Bronte, the play

Bronte, the play, is a recent work, with one of its very first productions being staged at the Oxford Playhouse. The idea of it was to provide the audience with an insight into the lives of the three Bronte sisters, Emily, Charlotte and Anne. They of course wrote books themselves, including Wuthering Heights and Jane Eyre. Renowned of course for being secluded, they wrote at a time when women writers were scorned by publishers; their only way of expressing themselves was indeed through their work. However, whilst the play was written by Polly Teale so that it showed the hardship that the sisters each had to endure in order to have their work published, I will be seeing whether the performers helped this any further. Right from the very start, we as an audience were given a different view on the actual play. The three sisters were in fact standing on stage in normal modern day clothinhg. They said at this point that they did not want the audience to believe this as a real play, and that they were just playing the Brontes- and in doing so showing the audience very similar to what their life may have been like. This I believe was extremely effective, as it was interesting. It was interesting because it allowed the audience to genuinely watch the play almost like a critic and see the ways in which the actors and actresses depicted the lives of the Brontes and of those around them. The most noticeable connection between the actresses was, I thought, how close they actually appeared as sisters. This was especially well done as for most of the play when one was in a scene, the other two would almost certainly be there. They were indeed united on all fronts, such as the way in which they tried to stand up to their father. Also, there seemed to be an informal pecking order within the sisters. Diane Beck and Fenella Woolgar, playing Emily and Charlotte respectively, seemed to be vying for the dominance, whilst Anne (Catherine Cusack) was very much the ‘other' sister. Woolgar and Beck were excellent in highlighting this. Later on we will see this rivalry between the sisters in their writing. However, this bond showed that whilst they undoubtedly loved and cared for their father very much, their bond was simply too tight. This was effective; and this was due to the actresses. You can read also Analysis of Literary Devices of Jane Eyre All of the actresses here created this in their own ways; Beck did so by trying convey her Emily as the leader of the pack- Woolgar did the same also and as well as this tried, and succeeded in creating a rivalry between the two of them. Cusack's Anne. However this bond was not shared with their brother Bramwell. Both he and his sisters felt that the other side had wasted their lives. Bramwell felt that his sisters had no life, confined to the house, and the sisters felt on the other hand that Bramwell was shallow, as his life consisted of little more than drink. This tension reared its head finally in one scene in particular. This was where he pinned Emily down on the floor and taunted her of the fact that she was still a virgin. This was extremely well done as at a couple of points during the scene, the audience were unsure as to whether Bramwell was actually about to rape his own sister. The other sisters were of course torn between stepping and protecting Emily, as possibly getting roughed up themselves, or simply standing by and watching Bramwell. We can see this emotion on the stage as the sisters deliberate what to do; such was the quality of the acting that was portrayed by their bond. Yet, it is interesting to note that Charlotte was in fact the more reluctant of the two other sisters to in fact go and aid Emily- this added further spice to the plot. Also, however, Emily translated this pain through her own writing into her books. She believed that this helped to channel her anger, and therefore by doing this she showed that she was indeed feeling better. This reflected itself onto the audience, and their own particular feelings regarding the attack. The most important character in the play except for the sisters is undoubtedly Bertha. Although not an actual person in the play, she represented the feelings and anxieties of all of the sisters within the play. One prominent part was straight after the sex attack where Bertha was mirroring the anxieties of Emily. Bertha called out ‘He beat me, he beat me like a dog'. She cried in a moaning voice too. The actress playing Bertha was perhaps the most accomplished, despite being just 20. She played ‘Ellie' in About a Boy also. Her experience shone through as well; she was not afraid to moan, and to move fluidly like a snake as she did, and this was good as this contradicted the rest of the play. It added a sense of realism, as we were truly allowed to see into the deep thoughts of both Emily and of Charlotte. Another important part with this ‘character' was at the very end of the play. At this part, she throws feathers everywhere across. Throughout the play at certain she had thrown small handfuls on stage. However, it seemed as thought at the end she was letting all of her emotion and stress out on stage, as though she had finally exploded with anger. It appeared as though she had literally gone mad also. The actress here was extremely effective, not only because her actual action was so random, but also because the way which she so carelessly threw away the feathers was good as it showed that she also seemed to know not what she was doing, just like Charlotte or Emily letting the ink ooze from their pen onto the page. Thus in conclusion it could be said that whilst the play of Bronte itself was indeed extremely thought-provoking and even gain an entertaining into the lives of the Bronte sisters, it was undoubtedly the performers who made this possible, through their own separate ways. The skills required needed to be of the highest quality. The performers had this; and thus made the production effective.

