Matagari and Decolonization Essay Example

Matagari and Decolonization Paper â€Å"There are two worlds. There is the world of those who accept things as they are, and there is that of those who want to change things. Which world do you belong to? † (p. 76) Throughout Ngugi wa Thiong’o†s novel, Matigari, the main character proves himself to be a strong, intelligent, peaceful man who appears to have his head on straight and sees the state of the world in the precisely right shade. From page one he allows the reader to gain his trust and from then on you find yourself cringing at the â€Å"upside-down† world Matigari is trying to navigate his way through. The main purpose of this paper is to show that decolonization does not only mean the transfer of power to an independent homeland, as it will not be successful. But rather, it must also encompass the freedom of the nation’s spirit and the personal culture of all its citizens. Matigari ma Njiruungi is a radicalist. The two-day journey that takes place during the course of the novel is an adventure that Matigari embarks upon to try to regain what is rightfully his. This can be a metaphor of sorts in saying that Matigari is really trying to turn the corrupted world of imperialism back on it’s feet, back into something that makes sense. By definition, imperialism is the â€Å"policy, practice, or advocacy of extending the power and dominion of a nation by direct territorial acquisitions or by gaining indirect control over the political or economic life of other areas. † Matigari had spent his life, or at least all that he can remember about it, under somebody else’s rule. First being Settler Williams and then the entire opposing government. We will write a custom essay sample on Matagari and Decolonization specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Matagari and Decolonization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Matagari and Decolonization specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His story is not unlike that of Kenyan citizens during the late 19th and early 20th centuries. The colonial period of Kenya was exhibited by social pressures and intense oppression. The English rulers restricted the voice of the Kenyans and took away their rights of political participation and alike. These imperialistic policies of England triggered a mounting resentment amongst the Kenyans and created many rebellions and protests, just as Matigari had. It’s a known fact that Matigari, the novel, was actually banned from circulation in Kenya soon after its publication. The Kenyan government believed that the story’s character was a real-life revolutionary plotting to overthrow the government. This was obviously not the case, however it just goes to show how unstable the dictatorial government of Kenya was at the time and how this insecure method of rule could actually be the cause of all the backwards, unfair happenings in the world at this time. The underlying motive of this novel involves Matigari gaining his land back. The land and the property that he created with his own bare hands. This metaphor is comparable to the messy decolonization of Kenya in multiple aspects. When under colonial rule the land of Kenya was owned and operated by the white settlers, and native Africans only occupied minimal measures of desolate land, while majority had no land at all. Therefore, land was a huge economical problem during the colonial history of Kenya. After World War II, as the decolonization movement swept across the world, Kenya started its journey toward independence. The political struggle among white settlers, African natives and the colonial government worsened but eventually, division of agricultural land and ownership was settled through bargain. Matigari spends much of the narrative on a quest to find â€Å"truth and justice† but everywhere he goes, and everyone he runs into gives him some piece of advice that leads him back to himself. I believe that this is Ngugi’s way of explaining that native citizens under colonial rule, or under any type of oppression for that matter, have the power to change things themselves. Matigari didn’t know it at the time, but it was his mission, his struggle, that will lead his fictional community to freedom. It was his personal belief and willpower that will lead Muriuki to victory in a life free of imposed and forced practices. Remember that a country’s welfare and stability are dependent on three kinds of people: the wealthy, the soldiers, and the leaders that’s all we need. † (p. 97) This quote, from the minister, farther proves my point that colonial ruled countries tended to not see the big picture as far as their citizens were concerned. A succe ssful, peaceful place would not exist under these types of biases, which is exactly why decolonization took place all around the world. Precisely like Matigari, citizens would no longer stand quietly under unfair conditions. It dawned on him that one could not defeat the enemy with arms alone, but one could also not defeat the enemy with words alone. One had to have the right words; but these words had to be strengthened by the force of arms† (pg. 111). Matigari, although fictional, does a great job of taking its readers through the struggle of an oppressed citizen under colonial rule. It’s an uplifting story that allows the reader to feel capable and able to do our own part to help rid the world of all its upside-down harshness.

