Triumph of the will

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The second scene begins with no background music at all, simply focusing on Nuremberg's tower tops and roof tops. Again, the viewer is presented an overlook of Nuremberg, houses and people opening their windows and watering their plants on their balcony. One person even has a small flag displaying the Swastika stuck in the flowers. The camera again focuses on the Reich flags and the Swastika is shown on all the big city towers and buildings. Then, the camera moves to a army camp and you can see a huge area full of small tents. You hear march music in the background and kids are playing trumpets and the drums. The soldiers are just waking up and you can see them washing themselves, shaving and getting a haircut. All the soldiers are smiling and they are even having big water splash. Then you see them taking wood sticks off a big cart and the army cooks cooking food for the soldiers. German folk songs are played in the back. The soldiers are seen eating, wrestling and having a lot of fun. This is great propaganda for the Nazi party, showing only the positive side of the life as a soldier for the Nazi's. Then you see women marching in Bavarian clothes, smiling, and other people taking joy in watching the events. Hitler is smiling and greeting the marchers and they are saluting him by saying "Heil Hitler".The second scene begins with no background music at all, simply focusing on Nuremberg's tower tops and roof tops. Again, the viewer is presented an overlook of Nuremberg, houses and people opening their windows and watering their plants on their balcony. One person even has a small flag displaying the Swastika stuck in the flowers. The camera again focuses on the Reich flags and the Swastika is shown on all the big city towers and buildings. Then, the camera moves to a army camp and you can see a huge area full of small tents. You hear march music in the background and kids are playing trumpets and the drums. The soldiers are just waking up and you can see them washing themselves, shaving and getting a haircut. All the soldiers are smiling and they are even having big water splash. Then you see them taking wood sticks off a big cart and the army cooks cooking food for the soldiers. German folk songs are played in the back. The soldiers are seen eating, wrestling and having a lot of fun. This is great propaganda for the Nazi party, showing only the positive side of the life as a soldier for the Nazi's. Then you see women marching in Bavarian clothes, smiling, and other people taking joy in watching the events. Hitler is smiling and greeting the marchers and they are saluting him by saying "Heil Hitler".

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Growth - An analysis into Gwen Harwood's Poetry.

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Growth can only come about if we accept change.

Change is an ongoing process. Throughout our lives we change from fresh, uninitiated babies and children filled with wonder at the world around us, through to know-it-all teenagers, into adulthood and finally on to our inevitable demise.

I believe the statement "Growth can only come about if we accept change" is true, for many reasons. For, while change is an ongoing process, as unstoppable as our biological clocks, the accompanying growth and subsequent maturity will not eventuate if the change is not accepted.

This idea of stages of moral growth was first proposed by the Philosopher Kolberg, who put forward a theory of Stages of moral growth. Between these stages a change must occur. Change leads to the dispelling of naive preconceptions and notions and results in growth because an ideology or platform has been swept away, and new growth can now occur. However, some people cling to their naïve ideas so strongly that they are quickly left behind changed but unchanging, as they attempt to hold on to what they once had.

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The fact that change occurs and must be accepted is generally a painful one and one that can be hard to understand.

There are many works of literature that illustrate this attitude, not just that change exists, but that it should be attempted.

"The Door" by Miroslov Holub is a poem about the need to embrace and accept change.

"Open the Door" the poem says the hint ?? of the wonders of change as given out

-"Or even a magic city!" there is the possibility that something wondrous may occur through change.

"Open the Door" the poem again pleads. This time the realisation that

"Even if

nothing

is there"

"at least there

will be

a drought"

Which shows that change, although it is now welcome all the time, should not be resisted, because there is simply nothing to fear from it.

"At Mornington" is a poem by Gwen Harwood. In the poem she reflects upon growing old, and the changes that have occurred to her, from when she was a child, leaping into the sea from the arms of her father, believing she could walk on water, to standing with a friend in from of his parent's grave, wondering what lies ahead, contemplating the day when they too shall lie down for the last time.

