Teachers

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In the article "Teachers in Transition," Sandra M. Lawrence and Beverly Daniel Tatum present conclusions drawn from a research study they conducted on the impact of antiracist professional development on classroom practice. They address the presence and role of racism in our society and in our education system. In particular, they wanted to determine if antiracism education actually change the behaviors of educators in a way that is effective to their students. This problem is worthwhile to examine because awareness must be a part of the knowledge base to better prepare pre-service and in-service teachers within the context of real-world situations. The article makes a good contribution because it addresses the need for the centrality of antiracism in the teacher education reform agenda, it provides first-hand accounts exploring the need to combat racism from varied vantage points at teacher education institutions, and puts forth views to guide antiracist teacher education practice. This article is a valuable resource because it fosters contemplation of the connection of the many manifestations and implications of racism and racial inequality to educational practice.

The sampling technique used in this study was asking participants of a voluntary desegregation program who had taken the course, Anti-Racist and Effective Classroom Practice for All Students, if they were willing to participate in ongoing research regarding the course and choosing 84 suburban, white teachers. This knowledge could be adapted and used by other faculty in different disciplines to incorporate multiculturalism and antiracist curriculum into their teaching since the goal is to stimulate change in teachers attitudes toward diversity and in their ability to infuse their particular curriculum with multicultural antiracist concepts, strategies, and materials. However, selection bias is a possibility because the teachers who are in a voluntary desegregation program may not be representative of the population of teachers in the Boston area. Also, the sampling may have been improved if the participants were not only from suburban areas but from urban areas as well because urban areas usually have more diverse populations.

Lawrence and Tatum analyzed writing sample data of the participants with specific interest to descriptions of explicit antiracist actions the participants had taken in and out of school. This was an appropriate choice because the study was to trying to evaluate the impact of an antiracist professional development program on teachers thoughts about racism and their antiracist educational practices. Using some form of standard testing would have been inappropriate in measuring the teachers actual educational practices. The data were analyzed according to antiracist actions that were exhibited by the teachers during the course.

The treatment used in this study was the course, Anti-Racist and Effective Classroom Practice for All Students, which was given to all participants. "The need for professional development efforts to help white educators expand their perspective and deepen their understanding of the ways in which race and racism have affected their own education as well as that of their students is evident" (Lawrence and Tatum, 17). The treatment is appropriate because the course was not attempting to displace white culture from the position of dominance but to help white teachers acknowledge their own racial identity and see that the identity is gained at the expense of people of color (Lawrence and Tatum, 17).

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I think that this study is descriptive with a narrow focus. Its aim is to determine the relationship between the independent variable, professional development, and the outcome variable, teacher practices. The study does not attempt to establish causality but to show associations between these variables. The authors did not attempt to omit other variables that may have affected the teachers antiracial professional development and its usefulness in the classroom.

Of the eighty four white participants whose documents were analyzed, forty-eight described 14 specific actions they had taken during the course 5% of the actions involved improving relationships among teachers, students, parents; 7% constituted curriculum transformations; and 0%of the antiracist actions involved changes at the institutional level regarding support services for students of color (Lawrence and Tatum, 17). The authors concluded that the course succeeded in breaking the silences about racism in schools and it made visible the personal, cultural, and institutional manifestations of racisms in schools. Lawrence and Tatum also states that this course directly affected how the teachers thought systematically about useful materials, classroom experiences, and assignments that make racism more understandable and easier to connect to the developmental needs of the children. However, maintaining one's momentum as an antiracist educator without support and opportunities for continued growth is difficult (Ayvazian, 15). Lawrence and Tatum recommend that school districts who implement the type of professional development described in their study need to provide ongoing opportunity for discussion and support in order to ensure that antiracist educational practices will continue.

"Although everyone has a culture, many times members of the culturally dominant group of a society may not even think of themselves as cultural beings. For them, culture is something that other people have, especially those that differ from the mainstream in race or ethnicity" (Nieto, 000). I think this article is particularly important for educators, since white cultural norms are systematically enforced without any recognition that these norms are present in the schools. The course given in this study made the attempt to help white teachers become aware of how their own identity in white culture directly affected their educational practices with students of color. I believe that providing pre-service and in-service teachers with antiracist or multicultural professional development will improve their understanding of a diverse community and improve pedagogical patterns. I think that one of the weaknesses of the article was that the sample was chosen from a group that acknowledged the fact of racial inequality in schools and this is probably not representative of the general population. Multicultural Education addresses the dimensions of curricular content integration, knowledge construction, prejudice reduction, an equity pedagogy, and the creation of empowering school cultures (Banks, 1). The research in this article can be used as a model for implementing multicultural education in schools for teachers, students, and school districts

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Self Disclosure

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Self-Disclosure

(A) A very important form of interpersonal communication that you can employ in is talking about yourself, or also referred as self-disclosure. Self-disclosure is the process of revealing something about yourself to another person, in most cases revealing something that you usually keep hidden like a secret. Self-disclosure might involve information about your values, desires and beliefs, your behavior, and your self-qualities or characteristics. You can also self-disclose nonverbally for example by, wearing certain clothes with certain colors, wearing t-shirts with slogan, wearing earnings, having tattoos or a wedding ring that reveal who you are, or what you believe in, like your beliefs.

