European Colonialism and Imperialism in Aphra Behns Oroonoko Essay

European Superiority in Oroonoko Throughout Aphra Behn's Oroonoko, we can see the comparison between European and African culture occurring in many places. In a majority of the imagery, Behn's attitudes can be seen behind the text weighing heavily toward portraying European characteristics as socially more admirable. Oroonoko's introduction acquaints us with a person so refined in every way as to be almost god-like. Every feature of this great warrior-prince is shown in detail to be the most beautiful one could hope to behold. The narrator says,"...he was adored as the wonder of all that world, and a darling of the soldiers." (1869) He is even said to have,"...a native beauty so transcending all those of his gloomy race that he struck an awe and reverence even in those that knew not his quality;..." (1870) Clearly, this is the description of a person destined for greatness. Oroonoko, throughout his adventures, lives by these very features. After Oroonoko becomes sold as a slave, for example, he becomes a friend of the narrator and the overseer in the New World thro...

Rastafari Culture The Extreme Ethiopian Rasta Vs. The Mellow Dallas Ras

Rastafari Culture The Extreme Ethiopian Rasta Vs. The Mellow Dallas Rasta Many people throughout the world have a hard time understanding what it means to be a Rasta. For some their troubles in understanding Rasta’s come because they look as Rastafari as only a religion. When one does this they run into many problems. This is because Rastafari is much more than a religion. It is a way of life, a social movement, as well as a mind set. Another reason why western people have a hard time understanding Rastafari is because the movement lacks the structure that the western world is use to. A lot of people’s understanding of Rasta’s only goes as far as to think that Rasta’s are people that live in Jamaica, smoke weed, and have Dreadlocks. These people do not begin to think what is behind the movement. The idea that Rastafari is strictly Jamaican is also very wrong. Since the origination of Rastafari, the Rasta movement has expanded far beyond the island of Jamaica. Rasta’s now live all over the world. There are Rasta cultures in all parts of Europe, Asia, New Zealand, United States, and especially Africa. This paper seeks to explain Rastafari and to show it’s expansion by exposing Rasta’s culture from it’s most holy form in Ethiopia to one of it’s least holy in Dallas Texas. The Development of Rastafari The Rastafari movement stems from the teachings of the great Jamaican leader and motivator of masses, Maces Garvey. Garvey told the African people of the world to unite and to return to African, the homeland. Garvey’s vision was for the â€Å"Blacks to overcome their feelings of inferiority and build upon their own unique and evolving culture, and ultimately return to Africa to redeem their homeland and to build a future... ...own That Rasatafarians Built.† Ethiopian World Federation June 1 2002 Dubb, Adjua. â€Å"Rastrari Way of Life† JahWorks.org Nicholas, Tracy. Rastafari A Way of Life (Pamphlet no other info given) Jones, Linda. â€Å"The Rasta Way – Dallas Rastafarian community steadfastly pratices an often misunderstood religion† 08/11/96 Niceup April 4 2002 Lewis, William. Soul Rebels The Rastafari. Prospect Heights: Waveland Press, Inc., 1993 â€Å"Rastafari Campaigner Taking Cannabis Case To African Commission† South African Press Association 20 March 2002