The realisation that we are mortal is a horrifying fear for many, especially younger people who so readily believe in their own immortality, that there is something different about them that shall not befall the rest of the population.

Harwood in the poem shows how even though she dreads and fears the day when her life will run out, she accepts this and henceforth attempts to enjoy what life she has

"We have one Jug, only one,

But it is more than enough

To refresh us"

In this quote the jug of water is a metaphor for life itself, Harwood is saying that although life is (relatively) short, and we only have one life, this is more than enough to live to the full.

Harwood, through her acceptance of change, has grown more mature and hence can enjoy the time she has left.

"Old Friends" is a song by Paul Simon about two friends, neglected by society who are growing older and towards their own inevitable demise.

The song is sung in a very sorrowful and mournful tone, low pitch, and soft, which help to exacerbate the pain, which the song is communicating.

The old men sit in the park all day, in a red dusty?? Neglected park, approaching the autumn of their lives together, comforting each other all the way to the grave.

"Time it was and what a time it was,

it was,

a time of innocence"

The quote shows how the old men have changed and grown from innocent and naive children through to old men left with nothing but their memories to comfort them as they make their slow way forward.

In this song the old men have accepted their fates, and have grown, but look to the past, to their memories, as this is all that remains of their life.

While growth would have taken place regardless, acceptance is needed to grow from change.

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Away

If you order your essay from our custom writing service you will receive a perfectly written assignment on away. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality away paper right on time.

