Jose Rizal and Martin Luther King Jr. free essay sample

Jose Rizal and Martin Luther King, Jr. Jose Rizal and Martin Luther King, Jr. are both great men known for their dignity and love of country. Through comparison, Jose Rizal was proponent of institutional reforms through his writings, while Martin Luther King, Jr. used his charismatic personality through orations and sermons to cry out the need for change. Both of them used peaceful means instead of violent revolutions to attain their heroic Through Rizals perspective, during the Spanish occupation, the Filipinos purpose. tarted to lose their own identity. They were forced to praise and admire the things hat were foreign and incomprehensible. The Filipinos endured this kind of life, but sad to say, they would only be repaid with insults and abuses. They were highly discriminated, they were treated as slaves and puppets, and they were robbed of their human rights. Rizal, who cared so much for his countrymen, did not bear this sight, so wrote his two famous novels, Noli Me Tangere and E l Filibusterismo, even if he knew that this was a sure danger to his life. We will write a custom essay sample on Jose Rizal and Martin Luther King Jr. or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Like Rizal, King saw the United States as a divided country. Black men are separated from the whites even in the simplest daily activities like eating in a estaurant, drinking from a water fountain, using a washroom, attending school, going to the movies, and rental or purchase of a home. He believed that this segregation would only generate hate and perpetuate a feeling of distrust among the races. King, like Rizal, also loved his country so much, that he bravely stood for his fellow blacks, even if it cost his life. While Rizal tried to awaken the lethargic spirits of the abused Filipinos through his symbolisms in his novels, King voiced out the cries of injustice among the powerless black Americans through his charismatic personality to the population. Rizal sought to defeat injustice, not the people. That is why, he used only his moral means. Similarly, King tried to achieve his goal by touching the hearts of the people. He appealed to the consciences of the white Americans and thus brought political leverage to bear on the federal government. He feared nothing and trusted only God and himself. And all his actions were peaceful and morally upright. Upon Rizals martyred death of age 35, it did not cow the spirits of his people, but furthermore propagated the burning desire for freedom. His death was the catalyst hat precipitated the Philippine Revolution, which later led to Philippine Independence. King also died at a young age of 39 when he was assassinated. And in the same way, his death did not end the advent for social Justice in the United States. But it led to the abolition of legal apartheid in many parts of America. Rizals ideologies helped create a new climate of thought which led to the attrition of colonialism and the emergence of new Asiatic nations. This only proved that Rizals influence was not limited to the boundaries of his country, but extended to the whole f Asia and even the world. Likewise, Kings influence reached internationally and inspired more and more people to promote equal rights and brotherhood. Both Rizal and King are well known, inspiring men, to all cultures of the world. They were their quests like imprisonment and assassination. Despite these obstacles, they became successful leaders and even after their deaths guided their fellowmen in a non-violent and positive direction for the fight to secure rights and equality. These reasons make them worthy enough of the title heroes heroes who shaped the world of today.