Essay On Du Mauriers Rebecca Essays - Rebecca, Mrs. Danvers

Essay On Du Mauriers Rebecca Essays - Rebecca, Mrs. Danvers Essay On Du Mauriers Rebecca Rebecca is a classic, suspenful , and romantic novel written by Daphne du Maurier. It tells the tragic and emotional story of how the memory of a woman named Rebecca haunted the lives of newleweds Maxim and Mrs. De Winter, and their estate of Manderly. The story opens in Monte Carlo, France and later moves to a small town outside of London. In a hotel in Monte Carlo, France, a young, simple servant girl, who at first remains nameless is acquainted with Maxim de Winter, a wealthy man who owns the estate of Manderly outside of London, England. She falls deeply in love with him, and the two are wed abroad. Upon their return to Manderly, the new Mrs. de Winter is instantly enchanted by the exterior beauty of the estate, and can's hardly wait to be the Madam of the house. She is introduced to the staff of the house, and her impression of them is very well, except for Mrs. Danvers. Mrs. Danvers had been the personal maid of Maxim's deceased wife, Rebecca, and she had been quite fond of her. Mrs. de Winter is constantly being compared to the late Mrs. de Winter, and this makes the new Mrs. de Winter quite uncomfortable, as Mrs. Danvers makes each day a challenge to survive; as well as distancing her from her husband, who she believes is still thinking of Rebecca, and still in love with her. One day, the mystery of Rebecca's de ath is revealed by Maxim. He tells his wife the truth: Rebecca didn't drown to her death, Maxim murdered her. Instead of the angel she was percieved to be, she was rather a devil, who cheated on Maxim with her first cousin, and never loved Maxim from the start. A body is soon found by the shores of Manderly: Rebecca's body. There are suspicions that Maxim killed her, and an inquest is carried out. He was almost caught, but Maxim's name is eventually cleared. As he and Mrs. de Winter return from the inquest in London, they watched Manderly burn to the ground. The first aspect of the novel that appealed to me is the modest character Mrs. de Winter. Her manner is very humble and reserved. She appears to be the un-authoratative type of person, as she doesn't do what pleases her, only others: Oh, well . . . let me see, Mrs. Danvers, I hardly know; I think we had better have what you usually have, whatever you think Mrs. de Winter would have ordered.(pg. 92) She is also very young in the story, young enough to be Maxim's daughter. This explains her shyness in conversations with Maxim's relatives and many friends, as well as her feeling of inferiority to people of better breeding than her. Mrs. de Winters is a developing character in the story, and she is much altered when Maxim reveals the truth of Rebecca's death. Her naive and young nature is gone as she is entangled in the web of Rebecca's evil ways, and Maxim realizes that her innocence is now gone: I can't forget what it has done to you . . . It's gone for ever, that funny, young, lost lo ok that I loved . . . I killed that too, when I told you about Rebecca . . . you are so much older . . .( pg. 313) Mrs. de Winter never lost her feelings of hope, and optemism through the novel. She always found the 'bright side' of things and situations, especially regarding her marriage with Maxim. She had faith that in time, Maxim would love her as she loved him, and of course he had all along. It had only been her feelings of insecurity that inhhibited her from realizing this. She was always willing to mend their marital problems: It's not too late . . . I love you more than anything in the world...(pg. 280) It is interesting that Mrs. de Winter doesn't have a first name, but her character is the most interesting. Setting was of particular interest, because it enhanced the events which took place. The estate of Manderly is by far the most appropriate place ever imaginable for Rebecca .

