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Feminist Analysis Of Legally Blonde - 1454 Words

The 2001 comedy film Legally Blonde tells the story of Elle Woods, an upbeat and optimistic sorority girl who, over the course of the movie, transitions from a simple college student with few professional aspirations into a successful law student. Elle initially presents herself as a stereotypical sorority girl: vain, superficial, and self-obsessed. As such, she consistently faces discrimination from her friends, family, and colleagues alike. The film wants the audience to view Elle as a woman who rises up above the stereotype through hard work and intelligence, and who proves herself as a capable individual in a discriminatory society. Because of this, some view Elle as a feminist icon, a person who empowers women to achieve equality to†¦show more content†¦Rather than a woman fighting for a lifelong dream, we see an emotional woman going through a rough break-up and dealing with it through drastic measures. This discrepancy completely disparages the idea of her being a fem inist icon. It is true that Elle is no longer motivated by Warner in any way by the end of the movie, indicating that she may have grown and seen the errors of her ways, but at no point in the entire film is it directly stated or even implied that Elle has a passion or interest in the study of law. Even if she truly has readjusted her perspective by the end of the film, it comes too late to have any sort of impact, as our impressions of Elle have already been made. Her actions don’t send the message of empowerment to achieve one’s dreams through hard work and passion, but rather to achieve happiness through obtaining the approval of a man. Further damaging the view of Elle as a feminist icon is the fact that she consistently reinforces harmful stereotypes about women. Elle is clearly meant to be presented as a sorority stereotype, but rather than overcoming and breaking free from it, she proves it to be true time and time again. Firstly, Elle reinforces the idea that women are overly emotional and quickly disheartened. In the very first scene of the movie, Elle is dumped by Warner and proceeds to have an emotional breakdown, crying and shrieking loudly in a public setting. This is further reinforced later in theShow MoreRelatedLegally Blonde Analysis1823 Words   |  8 Pagesâ€Å"Legally Blonde† Analysis Feminism has become the great issue in this modern era. The emerging of second wave feminism in the late 60s had bring a huge impact toward the position of women in the society. Women are free from the male values, while women have the equal rights in politic. Women also can quit from their domestic sphere. The movement of feminism still continues in the early 90s. The women’s movement experience a phase which the ideology of feminism had changed to be Third WaveRead MoreLegally Blonde Analysis1837 Words   |  8 Pagesâ€Å"Legally Blonde† Analysis Feminism has become the great issue in this modern era. The emerging of second wave feminism in the late 60s had bring a huge impact toward the position of women in the society. Women are free from the male values, while women have the equal rights in politic. Women also can quit from their domestic sphere. The movement of feminism still continues in the early 90s. The women’s movement experience a phase which the ideology of feminism had changed to be Third Wave FeminismRead MoreGender Stereotypes In Film:. An Analysis Of Female Gender1937 Words   |  8 PagesGender Stereotypes in Film: An Analysis of Female Gender Stereotypes in the Mainstreamed Motion Picture Legally Blonde All people see is her blonde hair and big boobs. Elle Woods, the main character of the 2001 motion picture, Legally Blonde, a movie about a college-aged girl who is trying to win back her ex-boyfriend, believes this statement because she is treated differently because she is a woman. Unfortunately, Elle is not the only woman who may be treated differently because of physical appearances

What Are The Top Four Mainstream Philosophical Views On...