Self-disclosure occurs in all forms of communicating, it can occur in small groups, in public speeches and in television talk shows. Self-disclosure varies by culture for example, in some countries like Great Britain and Japan people don't disclose as much as in the United States, in some countries like China students may believe that self-disclosing, can be inappropriate at times. Some cultures view self-disclosing as a weakness or coward ness, showing signs of low self-esteem or not being sure of something. Self-disclosure is also different among genders, woman tend to self-disclose more than men do, they tend to reveal more intimate information than men, and most commonly woman tend to disclose more than men about their previous romantic relationships, their feeling about their friends and their greatest fears.

Women also seem to self-disclose more as the relationship becomes more intimate, whereas men don't change their self-disclosure levels. In self disclosure you reveal information to feel better or to let somebody know what your feeling or what you believe, self-disclosing happens everyday and everywhere and many times, we might not know that we are self-disclosing information.

(B) In an incident in my life were I used self-disclosure to communicate information about myself to another person was two years ago. Two summers ago while in Mexico for vacation, I was determined to find a nice girl to meet and possibly one day to marry.

One day I met this girl, and the moment I saw her, I knew she was one; she was the most beautiful woman I had ever seen and I had to meet her. The first time I talked to her was at a party, we started dancing and I began telling her about myself, the normal stuff like what my name was my age and were I was from, but when we sat down, our conversation changed totally. I began to disclosed information about myself that I normally kept to myself, I wasn't sure why I did this, but I later realized that I wanted her to know what I believed in, and who I really was as a guy, to get to know the real me. I told her that I was a nice guy who believed that in a relationship both partners had to treat each other equally and with respect, I told her that I was not a machismo individual. I told her that at times I could become grouchy and that at times I was very sweet and even that I was afraid of rats, something I always felt embarrassed revealing to anyone. I told her that I was a little shy among people and that I became very nervous when I had conversation with them. I even told her that I was addict to alcohol, something I never wanted to admit to anybody.

My goal was to show her that I had confidence in myself by revealing my weakness and strengths. I wanted her to know that I wasn't scared to reveal the truth no matter what it was, by doing this I believed I was a doing a positive thing because I was demonstrating to her that I was a real man and not a sissy and it payoff because she got my point and she truly understood me and thanks to that we are enjoying a beautiful relationship.

(C) The theory of self-disclosure explains what happened in my experience and also what happens in my everyday life because it demonstrates a lot of what self-disclosure is as defined, and also the effects it has towards people, or group of people in different kinds of situations and places.

In my case I self-disclose myself to another person in order reveal my beliefs, values and desires, my behavior, and my self-qualities, I wanted to explain what I wanted with my life. I think I self-disclose information in a positive way, because it made a good impression about myself and also I self-disclose negative information about myself in order to demonstrate that I accepted my weaknesses and that I wasn't perfect. I also believe that self-disclosure explains what happens in my life, because everyday I disclose information to people, although it may not be as intimate or secretive all the time. I do it everyday to get a point across and that is to communicate to others freely and to get my point perfectly understood. As I got to know her better, I became more sociable and extroverted and in a way this made me self-disclose more to this special person. I couldn't of picked another theory for interpersonal communication; this theory fully explains what happen during that incident and what happens everyday in my life.

(D) The theory of self-disclosure is important because being competent makes me have a greater self-confidence and makes me reveal more positive things, and with more self-confidence you become a better person. Showing more self-disclosure makes me more willing to risk possible negative reactions, self-disclosing myself has made me a better person, I have lost my shyness towards other people and I've become a positive thinker.

Using self-disclosure helped me increase my self-knowledge, communication and relationship effectiveness, and physiological well-being. With greater self-knowledge I have gained a new perspective on myself, a deeper understanding of my own behavior, through self-confidence and I have gotten into a better position to see my positive responses. Self-disclosure helped me meet the nicest girl in the world, and by self-disclosing my hidden information, I won this girls hearth. If you want to be recognized and have good self-confidence, you have to be willing to disclose information about yourself to others so they fully can understand, who you are and what you believe in.