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The Shakespearian elements of the play Away, by David Gow, contribute to the overall success of the play immensely. The play contains elements from a number of Shakespeares plays including King Lear and A Mid Summer Nights Dream. It also contains characters from Shakespeare's plays who play very similar roles in Away. For example Tom is very similar to Puck in the way that he has a calming effect over other characters. The play contains issues presented in Shakespeares plays, which really emphasises their universal significance. The Shakespearian elements also enable the reader to relate to the play, as Shakespeares reputation is so prominent. The final element that likens the play Away to Shakespeares plays is the quotes on the cover pages. The quotes come from Shakespeares plays and make the reader ask questions about the themes and issues presented in the play Away, and also other world wide applicable issues. The Shakespearian elements contribute to the overall success of the play in a number of ways. They make the play deep, thought provoking and relevant to all ages and forms of life, especially Gow's use of themes in the play. In Shakespeare's play, King Lear, the main themes are the stripping away of falsehood and artificialities and understanding true human values. This is very similar to Away, where the main themes are stripping away materialistic possessions and social status, and understanding real human values such as love, compassion and family stability and harmony. Gwen especially is materialistic, "Not exaclty….we've got tent" "We've got a new caravan everything in it you coukd need". The way in which this relates to the success of Away, is that it enables the reader to understand the universal and timeless significance of the themes being presented. Shakespeare wrote about them in the 1600's and now David Gow writes about them in the 0th century, which signifies how important they are, because they are as, or even, more applicable in the world we live in today. The success of the play heavily relies on Shakespeares previous detailed discussion of the themes and how they are eternally applicable to the human society. The play Away, also has very similar attributes to Shakespeare's play A Midsummer Nights Dreams. The play written by William Shakespeare, A Midsummer Nights Dream, has very similar structure to David Gows, Away. The plays are both based on mistaken order, or confusion that needs to be corrected. In Shakespeares case it was the acts order that needed correcting whereas in David Gows, Away, it had the sense of restored personal and social order. Peace and harmony are restored and rejuvenated, after mass confusion and disruption between family members. This contributes to the success of the play as readers are able to relate David Gows play, to one of the great Play writers of the world, Shakespeare, whose structure and methods of presenting themes are very similar. In Shakespeares play, The Tempest, there is a storm which drives Prosperos brother to an Island to cool off and consider his actions, similarly in Away Meg, Gwen and Jim are driven to a beach where they ultimately reconcile and emerge with a new outlook on life. Once again readers are familiar with the situation and can therefore feel comfortable with the format in which themes are being presented. If viewers/readers are aware enough and familiar with Shakespeare they will pick up on such aspects and respect Gows clever links and similarities, if not they will be content with the scenario in which rejuvenation and reconciliation are achieved. This means both readers will be satisfied which contributes to the overall success of the Play. Gow also uses issues and strategies, similar to Shakespeare's to help increase the overall success of Away. The issues presented in the play Away, very similar to the issues presented in Shakespeares plays. These include distorted views, confusion, and returning to the truth. Both Away and and Shakespeare's plays present a picture of human nature. The image presented is a similar one in both sets of plays, the way in which the human race has deteriorated towards both materialism and contains elements of hatred. Shakespeare and Gow both put the human race 'on a plate', to show humans what we are really like, hence allowing the reader to relate to the play, while making the reader take a step back to look at the human race. This contributes massively towards the success of David Gows Away, as it transforms the plot from unashamedly slight, to deep and thought provoking. Gows unremitting and systematic dismantling of the petty deceptions and deceits of characters also gives an interesting touch to the play, similarly to Shakespeares style. Gow has imitated many of Shakespeare's methods of creating a play that is light hearted, yet thought provocative, especially in his use and choice of characters. Some of the characters in David Gows, Away, have very similar characteristics and roles as characters in Shakespeare's plays. For example, Tom in Away is very similar to the character Puck in A Midsummer Nights Dream. Toms life which has barely even begun, is tragically slipping away from him and no one is prepared to help him deal with it. Fittingly, Tom begins and ends the play, first as the impish Puck, and progressing to the doomed Lear. Tom's parents by confronting there deepest fear (Tom's Death) feel as though they can "free" Tom, and allow him, like King Lear to crawl "unburdened" towards death. There are many other character similarities such as the campers who play a similar role as the fairies in A Mid Summer Nights Dream, and also Prosperos from King Lear, is very similar to Jim. This is in the way he has a sense of control, even if not obvious at first, Jim knows what he wants and how to get it. Prosperos acts in a very similar matter, subtle yet effective. The Shakespearian elements in the play Away, contribute immensely to the overall success of the play. David Gow includes similarities such as character personalities, human nature being put forward on a plate, and issues which are universally and timelessly significant for all. These elements liken the play Away to many of Shakepeares plays, and along with the Play within a play and the quotes on the cover page, Away could almost be perceived to of been written by Shakespeare. Even thought the plot is unashamedly light, it deals with some deep issues such as treatment of the terminally and mentally ill, and the direction of Australian culture whilst unsettling and diverse cultural changes are taking place. The play basically returns to the frailties that characterise human interaction. Shakespeare has also dealt with a number of these issues and although done in a different matter, the similarities can easily be seen between the plays. Without the Shakespearian elements of the play Away, the play would have been sparse and have little literary substance. Hence the Shakespearian elements of the play contribute gigantically to the overall success of David Gows Away.

Please note that this sample paper on away is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on away, we are here to assist you. Your essay on away will be written from scratch, so you do not have to worry about its originality.

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Effect of TV and Video Game Violence on Human Behavior

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In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, this study states "video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. Researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A survey study conducted by Anderson and Dill (000) found that time spent playing video games was positively related to delinquent behavior. Another study conducted by Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood. Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence.

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Running head TELEVISION AND VIDEO GAME VIOLENCE

Effect of TV and Video Game Violence on Aggressive Behavior

Mitka Kirilova

Northeastern Illinois University

The belief that violent media has an effect on human behavior is not a new one. There has been a growing concern about the impact of violence on television and video games on children's attitudes and behaviors (Bushman & Anderson). Researchers have conducted numerous studies examining the causes of aggression in children, and all have come to the same conclusion that viewing violence increases aggression (e. g., Anderson & Bushman, 001; Anderson & Dill, 000; Bartholow & Anderson, 00; Bushman & Anderson, 001; Huesmann, Moise-Titus, Podolski, & Eron, 00). One possible reason for the interest in a link between media violence and aggression is that violent crimes conducted by children and adolescents in the past years in the United States have increased dramatically.