Micah Sample Prof. Henson English 120 Due: 4/04/2016 â€Å"What are the top four mainstream philosophical views on human purpose, and what logical flaws might they include, if any?† Human beings are perhaps the most complex of all living organisms, embodying properties which are unprecedented in the animal kingdom. Other creatures behave according to nature’s dictum, but mankind utilizes nature in order to serve higher purposes. The question of what sets mankind apart is easily answered: man is a philosopher, who attempts to discover meaning in what would otherwise be a completely mechanistic universe. Humanity is hardwired with a belief in its own purpose. There are three mainstream views that atheists resort to on the topic of man’s purpose: namely, existentialism, absurdism, and nihilism—however, these philosophies are riddled with logical flaws. On the theistic spectrum, Christianity provides an alternative response, which solves the problems introduced by the atheist worldviews. As stated earlier, there are those who resort to existentialism. While this broad line of thinking is not totally incompatible with a theistic worldview, the specifically secularized form of existentialism does remove the need for divinely orchestrated purpose. It does so by placing the value of humanity in its own freedom. Jean Paul Sartre said that â€Å"Man is condemned to be free; because once thrown into the world, he is responsible for everything he does (Sartre, Being and Nothingness, an Essay onShow MoreRelatedSigmund Freud s Personality Theory1649 Words   |  7 Pagesbeginning, Freud sought fame and created theories that he hoped would surpass all others. Freud invented psychoanalysis in part from his observations of neurotic patients, self-analyst theories. The id, ego and superego are names of three parts of human personality that are part of Freud s personality theory was an even more of a strong source that he carried out in his late 30s and early 40s. Using dreams to analyze himself. He recorded them in a book and considered them to be his most significantRead MoreA Research of Experimental Animation2308 Words   |  10 Pagesanimation means funny and humor and designed for children. The content of the animation is nothing more than fairy tales, legends, fables, etc. Animation even becomes a symbol of Disney cartoon. However, if we re-examine the animation from another point of view, we will find that it has grown out of a single commercial mode constraints. Some of the animations are complicated, obscure and abstract. Variety kinds of visual images in it stimulate the audiences optic nerves. This is the salient features of exp erimentalRead MoreWhy Should We Abolish Capital Punishment. Whether The Capital1797 Words   |  8 PagesUnited States maintain the retentionist view of capital punishment that executes hundreds of criminals each year, many revolutionists are challenging our current legal system and trying to abolish the use of capital punishment. In this paper, I will discuss the theory of the capital punishment, and the controversial points of the abolitionist and retentionist debate. Siding with abolitionist argument, I will be presenting my arguments beginning with retentionist view, then move into abolitionist rejectionRead MoreFinal Paper. University Of Oklahoma. Nas-3113-996. Rob3536 Words   |  15 PagesNative American ethos, their religion, their family, their community, their tradition and their epistemology are so interwoven, so enmeshed that they cannot be effectively segregated or separated. They do not stand alone. 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It contributes with the traditional theory of otium.Prior was replying to John Promfret’sRead MoreLiterary Review of Rabbit Run by John Updike Essays3013 Words   |  13 PagesLiterary Review of Rabbit Run by John Updike John Updikes novel, Rabbit, Run, is about a man named Harry â€Å"Rabbit† Angstrom. Rabbit is a brainless guy whose career as a high school basketball star peaked at age 18. In his wifes view, he was, before their early, hasty marriage, already drifting downhill. We meet him for the first time in this novel, when he is 22, and a salesman in the local department store. Married to the second best sweetheart of his high school years, he is the fatherRead MoreGender Leadership And Womens Leadership Styles5681 Words   |  23 Pages â€Å"While it is possible that women, having attained the more lofty corporate ranks, proceeded to quickly opt out, both the trends and the scarcity of their presence suggest the summits were never attained. More likely, few women have made it to the top.† (Appelbaum, Audet, and Miller, 2003 p. 43). A recent study by the Women’s College of the University of Denver and The White House Project are hypothesizing that it will be 2085 before women reach equality with men. â€Å"While nonprofits that have budgetsRead MoreTriple Bottom Line10664 Words   |  43 Pagesthe notion of Triple Bottom Line accounting. We begin by asking just what it is that supporters of the Triple Bottom Line idea advocate, and at tempt to distil specific, assessable claims from the vague, diverse, and sometimes contradictory uses of the Triple Bottom Line rhetoric. We then use these claims as a basis upon which to argue (a) that what is sound about the idea of a Triple Bottom Line is not novel, and (b) that what is novel about the idea is not sound. We argue on both conceptual andRead MoreAn Organizational Change Project3898 Words   |  16 Pagesï » ¿Change Project Introduction In this project the reader will learn what the major effects of change are at and how the employees are responding to the change. It will talk about the various motives of why workers are being resilient to this change and then give choices to move them from being resilient to being dedicated to the change. This project will define in aspect how Lewins Model of Change will aid on assisting Intersect Assets make the change to a customer intimacy model. It will alsoRead MoreOrganisational Theory230255 Words   |  922 PagesPerspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work that today qualify as constituting the subject