A Brief Overview of the Trans-Atlantic Slave Trade

The trans-Atlantic slave trade was the largest long-distance coerced movement of people in history and, prior to the mid-nineteenth century, formed the major demographic well-spring for the re-peopling of the Americas following the collapse of the Meridian population. Cumulatively, as late as 1820, nearly four Africans had crossed the Atlantic for every European, and, given the differences in the sex ratios between European and African migrant streams, about four out of every five females that traversed the Atlantic were from Africa.From the late fifteenth century, the Atlantic Ocean, once a formidable barrier that prevented regular interaction between those peoples inhabiting the four continents it touched, became a commercial highway that integrated the histories Of Africa, Europe, and the Americas for the first time. As the above figures suggest, slavery and the slave trade were the linchpins of this process.With the decline of the Meridian population, labor from Africa formed the basis of the exploitation of the gold and agricultural resources of the export sectors of the Americas, with sugar laminations absorbing well over two thirds of slaves carried across the Atlantic by the major European and Euro-American powers. For several centuries slaves were the most important reason for contact between Europeans and Africans.What can explain this extraordinary migration, organized initially on a continent where the institution of slavery had declined or totally disappeared in the centuries prior to Columbian contact, and where, even when it had existed, slavery had never been confined to one group of people? To pose the question differently, why slavery, and why were the slaves carried across the Atlantic exclusively African? The short answer to the first of these two questions is that European expansion to the Americas was to mainly tropical and semi-tropical areas.Several products that were either unknown to Europeans (like tobacco), or occupied a luxury niche in pre-expansion European tastes (like gold or sugar), now fell within the capacity of Europeans to produce more abundantly. But while Europeans could control the production of such exotic goods, it became apparent in the first two centuries af ter Columbian contact that they chose not to supply the labor that would make such output possible.Free European migrants and indentured servants never traveled across the Atlantic in sufficient numbers to meet the labor needs of expanding plantations. Convicts and prisoners the only Europeans who were ever forced to migrate were much fewer in numbers again. Slavery or some form of coerced labor was the only possible option if European consumers were to gain access to more tropical produce and precious metals.

(you decide for me) Essay Example | Topics and Well Written Essays - 500 words

(you decide for me) - Essay Example This type of racism is rampant in white dominated societies. The other form of racism is economic racism; this mainly has historical orientation with regard to economic or social disparity affecting the current generation. Some of these practices include a biased technique of hiring of employees based on race, a biased salary payment procedure, use of inflated requirements with regard to educational qualification or rendering foreign credentials invalid with regard to applying for a position in an organization. It has been argued that, hypothetically, a capitalist economy or profit driven employer reduces racial segregations, in the sense that, capitalists would avoid extra cost by accommodating everyone and minimizing discrimination or any racist hiring policies. However, normally cultural norm or affiliations tend to overwhelm the capitalists ideology in the sense that, hiring an individual of a different race to a managerial position may hamper communication among the other employers, jeopardizing the company’s operations. This tend ency may continue to the outside of the company, as other companies tend to isolate it too. The other form of racism is the institutional racism. This is a form of racism incorporated within the policies of a given institution, its practices and institutional procedures. These policies of which may be lead to deliberately or unconsciously, direct or indirectly promote, support or ingrain differential advantage for individuals belonging to certain races. Generally, institutional racism involves overt racist acts by individuals of which is not adequately responded to by the organization. Institutional racism is not just limited to institutions alone, it extensively covers even governments, co-operations and even religions. For instance, there are governments or branches of government arms that perpetuate racism against individuals with foreign origin by denying them access to basic

Beliefs and Attitudes about Light Cigarettes Essay - 1

Beliefs and Attitudes about Light Cigarettes - Essay Example The result of this misconception is due to tobacco selling companies, misguidance of people who smoke as well as a drawback of incapable government regulatory agencies. This essay evaluates which of the three is more at fault at promoting the increased usage of such cigarettes and which ones follow. Cigarette smoking has been romanticized by popular culture in the past. However, since the awareness about diseases such as lung cancer has increased, an increasing number of people have quit. Yet, the introduction of various brands of ‘Light’ and ‘Ultra-Light’ cigarettes during the 1960s has resulted in an increasing number of people instead of normal cigarettes. This is due to the fact that it is a common belief amongst people in the US that these cigarettes are less effective than the stronger cigarettes with a lesser amount of nicotine. In many researches that have taken place over the past few years, it has been discovered that smoking light or ultra-light cigarettes does not reduce the levels of tobacco and nicotine, nor does it reduce the risk of diseases posed by them. Often tobacco companies claim that it is due to the very concept that their products are sold. In their marketing campaigns and advertisements the companies show a machine test which claims that there are lower levels of tobacco and nicotine in light smokes. However, this may be due to a special type of filter used, which when passed through the machine lets more air pass than tobacco, thus the recorded levels appear to be influenced. Moreover, previous misleading researches have posed the concerns of misinforming the population in general about not only the nominal levels of tobacco in light and ultra-light cigarettes, but also in promoting the fact that they are a relatively healthier option than regular cigarettes, as is negated by the National Cancer Institute. These concerns point towards the fact that the â€Å"big tobacco† companies are increasingly