In recent years, children are exposed to violent behaviors at a significantly young age and as a result, the effects of media violence on aggression, and other antisocial behaviors, may be greater in children than in adults (Bushman & Anderson, 001). Similarly, Anderson and Dill (001) state that repeated exposure to violent video games and television appears to affect aggression in children. In this study, Anderson and Dill found that video game play was positively related to increases in aggressive behavior. Furthermore, the results of Anderson and Dill study show that video games provide a complete learning environment for aggression, with simultaneous exposure to modeling, reinforcement, and rehearsal of behavior. In fact, the researchers of both studies demonstrate that learning often occurs through imitation, and copying what is seen in the media, often contributes to unhealthy outcomes among children and adolescents. According to social learning theory (Encarta, 000) people acquire aggressive responses either by direct experience, or by observing others. Two basic principals are involved in observational learning, acquisition and performance. Acquisition describes the response by which the behavior is learned through observation. Performance is the process by which the observer acts out the learned response. Acquisition of a behavior however, does not automatically lead to performance. An alternative way of presenting this is that children learn new violent behavior by encoding and retrieval of scripts for aggression (Huesmann et al.)

However, the idea that violent media has a causal effect on violent behavior is not without opposition. There have been two major criticisms that question the validity of applying effects found in laboratory studies to the real world ( Ferguson, 00; Freedman, 184). Both, Ferguson and Freedman argued that laboratory research may tell little about the effect that violent media has in the real world, and gave reason why the results of experimental research can't generalize to situations outside the laboratory. First, the measurements that were used to measure aggression have nothing to do with aggression; in the laboratory, measurements are usually only analogous of aggression. Second, the problem of almost all experiments was the experimenter's demands. In support of Ferguson and Freedman critiques, a study conducted by Sherry (000) cumulates findings of existing empirical research and suggests that there is a small effect of video game play on aggression. Sherry argues that the effect is smaller than the effect of violent television on aggression.

Far more studies however, reported results that playing violent video games and watching violent television have negative consequences. A combined experimental and correlational study conducted by Anderson and Dill (000) found that time spent playing video games in real life is correlated with aggressive behavior and delinquency. The results of both phases of this video games increased aggressive thoughts and behavior in both men and women.

In addition to the link that television and video games violence have on increased aggression in children, another negative effect has been proposed. Violent acts on video games may lead to desensitization of emotional response to viewing aggression (Anderson & Murphy, in press; Bartholow & Anderson, 000). Desensitization occurs when an emotional response is repeatedly evoked in and could lead to acceptance of aggression as an adaptive coping mechanism (Encarta, 000). Huesmann et al. (00) argue that violence and subsequent aggression is due more to cognitive and emotional desensitization to violence than to observational learning. In addition, (Huesmann et al. 00; Anderson & Murphy, in press; Bartholow & Anderson, 000) point out that television and video games violence can make children more accepting of aggressive behavior and they may become desensitized to the effects of violence through habituation.

While most of the psychological research has shown that viewing violent media increases aggression, few studies have shown that playing video games may be beneficial. A study conducted by Kestenbaum and Weinstein (185) found that video games had calming effect on the 08 subjects that they surveyed. Differences in outcome measures used across the studies create treats to the validity of these studies (Sherry, 001; Freedman, 184). Sherry and Freedman argue that studies used a variety of measurers of aggression ranging from actual behavior (aggression during free play) to paper and pencil measures of aggressive behavior. That's why it is difficult to conclude the observed findings support the evidence that television and video games represent a danger to society.

No matter what critiques of violence research say, evidence exist in studies supporting observational learning, as a cause of aggressive behavior after viewing violent videos or violent video games. Huesmann et al. (00) examined the longitudinal relations between TV-violence, viewing at ages 6 to 10 and adult aggressive behavior about 15 years later, for a sample growing up in the 170's and 180's. The interview data of participants adds empirical evidence that the effects of childhood exposure to media violence increase aggressive behavior during young adulthood.