Birth of the Republic free essay sample

The assemblies held the power of the purse and generally got their way. Navigation Acts acts passed by British parliament to regulate colonial trade so that raw materials were produced for the mother country and manufactured goods were purchased from her. Raw materials could only go to England, purchase finished goods from England; all colonial trade must be conducted on English shipping (page 9) Purpose of the acts was to promote the economic welfare of the empire in general and of the mother country in pa reticular.Salutary Neglect Gob of KGB could not govern half the globe, when not focused on extending the empire elsewhere, thought local issues in England o be of greater importance then enforcement of the Navigation Acts (plop) Sugar Act to raise money, Parliaments exclusive power to tax was the most important feature of its supremacy over the King, the most important guarantee of English liberty. Stamp Act 1765 almost anything formally written or printed would have to be on special stamped paper which would be shipped from the central stamp office in London and dispensed in America by local agents on payment of specified taxes. Pay stamp fees at every stage of a lawsuit, diplomas, deeds, almanacs and advertisements, bills and bonds, custom papers and swappers, even dice and cards Colonists did not wait for the stamp tax to take affect mob stoned and pillaged the house of Andrew Oliver, a designated tax collector. Also attacked the houses of Governor Hutchinson, customs collectors and members of the admiralty courts Sons of Liberty groups began to form throughout colonies Though colonists could not agree on boundary lines and Indian wars, they could agree without argument on opposition to taxes Taxation without Representation There was a distinction between taxation and legislation, and the right to legislate did not necessarily include the right o tax. Taxes were a gift, given by the people through their representatives, and consequently only a representative body could grant them. 766 Parliament repealed the Stamp Act due more so to power struggle within Parliament not to pressure from colonists. Decl aratory Act Parliaments response to colonial questioning affirmed Parliaments right to make laws and statutes binding the colonists in all cases whatsoever Did the power to legislate include the power to tax? The English believed so Quartering Act forced colonists to feed and house to soldiers stationed within their respective boundariesTownsend Acts -? If the colonists distinguished between internal and external taxes let them pay taxes on the items imported: glass, lead, paper, paints and TEA. Colonial merchants agreed not to import goods from Britain until the duties were repealed Englands most fateful decision b/c most of the events that goaded Americans into independence may be attributed to it. Violation of these acts, and earlier ones, were punished by seizure of the offending vessel and cargo. Both would be sold and the proceeds divided: 1/3 to England, 1/3 to the governor of the colony, 1/3 to the customs official Boston quickly developed an open hatred for the racketeers whom Parliament had sent among them Customs official sent for troops to protect them and England responded. By 1768, two regiments were on their way to the colonies Colonists insisted there was a distinction between legislation and taxation. THE more they insisted the more determined members of Parliament became to teach them that they could not set limits on Parliaments authority.Swept. 