistency, the duality of nature. In addition, French people are very meager. Women in the marriage are often treated negatively. The majority of women remain in the country out of despair, suffering from humiliation, persecution, and even physical abuse. This is probably the most common violation of the rights of the immigrants. However, not all new families are haunted by bad luck, as there are quite happy couples. Naturally, as in any country, the locals do not like immigrants, but it is not spoken out openly. The authorities set up special institutions that provide employment assistance for immigrants. Furthermore, there are agencies that support newcomers in the rapid implementation of the cultural and social life of the country. In France, the good attitude to immigrants is marked from the authorities. They organized a fund to assist immigrants in anything they might need. At the same time, the fund is actively combating discrimination. Until the end of the 1980s, immigration and integration policy of the state in relation to foreign nationals and stateless persons, who sought asylum in France, existed in parallel. It was only in 1991, when the government embarked on special reforms aimed at creating a French model of integration, when appropriate amendments and additions to the legislation of the country were made. French political integration model is based on the principle of acquiring nationality, i.e. citizenship. Under the French law, in accordance with democratic traditions, there are no provisions that discriminate foreigners in comparison with French citizens. Foreigners enjoy the same civil, social, and economic rights as other citizens. However, political rights are secured only for the French citizens. For example, regulations and measures to combat unemployment or vocational integration do not consider immigrants as a special part of the population (â€Å"French Issues†). Despite the fact that the government pays great importance to the organization of joint kindergartens for children of immigrants and the local population, in recent years, greater emphasis has been made on sustaining the level of native language among foreigners. Thus, the authorities hope that a certain number of immigrants return to their homelands. The school system also encounters difficulties. Thus, there are a limited number of special schools in national languages. Despite the fact that schooling is compulsory for all children, including foreign ones, a significant number of the latter do not attend school. No less acute problem is the low level of knowledge of children. At the same time, French families, which belong to the middle class, resort to all sorts of tricks to avoid sending their children to schools with a high percentage of immigrant children. Therefore, French schools are divided into institutions that form elite groups and those that are not prestigious. Both of them are characterized by social or ethnic homogeneity. Immigrants are also a vulnerable category of workers due to the language barrier, low levels of education and training. In this regard, unemployment among foreigners remains stable high. The vast majority of immigrants are employed in low status and low-paid jobs, which French people do not want to do. Racial conflicts have occurred in all spheres of life and activity and been expressed in various forms. The most obvious cases of direct physical impact were beating the colored people, hooligan actions against immigrants and their families. Sometimes, such an attack ends by tragedy: severe injury or death of immigrants. A major role in introducing immigrents to the socio-economic life of the host country belongs to the media. Ethnic newspapers have always played a major role in communication between the immigrants themselves. The same role belongs to the ethnic radio and television. Nevertheless, social media is also used to provide negative image of immigrants in France. Thus, there is number of websites that emphasize on riots and terrorism instead of talking about the treatment of French government towards immigrants. In particular, Kern paid a lot of attention to terrorism, violence, and demonstration among immigrant population. In such a way, the article contributes to the development of negative stereotypes. Moreover, Hargreaves states that French television shows minority ethnic groups as problems (158). Sitcoms, game shows, and other programs contribute to the perception of French people that immigrants do not fit in their community. The recent case deals with terrorist attack on satirical w eekly Charlie Hebdo in the center of Paris. Previously, it suffered from arson after the announcement of the release number called Sharia Ebdo with indicating the Prophet Mohammed as editor. There were no casualties, but the site of the publication was hacked. In conclusion, discrimination and anti-immigrant policy are the fundamental reason for terrorist attacks. France and the entire Europe entered the 2015 completely different. A series of audacious terrorist attacks, which ended by protracted persecution and death of terrorists, forced Western society to face new issues. The challenge that has arisen for French society might be the trigger of more violence or even war if not enough attention is paid to it. Immigrants will be so dissatisfied that they will cause more events similar to burning cars in suburbs and the Charlie Hebdo shootings. The executers of the last attacks were young French citizens, born and bred in this country, who went to a French school, not knowing distant countries. However, they did not manage to find their place in French society due to their ethnicity. Distrust to government policy, deterioration of the socio-economic situation in the country after the economic crisis, negative impact on the living standards, growing problems of integration of Afro-Arab population lead to the radicalization of the views of the French. There is a growth of popularity of right ideologies and parties, primarily the National Front that advocate tightening of immigration policy. As a result, the restrictions, anti-immigration laws, discrimination, and stereotypes cause the growth of dissatisfaction among immigrants, which results in violence and riots. In order to prevent possible increase in terrorism actions and demonstrations, it is important to provide more tolerant politics towards foreigners. In addition, in modern world, everyone should have the same rights no matter what race they belong to or religion they affiliate themselves with.