Huesmann et al. (00) study was a follow up of the 177 longitudinal study of 557 children growing up in the Chicago area. The experimenters tracked down of the original boys and girls 15 years later where they were in their 0's. Through searches of driver's license and criminal justice records researchers obtained data on 450 of the original 557 participants, but only participated in the study.. Locating the original participants took two years. Interviews were conducted at the University of Illinois in Chicago, and each participant completed a questionnaire on a computer alone in a small room. In addition to the interviews with the participants of the study, the researchers interviewed their spouses, their parents, and their friends. Participants were paid $50 and others $0 for completing the interview. Huesmann and his colleagues (00) indicate that boys' reports of how often they watched violent television shows and played violent video games predicted the rates of criminal offenses in young adulthood.

Overall, the results of these studies do not point clearly whether viewing violence contributes to the likelihood that someone will commit violence. The main drawback of correlational studies is the inability to infer causation (Bloom, 00). Bloom argues that media violence studies lack practical significance. In his analysis of Bushman and Anderson (001) study, Bloom suggests that media violence may not be the cause of violent behavior. Bloom also suggests psychologists should not ignore small correlations and must shift their focus on causes such family structure, poverty, and abuse on children who engage in violent behavior. Other critiques (Fefguson, 00; Freedman, 184) argue that relationship could work the other way; the violent behavior could have caused a preference for violent television and playing violent video games.

Social learning theory manages successfully to address these criticisms as a major single theory used to explain the influence of violent programs on children's levels of aggression (Bushman & Anderson, 001). Bushman and Anderson addressed the critiques of Bloom and Ferguson in one of the issues of American Psychologist. They believe that these criticisms may come from misunderstanding and misreading of empirical research. However there was no such article to address the other critiques.

Even though I found convincing research articles on media violence, the most prominent proponent of social learning theory is Albert Bandura. The social learning theory emphasizes the importance of observing and modeling the behaviors, attitudes, and emotional reactions of others (Encarta, 000). Findings of many studies illustrated that children are more likely to model behavior if they identified themselves with the model and if the model had an admired status (Anderson & Dill, 000; Bushman & Anderson, 001).

However, few of the studies found apparent gender differences. Overall these studies suggest that both males and females from all social strata and all levels of aggressiveness are placed at increased risk for the development of aggressive and violent behavior (Anderson & Dill, 000; Bartholow & Anderson, 001; Huesmann et al. 00). Only one of the empirical studies (Huesmann et al.) found that intellectual ability and parents' education did seem to account for some of the effect of female participants. The same study found in the past that variety of parenting factors was related to child's aggression and later aggression, and many of these correlations were again found at least in one gender. Most of the studies however agree that the results of their studies are modest, and the question about media violence remains to be resolved. Bartholow and Anderson (001) suggest that future research should consider examining more directly gender differences in aggressive style within a video game model. Huesmann and colleagues (00) suggest future research should be directed at testing the interventions that parents, schools, producers and government may promote. All of the researchers agree that scientists should pay monetary and personal cost associated with educating the public to provide travel money for the participants of the senate hearing (Anderson & Dill, 000; Anderson & Murphy, in press; Bartholow & Anderson, 000; Bushman & Anderson, 001; Huesmann et al.).

I tend to agree with both sides of the issue about violent media and aggression. Researchers who were concerned about the impact of violent media on human behavior have found correlation between media violence and aggression and shed some light for the future replications of their studies. On the other hand, the critiques pointed real problems in the methodology of the studies that may be a real treat for the validity of the results. However, both sides of the issue, researchers and critiques, agree that future research should focus on methodological part of the designs. Human communication research on the other hand suggests that psychologists need to develop new theories to acknowledge experimental and social differences between video game use and television viewing (Sherry, 001).

References

Anderson, C. A., & Dill, K. E. (00). Video games and aggressive thoughts,

feelings, and behavior in the laboratory and in life. Journal of Personality and

Social Psychology, 78, 77-70.

Anderson, C. A., & Murphy, C. R. (in press). Effects of violent video games on

aggressive behavior in young women. Aggressive Behavior.

Bartholow, B. D., & Anderson, C. A. (000). Effects of violent video games on

aggressive behavior Potential sex differences. Journal of Experimental Social

Psychology, 8, 8-0.