Being self-disclosure or when someone discloses you is sign of trust and affection, it demonstrates that you are a peoples person and that is a plus these days. It is also proven that if you self-disclose you are less vulnerable to illnesses. If you self-disclose your information you feel good about yourself, because you let out some kind of information that probably worried you and now you feel better that you let it out. And because of this self-disclosure has helped me solved many problems, when I needed help for something or was not sure what to do. I self-disclosed myself, and I received information that really helped me out, and that changed my life

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Everyday Use

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EVERYDAY USE

By Alice Walker

"Everyday Use," written by Alice Walker, is a short story in which the use of imagery combined with characterization allows the readers to dive deep into the story, perhaps detecting hints in to what the characters are feeling or thinking. These methods prove successful in portraying how two characters, Maggie and Mama, psychologically confined themselves, thus resulting in submissive attitudes towards their intimidating and educated sister/daughter, Dee.

The story takes place in the past, probably around the mid-late 100's. In a old run down house live a mother, Mama, and daughter, Maggie, of African American descent. A poor family, they live a simple life and are people of faith. Mama has another daughter, Dee, who was sent away to be educated at an early age. Dee being pretty, superficial, and snobbish likes to belittle her mother and sister who are neither educated nor pleasing to the eye. Maggie is homely and badly scarred from being burned in a fire, which leaves her envious of her beautiful sister. Dee comes back one day to "visit" and asks her mother for an heirloom quilt that has already been promised to her sister. Maggie, who is used to seeing Dee get her way, is stunned when her mother denies Dee the quilt.

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Through Mama, the narrator, Walker uses characterization to share Mama's observations of her daughter Maggie. From this it is easy to see what kind of person Maggie is and how she might perceive herself. Details shared throughout the story tell that Maggie's self-image is one of negativity, which explains why she is always cowering and hiding herself in shame. Mama observes her poise while in her sister's presence; "She will stand hopelessly in corners homely and ashamed of the burn scars down her arms and legs." (Walker p.6). One can only imagine the effect of having burn scars and what it can do to one's self esteem. It is also stated, "she stood there with her scarred hands hidden in the folds of her skirt." (p. 70). Maggie's posture and poise is one of doubt. "She has been like this, chin on chest, eyes on ground, feet in shuffle, ever since the fire that burned the other house to the ground." (p.64).

The imagery used by the author the create Maggie starts with her red skirt. After reading about the fire she had been involved with earlier in the story, it is obvious that the red represents the flames that brushed upon Maggie's body leaving behind a painting of scars. Then comes the pink blouse, pink may represent sweet, calm, and innocence, all of which as we get to know Maggie fit together with her personality.

As with Maggie's character, the author uses characterization to create Mama as well. What is told about Mama is only her description of herself. Her self-image, like Maggie's, is one of negativity. She describes herself as being uneducated, manly, and fat. She realizes that Dee would like her to be just the opposite of what she is but, "in real life [she is a] large, big-boned woman with rough, man-working hands" (p.64). The use of imagery comes back into play here with Mama's rough man-working hands. Although Mama states straight out that she is not educated, it is also apparent through her vocabulary and the questions she contemplates to herself. Sentences such as, "That's make them last better," and "If that's what you want us to call you, we'll call you," are indications of where she stands educationally. Through imagery and characterization it is apparent that Mama has a poor self image.

Though both Mama and Maggie show signs of resentment toward Dee, they remain intimidated by Dee's sophisticated and educated persona. They allow Dee to manipulate and belittle them, all the while beating them with her intelligence. The main paragraph that Mama shows resentment towards Dee is seen here

"She would read to us without pity; forcing words, lies, other folks' habits, whole lives upon us two, sitting trapped and ignorant underneath her voice. She washed us in a river of make-believe, burned us with a lot of knowledge we didn't necessarily need to know. Pressed us to her with the serious way she read, to shove us away at just the moment, like dimwits, we seemed about to understand." (p.64)

Mama's submissive attitude is shown through her actions. While Dee is seizing particular items around the house Mama just watches, "When [Dee] finished wrapping the dasher the handle stuck out. I took it for a moment in my hands You didn't even have to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood."(p.68). These words reveal that Mama cares about this particular item and maybe she doesn't want to part with it, but her submissive side can't say, "no!" to her daughter Dee.

Maggie's resentment toward Dee is portrayed through Mama's observation as stated here, "[Maggie] thinks her sister has held life always in the palm of one hand, that 'no' is a word the world never learned to say to her."'(p.6). Or it may also be depicted by the way she looks at Dee "…eyeing her sister with a mixture of envy and awe." (p.6). She is also heard making gasping sounds at the sight of Dee. Not likely gasps of happiness since the narrator describes them as the sound one might make when seeing "…the wriggling end of a snake."