Free Essays on Corrections Essay

In this essay I will attempt to explore the differences between colonial and Jacksonain views on punishment, crime, and incarceration and the social, historical and economic factors that contributed to the shift in ideological thinking. Colonials felt that crime and religion went directly hand and hand. The colonial thought was that you were born a criminal and a crime or sin was a sure sign of the devil. Colonials felt the offender was deemed evil by the devil and therefore could not be treated or rehabilitated. Colonists believed in a self policing strategy, therefore everyone were on look out for a sinner or a criminal. Punishments in the colonial time included fines, whippings, mechanisms of shame, banishment, and for gallows. Often colonists were very narrow minded and cruel. Many colonists felt expulsion was a good means of deterrence â€Å"out of sight out of mind†. There were a large amount of capital offenses and courts were not reluctant to inflict the penalty. Jails did scarcely exist in the colonial period but had only limited functions. They held persons about to be tried or awaiting sentence or unable to discharge contracted debts. Colonist jails closely resembled the household structure and inmates wore no special clothing or uniforms. The inmates brought there own bedding and basically did what they wanted as long as they did not cost the town money. Colonist did not believe a jail could rehabilitate or intimidate or detain the offender. They placed very little faith in the possibility of reform. Between 1790 and 1830 the nation’s population greatly increased, cities became much larger in size and more populated. The growth of manufacturing in the nation sparked the Enlightenment ideas. During the Enlightenment the prior colonial forms of punishment were viewed as barbaric and misdirected. When men no longer knew their place in society self policing became a thing of the past. Jacksonians abolished the death pen... Free Essays on Corrections Essay Free Essays on Corrections Essay In this essay I will attempt to explore the differences between colonial and Jacksonain views on punishment, crime, and incarceration and the social, historical and economic factors that contributed to the shift in ideological thinking. Colonials felt that crime and religion went directly hand and hand. The colonial thought was that you were born a criminal and a crime or sin was a sure sign of the devil. Colonials felt the offender was deemed evil by the devil and therefore could not be treated or rehabilitated. Colonists believed in a self policing strategy, therefore everyone were on look out for a sinner or a criminal. Punishments in the colonial time included fines, whippings, mechanisms of shame, banishment, and for gallows. Often colonists were very narrow minded and cruel. Many colonists felt expulsion was a good means of deterrence â€Å"out of sight out of mind†. There were a large amount of capital offenses and courts were not reluctant to inflict the penalty. Jails did scarcely exist in the colonial period but had only limited functions. They held persons about to be tried or awaiting sentence or unable to discharge contracted debts. Colonist jails closely resembled the household structure and inmates wore no special clothing or uniforms. The inmates brought there own bedding and basically did what they wanted as long as they did not cost the town money. Colonist did not believe a jail could rehabilitate or intimidate or detain the offender. They placed very little faith in the possibility of reform. Between 1790 and 1830 the nation’s population greatly increased, cities became much larger in size and more populated. The growth of manufacturing in the nation sparked the Enlightenment ideas. During the Enlightenment the prior colonial forms of punishment were viewed as barbaric and misdirected. When men no longer knew their place in society self policing became a thing of the past. Jacksonians abolished the death pen...

Economics Research Paper Example | Topics and Well Written Essays - 1500 words

Economics - Research Paper Example This piece of research paper is an attempt to present a strategic analysis of US automotive industry by using Porter’s Five Forces model, which is one of the best strategic analysis widely used to measure and assess the competitive position of a company within its industry. This research paper presents a brief outline of the US automotive industry-profile and addresses five forces in detail, they are competition rivalry, threats of new-entrants and substitutes and bargaining power of suppliers and buyers. The US automotive industry includes all those firms and their activities involved in designing, developing and manufacturing of motor vehicles and major components like engines, bodies but excluding tires, batteries and fuels (Automotive Industry, 2010). The main US automotive marketers are Big-Three- (GM, Ford and Chrysler), Navistar International Corporation and Paccar Inc. There are currently many structural issues in the US automotive industry which in turn foreign auto-marketers have been able to take advantages and gain greater competitive advantages too. Datamonitor (2009) found that these issues include greater dependency on cheap oil, preference for building big cars, under-emphasis on fuel efficiency and excess capacity and legacy costs (p. 5). The recent economic turmoil and increasing oil price have eventually led the Big-Three to experience such structural issues. General Motors, one of the largest auto-manufacturer in the word, traces its root back to 1908, headquartered in Detroit. With various brands like Buick, Cadillac, Chevrolet and GMC, it manufactures a wide range of cars, trucks and auto-parts (Company Profile, 2010). It employs more than 200,000 people throughout its businesses in more than 120 countries. in very recent years, GM has experienced significant financial crisis that has threatened its market feasibility (General Motors

Where does Europe end and why Essay Example | Topics and Well Written Essays - 2500 words