Dealing with various types of emergency procedures Essay Example for Free

Dealing with various types of emergency procedures Essay The following sets out the principles for dealing with various types of emergency procedures within schools is given as guidance only. Fire other emergencies In the event of fire other emergencies (such as gas leak, flood bomb scare) buildings need to be evacuated quickly but safely. In all schools there should be clear, detailed procedures on evacuation which must be displayed in each area of the school. These procedures should give information on: How to raise the alarm in the event of an emergency. What to do if you hear the fire alarm. The nearest assembly point – this may be a playground, sports field or even a nearby evacuation centre/safety perimeter following instructions from police. Registers should be available so staff can account for the safety whereabouts of all the children. The route you should take – this should include a plan of the route from each room or area of the school, detailing the nearest fire exits. No staff or children should be allowed to stop to collect personal belongings or put on coats. Must not re-enter the building until you have been informed it is safe to do so. Security There should be security in place in schools to minimise the risks to children. As a teaching assistant, you must know what these are follow the procedures at all times. These procedures should include: Security locks on doors. Signing in procedures/visitor badges (you should be able to identify all visitors to the school by badges. If unsure about someone you see on the school grounds, always report your concern to someone higher). Procedures for collection of younger children. Registration. Missing children While security measures should minimise the risk of children going missing, it is vitally important that you follow the school guidelines. As a teaching assistant, you may be asked to accompany children on school visits to supervise a group of children. All staff present on such visits should make regular checks that all children are present. Some schools may require all the children to wear hi-visibility vests or other items which make them easily identifiable during school outings. On discovering children are missing, you must take the following immediate action: Report to the teacher responsible. Ensure the presence safety of the other children by checking the register. Check all surrounding areas from where the child/Children have gone missing, whether it is in the school grounds or during an outing. Inform the child/children’s parents.

The Legalization of Assisted Suicide :: essays research papers fc

The Legalization of Assisted Suicide   Ã‚  Ã‚  Ã‚  Ã‚  Oregon, the Netherlands, and Belgium are the only three jurisdictions in the world that permit assisted suicide and/or euthanasia. Oregon became the leader of the United States in assisted suicide, when the Oregon legislation passed the Death with Dignity Act in 1994, permitting â€Å"physicians to write prescriptions for a lethal dosage of medication to people with a terminal illness† (Department of Human Services). Oregon’s act specifies who is permitted to assist a terminally ill patient in their time of choosing between life and death. But in the event that the United States as a country legalized assisted suicide, who would determine which patients qualified as terminally ill, and who would be permitted to â€Å"assist† these â€Å"terminally ill† patients? With questions still arising as to how and who on a topic such as assisted suicide, one can only prohibit the action until all aspects have been considered, eliminating confusio n.   Ã‚  Ã‚  Ã‚  Ã‚  Assisted suicide is considered as someone providing another person with information, guidance, and/or means to take his/her own life. It is only considered to be physician assisted suicide (PAS) when a doctor is the provider. In many cases it is the physician who assists a current patient with their final wish of ending his/her life, but what about in other cases? In â€Å"Last Right,† by Carrie Carmichael, Carmichael is asked by her best friend if she (Carmichael’s friend) can jump out of Carmichael’s window. While planning out the action, Carmichael began second-guessing, asking, â€Å"Could I sleep in my room after my friend plunged to her death from my window† (Carmichael, 98)? Not only was Carmichael considering her own emotions, and her own life, but she also considered how the action would affect others: â€Å"Nothing to break her fall. But nothing to protect pedestrians either† (Carmichael, 98). When a person who wishes t o commit suicide pursues assisted suicide, not only is that person affecting themselves, but also those people around them. Carrie Carmichael’s friend had been diagnosed with esophageal cancer, prohibiting her from committing suicide via an over dosage of pills. Carmichael’s friend wanted to commit the suicide before she had became too weak to perform the suicide on her own. In Carrie Carmichael’s case, the â€Å"assistance† provided to her friend was limited because Carmichael drove her friend to the hotel where she would leap from the building, in opposition to those people who injected loved ones with medications or provided the medications for over dosage, only to be provoked to suffocate the family member in time of mishap.