The way she cowers and hides in the background may represent Maggie's submissive attitude. Her presence in the room may be hardly noticed. She is described as "cowering behind," "hidden behind the door," and lurking "back in the kitchen over the dishpan." Even when she speaks in the presence of others her tone of voice is such that "you almost couldn't hear her" (p.68). Towards the end of the story when Dee asks for the quilt Maggie says, "She can have them, Mama" even though Maggie knows they are rightfully hers.

At the end of the story Mama releases herself from her psychological confinement by doing "…something [she] had never done before," she was able to say, "no," and take a stand to her antagonistic daughter Dee. At this point her daughter does not intimidate her, and her intuition is screaming that the quilt belongs with Maggie. After Dee storms off it seems Mama and Maggie are left with a sort of gratification in themselves as the narrator ends the story describing what they did after Dee left, "And then the two of us sat there just enjoying, until it was time to go in the house and go to bed."(p.70).

In conclusion, Walker's brilliant use of imagery and characterization is very abundant, leaving many aspects of the story, which may be explored. The use of color and great description allows one to discover the different personalities of the characters.

The main theme of the story is that a person's heritage is to be valued and cherished, not exhibited.

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Malaysian studies

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bye byeMalaysian Studies

Topic Religions and Beliefs

There are many religions and beliefs practiced in the whole wide world. Basically in Malaysia there are 4 main religions and beliefs. The religions practiced in this country are Islamic, Buddhism, Hinduism and Christianity while the beliefs are Confucianism and Taoism.

The Islamic Religion

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The Islamic Religion is the official religion in Malaysia. Islam was brought to the world by Prophet Muhammad who was born in Mecca on 4 Apr 570AD or 1 Rabiul Awal Tahun Gajah. His father was Abdullah bin Abdul Muttalib and his mother Aminah binti Wahab. He was raised by his grandfather, Abdul Muttalib when he was orphaned then by his uncle, Abu Talib when his grandfather died. Even as a young man, he was already honored as al-Amin by his community who was impressed by his noble character. He married Siti Khadijah binti Khuwailid at the age of 5 and managed his wife's business. He showed his leadership qualities when he solved a dispute among the chiefs of Quraisy over the relocation of the Hajarul Aswad Stone to its original site after Mecca were beset by flood.

The Prophet received the first divine revelation on 6 August 610 (17 Ramadan) from the angel Gabriel at the Hira' Cave. The first revelation was the Surah al-Iqrawhich means 'Read in the name of your God who made man from a drop of blood…' After a few months, he received the second revelation from the Allah S.W.T to spread the teachings of Islam. He carried the command for 1 years. During this time the Prophet and his followers suffered great anguish and torment from the Quraisy people of Mecca.

On receiving Allah S.W.T command to move, the Prophet then migrated to Yathrib on 1 September 6 AD (1 Rabiul Awal). The Prophet and the people of Yathrib entered into agreements, namely the Aqabqh I Agreement and the Aqabah II Agreement. Following that Yathrib was renamed Madinah. After a few years the Quraisy was forced to succumb to the Prophet and accepted Islam.

The basics of Islam are akidah and syariah. Akidah is absolute faith or believe in the oneness in Allah S.W.T and everything that has been revealed by Allah S.W.T. Syariah is the laws and regulations of Islam contained in the holy Koran and the Sunnah (Hadis). The major festivals of the Muslim community are Hari Raya Puasa, Hari Raya Haji and Maulud Nabi.

Buddhism

Basically there are two types of practices. The Chinese practice the Mahayana (Great Vehicle) branch of Buddhism which spread to and developed bin China during the Han Dynasty. This version of the religion has undergone adaptation. The Thais, however followed Hinayana (Little Vehicle) Buddhism, a more original version which places importance on saintly living.

Buddhism is based on the teachings of Siddharta Gautama (56 to 48 BC), a prince from Kapilavatsu in North India near Nepal. Gautama was disturbed by the plight and suffering of the people so he leave the comfort of his family to seek truth and to experience the life of the ordinary people. He found enlightenment under the Bo tree.

The basics of Buddhist teachings are the four truths which the Buddhists call 'noble truths'

1. Suffering and unpleasantness in life, like old age, disease and death, are gifts of nature.

. Suffering is caused by greed or desire for wealth and pleasure which do not last.

. Suffering can end when greed and desire is overcome or controlled.

4. To overcome or control desire and end suffering one should followed the noble Eightfold Path or the Middle Way.

The Buddhist celebrates Wesak Day which is a public holiday in Malaysia.