Where does Europe end and why - Essay Example The boundaries which constitute Europe are thus vague, rather dynamic as Delanty and Rumsfeld (2005) indicate, i.e. Europe is still going through an economic as well as political transformation whereby it is struggling to incorporate the spaces surrounding the traditional Europe as buffer regions, stability of which is crucial for the sustainability of European states. The European Union is consistently going through a transition which is further expected to enlarge after the incorporation of Turkey into the European Union. In this case, according to the social theory model of EU proposed by Delanty and Rumsfeld (2005), the boundary in further going to be enhanced creating a further confusion about the end of Europe. The paper aims at answering the question in geographical as well as in economical, political and sociological perspectives to give the most valid explanations about where does Europe actually end. The paper intend on arguing that the boundaries of Europe in its true sens e extend beyond the Russian as well as Turkish borders. To further draw patterns and conclusions across variables, it is important to assess the traditional borders of Europe which the geographers have relied upon for years. According to the geographers, Europe is divided from Asia at the East from Ural Mountains and seas, whereas it is surrounded by watersheds on other sides. By this explanation, Europe ends somewhere around Russia at its East, and in Turkey around it`s South East where Asia or rather Middle East begins. This is where the problems still lie. Russia and Turkey both are located about halfway in Europe, thus it becomes difficult to assess where the other continents begin. Geography can`t be studied keeping political and sociological angles aside, thus when these factors are also considered it becomes difficult to decide where Europe ends. It can however be concluded, for the purpose of eliminating confusion that Europe ends

Persepolis by Marjane Satrapi Essay Example | Topics and Well Written Essays - 1250 words

Persepolis by Marjane Satrapi - Essay Example The author’s transformation leads to the growth of her inquisitive nature as she gets to question some of the various issues that surround her life. It is through this rebellious streak that the reader gets to appreciate the author’s transformation. This is especially because the time, in which these private changes were taking place, the region was facing tumultuous and incredibly dangerous disruptions (Satrapi, 2004). This paper will examine the novel, and help bring out aspects of the book that might make a difference in the lives of people. The author indicates in the novel that she happened to be the granddaughter of an emperor in Iran. As she tries to comprehend the extent of such novelty, she grows up trying to also understand the complexities of the life she lives. The author works on divulging information about rebellion in the lives of people around her, and the societies in which she lived. It is in the book that the reader gets to comprehend the nature of th e region, and some of the upheavals it was going through as it transitioned through the boundaries individuals created for themselves and others (Satrapi, 2004). Persepolis tries to delve into some of the issues that affect societies in modern times. It is through the book that people are made aware of their natures, and how to get about life minding others. The book tries to bring to reality the major themes that occurred in the region back then, but that may still be affecting society in present times. However, this is for the reader to conclude after completing the novel. The book sheds some light on the differences that exist between the lives that people lead on the outside, while living contradictory lives privately. The case of the author’s parents could be the perfect example. They talk of how evil the regime was, and they try to express their rebellion in their home. This is done by drinking wine and supplying their daughter with posters from famous people that were not from their world (westerners) (Satrapi, 2004). The upheaval saw changes take place that may not have necessarily been welcome in the region by people who were content with what they had, that is; safety and comfort in their beliefs and customs. Also, the different reasons behind rebellion can be found in the book as the author tries to claim that the presence of knowledge or even fear could be motivators for people to rebel. The revolution in Iran came about as a result of the difference in social class. There were tremendous gaps between the rich and the poor, which the author insinuates that she often felt ashamed of, especially when she was in her father’s Cadillac. The author tries to bring to the reader the diverse points of view that were held by different people present in her life, for instance; her grandmother, her parents, and outside society. This is done in an effort to bring forth all the sides of the story, and not just placing judgments on certain groups of people, or try to decide who might have had it better or worse. The historical perspective is the aspect that is brought out by the author (Satrapi, 2004), whose humor and alternating tone assists in bringing out the seriousness of the issue that rocked the region in the twentieth century. Violence, religious persecution, corruption, and even torture are themes which are recurring in the novel. They are themes that are seen through the eyes of a child (younger Marjane), while the humor she displays tries to create the sanity that is