13, 1 768 with troops about to arrive, the people of Boston gathered in Town Meeting and declared that the keeping of a standing army amongst hem without their consent In person or by Representatives of their own free election, would be an infringement of their natural, constitutional and Charter Rights; and the employing such Army for the enforcing Of Laws made without the consent of the people, in Person, or by thei r representatives would be a grievance. (pop) The Bostonians, by restraining their anger and offering no open affront to the troops, were able to win universal sympathy and to make the whole policy of employing troops against them seem as ridiculous as it was odious. In fact, such a calm prevailed that no real use could be found for the troops at all. March 5, 1770 Boston Massacre A crowd gathered, a motley rabble of saucy boys, Negroes and mulattoes, Irish teases and outlandish jack tars as John Adams called them during the soldiers trial.Soldiers received a heavy bombardment of snowballs and rubbish when they opened fire. 3 dead, 8 wounded , including Crisps Attacks. The story spread rapidly throughout colonies. Americans by now had realized that Bosons cause was their cause. They all had property which parliament claimed the right to take away. They all had rep. Assemblies that royal governors might dissolve. 770-1773 The Townsend Acts did not bring in much revenue. The only problem was how to repeal them without looking weak. Thus, Parliament repealed all but the Tea Act.Colonial merchants ended their non-importation and three years of commercial prosperity ensued. They still paid the tax on tea and molasses. Edmund Burke -? Assertions of right are a sure symptom of a ill-conducted state. A series of incidents beginning in early 1772 led to irreconcilable bitterness and prompted the Americans to a momentous new view of their relation to England. 1772 Gasped -? British warship exacting tolls from trading vessels in Narragansett Bay. The ship ran aground and was attacked and pillaged by Rhode Island colonists.A commission was created to investigate, to no end. But, their existence excited the colonists. Governor Hutchinson and Superior Court justices began to receive pay directly from the king instead of colonists. Purpose was to free royal officials from the dependence on the assemblies. Novo. 2, 1772 the first meeting of the Committee of Correspondence in Boston led by Samuel Adams. Purpose was to prepare a statement of colonial rights, list violations, communicate these to other towns, and invite animal statements from similar committees in return. The colonists have been branded with the odious names of traitors and rebels, only for complaining of their grievances; The declaration spread and became repeated throughout the colonies. Ben Franklin sent back from London a set of letters from the Boston governors proving that they got just what they were requesting. The Committees spread and awaited Englands next movement (bringing colonists together against the home government. ) Easing the troubling East India Company mammoth corporation that represented Englands interests in India -? Lord North decided to help it sell a rage amount of tea in America. The company was permitted to sell directly to America through its own agents. The lower price would enable the East India Company to out sell the smuggled tea and thus collect all of the profits, of which the colonists would get no share. Colonial merchants cried monopoly. Most tea ships left the ports when met with colonial protests. But, in Boston there was a showdown. Gob. Hutchinson would not allow the ships to depart. DCE. 16, 1773, The Boston Tea Party unloaded the tea themselves into the harbor. Coercive (Intolerable) Acts March-April 1 774 An angry Parliament enacted acts to bring the Bostonians to their knees.Closed the port to all commerce Gave king power to appoint the governors council Forbade town meetings Quartering of troops in Boston To enforce acts, General Gage was commissioned as governor of Mass. Instead of taking this as Boston being wicked for its insurrection, the other colonies saw it as Boston being martyred because it stood foremost in defense of colonial rights. They took up collections and showered the people of Boston with provisions. Parliament took this moment to establish a government in Quebec, Canada with no representative body (Quebec Act).