An Episode of My Life- Life of a Grade 8 Student Essay

I woke up in the middle of the night after the weird noise coming from my brother Jake’s room. It was his alarm that made such noise. He has an important high school exam today. Apparently he thought that having a fire drill sound as his alarm tune would surely wake him up, it did but it woke all of us up. After finally being able to sleep again, I woke up around eight o’clock. I was thirty minute later from the time when I usually wake up. It is Wednesday, June 27th. The weather was extremely beautiful and warm, a typical June weather in L.A. After having breakfast and a nice cup of ice tea, I got ready for school. Today was the last day of school so I wanted to enjoy it. I put on an over- sized sweatshirt and paired it with ripped skinny jeans while grabbing a pair of sneakers. I was never allowed to wear such kind of cloths in school, apparently my school is private and only accepts proper dress code. My dad’s driver drove me to school today because I was going to be late. Usually I just walk to school since it only takes me ten minutes. Around nine thirty, I arrived at school. I entered through the front door and saw the crowd surrounding a seventh grader that was being bullied by a bully. This actually happened a lot after he arrived to our school. His name is Thomas Thomson and had been called names ever since last year. He was a show off and had a bad attitude. The bully was Joe Kinderson. He always bullies younger graders and was expelled twice in one year. The only reason he is still here is because of his dad, the president of Kinderson Company. His dad’s company founded our school and that is why our school’s name is Roy Kinderson Academy. Being in a private school had never been what I wanted. If I hadn’t fail grade five, I would still be in Rosemary public school that can give me at least freedom. That was not bad enough, because I got a D on two of my subjects for the past two semesters, I will have to be sent to a boarding school in England and live with my aunt Frowny after summer break. Aunt Frowny’s actual name is Juliana Frowren Williams. My brother and I gave her the nickname â€Å"Frowny† since she barely smiles to us. First period was supposed to be French but Ms. Lewis our homeroom teacher decided to change it into science so she can give us a review quiz on what we learned this year. Our French teacher Madam Garcia was one of the nicest teachers in grade eight due to the fact that she barely gave us any homework and that she always has a big bright smile on her face. Since today was the last day of school, we only had to stay in school until after lunch. We had recess after first period. My two best friends Trina and Elisa were with me along some other girls. They think that going to school in England will be a fairy tale but for me its definitely not. Lunch was pizza and fruit salad. We had to help clean out the classroom before lunch. Around one o’clock we were about to leave. I knew it would be the last time I ever see my friends and teachers so I left early. I didn’t want to get emotional since I was known as a girl who never cries. I will really miss my school but I can still contact people from my school using Facebook. I got home a quarter to two. Took a shower and watched TV until my mom went home. She made me to go shopping with her and buy new cloths for tomorrow. Tomorrow is our family â€Å"Frienbely† day. It was a unique holiday my parents thought about when I was five. They wanted to celebrate the coming of summer break by hanging out with Jake and I as friends for a whole day. We thought it was cool at that time but that was because we were young. As we were on our way to the mall, I had to tell my mom how my day went. I told her about the practice fire drill we had today and the whole morning of cleaning. She asked me if I took memorable pictures with any of my teachers and friends but I said I would still visit them in the summer. The afternoon turned to be a disaster to me. I accidently went off to the wrong escalator and ended up bumping into the set where they were shooting a music video. The camera caught me spilling coffee onto my pants by accident and broadcasted it on the big screen in the mall. The embarrassing thing wasn’t this but my mom. She shopped at my favorite store and bought the exact same cloth I was wearing. She though it would be fun and would be perfect for tomorrow’s â€Å"Frienbely† day. Because my mom withdrawn five of her credit cards last week without knowing, my brother Jake had to come over to pay for her bills. He laughed so hard at both of us and laughed even harder when he saw the big screen playing over my coffee spilling moment. Around seven thirty in the afternoon, my family went out for dinner after my dad returned from work. We had dinner at a famous Spanish restaurant since my mom is half Spanish. The restaurant wasn’t famous because of its extraordinary taste but by its reasonable price and its interesting arrangement of tables. Dad bought cloths for the â€Å"frienbely† day as well. He told his secretary to get the same outfit that matched with the cloths Jake bought last week. I was going to laugh at Jake to get back at him, but I thought I would save it for the next time he makes fun of me. After we got home just before eleven o’clock, I found Jake’s new girlfriend waiting for him by the back door of our house. Jake didn’t tell mom and dad about his new girlfriend because he just broke up with his ex- girlfriend last week and their relationship only lasted for two days. I didn’t tell mom and dad about Jake’s new girl friend because they promised me to buy me a new CD that mom banned me from listening to. They were going to sing at the karaoke club with a bunch of friends to have fun and relax after their two months of studying. I went to bed at two AM in the morning. The new video game I bought last week kept me from sleeping early. After five minute, I slept soundly with a dream that led me to the uncertainness of tomorrow.