Hinduism

It was brought here by the Indian workers who migrated to Malaya in the 1th and early 0th centuries. There is no one founder of Hinduism. The Hindus have two set of sacred books- the Vedas and the Upanishads. These books were written in Sanskrits. The epics Ramayana and Mahabharata are also regarded as holy texts. The Vedas consist of Rig-Veda, Yajurveda, Atharva Veda and Samaveda.The Hindus believed in Trimurthi (Three Transformation). This concept explains that god appears in the form of different deities- Brahma (the Creator), Vishnu (the Saviour) and Siva (the Destroyer). It also teaches the incarnation of the soul when people died.

The main festivals of the Hindus are Thaipusam and Deepavali. Others include Thaipongga, Navarathri and Hindu New Year.

Confucianism

It is founded in China by Kung Chung-Ni who was called by Kung Fu-Tze or Kung the Master. The Europeans, especially the Christians westernized the name to Confucius. The teachings of the Confucianism are contained in a holy book called the 'Analects'. He emphasized life in this world in his teachings.

Followers of Confucianism in this country worship Kung Fu-Tze as a deity and have built temples for this purpose. On festive occasions, they make offerings of roast pigs and sample money notes. There is no statue of Kung Fu-Tze, like that of Buddha, in such a place of worship; only a stone tablet on which is written the teachings of Confucius.

Taoism

It was founded by Lao-Tze. His teachings focus on 'Tao', which means 'way'. Hence the name of is teachings, Taoism. His teachings are just as blur and difficult to understand today, as they were in the past. The holy book of Taoism is Tao Teh Keng.

According to Lao-Tze, Tao determines the course taken by the universe and is responsible for its movement. Because of this, Tao is the 'way' which must be used by mankind. It is the way to unite mankind with the universe and consequently co-ordinate man's life with the universe.

The two complementary principles of yang and yin in Chinese tradition explained the concepts of harmony in Taoism. Yang is positive, bright and masculine. Yin is negative, dark and feminine. The interaction of Yang and Yin is thought to maintain harmony of the universe and to influence everything within it.

Christianity

It was brought here by Christian missionaries during the Portuguese control of Malacca. According to believers, the Christian way of life was taught by Jesus Christ. Jesus began teaching as an itinerant preacher. He taught obedience to one another and also performed some miracles. The Jewish leader plotted to get rid of Jesus. He was sentenced to death and crucified in about AD. Christians believe that God raised Jesus from dead three days later. Jesus met and spoke with his followers for a short period of time and after that was taken into heaven. After this his followers spread the teachings. The basics of Christian teachings are oneness with the God, obedience to God, brotherhood and love. The holy book of Christianity is the Bible.

The Christians celebrated Christmas, God Friday and also Easter.

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Report # 3

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Greek Civilization

The Greek civilization is the first European civilization to be born. Other civilizations like Mesopotamia, India, and china were born in Asia Minor. The Greek civilization was based on ideas. Unlike the Middle Eastern civilization, Greeks doesn't have a river, neither a lot of agriculture. Greeks focused on its mental resources, proving what's right and wrong, math and science, and most of all the human reasons (rationalism). In the video, Greeks were the center of literature and art, particularly in art sculpture of human figures. Since they only have a few of cultivation, the people were in poverty. I noticed that Greece had a lot of art sculptures, I was wondering if they started that art form and while they were traveling did they share knowledge with other cultures?

Greece was divided into two sections, the island people and the mainland people. Greeks thought they were the center of the earth. That is why they called their sea the Mediterranean Sea because it means "Middle of the earth." The Greek people liked to travel everywhere. In the east of Greece they came upon Turkey, Iran, and China, which they named the area "Asu," which means the place where the sun rises. Also they referred them as the oriental people and that is how they got the word "Asia" from. Then in the west of Greece, they have encountered with the Italians, Germany, and French. The Greek called that area the "Eribu," also the place where the sun goes down." Today they referred to call it as Europe and the people as occidental. Ancient Greek faced east all the time because all of the wealth and richness were in the east side, as well as, their enemies. Since the people of Greece were low on agriculture, it was best for them to trade and do business with other civilization. Greeks were always on the move. In result, it exposed them to different culture, religion, and languages.

The first Greek civilization started in the island called Crete. The Phoenician people colonized in Crete. Crete was the place where the Minoan civilization has started. A king named Minos ruled over the Minoans. He was known for his wealth, resources, and especially palaces. One of the greatest palaces that were built in Crete was the palace of knosos, it was built for king Minos. They used gold in many things; particularly for currency. The gold that the Greek owns might have been found in western Africa or Egypt.