America’s Failure at the Bay of Pigs

Cuba was a US-controlled isand since 1898 when it won Cuba from Spain after the Spanish-American war. While itofficially controlled Cuba only until 1902, it established itself on the island with a long-term lease on Guantanamo Bay for a naval base. Up to the time before Castro was seated in power, the US ambassador to Cuba was the second most pwoerful officail after the President. (Lafeber, 19 Aril 1986, p. 537). President Truman inn March 12, 1947 called the Truman Doctrine recomended to Congress to halt the Russian aggression in Europe.â€Å"I believe that it must be the policy of the United States to support free peoples who are resisting atempted subjugation by armed minorities or by outside pressures. † (cited in Ismael, 1965, p. 3212). Regular battles with the threat of communism and in 1948, the Belrin blockade where the Russian tries to starve out the Western sector but the US responded by airlifting a tremendous amount of food and other supplies. The US assistd the Na tionalistas versus the Communista in the civil war in China which the Communists eventually won in 1949.In 1950, the US gladly responed to the call to end the Communists North America aggression towards South Korea by sending troops under Gen. Douglas McArthur. While the Korean war became inetnsely unpopular aong many Americans as casualties were heavy and the Truman administration was blamed for not foreseeing the attack. There was a general agreement nevertheless that the cuommunist leders had to be shown that the US would, if necessary, use force to stop the expansionist plans. In 1953, Dwight D. Eisenhower was elected president.Anti-cmmunist sentiment was still going strong as McCarthy continued his unproven charges â€Å"that the government payrll included communists†. Through his charges, teh Sneator speread fear and dissension throughout the countyr. In 1954, Cimmunist China threatened the islands held by the Nationalist government. The US announced that it would defen d Taiwan against any atack and pledged itself to aid any fellow Sout East Asian Trety Organizaton member in fighting communist advances. Communist influence in Latin America became more and more apparent especially in Cuba. In 1959, Fidel Castro ended the island’s totalitarian governemnt.Soon, Caro was displaying dictatorial tendencies and strong leanings towards communism. By 1960, it was evident that Cuba was trying to implant communism in other Latin American nations. (Book of Knowledge) Castro first attracted international attention and national history when he led an unsuccessful attack on the Moncada Barracks in Santiago, Cuba on July 24th 1953 hoping to overthrwo the dictatorship of then President Fulgencio Batista. Castro was pardoned in 1955 and sailed to Mexico but returned in 1956 and instigated a guerila wafare against Batista’s regime.In the early hours of 1st January 1959, Batista and the former Prime Minisster and newly–elected President Dr. Andre s Rivero Aguero fled Cuba (Telzrow, 2006). On Jan. 6th, an official note proclaiming â€Å"the sincere goodwill of the government of the United States towards the new government† was sent to Castro (Welch, 1982, p. 29). Career diplomat Philip Bonsal was then appointed as the new US Ambassador to Havana with the hope that Bonsal will be able develop good raltions with Castro replicating his sucess in Bolivia where he was able to establisg good relationships with the left-leaning incumbent adminsitration.On April 19, 1959 after a 3 ? hour meeting with Vice President Richard Nixon in Washington D. C. , Nixon was convinced that Castro was indeed a communist. Castro was determined to transform Cuba led to radical reforms and other economic changes that brought him closer to the Cuba communist party and put him on a collisison course with the Eisenhower Adminsrtration. When in early 1960, the US tried to strangle Castro with tough economic sanctions, he turned to the Soviet bloc fo r help. (Lafeber) Free lections were suspended, private business was socialized, US property was confiscated, On Oct.12, the Cuban government nationalizes 382 big businesses including manufacturers of sugar, liquor, beer, perfume, soap, textiles and milk products as well as bank. (Blight & Kornbluh, 1999, p. 161). As early as Oct. 1959, programs had been proposed by the Department of State in agreement with the CIA to support elements opposed to the Cuban government while making Castro’s downfall seem to be the result of his own mistakes. In Dec. 1959, J. C. King, the CIA’s head of its Western Hemisphere division outlines a series of covert and propaganda operations to overthrow Castro.On March 17, Preseident Eisenhower approves a CIA policy paper title â€Å"A Program of Covert Action Against the Castro Regime†. (Blight & Kornbluh, 1999, p. 159). In the History of Cuba as compiled and written by J. A. Sierra (2007, par. 14), the plan was siad to have included: 1) the creation of a responsible and unified Cuabn opposition to the Castro regime located outside of Cuba, 2) the development of a means for mass communication to the Cuban people as part of a powerful propaganda offesnive,3) the creations and development of a covert intelligence and action organization within Cuba whioch would respond to the orders and directions o the exile opposition, and 4) the development of a paramilitray force otuside of Cuba for future guerilla action. These goals were to be achieved ‘in sucg a manner as to avoid the appearance of U. S. intervention. ’ In July 1960, Soviet Prime Minister Nikita Khruschev openly declared its support for Castro by speaking of â€Å"figurative rockets that would protect Cuba from teh U. S. † to which Pres.Eisenhower announced that the US would no â€Å"tolrate the establishment of a regime dominated by international communism in the Western hemisphere. (cited in Sierra, 2007, par. 7). On Oct. 28, Amb. Bons al was permanently recalled to Washington. On Jan. 3, 1961, all diplomtic relations were broken off with Cuba. The year 1960 was also the year for the campaign period for the the presidential elections. Vice President Richard Nixon was running against SenatorJohn F. Kennedy. The Kennedy campiagn rode on the American voters anti-Castro sentiment and their restlessness towards the resolution of the Castro issue.On the eve of a candidate’s debate, Kennedy attacked Eisenhower’s Cuba policy. He called for U. S. support for the â€Å"non-Batista anti-Castro forces in exile, and in Cuba itself, who offer eventual hope for overthrowing Castro. † Stated further, â€Å"thus far these fighers for freedom have had no support from our government. † Nixon attacks Kennedy’s position on Cuba as irresponsible and reckless since he knew that CIA Director Allan Dulles himslef briefed Kennedy some months back on intelligence amtters including the training of Cuban exi les for operations against the Castro government.(Blight & Kornbluh, 1999, pp. 160-162). Meanwhile, the program for covert action was being put in place. Radio Swan goes on the air in May 1960. The programs were taped in Miami and routed throught the Swan transmitter, An airport was built in Guatemala, a cuntry whose president was beholden to the CIA-led U. S. support in overthrowing the reformist government in 1954. The Cuban exiled forces called Brigade 2506 who were being trained in Useppa Island off the coast of Florida were transferred to a camp in Guatemala.Eventually, the size of the brigade grew to about 1,500 soldiers and were called Brigade 2506. A few months later, Castro charged â€Å"that the U. S. has taken over Swan Island and has setup a very powerful broadcasting station there, â€Å" during an address to the UN General Assembly which the US refuted claiming that there is a private commercial broadcasting station in Swan Island . Foreigh Minsiter Raul Roa addresse d the UN a month later providing details on the recruitment and training of the Cuban exiles wherein he referred to them as mercenaries and counter-revolutionaries.The CIA recruits were paid USD400 per month to train and an additional USD175. 00 for their wives and more for their children. (Sierra, 2007, par. 19) NOTE: In a historic meeting of the participants of both sides in 2001, Castro himself pointedly referred to them as brigadistas. President Eisenhower approves a budget of USD13 million for the covert antCastro operation as well as the use of the Department of Defense personnel and equipment. However, it was specified that no US military personnel are to be used in combat status. 2ND PLAN The CIA changes the conception of the plan in Nov.8-9, 1960 from a guerilla infiltraion to an amphibious invasion Blight & Kornbluh, 1999, p. 162). Why? – Cuban accustaion of propaganda via Radio Swan – First attempt at droping weapons and supplies to the internal Cuban resist ance was a failure having missed the drop zone by seven miles, lands on a dam, picked up by Castro forces and the gound agent caught and shot – Young officers revolt in Guatemala due to the presence of the Cuba expeditionary force which the US helped to quell – The operation is no longer a secret as it is known all over Latin America and was being discussed in UN circles.The Joint Chief of Staff were consulted for the first time on Jan. 11th 1961. A working committee including representatives from the CIA, Defense and the JCS resulted which the Pentagon code names Operation Bumpy Road. On Jan. 28th, newly-elected President John F. Kennedy receives his first CIA briefing on the Cuban operation. The concept of the plan as outlined in the memorandum prepared by two senior CIA official in charge of the brigade, Jacob Esteline and Jack Hawkins is as follows: The initial mission of the invasion force will be to seize and defend a small area.There will be no attempt to break out of lodgment for further offensive operations unless and until there is a general uprising against the Castro regime or overt military intervention by the US forces has taken place. (Blight & Kornbluh, 1999, p. 164). The landing would be in the vicinity of the old colonial city of Trinida, Cuba in the southern coast of Cuba. This is approximately 400 km. Southeast of Havana at the foothills of Escambray mountains. The Trinidad site provided a number of options that the exile brigade could exploit during the invasion.The popiltaion of Trinidad was generally opposed to Castro and the rugged mountains outside the city provided an area into which the invasion force could retreat and establish a guerilla campaign were the landing to falter. Throughout the 1960, the growing ranks of Briagde 2560 rained throughout for the beach landing and possible mountain retreat (Wikipedia). Richard Bissell, CIA Director of Plans, assessed the plans as having â€Å"a fair chance of success – success meaning ability to survive, hold ground and attarct groing support for Cubans and get a ful-fledged civil war in which the US could then back the anti-Castro forces openly.At worst, the invaders should be able to fight their way to the Escabray and go into guerilla action. (Bight & Kornbluh, 1999, p. 164). The military plan for d-day of Macrh 5 is put back until April after examination of all possible alternatives. Why? – State Department point out grave effects on US position in Latin America – No way to disgusie US complicity However, Bissell argued for the invasion on the grounds of â€Å"disposal† problem if the mission is aborted: â€Å"brigade members will be angry, disillusioned and aggressive† (in fact a revolt did occur in late Jan.1961 among the Cuban exiles in Guatemala and almost half of the more than 500 en in camp resigned. ) (Blight & Kornbluh, 1999, p. 164). Bissell concludes that this is the last opportunity for the US to bring do wn Castro without overt US military intervention or a full embargo. National Security Adviser McGeorge Bundy recommended to institute a trade embargo first and let internal oppositon build for several months and then launch â€Å"Bissells’s battalion†. Ther Trinida plan is rejected as the President prepfers a quiet landing, prefereably at night with no basis for American military intervention.CIA presented three alternatives. The first is a modification of the Trinidad plan, the second targets an area on the northeast coast of Cuba and the thrid is an invasion at the Bay of Pigs codenamed â€Å"Opertion Zapata†. The pPresident orders modifcations of the Zapata Plan to mak it appear more like an inside, guerilla-type operation. It was modified to a night landing (instead of a dawn landing) and air drops a t first light. Kennedy questions the necessity of the air strikes, A compromise is agreed upon limited air strikes two days pror to d-day simultanoeus with a di versionary landing of 160 men in Eastern Cuba.These strikes will give the impression of being the action of Cuban pilots defecting from teh Cuban air force and thus supproting the fiction that air support for the invasion force is coming from within Cuba. Bissell also reassures Kennedy that the Cubans on the island will join in an uprising. Sen. William Fulbright, chairman of the Senate Foreign Relations describes the venture as ill-considered and predicts that it will be impossible to conceal the US hand. After polling a dozen advisers, all vote in favor of moving ahead ecept for Sec.Of State Dean Rusk who remained noncommittal. Defense Sec. Requested the JCS to reconsider the rules of engagement to ensure that the US would not become oertly engaged with Castro forces. Seven days before d-day, Esterline and Hawkins, two of the leaders of the invasion call on Bissell to tell him that they want to quit. They say that the project is out of control. Bissell asks them to stay and they d o. Three days before the invsion, â€Å"Kennedy rules outm under any condition, an intervention in Cuba by the US Armed Forces.One day before the invasion, the number of plane were reduced from 16 to 6 planes as ordered by Kennedy in order to keep it minimal. On April 16, Kennedy formally approved the landing plan. However, fearing international condemnation, Kennedy cancels the dawn air strikes until the beachhead airfiled is in the hands of the aldning force and completely operational and capale of supporting the raids. Bissel argued that the ships as well as the landings will be seriously endangered without the dawn strikes,In early morning, aboard the Blagar, CIA agent Grayston Lynch receives a message from Washington: â€Å"Castro still has operational aircraft. Expect you to be hit at dawn. Unload all troops and supplies and take ships to sea as soon as possible. † On learning that the invading troops will meet resistance in the landing area, due to failure to destroy all of the Cuban air force, the Blagar moves in close to shore and delivers gunfire support. Brigade troops commence landing at 0100 hours. Later that morning, the Houston comes under air attack and is hit.It goes aground with about 180 men on the west side of the Bay of Pigs—about five miles from the landing beach. At 9:30 AM, the freighter Rio Escondido is sunk by a direct rocket hit from a Sea Fury—with ten day's reserves of ammunition on board, as well as food, hospital equipment, and gasoline. All crew members are rescued and transferred to the Blagar. Fighting rages throughout the day, with the brigade freighters withdrawing 50 miles out to sea. That evening, President Kennedy discusses the deteriorating situation with his advisers.(Blight & Kornbluh, 1999, p. 168). On April 18, the Brigade Commander refused a call for evacuation. While at the UN on the same day, Ambassador Adlai Stevenson continued to deny that the United States had intervened militarily in Cuba . Bissell, in direct violation of Kennedy’s instructions, authorized American pilots to fly combat missions when a number of the Cuban pilots at Pueto Cabezos refused to fly. On April 19, two planes flown by U. S. pilots were shot down and the pilots killed. The invasion force were captured.About 130 were killed and 1,189 were taken prisoners. Cuba’s casualties were about 157. Mass trial were held and each was sentenced to 30 years in prison. After 20 months of negotations, most were released in echange for USD53 million in baby food and medical supplies. (Sierra, 2007). Lymann Kirkpatrick, the CIA Inspector General, issued a report that pointed to Bissell and his aide Tracy Barnes as not having firm plans for the invasion and failed to advise Kennedy that a covert action is not at all possible.Bissell rebutted by issuing a memorandum of his own and putting the blame on Kennedy’s withdrawal of the air strikes. On June 13, 1961, General Taylor, head of the Taylor Commitee composed on Gen. Maxwell taylor, Atty. General Robert Kennedy, Adm. Arleigh Burke and Dir. Gen. Of CIA Allen Dulles to investigate why the operation failed submits their report to President Kennedy: A paramilitary operation of the magnitude of Zapata could not be prepared and conducted in such a way that all U. S.support of it and connection with it could be plausibly disclaimed†¦. By about November 1960, the impossibility of running Zapata as a covert operation under CIA should have been recognized and the situation reviewed. If a reorientation of the operation had not been possible, the project should have been abandoned. (Blight & Kornbluh, 1999, p. 169). Apart from the reports of Kirkpatrick of the CIA and the Taylor Committee, and after more documents relating to the Bay of Pigs invasion surfaced and were declassified, the following can be concluded:– the CIA made decisions on mere assumptions that the people would spontaneously assist in overthrowing Cast ro (Lafeber, 1986). – they failed to see that the exiles and the supporters were the loud minority while the majority were straddling the fence in a wait-and-see attitude inasmuch as Castro’s government was still at its inception and already seemed to have eben serious about its reforms in distributing the wealth concentrated on the few during the previous regime which was openly supported by the U.S. – the United States could have lost sympathy from the locals since from 1898, they have exerted great influence over Cuba’s internal affairs seemingly to the point of meddling in order to favor American businessees and the invasion was undeniably a US-backed operation – the US did not trust its own invading force, not even telling the Cuban exiles the actual day of the invason. One aganet admitted that, â€Å"I don’t trsut any goddamn Cuban.† (Lafeber, 1986) – aside from being trapped by his own campaign statements, the ongoing co ld war forced Kennedy to take immediate if undecisive action in battling Cuba’s Castro and ultimately the USSR’s Nikita Kruschev for the Western hemisphere – there were tactical errors such as mistaking the coral reefs in the Bay of Pigs for seaweed which ran the exile craft aground and made easy targets – the US underestimated the Castro’s security and defenses.In a historic meeting in 2001 between the antagonists and the protagonists in the invasion which was held in Cuba, it was divulged that â€Å"a vast security network had been established and about 20,000 suspected dissidents were rounded up† which effectively squelched US expectations of a mass rebellion. Moreover, the Cuban air forces’ better planes were camouflaged and the ones that were destroyed by teh pre-d-day strike were decoys. (Dinges, 2001, p. 6).– the CIA strategy is rooted on another assumption that no president, Kennedy included despite his statements again st overt operations, will allow the United States to â€Å"go down in ignominous defeat† and will send in the Marines (as related by Whote House adviser Arthur Schlesinger, Jr. In Dinges, 2001). – There were no CIA broadcasts to announce the invasion (Telzrow, 2006). It would seem highly improbable that the world’s greatest superpower would be defeated by a revolutionary government barely over a year in power. However, that is exactly what Cuba did did under Fidel Castro’s leadership.On April 19, 1961 Cuba was able to repulse an invasion led by 1,400 commandos of Brigade 2506 who arrived at Playa Giron (Giron Beach) from Bahia de Cochinos (Bay of Pigs) Brigade 2506 was US-backed all the way. The planning and training was done by the CIA. They were armed and supplied by the US. It was not a failure of the men of the invasion force who fought valiantly and refused to be evacuated. Given the circumstances surrounding the invasion, it was a â€Å"perfect fai lure† as it has now been dubbed for the spectacular defeat of the US.Overall, this is mainly due to the arrogance displayed by America and has now been immortalized in the Bay of Pigs. ? References Blight, J. G. & Kornbluh, P. (Eds. ) (1999). Politics of illusion: The Bay of Pigs invasion re-examined. Boulder, CO: Lynne Rienner. Dinges, J. (2001, April 23). Back to the Bay of Pigs. The Nation, 272, 6. Ismael, F. L. (1965). The United States as a world leader. The Book of Knowledge, vol. 9, pp. 3206-3224. New York: Grolier Incorporated. Lafeber, W. (1986, April 19). Lest we forget the Bay of Pigs; the unlearned lessons. The Nation, 242, 537-539. Sierra, J. A. (2007).History of Cuba. Retrieved August 15, 2007, from http://www. historyofcuba. com/cuba/htm. Telzrow, M. E. (2006, August 21). Bay of Pigs betrayal: The batrayal of the Cuba people by the CIA, State Department and staff members of the New York Times ranks as one of the America’s darkest foreign-policy moments. T he New American, 22, 37-39. Welch. R. E. (1985). Response to revolution: The United States and the Cuban revolution, 1959-1961. Chappel Hill, NC: University of North Carolina Press. WIKIPEDIA. 2007. Bay of Pigs invasion. Retrieved August 15, 2007, from http://en. wikipedia. org/wiki/Bay_of_Pigs_Invasion.