Nfl Helmet-to-Helmet Hit Rule

Let Them Play the Game Every part of the game of football means very much to me, which is why I have a passion for the game and why I researched this topic. Helmets are one of the most important pieces of safety gear a football player can have. In October 2010, a new rule was signed off to be placed in the National Football League (NFL) rule book for the safety of NFL players. The helmet-to-helmet hit rule is as follow: using any part of the helmet to butt, spear, or ram any part of the opponent’s helmet (Azpiri). A helmet-to-helmet hit is illegal in the NFL now.The punishment for a helmet-to-helmet hit for a NFL player is being fine with a gradual increase the next times they do it and/or suspension depending on the player’s penalty history. I propose for there not to be a helmet-to-helmet hit rule. The NFL should not include the helmet-to-helmet rule, by doing so; the rule will begin by taking one of the most exciting and popular parts out of the game, hard hits. One of the reasons why I believe that is because they have safety gear on such as: helmets, shoulder pads, knee pads, and thigh pads.If they keep adding rules, pretty soon, we will be able to call it flag football without tackling. Football is a violent sport, when players sign contracts with millions of dollars attached to them; they know how violent the game has always been. Not to mention, no one has to play. If a player does not want to take a hard hit, they do not have to. I agree with Rick Cleveland when he says, â€Å"They are ruining the game we love. Football is by nature a violent sport. Nobody says you have to play. Let them play football† (Cleveland).During my research, I found many NFL players that would agree that the helmet-to-helmet rule should not be a rule. For instance, James Harrison, who plays for the Pittsburg Steelers, made a statement after a helmet-to-helmet hit on a Cleveland Brown player during a game, which read â€Å"†¦ I didn’t hit that hard, to be honest with you. When you get a guy on the ground, it’s a perfect tackle† (Harrison). As Harrison said, a tackle is a tackle, no matter where or how hard you hit them. It is to me understanding that each and every NFL football player is taught everyday to play hard and it hard. NFL players know that they are taking a massive risk of getting injured every time they step a foot on a football field, whether it be for a game or just practice. If you have the football in your possession, you should be able to take a hit anywhere on your body, even if it is on your helmet. There is no point in time where a line should be drawn. If a player makes helmet-to-helmet contact unintentionally, he should not be fined as much as if it were intentional. Helmets keep a players head safe during a game.Most NFL players still wear helmets that were made in the nineteen-nineties (Halstead). DeSean Jackson now has an anti-concussion football helmet (Chase). If helmet companies ma nufactured more anti-concussion helmets, players would be better off and the rule would definitely not need to be in play. Also, according to Halstead, in two thousand-thirteen, players will finally have price breaks from helmet companies to be able to buy newer safe helmets (Halstead). If players buy more anti-concussion helmets, they would not get injured as easy nor would the helmet-to-helmet hit rule need to take place.