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In the year 000 B.C. the Mycenaean have killed the Cretan culture. And they have adapted the Cretan scriptures known as Phoenician scriptures that came from an ancient city called Phoenicia. In fact, the "A, B, and C" was based on Phoenician scripts. Then in 1100 B.C. the Dorians diminished the Mycenaean. The Dorians were known for their architecture rather than literature. Actually, the never had a writing system. During the dark ages, people don't know what happen to them. Except that they left to go to Asia Minor and southern Italy because of starvation and warfare.

Greek did their best features around the year 800 B.C. Then in 500 B.C. the rise of philosophers brought out their ideas to the people of Greece. The city-state of Greek was called the polis; it's described more as a village rather than a big city. In the video, polis was spread around the Mediterranean Sea and each polis had its own personality. Greeks polis liked to have common things with each other. For example, they had common ancestors gods. Also Greeks thought to be all relatives, which means they married their own blood.

War was idealized in Greek culture, especially the Spartan culture. They based their city lives on Militarism and dictatorship. In fact, at age 8-10 boys were taken away for basic training. Then in age 15-0, teen boys were allowed to get married and to visit their wife for a little while. At age 0-5, men were sent out in combat and allowed to have children. Finally, at age 60 they were consented to retire the military. In addition to their military initiation, they were required to have sexual intercourse within other military men.

Conversely, the city of Athens based their lives on intellectual, and politics, which led to democracy. Spartan despises the Athenians, so they spent their lives destroying each others city. Greeks who were freemen were allowed to vote. Women and slaves were not permitted to vote. Slave men could vote if they were to buy their freedom from their masters. However, Greek women were treated badly, especially slave women that were just used for concubines wives or sex. And that led to women homosexuality., which I thought was so sad because their men left them.

Persia was one of Greeks worst enemies. The war between Greece and Persia was called the Marathon War. Persia civilization had a lot of resources. They even hired Greek military leaders to kill their own people just to win the fight. Therefore, during 40 B.C. Greek people struggled until something happened in the Persian camps, which caused them to lose the war. After the war Greeks set up a league called the Delian League to unite all city Greeks in Greece. But the Spartan refused to join the league because of the Athenians. Since Athenians were into politics, they had skills to become leaders, so they became the leaders of that league. So did the Athenians dictate Greece, given that they were a good political people?

A man named Philip I of Macedonia tried to unite all city Greeks, but couldnt because a Spartan killed him. However, a son of Philip came to the throne and became one of the first conqueror of Greece, his named was Alexander the great. Alexander invaded the Asia Minor and took control of Persia. He conquered Egypt and fell in love with the civilization. He was fascinated with their libraries, in result he ordered to construct a library in Egypt at the city of Alexandria. Alexander took people from other civilization to join with him in his quest. He traveled so much that he wanted to go more further. When he got to city called Bactria, Alxander fell in love with this woman named Rukhsaneh. He was in loved; therefore he made her as his wife. Then he took her to Mesopotamia and became a king of two crowns (East and West). When he died, the council killed Alexanders wife and son because they were not good enough to rule the East and West civilizations. Western stories told that Alexander died from a fever. But in the Eastern story said that he got stab by the supposedly future husband of Rukhsaneh. Now at this time they still have not figured out the place where Alexander the great was buried. Compared to Egypt civilization, I believe Egypt was more cultured than the Greeks.

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Death and Time (Donne and Herbert)

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In poetry of the Seventeenth Century, many different views can be discovered about time and death. Perceptions of time and death have been symbolized throughout history. Often they can be categorized with the same meaning. Time and death has been given different personas such as good or evil. Poets, John Donne and George Herbert can be among the most well known authors that characterized time and death. In Donne's "Holy Sonnet 10", he directly approaches Death. In Herbert's, "Time" he also addresses death, but calls it time. From two very different prospectives, Donne and Herbert both directly address death and its effect on civilization dealing with God and eternal life.

In John Donne's "Holy Sonnet 10", Donne approaches Death with an aggressive approach, using a serious and yet belittling tone. The opening of the poem, "Death, be not proud…for thou art not so;" (1-) shows his challenge to Death's authority and power. He goes on to tell Death, "those whom thou think'st thou dost overthrow/ Die not, poor Death nor yet canst thou kill me." (-4) Donne condemns and challenges Death's power over human beings. Donne explains his bravery to Death by expressing that if Death is like sleep than he would be better off still. When he goes on to say, "From rest and sleep, which but thy pictures be, / Much pleasure,"(5-6) he tries to express that rest and sleep are images of Death and makes dying appear to be something that is wonderful. If they are pleasing, it shows that Death itself must be more enjoyable, When Donne continues, "And soonest our best men with thee do go, / Rest of their bones, and soul's delivery," he explains that Death has an advantage over sleep, which is the ability to discharge our souls from earth.