Intonation In The English Language

Intonation In The English Language Many people think that pronunciation is what makes up an accent. It may be that pronunciation is very important for an understandable accent. But it is intonation that gives the final touch that makes an accent native. Intonation is the music of a language, and is perhaps the most important element of a good accent. Often we hear someone speaking with perfect grammar, and perfect formation of the sounds of English but with a little something that gives them away as not being native speaker.Therefore, it is necessary to realize that there is more than the correct pronunciation of the vowels and consonants of a language. This is very important and we do stress it in other articles. But it is only one of the three components to an accent, pronunciation, intonation, and linking. In other places we will examine the correct pronunciation of vowels and consonants, and linking, the way that syllables within a word, and the beginning and ending of words come together. Two useful abstractions: To understand how intonational transcription works, you must understand two different kinds of abstractions which the system relies on. The first is a phonetic abstraction, namely that there is something which we can call intonation, a well-defined set of linguistic phenomena all working together to determine the pitch pattern of an utterance. This abstraction is very useful because it is fairly easy to get a good measure of what listeners perceive as the pitch pattern. We can do this by extracting the fundamental frequency of the voiced parts of the utterance, a task which is computationally quite easy. We can then take the fundamental frequency pattern, and analyze it as the result of a set of linguistic categories with a number of specific purposes, and an algorithm which implements the categories as events in the pitch of the utterance. Two points to note here: 1) not all intonational categories have the same function; being an intonational category only means that the category has a specific and categorical effect on the pitch pattern. 2) these categories do not determine all aspects of the pitch pattern; variou s other non-linguistic differences, such as emotional state, degree of involvement in the speech, and individual differences such as ones due to sex, also affect aspects of the pitch pattern. The second is a functional abstraction. These intonational categories can be classified with respect to the two major types of prosodic functions. Prosody can be described as consisting of head mechanisms and edge mechanisms. Head mechanisms are those which act to pick out one piece of an utterance as different than its neighbors, while edge mechanisms indicate which items go with which by marking the edge of a larger grouping. Intonational categories in the English system similarly function either to pick out syllables which are more stressed than their neighbors, or to mark the final edge of a piece of an utterance which is to be interpreted as a group. Edge marking tones boundary tones and phrase tones. The intonational categories which you will likely find most intuitive are the ones which are used to mark edges. One reason for this, I believe, is that the English orthography actually writes some of these differences. For example, consider the following pair of sentences. 1) This is a test sentence. 2) This is a test sentence? If you convert these into speech (by reading them out loud), you will note a very salient difference in the pitch contour at the end. In 1) the pitch falls throughout the last word, often ending with a little bit of creaky voice, while in 2) the pitch rises throughout the last word, perhaps ending higher than anywhere else in the entire sentence. Such differences in pitch pattern reflect discourse-related differences such as is captured by the use of the question mark in 2). At a full stop, our system indicates the possibility of four different contours, the two which appear in likely renditions of 1) and 2), and two more, one which you will likely produce in the non-final members of a slowly rendered list, and one which you might produce when calling someone in for dinner. In the transcription system, you will see these represented in the following way (more or less). The fall in 1) is low throughout, and so is indicated as LL% (two lows with the % indicating the final boundary). The rise in 2) is high throughout, with a very brief rise to a super-high at the end, and so is indicated as HH% (two highs). The so-called list boundary starts low and rises slightly at the end, and so is indicated as LH%. The last one which appears in calling chants is basically high throughout, and differs from the HH% (question marker) in that it does not rise to a super high. Thus, since it is high to start with, it starts with a H, and since it is not as high as the super high at the end, it is relatively low, and so is indicated with a L%. This makes for a neat 4-way distinction as below, given with stereotypical examples of places where you might find them. (Note these are not the only places you will find them!) LL% Terminal fall statements. HH% High plateau with upped high at end covert questions. LH% Low plateau with little rise at end internal to lists. HL% High plateau with no rise to a super-high end of calling chants Head marking tones pitch accents. If you go back and reproduce the items in 1) and 2) again, and this time concentrate on the area aroundtest, you will very likely notice a large difference in pitch pattern in this region in addition to what is going on at the end. The wordtest is a critical portion of the utterance in most prosodic analyses of English, because it is the last item which bears some degree of stress, usually called tonic or sentence stress. I chose this sentence because the words test sentence form a compound, and one of the peculiarities of English compounds is that they are most stressed on the first half. Thus,test is the most stressed syllable in the last content word in the sentence. In stressed locations such as this, English speakers also implement tonal events. Such events are often called pitch accents,, pitch because they involve parts of the pitch pattern, and accents because they are involved in making a particular syllable more prominent. Stressing this syllable makes it stand out from its neighbors. Thus, the tonal events ontest are head-marking events. Here, like the boundary tones just discussed, there are tonal differences associated with different discourse conditions. In 1) you very likely will produce the stressed item with a high pitch somewhere on it, while in 2) you very likely will produce the stressed item with a relatively low pitch. Thus, the difference between vanilla statements and covert questions is not only in the presence of LL% boundary tones in one and in HH% boundary tones in the other, but also in the presence of a H accent in one, but a L accent in the other. Since there is a categorical difference in how you use pitch to stress the tonic item, you need to have a categorical difference between H* and L* accents. (The star here indicates that the tone is associated with the stressed syllable.) In addition to using relatively high and low pitch, there are more complicated rising and falling pitch accents which differ from the simple low and high accents in what they indicate. Our system captures these differences in the local use of pitch in the accent by combining Hs and Ls in various ways to get rises and falls. Thus, in addition to H* which indicates a generally high pitch around the stress and L* which indicates a generally low pitch around the stress, we can also have H+Ls (falling accents), and L+Hs (rising accents). To illustrate the difference between a simple H and a L+H, consider the following two conditions: 3)We will be having you read bunches of utterances for some obscure reason related to why anyone would be interested in linguistics. The first is a test sentence. Its just there for practice. 