Songs Of Innocence And Experience English Literature Essay

Blake considers, that tellurian human life is a manner of psyche from A ­ Eternity and back in Eternity. The psyche apparels in a flesh for the tellurian being. It holds in recollection Eternity, that is Innocence. But the got Knowledge deforms, obscures this memory. On the other manus, tellurian being, harmonizing to Emmanuel Swedenborg ‘s philosophy is reflection of that occurs in Eternity. Blake the thought non merely every bit philosophical footing uses this. It applies it as A ­ an artistic touch. Therefore in each verse form the dual sense is hidden. When Blake describes a rural landscape, games A ­ of kids, a pray in St. Paul ‘s A ­cathedral, it invariably reminds, that it is a inquiry non of simple day-to-day A ­ events, and about the Eternal Life. Echoes of this Ageless Life we, mortal, can catch, fondling the babe or pressing N µNˆN?N‚N? a lamb. If we possess though to some extent ability of godly vision. Thankss to this implied sense field A ­ kids ‘s poetries turn to serious A ­ philosophical merchandise. At this clip Blake it is unbounded trusts in ? ±? »? °N?N‚N?N‚N? and clemency of the God. The God is a unvarying and alone good beginning, and the Human Son – the Christ – the invariable curate and the guardian A ­ of people. Blake divided Swedenborg ‘s sights which rejected the construct of the Sacred Trinity. Swedenborg asserted, that the God is unvarying, the God has merely condescended for some clip for the Earth in image Jesus Christ. On the other manus, harmonizing to Swedenborg ‘s philosophy, the interior universe of the individual is at the same time and the universe heavenly. The love, compassion, attention about near are â€Å" conformance † to that occurs in the Sky, that is conformance to the God. Each of us is the smallest A ­ similarity of the Sky, or A «the Sacred imageA » . As effect the Eternity as a fusion is good fortune accomplishable non merely out of tellurian being. It can be found in a shower of everyo ne person, concluded in a animal screen, but merely if the psyche keeps true spiritualty, or Innocence. But a existent tellurian life – a valley non merely pleasures, but besides sorrows. A «Songs of InnocenceA » are full every bit both pleasances, A ­ and agonies – both that and another an kernel necessary parts A ­ of a Godhead Craft. The psyche rejoices, for shops memory of A ­ Eternity, but the flesh is doomed to endure. A «Songs of InnocenceA » describe A ­ both merriment, and a heartache, However light motivations prevail in images of a rhythm: A «Songs of InnocenceA » speak about happyA ­ and sorrowless A «a status of psyche humanA » , about A ­ Godhead protection, about spiritualty of the tellurian universe. Creation A «Songs of InnocenceA » has been finished in 1789. At that clip Blake believed this rhythm the finished merchandise. However in five old ages he has created a new rhythm A «Songs of ExperienceA » which has been united together with A «Songs of InnocenceA » in built-in merchandise A «Songs of Innocence and Experience Proving the Two Contrary States of the Human SoulA » . By this clip at Blake sights at the universe have radically changed. Assortment of the grounds has caused this alteration, in peculiar, letdown in the Gallic Revolution and a backdown from thoughts of Emmanuel Swedenborg. Early sights Blake can be defined conditionally as â€Å" Christian † , and it is possible to call its new construct â€Å" natural † . In what consists it A « naturalA » ? The poet at an early phase about focused all attending to extraterrestrial being of psyche and on idyllic Eternity. Echoes of this Eternity can be observed in some tellurian shows. The Divine, nevertheless, has been separated A ­from tellurian plenty by an accurate side. Achievement A ­ of full harmoniousness, a religious ideal likely merely in Eternity, and the tellurian life is held down by a flesh and accordingly is A ­ a valley of sorrows and cryings. By composing clip A «Songs of ExperienceA » Blake has well changed the point of position. Now it transfers the attending to a tellurian A ­ world. Terrestrial heartaches do non do in it more thought on retribution in the hereafter. The protest alternatively ripens: the life could be ideal A ­ and on the Earth, but the Earth is burd ened by â€Å" religious fettersA » which are necessary for dumping. In this instance there will be A «a returning A ­ of the EarthA » , that is earthly Eden coming. Poem A «The Chimney SweeperA » is a typical illustration of polemic Blake of times A «Songs of InnocenceA » with Blake times A «Songs of ExperienceA » . Heroes of two verse forms are similar to the indistinguishable name among themselves, but in the first the little chimney expanse is unfortunate because of the adversity, in the 2nd – is capable to prove pleasance reverse to them. In the first it finds a solace in the God let go ofing it from â€Å" casket † of a tellurian life, in the 2nd – is dressed in â€Å" shroud † on the Earth by the God ( is more exact, the God-fearing parents ) is doomed to agonies. Accusatory poignancy is every bit strong in both verse forms, but in everyone it sounds in ain manner: in the first – the felicity is possible merely in celestial spheres as atonement of tellurian heartaches, in the 2nd – the felicity would be possible and on the Earth if non ferociousness A ­ of bing uses. THE CHIMNEY SWEEPER ( Songs of Innocence ) When my female parent died I was really immature, And my male parent sold me while yet my lingua, Could barely cry weep weep weep weep. So your chimneys I sweep & amp ; in carbon black I sleep. Theres small Tom Dacre, who cried when his caput That curi ‘d wish a lambs back, was shav ‘d, so I said, Hush Tom ne'er mind it, for when your caput ‘s bare, You know that the carbon black can non botch your white hair. And so he was quiet, & A ; that really dark, As Tom was a sleeping he had such a sight, That 1000s of sweepers Dick, Joe, Ned & A ; Jack Were all of them lock ‘d up in caskets of black, And by came an Angel who had a bright key, And he unfastened ‘d the caskets & A ; set them all free. Then down a green field jumping express joying they run And wash in a river & A ; radiance in the Sun. Then naked & A ; white, all their bags left behind, They rise upon clouds, and athletics in the air current. And the Angel told Tom, if he ‘d be a good male child, He ‘d hold God for his male parent & A ; ne'er want joy. And so Tom awoke and we rose in the dark And got with our bags & A ; our coppices to work. Tho ‘ the forenoon was cold, Tom was happy & A ; warm. So if all do their responsibility, they need non fear injury. THE CHIMNEY SWEEPER ( Songs of Experience ) A small black thing among the snow: Shouting weep, weep, in notes of suffering! Where are thy male parent & A ; mother? state? They are both gone up to the church to pray. Because I was happy upon the heath, And smil ‘d among the winters snow: They clothed me in the apparels of decease, And taught me to sing the notes of suffering. And because I am happy, & A ; dance & A ; sing, They think they have done me no hurt: And are gone to praise God & A ; his Priest & A ; King Who make up a Eden of our wretchedness. The universe is conceived as made, but the spirit human stays A ­in a prevarication and pretension trap: it is new doctrine Blake. The poet already non the shepherd-boy with a pipe, as in A «Songs of InnocenceA » .IntroductionShrieking down the vale wild Piping vocals of pleasant hilarity On a cloud I saw a kid. And he express joying said to me. Shriek a vocal about a Lamb: So I piped with merry chear, Piper pipe that vocal once more – So I piped, he wept to hear. Drop thy pipe thy happy pipe Sing thy vocals of happy chear, So I sung the same once more While he wept with joy to hear. Piper sit thee down and compose In a book that all may read – So he vanish ‘d from my sight, And I pluck ‘d a hollow reed. And I made a rural pen, And I stain ‘d the H2O clear, And I wrote my happy vocals, Every kid may rejoice to hear The new Poet is a Bard, clairvoyant, the prophesier. Its job – A ­ to demo to people a manner to spirit glade.THE VOICE OF THE ANCIENT BARDYoung person of delight semen hither, And see the gap forenoon, Image of truth new born. Doubt is fled & amp ; clouds of ground, Dark disputes & A ; disingenuous teazing. Folly is an eternal labyrinth. Tangled roots perplex her ways, How many have fallen at that place! They stumble all dark over castanetss of the dead: And experience they know non what but attention: And wish to take others when they should be led. The new phase of religious manner Blake is connected with crisp turn Swedenborg ‘s thoughts down. Blake has seen them from the new party. Blake Markss in spiritual swedenborgian doctrine its nonreversible kernel, bigotry, the passiveness discourse. Swedenborg wrote, that the individual religious is the individual obedient to the God. Blake foremost was wholly agree with this statement, but so it had uncertainties in illustriousness and justness of the God. The God became for Blake a absolutism embodimentA ­ .  µÃ‚ µÃ‚ ±Nˆ tested to explicate an interior universe through constructs A ­ of a material universe. Thus the material universe was reduced to a pale A ­copy of the all right and perfect universe heavenly. Blake, holding crossed through tenet of Swedenborg, has resolutely rejected distinction of the stuff and religious universes. He asserted, that true spiritualty is put in pawn in the Nature and merely waits A ­ for the Apocalypse, rebellion against godly co nstitutions A ­ to be shown in full force. In A «Experience SongsA » NN there is one of figures Blake ‘s mythologies – God Urizen ( compare Your Reason ) . Urizen is the incarnation of conventional ground and jurisprudence which resist to liberate, free Imagination. Urizen is depicted in Blake ‘s watercoloured etching â€Å" The Ancient of Days † . The brace A «Imagination – ReasonA » – merely a portion of a concatenation A ­ of contrasts which penetrates all rhythm and sets its nonliteral system: Light – Dark, Good – Angrily, the Life – Death, the Youth – the Old age, the Man ‘s get downing – the Female beginning, free love – suppression of desires etc. Blake counterposes his â€Å" Contraries † to Swedenborg ‘s thought of equilibrium. â€Å" Without Contraries is no patterned advance † , says Blake. â€Å" Attraction and Repulsion, Reason and Energy, Love and Hate are necessary to Human being. † The opposite beginnings are impossible one without another, but therefore Blake accepted for positive A ­remain positive, and accepted for negative – negative throughout all rhythm, in any context, and it in many respects helps to decode symbols of Blake. THE HUMAN ABSTRACT Pity would be no more. If we did non do person Poor: And Mercy no more could be, If all were every bit happy as we: And common fright brings peace: Till the selfish loves addition. Then Cruelty knits a trap, And distribute his come-ons with attention. He sits down with holy frights, And waters the land with cryings: Then Humility takes its root Underneath his pes. Soon spreads the blue shadiness Of Mystery over his caput ; And the Catterpiller and Fly, Feed on the Mystery. And it bears the fruit of Deceit, Ruddy and sweet to eat: And the Raven his nest has made In its thickest shadiness. The Gods of the Earth and sea, Sought through Nature to happen this Tree, But their hunt was all in vain ; There grows one in the Human Brain. This verse form ( brace to A «THE DIVINE IMAGEA » from the first rhythm ) – cardinal for apprehension of philosophical system A «A ­ Experience SongsA » . Here Kindly, the Tolerance, the World, Love become a constituent of the unnatural societal constitutions A ­ bing in land Urizen, – that is the philosophical construct A «Innocence SongsA » is wholly discredited. Having shown falseness and lip service of the basic virtuousnesss of Innocence, Blake builds new fable of private universe of the individual in which footing the image of the Tree lays favourite it. It from Fear and Humility – holier-than-thou humbleness of a lamb ( compare a verse form â€Å" Lily † ) grows and shortly spreads a glooming hag of Belief, that is unnatural, far-fetched faith which feeds the Caterpillar and a Moth, churchmans being here symbols. At last, the Tree brings the Deceit fruit, that is lie and pretension A ­ ( therefore it is sweet ) , and on the Tree there is a Raven – a decease symbol. Such see BlakeN? private universe of the individual and A ­ a religious manner of the world which has been held down ironss of U rizen. In last A ­ stanza it is underlined, that A «gods of the sea and the earthA » , that is wildlife, unvarying with Imagination, could non happen this Tree as there is it in a human encephalon and cultivates him Urizen – inert, non originative Reason. THE DIVINE IMAGE To Mercy Pity Peace and Love, All pray in their hurt: And to these virtuousnesss of delectation Return their gratefulness. For Mercy Pity Peace and Love, Is God our male parent beloved: And Mercy Pity Peace and Love, Is Man his kid and attention. For Mercy has a human bosom Pity, a human face: And Love, the human signifier Godhead, And Peace, the human frock. Then every adult male of every climate, That prays in his hurt, Prays to the human signifier Godhead Love Mercy Pity Peace. And all must love the human signifier, In pagan, Turk or Jew. Where Mercy, Love & A ; Pity dwell, There God is brooding excessively. In this verse form, cardinal for A « Songs of Innocence, in the most distinguishable form the basic thought of a rhythm appears: the human nature is godly. The individual and the God is one thing. Loving the individual, we love besides the God, in the God we love Its humanity. Here the basic, cardinal virtuousnesss of the universe of â€Å" Innocence SongsA » are straight named: Good, Tolerance, the World, Love, every bit of import as for a life terrestrial, and heavenly. These virtuousnesss in the â€Å" perfect † signifier exist in celestial spheres, and in the â€Å" reflected † sort ( harmonizing to A «to the philosophy about conformityA » ) are given people, and the people transporting in the Sacred Image, should portion them with each other. The true Christian – the 1 who professes Good, Tolerance, the World, Love, that is that who creates an image of Eternity on the Earth, and in this sense there is no differentiation between the states and faiths ( comparison at Swedenborg: A « To the individual professing love to approach, a manner on the Sky it is opened irrespective of its tellurian faith – the belief is learnt non by faith. Any individual carry oning a life moral and religious, comprises the Sky A » ) . Harmonizing to new sights Blake, the manner to A «returning of the EarthA ­A » lays through release of desires ( first of all – loveA ­ ) which are connected Reason ‘s ironss – Urizen In a triumph A ­ of natural aspirations – both fleshes, and spirit- . Blake sees the Imagination jubilation, falling of â€Å" religious fettersA » . The tellurian, A ­ animal life with natural spiritualty ab initio built-in in it becomes for Blake the new ideal lifting to the topographic point of A ­ idyllic Eternity. However in the bulk of verse forms â€Å" Songs of A ­ Experience A » it is a inquiry of suppression of natural inherent aptitudes A ­ or about penalty for their show, from here – terrible, A ­ sometimes acrimonious and hopeless tone of this rhythm. In A «Experience SongsA » , surely, acerb plenty, A ­ â€Å" satirical † leer over light, beaming – and A ­ perfectly unlikely – the universe of â€Å" Songs of Innocence A » contains, A ­A ­ and in this sense the 2nd rhythm bears on itself the letdown imperativeness. However it non is letdown in a life in general, more likely, A ­ letdown in former