Bloom, R. W. (00). On media violence Whose facts? Whose misinformation?

American Psychologist, 57, 448-450.

Encarta Enciclopedia online, 000.

Bushman, B. J., & Anderson, C. A. (001). Media violence and the American public.

American Psychologist, 56, 477-48.

Ferguson, C. J., (000). Media violence Miscast causality. American Psychologist, 57,

448-450.

Freedman, J. L. (184). Effect of television violence on aggressiveness. Psychological

Buletin, 6, 7-46.

Huesmann, R. L., Moise-Titus, J., Podolski, C., & Eron, L. D. (00). Longitudinal

relations between children's exposure to TV violence and their aggressive and

violent behavior in young adulthood 177-1. Developmental Psycholody, ,

01-1.

Kestenbaum, G. I., & Weinstein, L. (185). Personality, psychopathology, and

developmental issues in male adolescence video game use. Journal of the

American Academy of Child Pcyhiatry, 4, -7.

Please note that this sample paper on Effect of TV and Video Game Violence on Human Behavior is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Effect of TV and Video Game Violence on Human Behavior, we are here to assist you. Your persuasive essay on Effect of TV and Video Game Violence on Human Behavior will be written from scratch, so you do not have to worry about its originality.

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"When there is no way out"

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on "When there is no way out". What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality "When there is no way out" paper right on time.

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ENGLISH II

WHEN THERE IS NO WAY OUT

Carlos Alberto Sobrinho

Everybody desires to live in a world without problems, where people do not need to worry about nothing; and where there are no events that demand big efforts and difficult decisions. But, of course, this is an unreal world.

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In the real world history is so many different. Whatever we need to take decisions, easy or not, we probably have to face some complicated circumstances. However, we have to be prepared to lead with these disagreement hours facing them up to an accurate sense of humor.

As a result, sometimes we do not take the best decision but unless we could take an advantage we do not treat our own health bad. According to many researchers sense of humor is related to good health avoiding depression and other diseases. In addition to this a subject shows us a comparison between men and women concerned with mood and appetite serving as a scientific proof, as follows

"Canadian researches may have discovered why women are ten times more likely to develop eating disorders than man, and twice as likely to suffer from depression. It seems that women produce the brain chemical serotoninwhich is linked to mood and appetite more slowly than men." (Neri, 18)

So, the more we act with sense of humor the more we live better. Even though human body provides us with a substance to regulate our mood it is necessary to help it. For instance, world can be seen in different ways, we always have a good side to see; we need derive the best of each unique moment, even if it is good or not. Besides, our attitudes become better whatever we act without distress. Life's experiences give us many different reasons to believe in it. One of them is we live better if we have someone to share our life and its respective experiences.

An excerpt taken from Eduardo Galeano's book "O Livro dos Abraços", show us exactly we necessitate to think about sense of humor and share experiences of life "And from everything what Jose Luis learned with his father, this is the main point "Laugh is what matters. Tough him the old man And laugh together."" (Galeano, 00).

Finally, when there is no way out, we have to give a big smile and turn the life's page to face new problems without forget that sense of humor is the essential quality of human beings.

Bibliography

GALEANO, E., O Livro dos Abraços. Porto Alegre L&PM, 00.

NERI, G., Why men are happier. In Speak Up. Rio de Janeiro Globo, 18.

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Descrimination

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The time spent on researching the chosen topic was unnerving. Many believe that the idea of racial discrimination is ancient and phased out by the civil rights movement that was started many years ago. These are people that have not been discriminated against enough to really notice it exists. Every one at one point or another has experienced it, but only those that truly believe in its existence have first hand knowledge of it. The definition itself is very vague, not giving a clear understanding of the accurate meaning. Discrimination goes far beyond the act of turning someone down for a loan or not getting a job that is more than deserved. Those things are very serious but discrimination is the small act of being followed around by employees at a department store, pulled over for no real reason and the refusal of proper service. All these actions are caused by a way of thinking that starts from childhood. It is engraved into the minds of children at such a young age it is almost impossible to reverse the behavior. One of the worst improprieties committed by many, is they believe they have an understanding of what discrimination is because they have read about it, know someone who has experienced it, or are taking a small incident and labeling it a tragedy.