The Male Dominance of Women in Madame Bovary and Midaq Alley Essay Example For Students

The Male Dominance of Women in Madame Bovary and Midaq Alley Essay In the twentieth century, the world was beginning to change. New ideas were being expressed, new opportunities were being presented, and the balance of power between males and females was starting to evolve. The role of women began its path of change in the early 1900s, gaining momentum as the century unfolded. Early on, it was a slow process, and men still held most of the power in society. In the novels Madame Bovary, written by Gustave Flaubert, and Midaq Alley, written by Naguib Mahfouz, a common theme is expressed through Emma and Hamida. Both women undergo the stresses of marriage, feel the pressures their societies place on women, and fall prey to the confusing difference between love and lust. In both of these novels, neither of the characters is able to truly escape from her internal struggles because of societys acceptance of mens power over women. We will write a custom essay on The Male Dominance of Women in Madame Bovary and Midaq Alley specifically for you for only $16.38 $13.9/page Order now In the novel Madame Bovary, marriage plays a very significant role. Emma grew up on a farm and at the age of thirteen, boarded at a convent. There she was exposed to many books and novels that sparked her passion for romantic ideals. She married a man name Charles and soon found herself very opposed to the ideas and roles of marriage. She asked herself, Why-why-did I every marry? (Flaubert 50) It is interesting that Emma believes so strongly in romantic ideas but gives up so quickly on her marriage to Charles. It is not but months after the marriage that she begins daydreaming of what her life could have been like with a different man: She wondered whether some different set of circumstances might not have resulted in her meeting some different man; and she tried to picture those imaginary circumstances, the life they would have brought her, the unknown other husband. However she imagined him, he wasnt a bit like Charles. (Flaubert 50) Throughout the entire novel, Emma feels such disgust and hatred towards Charles that in order to escape from her feelings of resentment, she relies on her affairs with other men to support her romantic desires and give her a greater sense of freedom. After all, With me, Emma said, it was after I was married that the began (Flaubert 124). In Midaq Alley, Hamida never actually gets married, but through her engagement with Abbas and her connection with Ibrahim Faraj, she too feels the constraints of what marriage would be like. One day she recalled how miserable she had been the first time when Ibrahim Faraj said he did not want to marry her. She had asked herself if she really wanted to marry him. The answer, in the negative, had come immediately. Marriage would have confined her to the home, exhausting her with the duties of a wife, housekeeper, and mother; all those tasks she knew she was not created for. She now saw how farsighted he had been. (Mahfouz 255) Although she was never married, she was already experiencing the confinement and constraints of commitment, as she was tortured by a sense of imprisonment and humiliation (Mahfouz 257). Hamida no longer felt like a free woman. The relationship that she thought would end well actually ended terribly wrong. Ibrahim Faraj brought her despair and sadness and Abbas, whom she loved, died trying to protect her. From both novels, the reader can see the affects male dominance can have in a relationship. When the male has more power, the womans sense of freedom diminishes, making the relationship stressful and demeaning. When Emma is pregnant, she wishes for a boy: .u4681dac80feebbb37fb286321d22d8dc , .u4681dac80feebbb37fb286321d22d8dc .postImageUrl , .u4681dac80feebbb37fb286321d22d8dc .centered-text-area { min-height: 80px; position: relative; } .u4681dac80feebbb37fb286321d22d8dc , .u4681dac80feebbb37fb286321d22d8dc:hover , .u4681dac80feebbb37fb286321d22d8dc:visited , .u4681dac80feebbb37fb286321d22d8dc:active { border:0!important; } .u4681dac80feebbb37fb286321d22d8dc .clearfix:after { content: ""; display: table; clear: both; } .u4681dac80feebbb37fb286321d22d8dc { 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; } .u4681dac80feebbb37fb286321d22d8dc:active , .u4681dac80feebbb37fb286321d22d8dc:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4681dac80feebbb37fb286321d22d8dc .centered-text-area { width: 100%; position: relative ; } .u4681dac80feebbb37fb286321d22d8dc .