ideals. However, to state, that Blake A ­ wholly rejects the former representations, would be A ­ hyperbole: he names the former vision â€Å" nonreversible † , the thoughts â€Å" limited † , but wholly non wrong. Experience A ­ does non deny Innocence, but takes off to it a modest topographic point of one of facets of assortment of the universe. Blake shows, that Mildness is impossible without Violence, Mercy without Suffering, Pleasure without Grief, and Good without Harm. A «Skilled A ­ InnocenceA » , uniting cleanliness with release of desires, A ­ holiness with absenc e of pretension and lip service, natural A ­A «divine visionA » with the got knowledge becomes ideal BlakeA ­A ­A ­ . In a word, Experience assumes wider and diverse A ­ image of the universe including Innocence as one of two tantamount – and equal in rights – the parties, each of which A ­ is every bit necessary, that is why is sacred. However the basic idea of a rhythm however consists that in land of Urizen of virtuousness of Innocence reasonably frequently A ­ turn to the contrasts. For this ground so A ­ unconditionally discredits Blake Kindly, Tolerance, the World, Love which become symbols of prevarication, lip service and pretension so ruthlessly onslaughts clemencies and faith which are the grounds of cryings and agonies. While there are A «spiritual A ­ fettersA » , idyll is unaccessible, but after falling of these hobbles Paradise is possible and on the Earth for the Nature, as a affair of fact, and is that ? ­Ã‚ µ which will transport out finally all human desires. A «Experience songsA » sing scolded, but non killed beauty A ­ of a tellurian life, individuality of the Nature and the God – merely in such sense and it is necessary to understand them A «naturalA » . Its book A «The Marriage of Heaven and HellA » , ( 1790 ) became the pronunciamento of â€Å" natural † sights Blake. Difficultly plenty with truth to specify a genre of this merchandise is at the same time both the philosophical treatise, and the arch of apothegms, and a verse form in prose: doubtless, Blake meaningly A ­ tried to imitate bible stylistics. It is devoted polemic with A ­ initial Christianity, no less than with Swedenborg sights. Developing A «theomachicA » the tradition traveling in the English A ­ literature from J. Milton ( from its verse form A «Lost ParadiseA » , 1667 ) , Blake declares insolvent the standard Christian construct of Good and Harm. Kind ( Sky ) Sung in A «A ­ Innocence SongsA ­A » and represented by Christian faith as proceeding from the God and, therefore, is alone good, becomes at Blake inactive, all-accepting, that is why non originative, non the capable beginning to development ; on the contrary, rebellious Harm ( Hell ) sees to it the get downing active, making for it, interrupting traditional A ­ representations, moves development. The good personifies A ­ religious stagnancy, and Harm – throwings and spirit battles without which A ­thought motion is impossible. Jehovah appears in a verse form as a terrible, despotic divinity A ­ and it is really identified with Urizen. The Satan, A ­ on the contrary, is shown as the picker, the combatant bodying A ­ the Poetic Genius. Breaking Christianity canons, Blake the Christ, tries to turn out, that more likely, belonged to party of the Satan for was guided by Imagination and preferred to follow the desires and suggestions, alternatively of the imposed tenet. The imaginativeness which Blake considers as the higher ability of the individual, doubtless, starts with the Hell. The sky personifies an order, reason, bigotry ; the Imagination is held down by nil, chaotically and perfectly irrationally. Traditional Harm A ­ becomes in A « The Marriage†¦ A » A symbol of religious freedom, originative A ­ energy, reformative the universe, and traditional Good – A ­ a passiveness and bigotry symbol. However Blake remains it is true to the A ­ dialectics and asserts, that two antonyms are huffy about each other and merely their coexistence, â€Å" a matrimony † behaviors to original spiritualty. The 2nd major inquiry A « The Marriage†¦ A » is a inquiry of integrity of psyche and a organic structure. Blake rejects supported of Swedenborg traditional representations about a organic structure as A «sinful fleshA ­A » ( i.e. Harm ) and to a shower as NN‚? µ? »NN† ? µ A ­ Godhead fire ( i.e. Good ) . Marrying A ­ occurs non merely in a existence, but besides in each of the person: psyche and a flesh – are unvarying. Blake asserts, that A «All Live – Is sacredA » , that is the material universe non merely is a pale A ­ transcript of the universe heavenly, it is arrogant and self-sufficing, that is why is in ain manner perfect. The psyche does non be individually from a flesh as the flesh is so sacred, every bit good as psyche ; and therefore animal desires are wholly non iniquitous ( as confirms the Sky ) , on the contrary, sinfully their suppression. In release of a flesh A ­ which will do release of spirit, Blake sees a m anner to a cleansing Apocalypse, to falling of Kingdom Urizen. Surely, the care A «Sky and Hell WeddingA » A ­ is non settled at all by these general commissariats. This hard A ­ and deep philosophical merchandise written in A ­ feature for Blake an allegorical, nonliteral mode. He did non draw a bead on to simplicity for affairs about which it narrated A ­- common dealingss of Good and Harm, the Person and the God, – do non endure simplification, but the thoughtful reader can non acquire into an kernel of its doctrine and to track, at least partially, a thought class A «great visioneryA » . The period Blake ‘s battle against God with its defiance, A ­ all-rejection and maximalism has appeared shortA ­ . It was followed by deep crisis and – as its consequence A ­- a long silence, full refusal of the publication of the merchandises. Religious crisis has returned Blake to believe on the God, on Innocence, but already in its other understanding. Now it considers creative activity of a material universe as a constituent and direct consequence of Fall from what follows, that the flesh is inherently opposite to a religious A ­substance and, therefore, is ab initio iniquitous. The particular topographic point among Blake ‘s merchandises of this period A ­ occupies a verse form â€Å" The Mental Traveller † ( written apprx. 1800 ) . It some sort of the religious autobiography of the poet and at the same time religious life of world. Blake describes beginning, a jubilation and diminution of any thought and A ­ in analogue shows, how its ain sights developed and changed. A « Songs of Innocence and Experience A » – it is the widest a known portion Blake ‘s heritages. They give full plenty, but far non thorough representation about creativeness of this A ­ singular maestro. It would be desirable to trust, that finally A ­ the Russian reader will pull off to acquire acquainted more full with A ­ a heritage of the great poet-seer which has in many respects anticipated A ­ the farther development of poesy, and human idea as a whole. Auguries of Artlessness â€Å" Auguries of Innocence † by William Blake occupy a particular topographic point in his work. This piece dates from 1801-1803 old ages and conventionally related to the 2nd period of his poesy. This old ages new religious quest Blake, when it replaced the idealistic, the realistic temper of the yesteryear comes an wholly new construct of peace, based on – perceptual experiences of world in the integrity of all its contradictory facets. It is hard to find the genre of the work. At first familiarity it seems that in â€Å" Auguries of Innocence † is no definite secret plan line, they seem merely axiomatic fragments, in no manner linked. As one of the most complex and original phenomena of European literature, â€Å" Auguries of Innocence † is an organic portion of the artistic universe of Blake. Understanding of this work can non be outside the context of the poet. The chief job that confronts a author, stated in the rubric of the verse form – â€Å" Auguries of Innocence. † In Blake ‘s Artlessness does non be apart from cognition, these mutual oppositions are non negate each other, all co-exist in integrity. It was this thought ( the combination of incompatible ) tends to reflect the poet in his work. Poem â€Å" Auguries of Innocence † was preceded by a rhythm of verse forms â€Å" Songs of Innocence and ExperienceA » , which shows really clearly the dialectical vision of the universe poet. â€Å" The significance of the book – the thought of continuity of human religious experience, his unity, †¦ amalgamation in some higher synthesis inherent in the personality of the birth of † artlessness, pureness – and all the inevitable edification of each are far from being ideal. â€Å" It is poesy, â€Å" where the universe is comprehended in the brushs, the higher harmoniousness of the ageless and intolerable societal dissection, the current of his being, at the intersections of mutual oppositions. † ( 4, 28 ) , and these mutual oppositions of artlessness and cognition do non contradict each other, everything is interconnected, everything exists in integrity. â€Å" We can non reject one another glorified, because everything in life is inextricably intertwined. † ( 5, 19 ) The same perceptual experience of contrast we see in â€Å" Auguries of Innocence. † But Blake infinite assortment of this dialectic battle of creative activity and devastation. His images are continuously germinating. From this diverseness, at first glimpse, a simple manner that makes it hard to understand. ( 12, 171 ) Start â€Å" Auguries of Innocence † with lines that are most frequently quoted when mentioning to the name of William Blake, with the lines have become a pronunciamento of English Romanticism: To see a World in a grain of sand, And a Heaven in a wild flower, Hold Infinity in the thenar of your manus, And Eternity in an hr. ( 1, 324 ) No accident that this stanza reminds one of the first. It expressed the cardinal rule of Blake. Here we are speaking about the position of the internal and external. In each grain of sand, the writer seeks to spot a contemplation of the religious kernel, the desire for direct acclivity from a individual, private experiences to the boundlessly broad, cosmopolitan generalisations. And it was called a adult male with imaginativeness. Center of the complex artistic universe of Blake is the adult male. Man is heaven and Earth, snake pit and Eden and all the phenomena of the universe at the same time. The poet says: Thou art a Man: God is no more: Thy ain Humanity learn to adore, For that is My spirit of life. ( The Everlasting Gospel ) This is Imagination is what helps to throw off the bonds of an enslaved spirit, unleash the perceptual experience, â€Å" see infinity in one minute. † The value of free imaginativeness – the chief thought of the following path: A redbreast robin in a coop Puts all Heaven in a fury. A dove-house fill ‘d with doves & A ; pigeons Frissons Hell thro ‘ all its parts. The same thought is found in the â€Å" Proverbs of Hell † , from â€Å" The Marriage of Heaven and Hell † , which reads: † You ne'er know what is adequate unless you know what is more than plenty. † Here Blake negotiations about the human right to fulfill all their desires. Enslavement reinforces the subjugation of ground over imaginativeness. Blake defends the right of speculative homo believing which refuses to set any boundary lines. Humility Blake – the greatest perversion of human nature. â€Å" Blake hated it, because it means the forfeit of the God within adult male, the wickedness against the Holy Ghost. Forced humbleness is religious slaying. Persons should ne'er the subjected to Urizen ‘s â€Å" One Law for the Lion & A ; Ox † ( The Marriage of Heaven and Hell ) . Humility is â€Å" the fast one of antediluvian Elf † ( The Everlasting Gospel ) . † [ S. Foster Damon. A Blake lexicon: the thoughts and symbols of Wil liam Blake ] The jurisprudence of all development is a battle. This is an thought the poet is in a self-contradictory signifier of â€Å" Proverbs of Hell † we find the undermentioned lines: â€Å" Sooner slaying an baby in its cradle than nurse unacted desires † , and â€Å" Auguries of Innocence † image â€Å" a redbreast in a coop † , embodies the reticent desire, poison the psyche of adult male. No demand to seek to acquire rid of enticement, merely traveling through the full emancipation can see the truth, because â€Å" he who desires but acts non, strains plague. † A Canis familiaris starv ‘d at his maestro ‘s gate Predicts the ruin of the State. A Equus caballus misus ‘d upon the route Calls to Heaven for human blood. Each call of the hunted hare A fiber from the encephalon does rupture. In these lines there is a symbolic image of England and the universe. William Blake created at the junction of era, it is non surprising that in his work, he tried to reflect and understand the events that took topographic point at that minute in his state and worldwide. The first efforts to look as early in the rhythm â€Å" Songs of Experience † that would subsequently slop over into the creative activity of such infinite verse forms as â€Å" Visions of the Daughters of Albion, † ( 1791 ) , â€Å" Europe a Prophecy † ( 1794 ) , â€Å" America a Prophecy â€Å" ( 1791 ) . Blake is really excited by the destiny of the state, and he tried to happen the causes of catastrophes and catastrophes, which was torn apart by England. He compares it to Babylon, where the thought of equality replaced by an attitude of a retainer ( the images of a Canis familiaris and beaten Equus caballuss ) and the proprietor, and the rule of freedom – the system of captivity of t he moral and societal. That ‘s what England Blake says in the verse form â€Å" London † from â€Å" Songs of Innocence and Experience † : I wander thro ‘ each charter ‘d street, Near where the charter ‘d Thames does flux, And grade in every face I meet Marks of failing, Markss of suffering. In every call of every Man, In every Infant ‘s call of fright, In every voice, in every prohibition, The mind-forg ‘d cuff I hear. How the Chimney-sweeper ‘s call Every black'ning Church appalls ; And the hapless Soldier ‘s suspiration Runs in blood down Palace walls. But most thro ‘ midnight streets I hear How the vernal Harlot ‘s expletive Blasts the new born Infant ‘s tear, And blights with pestilences the Marriage hearse. Cruel rationalism penetrated all domains of life, and societal and religious. Blake bitterly remarked: â€Å" The enquiry in England is, non whether a adult male has endowments and mastermind, but whether he is inactive and polite, and a virtuous buttocks, and obedient to Lords ‘s sentiments in art and scientific discipline. If he is, he is a good adult male ; if non, he must be starved. â€Å" [ Alexander Gilchrist, Anne Gilchrist. Life of William Blake ( 1880 ) , Volume 1 ] . In such a society a adult male is like â€Å" hunted hare. â€Å" Coarse rational head thwart any efforts of imaginativeness. It is inactive, the quest for the empyreal – unclaimed. A Alauda arvensis wounded in the wing, A cherubim does discontinue to sing. A Alauda arvensis here – Imagination in the clasp of Urizen. The image of Urizen appears in the ulterior plants of the poet. This mythology of Blake ‘s character, embodies the head ( your ground ) . Every wolf ‘s and lion'showl Raises from Hell a Human psyche. â€Å" The Wolf and the Lion † regarded as symbols of power of England. At Blake they become emblems of stiffness of a deceasing era. On anticipates the devastation of Babylon and the coming land of ageless Jerusalem. Empire is no more! And now the king of beasts & A ; wolf shall discontinue – says concluding â€Å" Marriage†¦ â€Å" The wild cervid, rolling here and at that place, Keeps the Human psyche from attention.