4)The first is not a real sentence, the first is a test sentence. In producing test sentence in 3), it is likely there will not be an appreciable rise in pitch, while in 4), where it explicitly contrasts with the precedingreal, it is likely that there will be an appreciable rise in pitch from the is a tot est. In fact, it is a general property of contrasting items that they get rendered with a relatively low pitch on the material preceding the stressed item and a sudden rise to a peak on the stressed syllable. If you read over 4) several times, emphasizing the contrast more and more each time, this rising pitch event associated witht est will become more and more apparent.. In 4) the rising accent is seen in the relationship in pitch between the items immediately preceding the stressed syllable and the pitch on the stressed syllable itself. However, there are other examples of rising pitch accents in which the low pitch predominates in the stressed syllable, and the high does not become realized until very late in the syllable or in the following s yllables. Pierrehumbert Hirschberg (1991) discuss fairly clear examples of this accent such as the following: 5) A: Alans such a klutz. B: Hes a good badminton player. Here the intended meaning of the second response is that B is not sure that playing badminton qualifies one as not being a klutz. In the intended rendition there is a low pitch onbad and a rising pitch on the immediately following syllable, and then another fall to a general low ending in LH% phrase tones. Another example they discuss is the following: 6) A: Did you take out the garbage? B: Sort of. A: Sort of!?! Here, the intended rendition of Sort of starts low inso rt and rises, and then falls and rises again at the end. The intended meaning is very much like that in 5), namely, B is not really sure what she did counts as taking out the garbage. As rendition ofsort of in the last line has exactly the same pattern as Bs, a rise throughsort followed by a fall and a rise at the end, though the rises and falls are more exaggerated. Whats important in each of these cases,badminton in 5), and both sort ofs in 6), is that the stressed syllable exhibits a distinctly low pitch and the rise which comes much later than the rise in 4). In order to annotate this difference, Pierrehumbert used the * to indicate which part of the contour is to be associated with the stressed syllable. Thus, the contour in 4) is annotated as a L+H*, since the H part appears on the stressed syllable, and the L part simply comes some time before it. By contrast, the contour in 5) and 6) is annotated as a L*+H, since the L part happens on the stressed syllable, and the H part appears some time thereafter. Pitch Range. : One final aspect of intonational modeling must also be mentioned, that is the notion of pitch range. As I noted above, the tone category sequences do not all by themselves determine the pitch contour for an utterance, but other non-linguistic (non- conventionalized) factors also affect the final realization of pitch. One approach to handling these less conventionalized effects, such as what may be due to emotional involvement, is to allow for modulation of the overall range of the pitch movements. The general approach used in most models is to specify a pitch window, which indicates the range of pitch to be used at any given time. The top of the window is where you find the Hs and the bottom of the window is where you find the Ls. This window can be affected by a number of different factors, which work in different ways. Some factors are global in that they typically affect a large portion of speech. Take, for instance, the effects of emotional involvement. When people get irate, the re is a strong likelihood that the both Hs and Ls will be higher, and that the difference between the Hs and Ls will be bigger. This larger and higher window will often affect entire sentences. You will also likely find such global shifts in window size if you examine how people do narratives which include parentheticals and quotations. Parentheticals often are rendered with a narrower window, while quotes often involve a larger window. Other factors which affect pitch range can be localized to one particular location in the utterance. The most commented upon is the effect of downstep (sometimes called catathesis). Downstep is a very regular lowering and narrowing of the pitch range which happens in the presence of the accents. In Pierrehumberts analysis, any tone which is composed of two tones (the rising L+H and falling H+L accents) also trigger downstep. You can easily imagine this effect in an emphatic rendition of the following sentence. 7)I dont want horses and dogs; I want sheep and cats. If you are contrasting horses with sheep and dogs with cats, you will very likely produce this sentence with L+H accents on all four items (probably L*+H onhorses anddogs, and L+H* onsheep andcat s). If you do so, you will also notice that the second item in each list,dogs andcat s, will both be lower in pitch than the first,horse s, andsheep. This conventionalized lowering is taken to be due to the downstepping effect of the complex rising accents. One can also see this conventionalized downstepping very clearly in phrases with multiple accents rendered in a finger-wagging lecturing style where the clear intent of the style is to indicate that you should know this by now. For example, 8) You just dont seem to get it. Insert tab A into slot B. Repeat it four times. In this situation, the rendition of the last two sentences, which we can assume have been rendered several times before in the extended discourse, will likely not exhibit huge rising or falling accents. Nevertheless, I have heard this sort sentence produced with clear downsteps between each accent. Due to sentences like these, one must conclude that the occurrence of downstep does not necessarily demand the obvious existence of rising or falling accents. In Pierrehumberts analysis, this is due to the H*+L tone category which is locally the same as a plain H*, except that it triggers the lecturing downstep effect. In other systems, such as the ToBI revision, this downstepping is marked with an explicit marker (an exclamation point placed before the affected accent.