Definition and Discussion of Classical Rhetoric

Definition and Discussion of Classical Rhetoric Definition The expression classical rhetoric refers to the  practice and teaching of rhetoric in ancient Greece and Rome from roughly the fifth century B.C. to the early Middle Ages. Though rhetorical studies began in Greece in the fifth century B.C., the practice of rhetoric began much earlier with the emergence of Homo sapiens. Rhetoric became a subject of academic study at a time when ancient Greece was evolving from an oral culture to a literate one. See the observations below. Also see: Definitions of Rhetoric in Ancient Greece and RomeAn Overview of Classical Rhetoric: Origins, Branches, Canons, Concepts, and ExercisesRhetoric Review QuestionsDialecticDissoi LogoiGlossary of Rhetorical TermsLetteraturizzazioneOrality Oratory  and  The Parts of a Speech PraxisSophistsStoic GrammarTechneWhat Are the Five Canons of Rhetoric?What Are the Progymnasmata?What Are the Three Branches of Rhetoric? Periods of Western Rhetoric Classical RhetoricMedieval RhetoricRenaissance RhetoricEnlightenment RhetoricNineteenth-Century RhetoricNew Rhetoric(s) Observations [T]he earliest surviving use of the term rhetorike is in Platos Gorgias in the early fourth century BCE. . . . [I]t is likely, although impossible to prove definitively, that Plato himself coined the term.(David M. Timmerman and Edward Schiappa, Classical Greek Rhetorical Theory and the Disciplining of Discourse. Cambridge University Press, 2010) Rhetoric in Ancient GreeceClassical writers regarded rhetoric as having been invented, or more accurately, discovered, in the fifth century B.C. in the democracies of Syracuse and Athens. . . . [T]hen, for the first time in Europe, attempts were made to describe the features of an effective speech and to teach someone how to plan and deliver one. Under democracies citizens were expected to participate in political debate, and they were expected to speak on their own behalf in courts of law. A theory of public speaking evolved, which developed an extensive technical vocabulary to describe features of argument, arrangement, style, and delivery . . . .Classical rhetoriciansthat is, teachers of rhetoricrecognized that many features of their subject could be found in Greek literature before the invention of rhetoric . . .. Conversely, the teaching of rhetoric in the schools, ostensibly concerned primarily with training in public address, had a significant effect on written composition, and thus on literature.(George Kennedy, A New History of Classical Rhetoric. Princeton University Press, 1994) Roman RhetoricEarly Rome was a republic rather than a direct democracy, but it was a society in which public speaking was as important to civic life as it had been in Athens . . ..The ruling elite [in Rome] viewed rhetoric with suspicion, leading the Roman Senate to ban the teaching of rhetoric and close all the schools in 161 BC. Although this move was partially motivated by strong anti-Greek sentiments among the Romans, it is clear that the Senate also was motivated by a desire to eliminate a powerful tool for social change. In the hands of demagogues like the Gracchi, rhetoric had the potential to stir the restless poor, inciting them to riots as part of the endless internal conflicts among the ruling elite. In the hands of skillful legal orators like Lucius Licinius Crassus and Cicero, it had the power to undermine Romes traditionally rigid interpretation and application of law.(James D. Williams, An Introduction to Classical Rhetoric: Essential Readings. Wiley, 2009) Rhetoric a nd WritingFrom its origin in 5th century BC Greece through its flourishing period in Rome and its reign in the medieval trivium, rhetoric was associated primarily with the art of oratory. During the Middle Ages, the precepts of classical rhetoric began to be applied to letter-writing, but it was not until the Renaissance . . . that the precepts governing the spoken art began to be applied, on any large scale, to written discourse.(Edward Corbett and Robert Connors, Classical Rhetoric for the Modern Student. Oxford University Press, 1999) Women in Classical RhetoricThough most historical texts focus on the father figures of classical rhetoric, women (though generally excluded from educational opportunities and political offices) also contributed to the rhetorical tradition in ancient Greece and Rome. Women such as Aspasia and Theodote have sometimes been described as the muted rhetoricians; unfortunately, because they left no texts, we know few details about their contributions. To learn more about the roles played by women in classical rhetoric, see Rhetoric Retold: Regendering the Tradition from Antiquity Through the Renaissance, by Cheryl Glenn (1997); Rhetorical Theory by Women Before 1900, edited by Jane Donawerth (2002); and Jan Swearingens Rhetoric and Irony: Western Literacy and Western Lies (1991). Primary Rhetoric, Secondary Rhetoric, and LetteraturizzazionePrimary rhetoric involves utterance on a specific occasion; it is an act not a text, though subsequently it can be treated as a text. The primacy of pri mary rhetoric is a fundamental fact in the classical tradition: through the time of the Roman Empire teachers of rhetoric, whatever was the real situation of their students, took as their nominal goal the training of persuasive public speakers; even in the early Middle Ages, when there was reduced practical opportunity to exercise civic rhetoric, the definition and content of rhetorical theory as set forth by Isidore and Alcuin, for example, show the same civic assumption; the revival of classical rhetoric in Renaissance Italy was foreshadowed by renewed need for civic rhetoric in the cities of the 12th and 13th centuries; and the great period of neoclassical rhetoric was the time when public speaking emerged as a major force in church and state in France, England, and America.Secondary rhetoric, on the other hand, refers to rhetorical techniques as found in discourse, literature and art forms when those techniques are not being used for an oral, persuasive purpose. . . . Frequent m anifestations of secondary rhetoric are commonplaces, figures of speech, and tropes in written works. Much literature, art and informal discourse is decorated by secondary rhetoric, which may be a mannerism of the historical period in which it is composed. . . .It has been a persistent characteristic of classical rhetoric in almost every stage of its history to move from primary to secondary forms, occasionally then reversing the pattern. For this phenomenon the Italian term letteraturizzazione has been coined. Letteraturizzazione is the tendency of rhetoric to shift focus from persuasion to narration, from civic to personal contexts, and from speech to literature, including poetry.(George Kennedy, Classical Rhetoric and Its Christian and Secular Tradition, 2nd ed. University of North Carolina Press, 1999)