Principles of communication-111 Essay Example | Topics and Well Written Essays - 500 words

Principles of communication-111 - Essay Example Secondly, the employers owe the employees the obligation of consulting with them concerning the decisions that are made relating to the normal chores in the performance of their work duties. Consultative decision-making has always proved to be pivotal in the management of workers. This is because the employees are allowed to express their views and concerns to the management, which in turn is responsible to adhere to the demands of the employees (Queensland Government web). Thirdly, the employers should provide all the appropriate personal protective equipment, which are required to ensure to ensure workers can complete their job safely. Protective equipment plays a major role in ensuring that the safety of workers is adhered to. Consequently, safe employees will produce more than the unsafe employees will. In addition, it the obligation of the employers should monitor and evaluate the occupational health safety systems and procedures to ensure that workers are adequately protected from work place hazards. It is the obligation of the employers to provide facilities for the welfare of the employees. The welfare system covers many areas including toilettes facilities to conducting risk assessments on the plants and equipment is used. They should also make the procedures known to the employees. Moreover, the employers have a duty the employees the agreed amount if the employee arrives for work and is able to work. The payments include the agreed upon remuneration of wages and salaries (Queensland Government web). Another major obligations is that the employers are responsible to give the employees work to do. However, if the employee is paid by commission, and the employer does not give the employee any work to do, or if not working, could damage the employees reputation. In addition, the employers are obliged to give the correct information to their employees about their rights

Massachusetts Social Services and Information Technology Case Study

Massachusetts Social Services and Information Technology - Case Study Example In addition to his, the state legislature would pass a bond for Information Technology, which the agency targeted. In order to receive it, the agency must submit a justification request for the fund, which included an examination of both the two failed projects. The first failed project had a $20 million budget while the second one, still under development, had a $32 million budget. The state legislature approved the funding, giving the agency an obligation of ensuring this project succeeded. In order to do this, they analyzed the agency’s services, organizational culture and the current challenges that developers may face (Garson, 2006). One such project is the Information systems’ project at the Department of Transitional Assistance (DTA), which is an agency branch for Health and Human Services. This department deals with complex, unstructured and a large amount of information including tracking recipients of services, welfare benefits applications, scanning fingerpri nts and electronic benefits card issuing. In addition to this, Policies in the federal governments constantly change, at least four times in a year thus affecting any rule that already exists. The agency provides aid to families in different ways including childcare, food stamps, and families with dependent children, emergency aid to children, disabled and the elderly, emergency assistance, supplemental security income, and employment services program. Because of the variety of these services, social workers, as well as clients move from one place to another, meeting different people in order to receive services. The processes are complicated and tiresome. In addition to these, social workers must ensure that benefiters are genuine and deserving of the services by racking their backgrounds and history of benefits. The organizational realized that an effective ay of dealing with these problems would be adopting an Information system, which would facilitate speed and make duties of th e social workers easy. The system would store client information and make tracking them easy. All information systems projects require feasibility studies that examine the possibility of their successes. Failure to carry out these studies or poorly carried out feasibility studies leads to failures of projects. Poor feasibility studies lead to poor planning, documentation, staffing, budgeting, and scheduling. In addition to these, other issues such as organizational and cultural issues, as well as under estimation of scope and complexities are contributing factors to the failure. The planning and management team in the initial project failed to plan for the system. The system developers designed and documented it poorly. In addition to this, system was written in COBOL, which is difficult to understand and document. To ensure success of this project, the agency’s management The state governor appoints a commissioner who heads the agency’s department. At the initial stag es of the project, the commissioner was an employee from the career department from Field and Eligibility operations. A deputy commissioner was also appointed, from the Field and Eligibility Operations. The department has positions for administration and finance, procedure and program management and MIS, policy, who are all appointed from the Field an