It is safe for me to say I have experienced and witnessed discrimination. I can also say I have not been the victim of discrimination the way many others less fortunate. By less fortunate I am not implying to people of less income, education or class I mean those robbed of their basic human rights. It does not matter how much money you have or who you know the majority amount of discrimination happens in a split second. When the act is in progress the person being judged is nothing more than all the stereotypes that have been fed and learned for many years. The person judging does not realize that one day they to will be judged also. While working in a department store there are many different types of people that come in and out every day. As a part of training we were given a video to watch to helps us understand store safety and security procedures. The tape illustrated scenarios and what to do if it were to happen. I was appalled when I sat through the fifteen minute display of blatant discrimination. All the shoplifters were either African American or Latino. Later, I further noticed that when costumers wanted service it was not always evenly spread. The most disturbing fact was those people that were ignored or treated badly were used to the foul treatment. This adds to the idea that it is okay to treat people as second class citizens, and plays a huge part on the self worth of the victims. We are lucky to have the opportunity to see the variety the world has to offer in the comfort of our own backyard. Regrettably many do not perceive it that way.

It is wrong for people to believe it is right to impose their personal ideas on others for selfish motives. Just because something is different does not make it wrong. Diversity is a privilege not a burden. If the masses could only understand the amount of knowledge that could be absorbed from others things would be different. Many feel it is easier to assume information than it is to take the time to challenge one's self. No one likes to admit fault, but it is a certainty of life no one is always right.

Living in the United States is very important to many people. The fundamentals we all take for granted are predominantly nonexistent in most other countries. It is not right to tell some one that they do not deserve to live there life in a country that allows so much opportunity when we who are already here do not take advantage of it. One day we will not have the luxury and will be on the other side and will suffer as they do. The most important thing I have learned because of this constant experience is to focus on what is important. It is meaningless to be angry and irritated over someone else's ignorant mentality and actions. Essentially I have to strive to control my urge to judge those that judge me. In respect for all those that truly wanted to gain civil rights for everyone a step was made though Malcolm X, Stokely Carmichael and Dr. Martin Luther King Jr. They started a revolution that will go on for many generations to come. The step they took was of the up most importance, but it was only the unearthing of a vast disease plaguing societies all over the world.

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Drowned Innocence: The Decline and Fall of the Ibo Civilization

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Chinua Achebe's Things Fall Apart documents the decay of the Ibo society through internal erosions and external catalysts. The title of the novel originates from William Butler Yeats' 11 poem "The Second Coming" which asserts Yeats' view of a catastrophic end to the world brought on by mankind. In borrowing Yeats' words and subsequently his apocalyptic concept, Achebe places the decline and fall of the African civilization in Western imperialism and the coming of Christianity.