The Fashoda Incident and the Berlin Conference

The Fashoda Incident The Fashoda Incident, also known as Fashoda Crisis, was the climax of a dispute between France and Britain, who were vying for territory in Africa, and both claimed control over a Sudanese outpost. At the end of the nineteenth century, the European powers were competing for control of Africa, hoping to extend their territory into the Sudan and the Great Lakes region. As the French extended eastward from the Congo, the British expanded south from Egypt.The disputes arose from the common desire of each country to link up its disparate colonial possessions in Africa. Great Britain’s aim was to link Uganda to Egypt via a railway from the Cape of Good Hope to Cairo, while France, by pushing eastward from the west coast, hoped to extend its dominion across Central Africa and the Sudan. In July 1898, a French expedition arrived at the Sudanese outpost of Fashoda on the Nile. After British General Herbert Kitchener's victory at Omdurman, he proceeded to Fashoda on orders from the British prime minister.Kitchener claimed the entire Nile valley for Great Britain, and, after several days, both parties withdrew peacefully. The solution to the conflicting claims was later worked out by diplomats in Britain and France, and it reflected the fact that Britain had an army in Khartoum, while France had no appreciable forces in the vicinity. France renounced all rights to the Nile basin and the Sudan in return for a guarantee of its position in West Africa. The Fashoda incident is seen as the high point of Anglo–French tension in Africa. Berlin conferenceA conference held in Berlin, Germany in 1884 to 1885 in order to regulate the trade and European colonialism in Africa during the New Imperialism period. The conference was held following a request by Portugal and organized by Otto von Bismarck, the first Chancellor of the German Empire. During the 70s and 80s of the 19th century, the European powers were interested in Africa to get trades right s and access to the valuable resources, such as gold, timber, land markers and labor powers. The major competition was between the British, Portuguese, French and Belgians.The participant countries at the Conference were: Germany, Austria – Hungary, Belgium, Denmark, France, UK, Italy, Netherlands, Portugal, Russia, Spain, Sweden – Norway and The Ottoman Empire. They wanted to work out policy for the division of Africa. The US was against the Berlin Conference because it didn’t want to be considered as a colonial power. The main points achieved were: – To end slavery and the slave trades. – The Congo Free States came under King Leopold’s control (Belgium). – All the European powers were given trade rights in the Congo Basin and other territories. The Niger River and Congo River were to be free for ship traffic. – If any of the participants claimed a part of the African coast, they had to notify the other participant. -The princ iple of Effectivity was one of the outcomes of the Berlin Conference. According to this principle each colonial power had to : – have treaties with the local leader – fly their flag – establish an administration -create a police force As a consequences of the Berlin Conference â€Å"The scramble for Africa† speeded up.

Is presented in the 1997 film Essay

Hale is upset because he knows that John is innocent and he feels guilty because he was involved and doesn’t want to see an innocent man hang also he realises hoe precious life is and doesn’t want John to give it away: â€Å"Life is god’s greatest gift† Parris and Danforth are annoyed with John because if he had confessed to witch craft it would have justified all the other hangings but they understand that when they hang John they will be ruined and exposed as corrupt that is why it is slightly ironic when Danforth says â€Å"Whoever weeps for these weeps for corruption† The ending of the play is very dramatic using Elizabeth as the last person to speak saying the line â€Å"he have his goodness now god forbid I take it from him† this is telling us that she realises that he is a good man. Also seeing Elizabeth’s reactions and emotions it guides the audience and shows them how they should react themselves. During the Conclusion of the film adaptation the director shows lots of close ups of John and Elizabeth to show emotion which would have been expressed on the stage, this is affective because it shows you exactly how you should be feeling and why it is so emotional to John and Elizabeth. Also the music helps set the scene using dramatic music when John is deciding whether to sign or not an happier music when he decides to hang if the music was not their it would be difficult for the crowd to understand that the hanging is a good event rather than a sad event. The comments in â€Å"echoes down the corridor† are significant because they explain what John Proctor has hung for because when he says: â€Å"Show honours now show a stony heart and sink them with it† It explains that he â€Å"sunk† the court and broke theocracy in Salem. Miller persuades you that John Proctor didn’t die in vain. Also Miller is trying to put the point across that falsely accusing people of something they haven’t done has grave consequences’ this has links to himself and McCarthyism. In the play the ending scene is finished with Elizabeth because it would be difficult to show a real hanging on a stage without actually hurting some one and also leaving it their it’s a lot more dramatic showing the hanging through Elizabeth’s eyes. Were as in the film you see John Proctor hang this looses a lot of the drama in the ending scenes but it gives you a much more clear ending. Even though the endings are similar the play creates a lot more suspense ending on Elizabeth’s words rather than the actual hanging of John Proctor. In conclusion, Miller’s message is that McCarthyism was wrong and has portrayed the message through â€Å"The Crucible† maybe linking himself to the character of John Proctor. His message is portrayed extremely well using suspense and drama to get his points across. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