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4681dac80feebbb37fb286321d22d8dc .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4681dac80feebbb37fb286321d22d8dc .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; } .u4681dac80feebbb37fb286321d22d8dc:hover .ctaButton { background-color: #34495E!important; } .u4681dac80feebbb37fb286321d22d8dc .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4681dac80feebbb37fb286321d22d8dc .u4681dac80feebbb37fb286321d22d8dc-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4681dac80feebbb37fb286321d22d8dc:after { content: ""; display: block; clear: both; } READ: Beatrice and Benedick Relationship AnalysisHe would be strong and dark this idea of having a male child was like a promise of compensation for all her past frustrations. A man is free, at least free to range the passions and the world, to surmount obstacles, to taste the rarest pleasures. Whereas a woman is continually thwarted. Inert, complaint, she has to struggle against her physical weakness and legal subjection. (Flaubert 101) What Emma says here sums up exactly how she feels: men are free and women are not. She wishes only to have a boy so as to not subject a girl to the same struggles she experiences that of feeling continually thwarted. The irony of this situation is that she does give birth to a girl who eventually loses all of her freedoms. In Midaq Alley, the womens responsibilities are to focus on two things: their physical appearance and finding an appropriate man to marry. Such shallow criteria are not sufficient to find a compatible husband. When Hamida finally accepts Abbass invitation for marriage, he agrees to work for the British army in order to earn enough money to provide her the finer things in life. When Abbas leaves, Hamida finds Ibrahim Faraj, who enchants her with his riches and opportunities. The last night she is at her house: Her mind set to work, imagining her future food and how she would dress and adorn herself, her face beaming at the delightful dreamy thoughts the shoddy appearance of her underwear embarrassed her and her bronze face turned red Hamida made up her mind not to give herself to him until she had exchanged these shabby clothes for pretty new ones. This idea appealed to her, and all of a sudden she was filled with joy and passion. (Mahfouz 203) Male dominance of women sets certain restrictions, leaving women trapped and unable to break out of the clichà ¯Ã‚ ¿Ã‚ ½s of society. These subservient roles are the main conflict in the stories of both Emma and Hamida. The power of love and lust is a very important theme in Madame Bovary. Rodolphe eloquently describes love: Yes, it comes along one day, all of a sudden, just when weve given up hope. Then new horizons open before us: its like a voice crying, Look! Its here! We feel the need to pour out our hearts to a given person, to surrender, to sacrifice everything. In such a meeting no words are necessary: each senses the others thoughts. Each is the answer to the others dreams. There it is, the treasure so long sought for-there before us. (Flaubert 162) Here, love seems like a magical, wonderful thing. But is it really love that Emma experiences in this novel? When Emma and Là ¯Ã‚ ¿Ã‚ ½on meet again, he he must make up his mind to possess her (Flaubert 264). From this quote, the reader can conclude that love was no longer the pervasive feeling here. Describing Emma as a possession makes her seem more like an object than a person capable of expressing and receiving feelings. The same happens in Midaq Alley with Ibrahim and Hamida: himself had never known love whenever a new girl fell into his net, he played the part of the ardent lover-until she succumbed; after that he continued to court her for a short time. From then on he had made sure of his influence by making her dependent upon him emotionally and financiallywhen his mission was accomplished he dropped his role of lover for that of the flesh merchant. (Flaubert 256). As depicted in this quote, the reader is shown that men of this time period often confused lust for love. Women in the 20th century went through difficult times trying to evolve the roles they had been given. Both Emma and Hamida experienced many difficulties. From both books, the reader can see evidence to support the stresses marriage entails, the hardships of the womans role, and the twisted minds of some men when it comes to love vs. lust. Neither Emma nor Hamida was able to physically escape from these torments, but their resolve to change their circumstances sowed the seeds of change for a new way to a life in the future.