If children are never exposed to risk, they will never be able to cope Outline

If children are never exposed to risk, they will never be able to cope with risk Give reasons for and against this statement and give your opinion - Outline Example Children have to experience managed risks to develop coping mechanisms. Children that are exposed to risks become more successful in resisting and overcoming life situations that are stressful such as poor performance in educations (Youngminds.org.uk, 2015). Children that are not exposed to free to socialize with various people develop people phobias as they grow, for example, they eventually lack confidence to deliver a speech to a crowd. Children not exposed to risk have of mastery over life control, for example, children whose parents make all decisions are bound to have difficulties in sell control (Newman 2004). Negative consequences linked to exposing children to risks are long-term despite being meant to help children cope with risks. Exposing children to risks such as criminal activities and drug abuse become violent and chronic juvenile offenders (Cho, 2014). Risks are cumulative, and its presence enhances the likelihood that it will emerge, for example, a child born in a family of alcoholic parents has a high probability of engaging in drug abuse (Newman 2004). Risk exposure is linked to various health and mental illness among children including depression. Managed risk exposure to children forms a major aspect of child’s ability to cope with the risk. Children exposed to risk can overcome stressful situations and accept the real life conditions. However, exposing children to risks may lead to long lasting effects on the development of the child. From my point of view, children are at a better position of managing and developing coping mechanisms in spite of the difficult experiences from exposed risks. Children should not be excessively protected from risks that enhance their coping

The Handsomest Drowned Man In The World Essay Example | Topics and Well Written Essays - 750 words

The Handsomest Drowned Man In The World - Essay Example When they laid him on the floor they said he'd been taller than all other men because there was barely enough room for him in the house, but they thought that maybe the ability to keep on growing after death was part of the nature of certain drowned men. He had the smell of the sea about him and only his shape gave one to suppose that it was the corpse of a human being, because the skin was covered with a crust of mud and scales. They did not even have to clean off his face to know that the dead man was a stranger. The village was made up of only twenty-odd wooden houses that had stone courtyards with no flowers and which were spread about on the end of a desertlike cape. There was so little land that mothers always went about with the fear that the wind would carry off their children and the few dead that the years had caused among them had to be thrown off the cliffs. But the sea was calm and bountiful and all the men fitted into seven boats. So when they found the drowned man they simply had to look at one another to see that they were all there. That night they did not go out to work at sea. ... ed that the vegetation on him came from faraway oceans and deep water and that his clothes were in tatters, as if he had sailed through labyrinths of coral. They noticed too that he bore his death with pride, for he did not have the lonely look of other drowned men who came out of the sea or that haggard, needy look of men who drowned in rivers. But only when they finished cleaning him off did they become aware of the kind of man he was and it left them breathless. Not only was he the tallest, strongest, most virile, and best built man they had ever seen, but even though they were looking at him there was no room for him in their imagination. They could not find a bed in the village large enough to lay him on nor was there a table solid enough to use for his wake. The tallest men's holiday pants would not fit him, nor the fattest ones' Sunday shirts, nor the shoes of the one with the biggest feet. Fascinated by his huge size and his beauty, the women then decided to make him some pants from a large piece of sail and a shirt from some bridal linen so that he could continue through his death with dignity. As they sewed, sitting in a circle and gazing at the corpse between stitches, it seemed to them that the wind had never been so steady nor the sea so restless as on that night and they supposed that the change had something to do with the dead man. They thought that if that magnificent man had lived in the village, his house would have had the widest doors, the highest ceiling, and the strongest floor, his bedstead would have been made from a midship frame held together by iron bolts, and his wife would have been the happi est woman. They thought that he would have had so much authority that he could have drawn fish out of the sea simply by calling their names and that

Image representation of Women in Magazines (which are targeted to Dissertation

Image representation of Women in Magazines (which are targeted to University Students) - Dissertation Example 1 Afghan Girl 4.3 Fig. 2 She looks spoiled 4.4 Fig. 3 â€Å"Quite a Pear† 4.5 Fig. 4 Wad 4.6 Fig. 5 Keep on Dreaming of a Better World 4.7. Fig. 6 It’s nice to have a girl around the house 4.8 Fig. 7 Dove Advertising 4.9 Fig. 8 Twiggy 4.10 Fig. 9 Do Men Hate Fat Women? 4.11 Fig. 10. Dolce and Gabbana Advertisement 4.12 Summary 5.0 Chapter Five: Discussion List of Figures References Appendices Abstract The research that was conducted for this study concerns the images in the media and their influence over women of university level age. Images in the media have been shown to have a powerful influence over the body image of young women, affecting their self esteem and their development of identity (Cash, Cash, and Butters 1983: Catterall, Maclaran, and Stevens 2000). In a study that discussed the responses to ten different images in a group setting with twelve women, the phenomenon of the way in which women experience influences by media images gave a new dimension through responses, both expected and unexpected. Broken into five chapters, this qualitative study examines the nature of media images and the impact that they have on society. Chapter One Introduction The effect of the representation of women in media through both photojournalism and fashion photography acts as a catalyst to emotional responses which have helped to frame the way in which women see themselves as members of Western culture. The issues of body image, self, and identity are often manipulated by the media as women grow from childhood through adolescence. The influences that media imposes upon women can often lead to issues such as anorexia, bulimia, BED (binge eating disorder), and other medically dangerous conditions. Objectification of women has now begun to shift to subjectification, leading women into a world where they must now be the aggressive sexual being, rather than the passive object. Through research conducted using images and the discussion of twelve women who wer e put into a focus group the concepts of image and self is explored through the information gathered within the interview process. In a qualitative study of the emotional responses to women when a ‘story’ or suggested interpretation of images was interjected, the concept of trend is also explored as it relates to the interpretation of the responses to the images. This type of research helps in understanding the way in which images influence the direction of how women perceive beauty and how they are positioned within the discourse of attractiveness. The power of photo imagery in contemporary discourse has influenced culture, making changes in the concept of beauty and ’normalcy’. 1.1Background The objectification of women is not a new concept. However, the ways in which images of women have been formulated to specifically associate women as objects as an everyday occurrence is a part of the information age. As advertising has become a cycling of images thr ough television, the internet, and print media such as magazines, the concept of female is habitually stripped of its identity and reformulated into creatures of ’otherness’, usable objects of the imagination. An example of this can be seen in Fig. 3, women are morphed with objects, redefined as something consumable as indicated in Fig. 4, and objects of manipulation as seen in Fig. 4. The nature

Rising Cost of Health Insurance Essay Example | Topics and Well Written Essays - 500 words

Rising Cost of Health Insurance - Essay Example An entire family's coverage can easily be lost because of retirement, divorce, or a simple switch from full to part-time work. USA Today claims: "Employers say there is no concensus on what to do, long term, to slow health spending," which proves that an agreement needs to be met soon. This issue seriously affects many different individuals, from company owners to the middle-class. Small business suffers especially, but often compensates by hiring young employees; eighteen to twenty-four year olds have the least health coverage in America. Some companies have "eliminated coverage for dependents, while others have canceled their medical plans altogether" (Porter). It is unfair that so many must suffer because of this cost. Two reasons health care is expensive are incredible advertisement costs and a need for advanced machines used for diagnoses. The need for costly medical machines makes sense, but it is unfortunate that countless people aren't receiving proper care due in part to the high prices of commercials. Costs can increase over ten percent in one year, and usually do not go back down afterward. It is disappointing to consider where some portions of health insurance money are headed and how much better they could be spent. Adding to the problem, premiums cut into funds mean

Why are people scared and why people dont want to go to doctors Research Paper

Why are people scared and why people dont want to go to doctors - Research Paper Example Regardless of the disease, timely diagnosis and treatment are vital to achieve the desired health outcomes (Storla, Yimer & Bjune 15). More often than not, the map of the problem looks as if patients have some inherent emotional or mental disorder that prevents them visiting their physicians on time. In reality, the situation is quite different, and it is not patients’ fault that they cannot reach the doctor on time. It is because of problems with medical care, failure to provide safe and painless medical manipulations, and speak with patients adequately and comprehensively that individuals develop the fear of medicine and refuse to visit their physicians on time. To begin with, the quality of medical care by itself becomes a serious barrier to accessing and using health care. Modern life is very active and people prefer to turn to their urgent responsibilities than to sit and wait until the doctor is free to receive the next patient. Patients do not want to go to doctors, because they expect they will need to wait hours, before they get to the needed specialist. Waiting times remain a serious problem in today’s health care, and few patients are willing to spend hours in the waiting line. As a result some patients fail to visit a doctor even after spending much time near his room, because the doctor has to go home as his working day is over. This situation is not acceptable at all and serious measures should be taken. â€Å"Time spent waiting is a resource investment by the patient for the desired goal of being seen by the physician and therefore may be moderated by the outcome† (Anderson, Camacho & Balkrishnan 31). However, how much is much and how much is enough to sit waiting for the physician? It is like waiting for hours in the Hopkins Gynecology Clinic: â€Å"The public wards at Hopkins were filled with patients, most of them black and

Organizational resources and establishing competitive advantage Essay

Organizational resources and establishing competitive advantage - Essay Example On the other hand, it has been made clear that not all organizations are able to effectively develop their resources. Also, the continuous increase of competition in the global market is a factor that can negatively influence the efforts of organizations to improve their position in the market using their resources and capabilities. It seems that in the long term, the transformation of organizational resources into a competitive advantage has to be carefully managed since the challenges in the internal and the external organizational environment are likely to be many; as the conditions in the organizational environment become more hostile, under the influence of the global market pressures, the support that an organization has to provide to its resources has to be increased, otherwise their chances to become a competitive advantage are significantly reduced. At this point, the following issue appears: how an organization can secure that its resources will become, even in the long ter m, competitive advantage? It seems that such prospect cannot be considered as guaranteed, especially in industries where competition is high. This issue is further analyzed in the sections that follow using the literature published in this field. 2. Organizational resources and their use for the establishment of competitive advantage 2.1 How an organization can establish competitive advantage from its resources The identification of the exact characteristics of competitive advantage in modern organizations is a challenging task. Researchers and theorists have tried to identify the criteria under which organizational resources can become competitive advantage, but the results of their studies seem to be contradictory. Most commonly, emphasis is given on the balance between the firm’s strengths and weaknesses, as the specific relationship can also affect the firm’s opportunities and threats. The interaction of the above sectors in the context of organizational growth is reflected in the SWOT analysis framework. The above framework is based on the view that firms that are likely to emphasize on their internal strengths and control their weaknesses are more able to face environmental threats, a fact that can help them to develop competitive advantage towards their rivals (Barney 1995). However, the terms under which the specific effort would be successful should be further explored. Indeed, even if effectively organizing its internal environment and if it tries to avoid major market risks, a firm has still to face the threat of an unexpected downturn if there are no other strategic alternatives in place, as for example strategic alliances with other firms that control an important share of the relevant industry. On the other hand, Peteraf (2006) noted that there are certain conditions that can increase the potentials of an organization to develop a competitive advantage. These conditions could be described as follows: ‘superior resources (heter ogeneity within an industry), ex post limits to competition, imperfect resource mobility, and ex ante limits to competition’ (Peteraf 2006, p.179). It is assumed that organizations that seek to develop a competitive advantage should focus on the particular conditions. This view can be criticized as of the lack of explanations regarding the potentials of these conditions to exist in all