In the name of the noble cause, the Europeans gain a foothold in the lives of the people of Umuofia and through that begin to spread their power of colonialism by suffocating the tradition of the Ibo. Tradition and custom are the center of the Ibo culture. When the people loose faith in that lifeblood, the glue or "the center [of the culture] cannot hold" (Yeats ). The center cannot withstand the pressure exerted by the teachings of the missionaries combined with the inherent corrosion of the native converts. Tradition is the first thing that is sacrificed, and when that foundation is destroyed, the rest falls with it. It is a time when "the best lack all conviction, while the worst / Are full of passionate intensity" ( Yeats 7-8), a time when "mere anarchy is loosed upon the world" (Yeats 4). In Yeats' meaning, anarchy exists when the conventional system, the traditional belief, or the core of Christianity that has been holding society together shatters. "Mere anarchy" the dissolution of a political authority can be thought of as a society without God, without any guiding principle. "The best [Christians, Yeats might mean] lack all conviction" or certainty about themselves, while Satan or the evil power is devouring the world with an intense passion. In a different sense, Achebe contests that "the best" are those that adhere to the old Ibo order while "the worst" are those that follow the footsteps of Christianity. "Lack[ing] all conviction," Okonkwo commits suicide because the faith and the clan that he believes in heart and soul fail him in the end when they refuse to follow him and charge after the messengers. Obierika resignedly chokes on his last words over Okonkwo's body because of the injustice in this world that drives "one of the greatest men in Umuofia […] to be buried like a dog" (Achebe Ch4). They have all lost faith in their beliefs and are ultimately crushed by the cultural confrontation. On the other hand, Enoch, the zealous Christian convert is "full of passionate intensity," to the point of madness, "such [is] the excessive energy bottled up in Enoch" (Achebe Ch). He destroys an integral piece of the Ibo tradition by unmasking and symbolically killing an ancestral spirit. Through him as a vehicle, Christianity and the white man are able to weaken the resistance of the clan. The growing influence of the Christian mission allows the outcasts of the society to turn against their culture and throw away their traditions, "like a hunter's dog that suddenly goes mad and turns on his master" (Achebe Ch1). These supporters of the new religion are "the falcon[s] [that] cannot hear the falconer" (Yeats ), ignoring the calls of their ancestral roots, spiraling further and further away from their mores. This is Achebe's twist on Yeats' original interpretation of the falconer as God and the falcon is mankind. The people of God cannot hear God's voice, or they are unwilling to listen to Him, hence, everything falls apart.

Under the peaceful guise of Christianity, the Europeans manifest the "rough beast" that will destroy mankind in Yeats' poem. The monster with the shape of a "lion body and the head of a man" (Yeats 14) highlights the fact that the British use a very humane reason, Christian Evangelism, for their imperialistic expansion. Their deceitful appearance seeks to convey a message of humanity, benignancy, and normality. However, "A gaze blank and pitiless as the sun" (Yeats 15) suggests their true nature, their "pitiless" way of treating the natives. The lethargic movement of its "slow thighs" (Yeats 16) belies the lethality it is capable of dispensing, similar to the deceptive slowness and peace first offer by the Europeans. The beast is "vexed to nightmare by a rocking cradle" (Yeats 0) of mankind's own hand. The cruelty and violence demonstrate by the Great War unleash the slumbering beast. It carries with it the human image because it's humans who create wars, spreading carnage everywhere. Yeats' apocalypse is self-inflicted while both outside mediums, Christianity and colonialism, and inside forces, converts and the loss of cultural identity, bring on Umuofia's annihilation. The Second Coming of Christ is supposed to save mankind from God's wrath, which comes in the form of "the angel of the abyss; his name in Hebrew is Abaddon, and in the Greek he has the name Apollyon" (Revelation 11). Abaddon and Apollyon both mean destroyer. But here, the Second Coming is not of Christ but is of the "rough beast," the fallen angel that rises from his prison in the abyss of darkness and spews violence upon the earth. Instead of a heavenly deity, this perverse and demented god of nightmare is sent in his place. The beast "slouches towards Bethlehem to be born" (Yeats ). The birth of the beast in the holy birthplace of Jesus will replaces Christ and the whole system of Christian belief. Achebe parallels this to the coming of the Christians, whose god to the Ibo is not virtuous and liberating but twisted and immoral, like Apollyon. The Christ they bring only kills the Ibo by debasing their civilization and drowning their "ceremony of innocence" (Yeats 6) the beauty and integrity of African culture.

Achebe's literary allusions to Yeats' poem serve more to contrast the ideas between the two works than to liken them to each other. Yeats views Christianity as the center, human violence as the beast, and God as the falconer. Through similar patterns but different interpretations, Achebe regards tradition as the center, Christianity as the beast, and culture as the falconer. According to the Christian religion, wars, chaos, confusion, and disasters signal the Second Coming of Christ, which will establish a heavenly kingdom on earth. At the same time, the Second Coming described in the poem could also be the attempt of the West to establish a new system on earth through colonialism, which in turn creates wars, chaos, confusion and disasters. The poem expresses a perfect irony the co-reliance of Christianity and Colonialism.

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