Free Essays on Dantes Inferno

Dante's Inferno Dante’s Inferno is one of the three parts of his Divine Comedy. The Inferno is divided into thirty-four cantos, each containing a description of a specific region of hell. Sinners in each area are punished for different sins. Sinners of lust suffer in upper hell, sinners of violence in middle hell, and the sinners of fraud in the lowest part of hell. The sufferings of these people are portrayed through Dante’s eyes as he descends lower and lower into hell with Virgil, his helper. The punishment for each sinner corresponds to the sin that they committed. In Canto 18, Dante and Virgil travel into the First and Second Pouch of the eighth circle of hell, also called Malebolge. This region of hell is divided into ten parts, or â€Å"pouches†, where sinners of â€Å"ordinary† fraud are punished. In the First Pouch, the panders and seducers are whipped by horned demons. Here Dante encountered Venà ©dico Caccianemico, a Bolognese who pandered his own sister, giving her to another man as a prostitute. These panders and seducers had forced other people to obey them, many times against their will, and had tortured them if they didn’t listen. As compensation for their sins, they are being held under the control of the demons, and are also being tortured continually. This continual suffering also accounts for the surplus time these sinners had in manipulating others. In the Second Pouch, flatterers are punished by being made to live in an abysmal pit of excrement. Flatterers are sycophants who try to use insincere and excessive praise to look good in other people’s eyes. These false attentions and comments are commonly called â€Å"bull-*censored*† in slang. This applies directly to what these sinners are condemned to live in forever. In the 23rd Canto, Dante and Virgil travel from the Fifth Pouch of Malebolge to the Sixth Pouch, where hypocrites are being punished. They are made to walk around in circle s... Free Essays on Dante's Inferno Free Essays on Dante's Inferno Dante's Inferno Dante’s Inferno is one of the three parts of his Divine Comedy. The Inferno is divided into thirty-four cantos, each containing a description of a specific region of hell. Sinners in each area are punished for different sins. Sinners of lust suffer in upper hell, sinners of violence in middle hell, and the sinners of fraud in the lowest part of hell. The sufferings of these people are portrayed through Dante’s eyes as he descends lower and lower into hell with Virgil, his helper. The punishment for each sinner corresponds to the sin that they committed. In Canto 18, Dante and Virgil travel into the First and Second Pouch of the eighth circle of hell, also called Malebolge. This region of hell is divided into ten parts, or â€Å"pouches†, where sinners of â€Å"ordinary† fraud are punished. In the First Pouch, the panders and seducers are whipped by horned demons. Here Dante encountered Venà ©dico Caccianemico, a Bolognese who pandered his own sister, giving her to another man as a prostitute. These panders and seducers had forced other people to obey them, many times against their will, and had tortured them if they didn’t listen. As compensation for their sins, they are being held under the control of the demons, and are also being tortured continually. This continual suffering also accounts for the surplus time these sinners had in manipulating others. In the Second Pouch, flatterers are punished by being made to live in an abysmal pit of excrement. Flatterers are sycophants who try to use insincere and excessive praise to look good in other people’s eyes. These false attentions and comments are commonly called â€Å"bull-*censored*† in slang. This applies directly to what these sinners are condemned to live in forever. In the 23rd Canto, Dante and Virgil travel from the Fifth Pouch of Malebolge to the Sixth Pouch, where hypocrites are being punished. They are made to walk around in circle s...

Sociological imagination Essay Example | Topics and Well Written Essays - 750 words

Sociological imagination - Essay Example People see themselves merely as recipient of society rather than recognizing their dual roles as both creators and receivers of the artifacts of society and socialization. The film â€Å"A Better Life† demonstrates many of these characteristics. Its main characters, Carlos, and undocumented immigrant, who buys a friend’s gardening business only to have its main asset (a truck), only to have it stolen, and Luis, seem to only be able to brave the struggles that are thrown at them every day without being able to act to change the systems that oppress them. The film makers, thus, fall into the trope of creating victims of society and socialization, without giving them agency to actually be a force for change in the social fabric. The film â€Å"A Better Life† is certainly a heart rending story, with people working incredibly hard just to make ends meet, and who face an unfair system that tilts their struggle for life against them. One of its main problems, whoever, i s that it does not give its characters a great deal of agency beyond simply responding to one crisis after another – reacting to the things that are presented of them. This trope begins from the very opening of the film, when Carlos is (apparently for the nth time) offered his partner’s gardening business. He faces a choice foisted on him from outside circumstance: to buy or not to buy? When he hires someone who then steals his car, he likewise faces choices on how to deal with it, and eventually decides to steal the car back. Finally, when pulled over and deported, he has a choice of remaining in Mexico or of trying to get back in to America, and he chooses the latter. This sequence of outside crisis is certainly how many people imagine their lives, noticing only what Mills calls the â€Å"millieux† around them, that is, their circumstances, without recognizing that they have a part in shaping those circumstances. This is not at all to seem critical of the char acters – that they should be doing more to give themselves a better chance at life. This issue is the film plays into a problem with the way people imagine themselves in the world with being solely the receivers of society and culture, rather than the creators and recipients of it. This film could have been better if the main characters at least recognized that they had some ability to shift the dynamics that were occurring, and that if many people like them made likewise changes then long lasting, changes for the better could actually occur. As it currently stands, the film tells the story of a valiant fight against a society that stacks the deck against much of its own population, but is not critical of the dynamic and trope of the individual responding to crisis foisted upon them by an outside, distinct society that they have no role in creating. â€Å"A Better Life† is certainly a good film outlining many important issues in sociology, such as oppression, the inter action between race and culture, the situation of immigrants and acculturation to new cultures and so on. Yet it falls into a trap that is very easy to stumble in to,