Bonnie Lyons Essay Example for Free

Bonnie Lyons Essay The critic, Christopher Lehmann-Haupt, considers The Handmaids Tale to be far more than a political tract deploring nuclear energy, environmental waste and antifeminist attitudes. Which features of Atwoods novel do you believe have contributed to its readability and secured its reputation as a piece of classic modern fiction? In the novel, The Handmaids Tale, it is my opinion that the principal aspect of Atwoods writing style is the depth and intensity with which she approaches her subject matter; she consistently shows that she has researched her material and is able to show relatively potential alternate futures at the time of the early 80s it is not inconceivable to imagine certain turns of events happening as they did in the narrative. In the 1980s, the political climate globally seemed to be turning toward economic restraint and conservatism. In general, this shift was a response to the liberalism and unchecked social spending that occurred in the 1970s, which were in turn the extended results of the freedoms won by the worldwide social revolutions of the 1960s. This conservative trend appeared in different forms in different countries. In Margaret Atwoods home country of Canada, Pierre Trudeau, the Liberal Party leader resigned in 1984, and the voters replaced him with Progressive Conservative Brian Mulroney. Margaret Thatcher, who was elected Prime Minister of England in 1979, reversed decades of socialism by selling government-run industries to private owners. In the United States, the 1980 election of Ronald Reagan created such a turbulent reversal of previous social policy that the changes sweeping through the government during the first half of the decade came to be referred to as the Reagan Revolution. The extreme shift toward conservatism in the United States at that time is significant to the social change that created the Republic of Gilead in Atwoods imagination. After the novel was published, she told an American interviewer that she had tried originally to set the novel in Canada, but that it just would not fit the Canadian culture. Its not a Canadian sort of thing to do, she told Bonnie Lyons in 1987. Canadians might do it after the United States did it, in some sort of watered-down version. Our television evangelists are paltrier than yours. The States are more extreme in everything. The Republic of Gilead is characterised as a dystopia; a dystopia is any society considered to be undesirable, for any of a number of reasons. The term was coined as a converse to a utopia, and is most usually used to refer to a fictional society where current social trends are taken to nightmarish extremes. One of The Handmaids Tales successful aspects concerns the skilful portrayal of a state that in theory claims to be founded on Christian principles, yet in practice miserably lacks spirituality and benevolence. The state in Gilead prescribes a pattern of life based on abstinence, conformity, censorship, corruption, fear, and terror-in short, the usual terms of existence enforced by totalitarian states, instance of which can be found in such dystopian works as Orwells 1984. The novels thematics operate by speculating upon conflicting extremes: a decadent present, which Aunt Lydia cynically describes as a society dying of too much choice, and a totalitarian future that prohibits choice. Naturally, while rejecting the indulgent decadence and chaos of an anarchic society, the reader condemns the Gilead regime for its intolerant, prescriptive set of values that projects a tunnel vision on reality and eliminates human free will. There is more than one kind of freedom, said Aunt Lydia. Freedom to and freedom from. In the days of anarchy, it was freedom to. Now you are being given freedom from. Dont underrate it.