Software Piracy at CWU Research Paper Example | Topics and Well Written Essays - 3250 words

Software Piracy at CWU - Research Paper Example The proposal includes suggestions on how to tackle this growing problem and the possible preventive actions that the school authorities can undertake in order to discourage software piracy. The report also includes recommendations pertaining to countermeasures that can be taken without making it seem like the school officials are trying to curtail the use of computers by the students. Please feel free to contact me at (indicate phone number) if you have any questions or comments regarding the content and interpretation of this report. Thank you for taking the problem of software piracy on campus seriously. Sincerely, ______________________________ (Name) Enclosure: Student Software Piracy Problems at CWU Executive Summary This report provides an analysis and evaluation of of the current senior college point of view, sentiments, and attitude with regards to software piracy. Methods used include question and answer surveys pertaining to the current knowledge of the senior class members about software piracy. The first category of questions were answerable by true or false with the results showing that 84 % of students answered true when asked if they knew that purchased software allowed for only one back up copy for the user. 16 of the students answered false to the same question. 94 students answered true when asked if they knew that making copies of copyrighted software is a federal crime, only 6 students answered false. 82 students knew that making a copy of a software program owned by my company for use at home, unless expressly allowed, is a violation of copyright law, 18 students answered false to the same question. 92 students also answered true when asked if they knew that software piracy is punishable by fine and... The intention of this study is software piracy as a problem that has plagued software manufacturers since the first personal computer was developed. Although the problem is fast becoming a society based problem, the reality is that college students comprise the largest segment of software pirates. College students do not seemed to recognize software piracy as a breach of ethics and find the practice to be socially acceptable and legal to a certain degree. Although CWU students have never been caught for software piracy and our school administration insures that all software installed on campus computers are properly licensed, that does not mean to say that software piracy does not exist on campus. Software piracy is a real problem onour campus and the university administrators seem powerless to stop it. At CWU, our Information technology department is trying to do their very best to resolve the software piracy issue among the student body but it seems that there are still certain ins tances when the piracy falls through the cracks and goes unnoticed. In fact, there are certain times when the student even uses the campus lab computers in order to access and download pirated software. Although most students know about the legal restrictions and obey the laws, there are still those students who push the envelope and try to see just how far they can take their piracy skills without getting caught.

The session of learning the digital content Essay

The session of learning the digital content - Essay Example The best part of this class was that I got to learn the usage of Google docs with the coworkers and students. Part of the studies also contained the lessons regarding proper usage of software like Skype and PBLs/Podcasting. I was provided with the strong basic and essential knowledge about the strengths and weakness of this software. We learnt their everyday application, in both personal and professional contexts. This learning, particularly, proved to be very beneficial for us as we had to use such parts of the information system for our routine communications as well. Then, the studying and understanding regarding the use of content specific software and screen capturing through Voki opened our minds to the entirely new world of IT advantages and benefits. With each passing session, I kept on learning more and more about the computer sciences which have been introduced for the ease and benefits of the mankind. Learning Wikis was also a major part of our course during the semester. We learnt the application and benefits of all the elements of Wikis and had also developed an extensive lesson plan on it. Using Wiki spaces opened another broader era of knowledge for our minds through the course of computer sciences. We prepared lesson plans by including the application, which was extremely content specific and collaborative in every aspect. This lesson plan was made at the end of many sessions and classes and it served the purpose of depicting our understanding of the content that we were taught in the class.

Some Moral Minima Essay Example for Free

Some Moral Minima Essay In Some Moral Minima, Lenn Goodman argues that there are certain things that are simply wrong. Do you think Goodman is right? Using specific examples, explore the challenges Goodman presents to relativism. Determine whether you think there are such universal moral requirements, and defend your answer in a well-argued three-page paper. Your paper must be formatted according to APA (6th edition) style. You dont need any sources other than the Goodman paper and the text for our course. However, you must cite all your references properly. If you would like to refer to APA samples and tutorials, visit the Ashford Writing Center, within the Learning Resources tab in the left navigation bar, in your online course. Some Moral Minna By Lenn Goodman The Morally Right In â€Å"Some Moral Minima† I believe Lenn Goodman is right when he says certain things are simply wrong. I agree with Goodman on the issues he discusses such as slavery, genocide, terrorism, murder, rape, polygamy, and incest. I agree with Goodman on these issues because there is never a good time to kill for the sake of killing, rape for the sake of sex, or take ones rights away for the sake of gaining respect or wealth. Goodman basically discusses that every person whether it be man, woman, or child has the rights to live and be free from any and all inhumane treatment. Goodman’s main understanding is not to be quick on judging things we don’t understand, but to judge those things that are not morally right. I believe that all people are equal and have the right to live their own life as do the violators should have no rights to commit these unruly acts of wrong. Who are we to judge anyone or why should others have the right to murder, rape, or rip the rights of people away from them? The bible states, â€Å"Do unto others as you would have others do unto you† (Matthew, 7:12, Standard Version). I believe this is the best way to look at the situation on any of the issues that Goodman discusses. We should never judge anyone due to their sexual orientation, physical/mental handicapness, or any other feature in which they have no control over, such as the poor and the wealthy. Goodman discusses slavery as a act of wrong in the article and I really agree with his views on this issue. In the past some of our forefathers thought of slavery as a racially ethical right. Today in our society there are still some of the older generation that still look down upon the African American population simply because of the color of their skin.