Beach Burial Essay

Kenneth Slessor was an Australian poet and war correspondent who wrote Beach Burial, Slessor sailed for Britain in May. This influenced him to write poems about the horrific war stories that he had seen while being in many countries overseas. Beach Burial is a 5 stanza poem the goes in depth of the Burial in North Africa. Beach burial by Kenneth Slessor Beach Burial is able to be a lament poem with the use of the ‘convoy of dead sailors’ and the focus on an individual ‘unknown seaman’, this gives the poem power as it clearly shows the lack of ceremony at their burial. This idea interests me because in our society today, death is given huge respect and a large amount of the ceremony goes into someone’s burial. I also think that everyone deserves a burial no matter if there was no time or no space In the poem soldiers go off to war in North Africa at El Alamein and gradually soldier become unknown sea men. Kenneth Slessor makes this powerful message using figurative language such as the onomatopoeia which brings the horrendous conditions to life, this is done with â€Å"sob and clubbing of gunfire†, this exaggerates the poem, because he uses everyday things into the sound of gunfire and the grief that comes after it. In the third stanza, Slessor use somewhat of a metaphor with driven stake of ti de wood, in order for us to see that the soldiers who fought for our country are merely like a piece of drift wood in the sea. This shows how the soldiers were treated in when they died at war. As there was no place for them so they dropped the brave service men in the water with â€Å"bewildered pity and they lose their identity. This brings a message to everyday life now as to this day we still honour people that fought at war and died for our country and that we should still honour the people that fight wars now to this day and what they do to keep us safe, out of harm’s way. This also suggests that the dead soldiers in 1940 should have got proper burial rather than dropping them of a ship and someone quickly â€Å"burring them in shallow burrows.