Anthropological Theory Assignment Example | Topics and Well Written Essays - 750 words

Anthropological Theory - Assignment Example The author goes into detail and examines extending of the interconnection and the relationships of such names and tries to place them into their reality. In his idea of interconnections, Eric Wolf states that the reification has led to the misconception of the fact about nations. He cites that nations have been taken as entities that existed independently of one another. However, in his idea of connections, Eric Wolf clearly outlines the relationship between nations dating back a long time ago. Eric Wolf cites the dangers of reification as being that of giving falsehood on the reality of humanity. He cites that there is a neglect of interrelationships between human beings. He gives examples of the spread of diseases from past to present, similarly, he cites the diffusion of people through slavery and servitude to justify his idea of connections. One other danger, Eric Wolf cites in his idea of connections is that reification has led to the misconception and division of disciplines. He gave examples to show how scholars of Sociology and political science split political economy. He cites these examples as misleading misconceptions from scholars. Eric Wolf critically examines social sciences split from political economy. He argues that political economy made sense since it justified the idea of interconnection. He points out that the treatment of independent states, for instance, the United States and Greece as static and in rival by stable internal interactions and control from outside has prevented us from understanding their relationships and confrontations, a fact inconsistent with his idea of interconnections. He further points out that the difficulty is further compounded with the imaginary arrangement and division of nations into blocks as well as civilization based categorizations. Such names like, the East and West, the civilized and developed west and the

Intervention for People with Learning Disability Essay

Intervention for People with Learning Disability - Essay Example People with learning disabilities are twice likely to have health problems, relative to other people, yet recent reports have indicated that people with learning disabilities manifest higher levels of unmet needs and usually receive less effective treatment despite legislation demanding equal treatment. Research studies have explored five broad classes of determinants of health inequalities that a majority of people with learning disabilities, in principle, encounter possibly open to intervention: heightened risk of exposure to social determinant of health; heightened risk linked to particular genetic and biological causes of learning disabilities; communication difficulties and minimized health â€Å"literacy†; personal health risks and behaviours; and, deficiencies in access to and the quality of health provision (Silver 2005, p.4). The existing patterns of healthcare provision are inadequate, inequitable and likely to be in contravention of legal requirements as per the Dis ability Discrimination Acts of 1995 and 2005. Individuals with learning disabilities, especially with less learning disabilities are highly probable to be exposed to social determinants such as poor housing conditions, poverty, overt discrimination, unemployment, and social disconnectedness. Research studies have demonstrated that individuals from minority ethnic communities face even larger health inequalities, compared to people with individuals coming from major ethnic communities. The limited communication skills may also minimize their capacity to convey identified health needs effectively to others (Mitchell 2004, p.201). Individuals with learning disabilities experience a lack of knowledge and choice regarding health... This essay approves that individuals with learning disabilities, especially with less learning disabilities are highly probable to be exposed to social determinants such as poor housing conditions, poverty, overt discrimination, unemployment, and social disconnectedness. Research studies have demonstrated that individuals from minority ethnic communities face even larger health inequalities, compared to people with individuals coming from major ethnic communities. The limited communication skills may also minimize their capacity to convey identified health needs effectively to others. This report makes a conclusion that the nursing assessment, coupled with the identification of an individual’s health needs is usually a complex and multidimensional process. It is essential to give people options, instead of making demands as this can allow clients to make choices that influence their own lives and environment, which in turn, can play a big role in making a difference to the quality of life and behaviour. Individuals with learning disabilities can be regarded as one of the most vulnerable groups in society. People with learning disabilities are at risk of abuse and neglect by both institutions and individuals. Studies indicate that individuals with learning disabilities manifest greater healthcare needs, relative to the general population, and most of these needs are unmet. Majority of people with learning disabilities manifest complex needs that can include sensory and/or physical impairments, challenging behaviour, and mental health needs, which require the nurse to be capable to avail a skilled assessment, intervention and care planning.