Dramatic Monologues Essay -- essays papers

Dramatic Monologues The dramatic monologue features a speaker talking to a silent listener about a dramatic event or experience. The use of this technique affords the reader an intimate knowledge of the speaker's changing thoughts and feelings. In a sense, the poet brings the reader inside the mind of the speaker. (Glenn Everett online) Like a sculpturer pressing clay to form a man, a writer can create a persona with words. Every stroke of his hand becomes his or her own style, slowly creating this stone image. A dramatic monologue is an ideal opportunity for a poet to unveil a character. A dramatic monologue is a species of lyric poem in which the speaker is a persona created by the poet; the speaker's character is revealed unintentionally through his or her attitudes in the dramatic situation. This persona must be identified, but not named. He or she can be a real person, an imaginary character, an historical or literary figure; in essence, anyone except the poet or a neutral voice. The writer does this through various techniques within a dramatic monologue by using mood, diction and imagery to mold the character before the reader's eyes. Firstly, by creating a certain mood, the writer attempts to give his or her reader a particular feeling. This, in turn, reveals new insight to a side of the character that the reader has yet to discover. In William Butler Yeats' poem, An Irish Airman Foresees His Death, Yeats adds a very distinct mood to the clay that creates this airman. This man, who very obviously sees no meaning in either his life or his death, speaks carelessly about his non existent self-worth. This creates a dark and depressing atmosphere for the reader. In the finishing lines of this poem, Yeats writes... ... and Atwood manipulate to achieve a similar goal: the unveiling of their character. In much the same way that a sculptor molds clay, the writer uses mood, diction and imagery to shape its characters. Through a dramatic monologue the poet allows the reader to not only envision the characters in their physical forms, but feels their pain, celebrates their triumphs and journeys with them throughout their various dramatic experiences.  Works Cited Atwood, Margeret. Journals of Susanna Moodie Macmillan of Canada, 1980. Johnson, Pauline. Flint and Feather McCelland and Stewart, 1972. Kennedy, Ronald. The Yeats Reader Dundurn, 1968. Landy, Alice, Martin, Dave. The Heath Introduction to Literature Canadian Edition, Heath and Company, 1980. http://www.stg.brown.edu/projects/hypertext/landow/victorian/rb/dm1.html http://www.uvic/writersguide/eng/dramatic.mono.com

Improving Secondary School Music through psychology Essay

Music education is a field of study that involves the teaching and leaning music. Music education goes beyond teaching of notes and rhythms to development of a person as whole. Music touches on developing of the affective domain that includes the appreciation of music and its sensitivity. On the other hand, music expands the cognitive development through the recognizing and interpreting the music symbols and notations. Music needs to be improved through any possible means especially in secondary school. These have been done through participation and performing different types music. Research Focus The focus of the research is how to improve secondary schools music through psychology. There are various ways that can apply to this as the most important issue is to make music enjoyable and helpful to the secondary school students. This can be done through applying music in the curriculum to enable learners understand the concepts and importance of learning music in schools. These can be determined through the responses that can be got from both the teachers and the learners. The decision as to whether music should be improved through psychology will only be determined through the responses that will be collected. Research Question The research question is whether music needs to be improved through psychology in secondary schools. If there is a necessity to improve music, how would it be done and how effective would it be in improving the students and their capability in education. Literature Review According to Hallam Susan, (2006, p8) the Music teachers are fighting to incorporate music in class. She says that music has a powerful psychological impact to students’ lives and has a great importance in education. When learning to play instrument, it has long demonstrated intelligence and when the students are playing together, it teaches them on how to corporate and how to do things together. (Barbara, 1985,p 14) It has also been proved that music has other effective impacts to education thus advocating for the need for it being improved. (Gonzalez, 1999,p 3) Music psychology in education can help in improving the student’s concentration as well as overcoming loneliness. Secondary school students, being teenagers, music has power to help them overcome conflicts. Music helps the students in improving their vocal skills as well as motivating them and enabling them moody through out their learning. Though music on the other hand has lots of unnecessary learning, learning too much of history makes has no impact to the music learning and has nothing to add to it. This is the reason why music has to be improved and only the helpful parts would be taught in secondary schools. (Edwin, 2003, p. 25) Research methodology There are only two methods that can be used to collect information from the respective parties; -Questionnaire -Interviewing In the questionnaires, a set of simple questions is given and either the learner or the teacher is supposed to fill in. Multiple choices are given to ease the viability in responses given. The answers provided are then sampled to give a conclusion regarding to the matter. In the interviewing, the interviewer and the person to be interviewed need to have a direct questioning and responses. They can either conduct the interview live or through the phone. The information collected is analyzed and the conclusion is met. Conclusion Music is an essential subject that should be taught in secondary schools. Music has an advantage and has been of the same benefit as other subjects that are in the curriculum. There is necessity to improve music in schools as it would help the student to always feel relaxed and concentrate in other subjects hence improving their performance. Reference: Barbara. K, 1985, Music education, University of Wisconsin-Whitewater Edwin, G, 2003, Learning sequences in Music, Chicago, GIA publications Gonzalez, G. 1999, Music Education, Canyon College, Hallam S, 2006, Music psychology in education, London, Institute of education