Hide and seek by Vernon Scannell Essay

‘Hide and seek’ by Vernon Scannell is about a young, excitable infant playing the childhood game of hide and seek. It begins by revealing the juvenile excitement experienced by a child when playing a game – ‘Call out. Call loud: I’m ready! Come and find me!’ Through the poets use of exclamation marks we can see the child’s joy at partaking in the game. It is exhilarating and fun time for the child, but it is also very competitive. The manner in which he hides shows this competitiveness; he meticulously hides under dirty sacking in the garden shed and makes sure that his feet aren’t ‘sticking out’ . Also when his friends are seeking him, they are portrayed as ‘prowling in’, and ‘whispering at the door’. This further intensifies the degree of competitiveness within the game. However he is determined to win the game, and after a lengthy space of time he thinks, ‘It is time to let them know that you’re the winner’. By know the child is supremely confident that he has emerged the victor, however it only exaggerates his betrayal and feeling of abandonment when he finds out the truth. Finally when the boy victoriously emerges from his hiding place, and shouts ‘I’ve won, I’ve won! Here I am!’ he is greeted by a scene of nothingness -‘The darkening garden watches. Nothing stirs’. His childish dreams of a grand procession in his honour are dashed immediately, and we begin to sympathise with the boy as he tragically realises that he has been betrayed and deserted by his friends. The most important theme explored in ‘Hide and seek’ is the individual status of one human being. The poem asks the contentious question, how much do we really matter? The poet divulges into this topic and comes to the conclusion that we are not individually important in the wider scheme of things than we think. ‘Half-past Two’ by U.A. Fanthorpe concentrates more on the idea of time and the ways in which it governs society. The poem revolves around a child being  punished for doing ‘Something Very Wrong’. The use of capital letters gives the impression that the act committed must have something very serious, and also describes the angered tone of voice that the teacher may have used when admonishing him. However the next line contrasts sharply with these thoughts by saying – ‘(I forget what it was)’. The punishment given by the teacher is to make him stay in the ‘schoolroom till half-past two’. However, the words ‘half-past two’ are meaningless to the boy because ‘She hadn’t taught him Time’, and he was too scared to remind her of that. The boy is always respectful towards the teacher, and their social difference is exaggerated by the capital letter at the beginning of the word ‘She’. The teacher is perceived as a god-like figure to the boy, who has no power or say in any of her imperatives. The unfortunate boy has no comprehension of time and therefore ‘half-past two’ is double-dutch to him. The boy’s definition of time comes from aspects of his own family life – ‘Timeformykisstime’, ‘Gettinguptime’ and ‘TVtime’. The child, although not pre-linguistic, is not practiced in the use of regular time and hence must use time by thinking of things connected with it. His compound ‘time-words’ shows his inability to associate with the ‘alien’ abstract time that the adults in his environment repeatedly use. As a result, he does not know when it is time for him to leave the schoolroom to return home. This causes him to forget that time exists, and he begins to dream about the ‘smell of old chrysanthemums’ and ‘the air outside the window’. This is a typical example of an epiphany, where the boy becomes unimpeded by the constraints of time, shown by the use of the words ‘into ever.’ He is liberated by the bounds of time for a short while, that is until his startled teacher returns to find him still there. The teacher is profusely apologetic and tells him that he can go home. The ensuing stanza is probably the most important – ‘And he never forgot how once by not knowing time/He escaped into the clockless land of ever/ Where time hides tick-less waiting to be born. A feeling of reminiscence is shown by the use of the words ‘he never forgot.’ The ending is particularly affirmative as it shows the happiness felt by the boy as his imagination runs wild and he eludes time into the ‘clockless land of ever.’ The most pertinent theme explored in ‘Half-past Two’ is that of time, and the way it governs our lives. The poem is articulates the adversities of time and contrasts it with the liberty and bliss experienced by the boy when he was freed from time. The cruel aspect is that all human beings eventually run out of time; we get old, lonely and eventually die due to time. Isolation is a major theme within both poems because it affects both boys concerned in a different but dominant way. The child in ‘Hide and Seek’ is purposefully forgotten and is left alone to his own senses: ‘floor is cold’. Isolation is a key element in ‘Half-past two’ because the child in question is forgotten about in detention and he begins to reverie in his own world. It is a more commanding theme in ‘Hide and Seek’ because of the harsh nature in which the boy is abandoned. One of the most foremost similarities in themes between the two poems is that they both concentrate profoundly on greater social forces. This is seen by the use of the words ‘She’ in ‘Half-past two’ and ‘They’ in ‘Hide and Seek’. The boy in ‘Half-past two’ is completely controlled by his authoritative teacher; and one may argue that the ‘prowling’ and ‘whispering’ are quite threatening thus causing the boy to hide because of his fear of society, not simply because he is playing a game. Time is a comparable theme explored in both poems, but more so in ‘Half-past two’. In ‘Hide and Seek’, time symbolically passes to show the transition of friendship to loneliness; and ‘Hide and Seek’ discusses how the world is restrained by the limits of time.

Personal skills development( study skills and book review) Essay

Personal skills development( study skills and book review) - Essay Example Some of the effective study skills that I learnt from different resources and also applied to my learning process include note taking, time management, active listening, revision planning, preparing answers for the exams etc. Almost every day, I encounter such situations where I find the implication of these techniques within my study premises and apply the appropriate technique to handle the situation in more effective manner. For instance, today I have to write to complete the weekly assignment that is to write an essay upon any topic of my own interest. The guidelines provided by Barret et al (2008, p169) help me a lot in completing this task. The researchers explain basic steps of essay writing and I follow these steps. After deciding the main topic, I analyzed its title and main thesis and then proceed towards collecting material for the essay. During the reading, I take noted and plan the structure of my essay. After writing the essay, I proofread and edit it to assure it is perfect structure wise and deliver my intended tone. In this way, I use a study technique and succeed to write a well organize essay following simple and helpful steps of essay writing. The day was very busy and I was feeling too much tired and pressurized because there is little time left to appear in the exams and there are lot of things to do. At this point, I use my time management skills that I learnt from the reading of Marks-Beal (2009, p45). At first, I listed out the tasks that I have to complete before the exams and then arranged these tasks according to first priority. After that I made the plan to start working on these tasks one by one. There were some writing projects and I have also to read certain books and other material to prepare for answering exams questions. I started with the reading and keep on taking notes that later help me during the writing work. There were too many things to do in short time and I started feeling