Donne continues in his poem by implying that Death is a "slave to fate, chance, kings, and desperate men," () and this conveys his opinion that like these things that Death doesn't have power over, he doesn't have power over us either. Death cannot gather up our souls unless you allow him to. Donne depicts Death as a scavenger who "dost with poison, war, and sickness dwell," (10) because Death must wait for these things to do something before he can do his job. He then criticizes Death by saying, "and poppy or charms can make us sleep as well, / And better than thy stroke; why swell'st thou now?" (11-1). This further explains the comparing between Death and sleep stating that there are other ways to sleep besides dying. He better explains himself stating that Death is "One short sleep past, we wake eternally," (1) which expresses that the sleep of Death is short lived compared to eternal life. Finally, Donne explains what becomes of Death once it has taken our life. He says, "And Death shall be no more; Death, thou shalt die." (14) which explains the fact that once Death carries us to eternal sleep, it is made useless and will die. Donne has rebuked Death's pride and has reduced Death to a short nap before eternity. He also does not welcome Death, but in "Time" by George Herbert, he, does.

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George Herbert's poem "Time" has a smoother tone in dealing with the symbols of death and time. Herbert speaks about a meeting with Time, which gives a more gentle relationship between the poet and its subject. In his first encounter with "Time", Herbert states, "Slack thing…thy scythe is dull; whet it for shame" (1-). This explains his disappointment with the dull scythe. Time desires this when Herbert continues to explain "No marvel, sir, he did reply, / If it at length deserve some blame;/ But where one man would have me grind it, / Twenty for one too sharp do find it," (-6). This basically expresses that most people don't want Time's reaping scythe to be sharp. Herbert further expresses himself saying, "Perhaps some of old did pass, / Who above all things loved this life;/ To whom the scythe a hatchet was, / Which now is but a pruning knife" (7-10). He is trying to convey that at one time for some people Time's scythe, which is death, was excruciating and deadly. But now he explains that the scythe helps our souls to grow. He justifies this change by Time and its scythe stating, "Christ's coming hath made man thy debtor, / Since by cutting he grows better" (11-1). He refers to how Christ died on the cross to save our souls. Since Christ has sacrificed himself for us, death is just a stage that we have to go through in order to get to Heaven. He compares Time and the death to a gardener who prunes his wards to help them grow stronger.

Herbert continues talking about time explaining its change. Using the lines, "for where thou only wert before/ An executioner at best," "Thou art gardener now, and more, / An usher to convey our souls/ Beyond the utmost stars and poles," (14-18) he illustrates how Time is a road through life into death, journeying further to eternal life. Through death, Time now acts as a guide to God. Herbert explains how Time moves at a slow pace when one is aware of the eternal happiness of heaven. He says, "And this is that makes life so long, / While it detains us from our God." (1-0) He goes on to say, "Who wants the place where God doth dwell/ Partakes already half a hell," (-4) expressing that earth is a part of hell. Time finally replies by saying, "This man deludes/ What do I here before his door? / He doth not crave less time, but more," (-0) expressing that although Time is like a gardener planting our way to salvation, humans search for more time in life. Despite the truth that life is just a waiting place to get to heaven, humans still have the wishes to live. Time expresses, "this man deludes," (8), saying that as humans we delude ourselves with desires for long life, when in reality death is freedom to get to God.

Both poets have the same aspect of death, which is freedom, and portray life as being like a waiting place for eternity. They both look forward to death, and view life as a penalty. Herbert depicts life as "a rod" () while Donne describes death as freedom. Although there are connections, the poets insights on Time and Death are not alike. Donne is more hostile while Herbert is friendlier about it. Donne never gives Death a chance to respond, making Death appear vulnerable. Herbert allows Time to respond by singling out man's limitations. Basically, Donne hates Death for what it has become while Herbert loves Time for what it has become. They both explain the connection between death and humanity. They also see death as a vehicle to eternal life.

Please note that this sample paper on Death and Time (Donne and Herbert) 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 Death and Time (Donne and Herbert), we are here to assist you. Your persuasive essay on Death and Time (Donne and Herbert) will be written from scratch, so you do not have to worry about its originality.

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Are Albee's characters "afraid of a life without illusion"? Discuss.

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Truth and illusion is key to this plays understanding. It starts as a play focusing on two couples failing marriages and the intensity of their relationships between each other as well as the audience. However, as the story progresses, the alcohol flows and the tension increases, it becomes clear that truth and illusion play a deeper and more complex part.