Janes Psychological Problems in Charlotte Gilman’s The Yellow Wallpape

Jane's Psychological Problems in Charlotte Gilman’s "The Yellow Wallpaper" In Charlotte Gilman’s short story "The Yellow Wallpaper," Jane, the main character, is a good example of Sigmund Freud’s Studies In Hysteria. Jane suffers from symptoms such as story making and daydreaming. Jane has a nervous weakness throughout the story. Jane is a victim of a nervous disorder of the brain called hysteria. She is aware that she suffers from a series of mental and physical disturbances. She says that she has a " temporary nervous depression: -- a slight hysterical tendency- what is one to do?"(2). According to Freud hysteria is a nervous disorder that causes violent fits of laughter, crying, and imagination. It is a lack of self-control. Jane experiences some of these symptoms. Her imagination takes over her personality a number of times. There are three instances where her creative imagination literally takes over her personality. The first is when she is describing to the reader the so-called nursery. The second instance is her way of talking about "The Yellow Wallpaper." The third is the remarkable ending, where she seems to lose herself in her rebellion against her husband John. Jane’s "nervous weakness" comes over her several times throughout the story, and in the context of Freud’s analysis of hysteria I will distinguish her problems (10). One problem is that Jane describes to the reader the so-called nursery, but she is actually talking about her bedroom with the barred windows. Jane states, "The windows are barred for little children, and there are rings and things in the walls"(4). I think that she imagined that the rings were a game of some sort for the children that would play in the nursery. In reality, the pu... ...kept on creeping just the same, but I looked him over my shoulder"(20). This goes to show that "the woman that creeps" was Jane all along. At the end of the story, she completely releases herself in her rebellion against John. She says, "I’ve got out at last," said I, "in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back"(20). Jane talks in the third person because of the result of her nervous weakness. From her imagination of the so-called nursery, "the woman," the yellow wallpaper and talking in the third person it is clear that she has serious psychological problems. Works Cited Breuer, Joseph and Sigmund Freud. Studies In Hysteria. Boston: Nervous and Mental Disease Publishing, 1950. Gilman, Charlotte. "The Yellow Wallpaper" and Selected Stories. "The Yellow Wallpaper." 1892. New York: Doubleday Dell, 1989. 1-20.