CRIMINAL LAW Essay Example | Topics and Well Written Essays - 1250 words

CRIMINAL LAW - Essay Example Rachel would win the challenge if she did not move her foot. Rachel accepted the challenge. The game started and Charlie was the first to throw a knife which hit Rachel’s ankle resulting in a deep cut and started bleeding. Rachel shouted at Charlie that she would get back to her, if she wasn’t in much pain. Seeing what had happened, Monica shouted to Charlie wondering whether she was crazy. Monica then lamented that she could not believe that Charlie had cut Rachel’s foot and asked whether it was because she hated her since she used to date Ross who still loves her. These comments infuriated Charlie, who grabbed the pair of scissors lying on the table and cut a large chunk of Monica’s hair. Charlie raised her hand again holding the scissors and Monica thought that she was going to cut her again, and so she rushed out of the house. On her way out, Monica met Joey who had heard the commotion and had come to check what was going on. Bumping onto Joey, Monica fell on the floor dislocation the right wrist which she had previously injured a day earlier while playing tennis. Rachel grabbed the frying pan and tried to hit Charlie at the time Joey was entering the apartment. Rachel missed Charlie and instead hit Joey fracturing his nose. In this case, the facts are that, Rachel was aware of the risk and danger she was putting herself into when she agreed to take the challenge that allowed Charlie and Monica to throw knives near her foot. Charlie threw a knife that cut Rachel’s foot resulting in bleeding; this was not intentional but an accident. As a result of infuriation, Charlie cut off a big chunk of Monica’s hair, this was not an accident, and it was intentional. Monica dislocating her arm as a result of bumping onto Joey was purely an accident. Rachel hitting Joey’s nose with a frying pan and fracturing it was not intentional. Based on the facts of this case, the question that arises is what criminal liabilities for the said parties in this case are. Parties Criminal Liability It is very clear, from the facts extrapolated above; the issues of Grievous Bodily Harm, Accidents, and Transferred Malice in relation to injuries are significant to these parties’ liabilities. Neither Rachel, Joey nor Monica, did anything wrong. The harm caused to Rachel by Charlie, the deep cut in Rachel’s foot, is considered involuntary. The potential criminal liability that faces Charlie is the Grievous Bodily Harm statute under section 18 of the 1861 Act, Offences against the Person. According the external elements of the offence-actus reus-a defendant must unlawfully cause any grievous bodily harm or wound1. The deep cut on Rachel’s foot caused by Charlie may constitute a grievous bodily harm or wound, under the rule found in Eisenhower, the continuity of the whole skin be cut rule2. The deep cut on Rachel’s foot caused by Charlie can also be explained under really serious bodily harm as seen in the case DPP v Smith3, but would, however, be up to the jury. According to the mens rea4, for such a liability to accrue, there is a requirement that an act needs to be malicious and with intent. Charlie would most probably fall under section 18 of the 1861 Act, Offences against the Person, which does need intent or malice5. It may be argued that cutting someone’

Introduction of the bachelor and master system Essay Example for Free

Introduction of the bachelor and master system Essay Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobrenkova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europes educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that ones life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. 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