The first example of this is simply shown in the illusion of George and Martha's marriage and later Nick and Honey's. Their relationship can hardly be described as a marriage but more of a perpetual contest and power struggle

'If you and your…wife …want to go at each other, like a couple of…

… animals,'

Name calling 'muckmouth', insults 'YOU SATANIC BITCH!' and sarcasm 'sweetie', all feature in their fight for survival in their own illusion. Both characters seem to thrive off this, or the power that they gain when ahead of the other.

We also discover that the seemingly perfect marriage of the young couple Honey and Nick also has deeper scenarios then first thought. This truth or the break down of the illusion is brought about by George's probing questions 'Tell me about your wife's money.' Again it is a loveless marriage fuelled by money and Honey's 'hysterical' pregnancies. These self-terminating pregnancies, deceiving both herself and Nick show the unbalanced nature of Honey but also that she uses the illusion of appendicitis, a 'false alarm', to protect herself from being pregnant or having a child. Honey needs this illusion so she can continue to be childless, she is terrified at the start of the play of a life without this illusion, of a life with a child

"I…don't…want…any…children. I'm afraid! I don't want

to be hurt."

However, by the end, when she is drunk and the pressure is high she confesses hysterically that she wants a child, 'I want a child!' She is tired of a life with illusion, she is probably scared by the unhappiness of George and Martha and the example of how their illusions have damaged them.

The clearest and most significant illusion that arises in the play is the illusion of Martha and George's son. The fantasy or game world that they have created for themselves in the form of having a child is resurfaced throughout the play. Albee has created these illusions for the characters of George and Martha to use it as a weapon against each other in their power struggle. With guests present it is used as threat to intentionally hurt each other, 'he's not completely sure it's his own kid.' Through the years they have concocted a whole imaginary life for an imaginary son. The audience only find out the truth at the end of the play when George breaks the news of their sons death to Martha in such an unfeeling and flippant way that the whole farce is seen to be another of their illusions or games 'Now pull your self together. Our son is Dead!' This illusion is comparable to the games played between the characters, for example 'Humiliate the Host'; they both have rules and are used as a device to gain power. However, where Martha controlled that game, this illusion shows how the power has shifted from character to character. The major difference between the games and the illusion is that the game is based around truth, the game unravels the illusion, for example 'bringing up baby' and 'Get the Guests'.

The language that Martha and George use when describing the death of their son exemplifies the fact that the son is just an illusion, made up by them at the start to try and save their marriage

"I'M RUNNING THIS SHOW!"

And

"YOU CAN'T KILL HIM! YOU CAN'T HAVE HIM DIE!

The hysteria that Martha displays when George decides to end the illusion upholds the argument that Albee's characters are afraid of a life without illusion. They have come to rely upon it, employ it so much in their everyday lives that it has actually become real to them, they have forgotten how to live without the game. The breakdown of Martha also shows how powerful the game was, whoever made up the rules was in control. George won the power in the relationship by changing the rules of the game and ending the illusion. Martha at the end of the play becomes childlike and George takes on a fatherly role 'All right. Time for bed.'

However, with the ending of the illusion, George gains power, he is not afraid of a life without illusion but thrives on it, he becomes free and the dominant one in the relationship. Not all Albee's characters are afraid of a life without illusion.

Indeed, Nick is the first character to recognise the problems that the games and the confusing difference between truth and illusion cause in the play 'Hell I don't know when you people are lying or what.' The audience identifies with Nick, as they are in the same state of confusion, not understanding where the play is going and not knowing what to believe and what not. George answers this question on Albee's behalf with ' You're not supposed to.'

There are many other illusions in the play that are not only there to allude the characters but also the audience. Honey seems to be the typical feminine wife, stemming from her descriptive name, her girly giggle and her slim hipped, frail figure. A dumb blonde who turns out to be able to speak Latin in return to George's Latin requiem over the death of his and Martha's illusion 'Et lux perpetua luceat eis.' This changes the illusion. It exemplifies that the illusions about the characters the audience started with do not last the whole play. The audience has allusions to Martha's power, the intelligence of Honey, and Nick's intentions with furthering his career, he is not as good and innocent as first thought ' I'd just better get her off in a corner and mount her like a god-damn dog, eh?'

Albee uses illusion in the play for many reasons. The audience are constantly assuming and then reassuming concerning the characters. As well as the unrelenting intensity between the characters this leads to a play where the audience is kept guessing to whom has the mental power, who is making the rules and is it all just an illusion in the end. The play concerns itself with one night where four characters lose their fear of a life without illusion and face up to their own separate truths.

Please note that this sample paper on Are Albee's characters "afraid of a life without illusion"? Discuss. 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 Are Albee's characters "afraid of a life without illusion"? Discuss., we are here to assist you. Your cheap custom college paper on Are Albee's characters "afraid of a life without illusion"? Discuss. will be written from scratch, so you do not have to worry about its originality.

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