The History of Algebra

The History of Algebra The dissertation will discuss about history of algebra, which is one of most important branch of arithmetic, the founder of algebra, meanings of algebra and its benefit in our daily life, how we can learn and teach in the best way? What is Algebra? Algebra is a branch of mathematics, as we know maths is queen of science, it plays vital role of developing and flourishing technology, we use all scopes in past and newly, the algebra is not exceptional the maths. Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time. Here is a list of names who have contributed to the specific field of algebra. Algebra is seen by much arithmetic with letters and a long historical precedent the textbooks, stretching back of the 14th century. As such it deepens upon experience and facility with arithmetic calculations. It provides student with skill to carry out algebraic manipulations .many of the which parallel arithmetic computation. At the very least ,school algebra is a collection of mathematical practices and procedure to be internalised and integrated into learners functioning ,at the very most in its tradition form its afford glimpse of a powerful tool for modelling and thus resolving problems, (page 559 jifa cai) Word Algebra The word algebra is a shortened misspelled transliteration of an Arabic title al-jebr wal-muqabalah (circa 825) by the Persian mathematician known as al-Khwarizmi [words, p. 21]. The al-jebr part means reunion of broken parts, the second part al-muqabalah translates as to place in front of, to balance, to oppose, to set equal. Together they describe symbol manipulations common in algebra: combining like terms, moving a term to the other side of an equation, etc. In its English usage, in the 14th century, algeber meant bone-setting, close to its original meaning. By the 16th century, the form algebra appeared in its mathematical meaning. Robert Recorde (c. 1510-1558), the inventor of the symbol = of equality, was the first to use the term in this sense. He, however, still spelled it as algeber. The misspellers proved to be more numerous, and the current spelling algebra took roots. Thus the original meaning of algebra refers to what we today call elementary algebra which is mostly occupied with solving simple equations. More generally, the term algebra encompasses nowadays many other fields of mathematics: geometric algebra, abstract algebra, Boolean algebra,s-algebra, to name a few. Algebra is an ancient and one of the most basic branch of mathematics, invented by Muhammad Musa Al-Khwarizmi, and evolve over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr. [1] http://www.cut-the-knot.org/WhatIs/WhatIsAlgebra.shtml The English invented the world (Kelly 1821-1895) algebra of matrices and the research (Paul 1815-1864) may have emerged since 1854 and from this research Boolean algebra, also appeared in 1881 forms of art to illustrate the Boolean algebra, (availablhttp://www.jeddmath.com/vb/showthread.php?t=5330/15/052011). History of algebra In history, we find some following mathematicians who have great contributions in development of algebra. Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor was based on Paciolis Suma. Robert Recorde Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. Thomas Harriot Thomas Harriot (1560 -1621) was born in Oxford, London and died in London England. He was an astronomer and mathematician, and founder of the English school of algebra. William Oughtred William Oughtred (1575-1660) was born in Eton, Buckinghamshire, England and died in Albury, Surrey, England. He was one of the worlds great and formally trained mathematicians. Oughtred, in his book Clavis Mathematicae included Hindu-Arabic notation, decimal fractions and experimented on many new symbols such as ÃÆ'-,::, >, and John Pell John Pell (1611-1685) was born in Southwick, Sussex, England, and died in Westminster, London, England. Pells work was mostly based on number theory and algebra. Pell published many books on mathematics such as Idea of Mathematics in 1638 and the two page A Refutation of Longomontanuss Pretended Quadrature of the Circle in 1644. Reverend John Wallis John Wallis (1616-1703) was born in Ashford, Kent, England and died in Oxford, England. In 1656, Wallis published his most famous book Arithmetica Infinitorum in which he introduced the formula /2 = (2.2.4.4.6.6.8.8.10)/ (1.3.3.5.5.7.7.9.9). In another of his works, Treatise on Algebra, Wallis gives a wealth of information on algebra. John Herschel John Frederick William Herschel (1792-1871) was born in Slough, England and died in Kent, England. He was a great astronomer who discovered Uranus. In 1822, he published his first work on astronomy, a small work to calculate the eclipses of the moon. In 1824, he published his first major work on double stars in the Transactions of the Royal Society. Charles Babbage Charles Babbage (1791 -1871) was born in London, England and died in London, England. In 1821, Babbage made the Difference engine to compile tables of mathematics. In 1856, he invented Analytical Engine, which is a general symbol manipulator and similar to todays computers. Sir Isaac Newton Sir Isaac Newton (1643-1727) was born in Lincolnshire, England and died in London, England. He was a great physicist, mathematician, and one of the greatest scientific intellects of all time. In 1672, he published his first work on light and color in the Philosophical Transactions of the Royal Society. In 1704, Newtons works on pure mathematics was published and in 1707, his Cambridge lectures from 1673 to 1683 were published. ( http://www.barcodesinc.com/articles/algebra-history.htm) How is Algebra used in daily life? Every day in our life and all over the world we use Algebra many places as well as finances, engineering, schools, and universities we cant do most scopes without maths.( It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it). (http://wiki.answers.com and http://wiki.answers.com) Other Definitions Algebra is the parts of mathematics where numbers and letters are used like A B or X and Y, or other symbols are used to represent unknown or variable numbers. For examples : in A +5 = 9, A is unknown, but we can solve by subtracting 5 to both sides of the equal sign (=), like this: A+5 = 9 A+ 5 5 = 9 5 A +0 = 4 A = 4 3b+12=15 subtract both sides 12 3b+12-12=15-12 3b=3 divide both sides 3 to get the value of b which is 1 and so on 5x/5x=1 if you substitute x any number not zero the equation will be true (Algebra is branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors etc. Moving from Arithmetic to Algebra will look something like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + ) artical http://math.about.com/cs/algebra/g/algebradef.htm Terminology used in algebra to make algebra easy or any other branches of maths, we must understand well all basic sign in all operations and use it right way, these signs are , subtractions ,division, addition ,multiplication. variable is also called an unknown and can be represented by letters from the alphabet letters. Operations in algebra are the same as in arithmetic: addition, subtraction, multiplication and division. An expression is a group of numbers and variables, along with operations. An equation is the equality of two expressions. (Polynomials are often written in descending order, in which the terms with the largest powers are written first (like 92 3x + 6). If they are written with the smallest terms appearing first, this is ascending order (like 6 3x + 92). equation An equation is a mathematical statement that contains an equal sign, like ax + b = c. exponent An exponent is a power that a number is raised to. For example, in 23, the exponent is 3. expression An algebraic expression consists of one or more variables, constants, and operations, like 3x-4. Each part of an expression that is added or subtracted is called a term For example, the expression 42-2x+7 has three terms. factor The factor of a number is a number that divides that number exactly. For example, the factors of 6 are 1, 2, 3 and 6. formula A formula shows a mathematical relationship between expressions. fraction A fraction is a part of a whole, like a half, a third, a quarter, etc. For example, half of an apple is a fraction of an apple. The top number in a fraction is called the numerator; the bottom number in a fraction is called the denominator. inequality An inequality is a mathematical expression that contains an inequality symbol. The inequality symbols are : > greater than (2>1) à ¢Ã¢â‚¬ °Ã‚ ¤ less than or equal to à ¢Ã¢â‚¬ °Ã‚ ¥ greater than or equal to à ¢Ã¢â‚¬ °Ã‚   not equal to (1à ¢Ã¢â‚¬ °Ã‚  2). integer The integers are the numbers , -3, -2, -1, 0, 1, 2, . inverse (addition) The inverse property of addition states that for every number a, a + (-a) = 0 (zero). inverse (multiplication) The inverse property of multiplication states that for every non-zero number a, a times (1/a) = 1. matrix nth operation An operation is a rule for taking one or two numbers as inputs and producing a number as an output. Some arithmetic operations are multiplication, division, addition, and subtraction. polynomial A polynomial is a sum or difference of terms; each term is: a constant (for example, 5) a constant times a variable (for example, 3x) a constant times the variable to a positive integer power (for example, 22) a constant times the product of variables to positive integer powers (for example, 2x3y). monomial is a polynomial with only one term. A binomial is a polynomial that has two terms. A trinomial is a polynomial with three terms. prime number A prime number is a positive number that has exactly two factors, 1 and itself. Alternatively, you can think of a prime number as a number greater than one that is not the product of smaller numbers. For example, 13 is a prime number because it can only be divided evenly by 1 and 13. For another example, 14 is not a prime number because it can be divided evenly by 1, 2, 7, and 14. The number one is not a prime number because it has only one factor, 1 itself. quadratic equation A quadratic equation is an equation that has a second-degree term and no higher terms. A second-degree term is a variable raised to the second power, like x2, or the product of exactly two variables, like x and y. When you graph a quadratic equation in one variable, like y = ax2 + bx + c, you get a parabola, and the solutions to the quadratic equation represent the points where the parabola crosses the x-axis. quadratic formula The quadratic formula is a formula that gives you a solution to the quadratic equation ax2 + bx + c = 0. The quadratic formula is obtained by solving the general quadratic equation. radical A radical is a symbol à ¢Ã‹â€ Ã… ¡ that is used to indicate the square root or nth root of a number. root An nth root of a number is a number that, when multiplied by itself n times, results in that number. For example, the number 4 is a square root of 16 because 4 x 4 equals 16. The number 2 is a cube root of 8 because 2 x 2 x 2 equals 8. solve When you solve an equation or a problem, you find solutions for it. square root The square roots of a number n are the numbers s such that s2=n. For example, the square roots of 4 are 2 and -2; the square roots of 9 are 3 and -3. symbol A symbol is a mark or sign that stands for something else. For example, the symbol à · means divide. system of equations A system of equations is two or more independent equations that are solved together. For example, the system of equations: x + y = 3 and x y = 1 has a solution of x=2 and y=1. terms In an expression or equation, terms are numbers, variables, or numbers with variables. For example, the expression 3x has one term, the expression 42 + 7 has two terms. variable A variable is an unknown or placeholder in an algebraic expression. For example, in the expression 2x+y, x and y are variables. +, (www.EnchantedLearning.com) Learn algebra Symbolizes the number in the account to a group that contains that number of things, for example, No. 5, always stands for a set containing 5 things. In algebra, the symbols may be replaced by numbers, but it is possible to solve the number one or more replace one icon. To learn algebra, we must first learn how to use symbols replace the numbers. And then how to create a constraint for strings of numbers. Groups and variables. There is a relationship between the symbols in algebra and groups of numbers. It is certain that each of us has some knowledge of groups of objects, such as collections of books, collections of postage stamps, and groups of dishes. And groups of numbers are not different for these groups a lot. One way to describe sets of numbers in algebra is that we are using one of the alphabet, such as the name of her p.. Then half of the numbers of this group Bhzaretha brackets of the form {}. For example, can be expressed set of numbers from 1 to 9 as follows: A = {1, 2.3, 4, 5.6, 7, 8.9}. The group of odd numbers under 20 are: B = {1.3, 5, 7.9, 11, 13.15, 17, 19}. These examples demonstrated the models of the groups used in algebra. Suppose that the age of four persons were respectively: 12, 15.20, 24. Then can be written in this age group numbers. A = {12.15, 20, 24}. How is the age of each of them after three years? One way to answer this question is that we write 12 +3.15 +3.20 +3 and 24 + 3. We note that the number 3 is repeated in each of the formulas  ¸ à ¢Ã¢â€š ¬Ã‚ ¢ four. In algebra we can express all previous versions form a single task is m + 3 where m is any number of numbers of a group. That is, it can replace any of the numbers 12, 15, 20 or 24 m are indicated. Is called the symbol m variable, called the group a field of this variable, but No. 3 in the formula m+3 is called hard because its value is always one. Known variable in algebra as a symbol can be compensated for the number of one or more belongs to a group. We can replace any names lead to correct reports or reports the wrong variable. For example: Hungary is bordered by the State of the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ Report of the wrong, as in fact can not be like this report is correct only if compensated by the variable r one of the States: Bulgaria or Romania, or Turkey. The report shall be  ¸ Turkey is a country bordered by the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ for example, the right one called the compensation that makes the report and called the right roots group consisting of all roots with a solution. The solution set is the previous example. {Bulgaria, Romania, Turkey}. And in reparation for not use the names to compensate for variables, but we use the numbers. Equations known as the camel sports is equal to reflect the two formats. Phrase: Q +7 = 12 For example, an easy equation  ¸ mean the sum of the number 7 with the number equal to 12 à ¢Ã¢â€š ¬Ã‚ ¢ To solve this equation, we can do to compensate for different numbers of Q until we get a report of the equation makes the right one. If we substitute for x the equation becomes number five report is correct, and if we substitute for x any number of other reports, the equation becomes wrong. So to solve this equation set is {5}. This group contains only one root. It is possible that the equation more than one root: X  ² + 18 = 9 o. No. 2 highest first variable x means that the number of representative variable Q is the number of box, that number multiplied by itself once. See: box. In this equation, we can make up for X number 3: 3 ÃÆ'- 3 + 18 = 9 ÃÆ'- 3 9 + 18 = 27 27 = 27 We can also compensate for X number 6: 6 ÃÆ'- 6 + 18 = 9 ÃÆ'- 6 36 + 18 = 54 54 = 54 Any other compensation for making the equation Q report wrong. Then 3 and 6 are the root of the equation. Thus, the solution set is {3.6}. There are also equations having no roots: X = + 3 If we substitute for x any number, this equation becomes a false report, and a solution is called the group of free and symbolized by the symbol {}. and some of the equations, an infinite number (for high standards) from the roots. (X + 1)  ² = x  ² + 2 x +1 In this equation if we substitute for x any number we get the right report, the Group resolved to contain all the numbers http://nabad-alkloop.com/vb/showthread.php?t=38762 What is best way to learn and teach algebra? Step-by-step equations solving is the key of teaching and learning. To find fully worked-out answers and learn how to solve math problems, one step at a time. Studying worked-out solutions is a proven method to help you retain information. Dont just look for the answer in the back of the book; There are five laws basic principles of math governing operations: multiplication addition subtract and expressing the variables and can be compensated for any number Algebra is an essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Many people think, it is a nightmare and causes more stress, homework tears and plain confusion than any other subject on the curriculum but that is not true. The importance of understanding equation Connotation and denotation on extension of a concept two opposite yet complementary aspects is clarified the extension is defined vice versa understanding the concept equation includes its connotation and denotations. This session of observed lessons will show the essential nature or the equation is consolidated by designing problem variation putting emphasis on clarifying the connotation and differentiation the boundary of the set of object in the extension. (Page 559 Jifa cai) Whats the best formula for teaching algebra? Immersing students in their course work, or easing them into learning the new skills or does a combination of the two techniques adds up to the best strategy? Researchers at the Centre for Social Organization of Schools at Johns Hopkins are aiming to find out through a federally funded study that will span 18 schools in five states this fall. The study, now in its second year of data collection, will evaluate two ways to teach algebra to ninth-graders, determining if one approach is more effective in increasing mathematics skills and performance or whether the two approaches are equally effective. Participating schools in North Carolina, Florida, Ohio, Utah and Virginia will be randomly assigned to one of two strategies for the 2009-2010 school year; to be eligible, students must not have previously taken Algebra I. Twenty-eight high schools were studied during the 2008-2009 school year. One strategy, called Stretch Algebra, is a yearlong course in Algebra 1 with students attending classes of 70 to 90 minutes a day for two semesters. This approach gives students a double dose of algebra, with time to work on fundamental mathematics skills as needed. The second strategy is a sequence of two courses, also taught in extended class periods. During the first semester, students take a course called Transition to Advanced Mathematics, followed by the districts Algebra I course in the second semester. The first-semester course was developed by researchers and curriculum writers at Johns Hopkins to fill gaps in fundamental skills, develop mathematics reasoning and build students confidence in their abilities. The question is, Is it better for kids to get into algebra and do algebra, or to give kids the extra time so the teacher can concentrate more on concepts started in middle schools? said Ruth Curran Neild, a research scientist at Johns Hopkins and one of the studys principal investigators. Teachers using both strategies will receive professional development. Mathematics coaches will provide weekly support to those who are teaching the two-course approach; the study will provide teacher guides and hands-on materials for students in Transition to Advanced Mathematics. Johns Hopkins researchers will be collecting data throughout the school year. Findings are expected during the 2010-2011 school year. http://gazette.jhu.edu/2009/08/17/calculating-the-best-way-for-teaching-algebra/ Learn Algebra, the easy way The key to learn and understand Mathematics is to practice more and more and Algebra is no exception. Understanding the concepts is very vital. There are several techniques that can be followed to learn Algebra the easy way. Learning algebra from the textbook can be boring. Though textbooks are necessary it doesnt always address the need for a conceptual approach. There are certain techniques that can be used to learn algebra the fun and easy way. Listed below are some of the techniques that can be used. Do some online research and you will be surprised to find a whole bunch of websites that offer a variety of fun learning methods which makes learning algebra a pleasant experience and not a nightmare. But the key is to take your time in doing a thorough research before you choose the method that is best for you, or you can do a combination of different methods if you are a person who looks for variety to boost your interest. 1. ANIMATED ALGEBRA : You can learn the basic principles of algebra through this method. Animation method teaches the students the concepts by helping them integrate both teaching methods. When the lessons are animated you actually learn more ! 2. ALGEBRA QUIZZES : You can use softwares and learn at your own pace best of all you dont need a tutor to use it. What you really need is something that can help you with your own homework, not problems it already has programmed into it that barely look like what your teacher or professor was trying to explain. You can enter in your own algebra problems, and it works with you to solve them faster make them easier to understand. 3. INTERACTIVE ALGEBRA : There are several Interactive Algebra plugins that allows the user to explore Algebra by changing variables and see what happens. This promotes an understanding of how you arrive at answers. There are websites that provide online algebra help and worksheets. They also provide interactive online games and practice problems and provide the algebra help needed. It is difficult to recommend better methods for studying and for learning because the best methods vary from person to person. Instead, I have provided several ideas which can be the foundation to a good study program. If you just remember all the rules and procedures without truly understanding the concepts, you will have difficulty learning algebra. (http://www.ehow.com/how_4452787_learn-algebra-easy-way.html)