The Character of Sméagol in Tolkiens The Lord of the Rings Essay

The Character of Smà ©agol in Tolkien's The Lord of the Rings      Ã‚   Although JRR Tolkien is notorious for his numerous, and often seemingly irrelevant, minor characters - the necessity of an index of names in The Return of the King proves this without a doubt - one of the most crucial and fascinating characters of The Lord of the Rings physically appears in barely more than one-sixth of the novel. The character Smà ©agol, often referred to by his alter ego Gollum, on a basic level serves only to guide Frodo and Sam to Mordor, as well as to destroy the Ring when Frodo cannot. However, in the course of doing so, we are revealed, hint by hint, of the enigmatic and contradictory character who "hates the Ring and loves the Ring - just as he hates and loves himself" (Sibley 170). In The Lord of the Rings, JRR Tolkien uses the character Smà ©agol, forged from a collection of historical and historically mythological tales, as a foil for the central hero Frodo Baggins as well as the Christian example of hope, despite the powerful corru ption of evil.    Tolkien, Oxford's Rawlinson and Bosworth Professor of Anglo-Saxon, was an avid fan of history; the ancient past of his beloved Europe fascinated him to such a degree that it is little wonder the history of Middle-Earth mirrors our own. Smà ©agol's lust for, reverence to, and even fear of the One Ring bases its roots, most especially, in the ancient practice of Dactyliomancy, or the use of rings for divination and magic. In the first century AD, Apollonius of Tyana, a major figure in the Gnostic religion and early alchemy, received seven rings from the Brahman Indian prince Iarchus, which he believed gave him healing powers if he would "[revere] them as divine... and... ...ous power of evil, but the everlasting, and far greater, power of good.    Works Cited Bruner, Kurt, and Jim Ware. Finding God in The Lord of the Rings. Illinois: Tyndale House, Publishers Inc, 2001. 69, 89. Chance, Jane. The Lord of the Rings: The Mythology of Power. New York: Twayne Publishers, 1992. 34, 102. Day, David. Tolkien's Ring. New York: Barnes and Noble Books, 1999. 22-23, 50-51, 88, 154. Sibley, Brian. The Lord of the Rings: The Making of the Movie Trilogy. New York: Houghton Mifflin Company, 2002. 170, 171. Tolkien, JRR. The Letters of JRR Tolkien. Ed. Humphrey Carpenter. Boston: Houghton Mifflin Company, 1981. 330. - - - . The Lord of the Rings. Boston: Houghton Mifflin Company, 1993. 68, 643, 659, 979. Tyler, JEA. The Tolkien Companion. New York: St. Martin's Press, 1976. 446, 454.

Karl Marx Classless Society Essay

This essay discusses the concept of a classless society according to Karl Marx. The first part aims at defining a class within the context of social class. It also defines the term classlessness. The second part focuses on the possibility of attaining and sustaining a classless society in this century. The first part of the essay starts by discussing what a class is. It then goes on to briefly discuss how classes came about, outlines the different classes and what or whom they constitute and finally briefly describes the concept of classlessness. The second part of the essays begins by discussing the concept of a classless society as defined by Karl Marx. This is followed by an assessment as to whether or not a classless society is attainable and sustainable in this century. Class The term class has several different definitions. It can be defined as the segment of a population that have similar social standings in society or a similar social status. That is, a group of people in society sharing broadly similar types and levels of resources, who possess similar styles of living and, some common perception of their collective condition. Alternatively, Marxists are not concerned with the ideas of individual workers about their position in society. They hold that a person’s class is not determined by the amount of wealth that he has, but by how he acquires it, as determined by his relation to labour and to the means of production. As defined by Lenin Vladimir I. â€Å"Classes are large groups of people differing from each other by the place they occupy in a historically determined system of social production, by their relation (in most cases fixed and formulated by law) to the means of production, by their role in the social organisation of labour, and, consequently, by the dimensions of the share of social wealth of which they dispose and their mode of acquiring it† (1965, p421). Class Struggle According to Marxist theory, there once existed a classless society which encompassed tribal society and primitive communism because everyone was poor and carried out the same type of work. Classes emerged only at a certain stage in the development of productive forces and the division of labour. This occurred when the transition to an agricultural society created the existence of surplus of production, which was more than enough to satisfy an individual’s needs at a particular time. It is this surplus production that brought about the development of classes in society, because the surplus could be used by the higher class. That is, the ruling class which did not participate in production. Types of Class â€Å"There are three great social groups, whose members†¦ live on wages, profit and ground rent respectively†. Karl Marx: 1971, p. 886). These three social groups or classes are: †¢the proletariat or working class, †¢the bourgeoisie or capitalist class, †¢the landlord class The Landlord Class Marxist-Leninists define the landlord class as that class which owns land and derives its income from ground rent on that land. Marx considered them a marginal class, progressively losing their importance with the development of capitalist society. Thus, in a developed capitalist society, there are still three basic social classes, but these are now the bourgeoisie; the petty bourgeoisie; and the proletariat: â€Å"Every capitalist country†¦ s basically divided into three main forces: the bourgeoisie, the petty bourgeoisie and the proletariat†. (Vladimir I. Lenin; 1964, p. 202). The Bourgeoisie These are the owners of capital. It is this capital that they use to buy and exploit labour power and then use the surplus value from employment of this labour power to accumulate or expand their capital. Marxist-Leninists define the bourgeoisie or capitalist class as â€Å"†¦ the class of modern capitalists, owners of the means of social production and employers of wage labour†. (Friedrich Engels: Note to: Karl Marx & Friedrich Engels: 1943; p. 04). Classlessness The term classlessness can be used to describe several different social situations occurring in society. Amongst these include; i. Societies in which classes have never developed. These being societies in which all people are considered equal, carry out similar economic roles and have never created a division of labour. ii. Societies where classes have been deliberately or voluntarily abolished such as is the case for the Israeli kibbutzes. Class analysis explains how modern capitalist society works and accounts for many of the other issues raised by the other approaches. But class analysis has been criticized as economically too deterministic and not able to explain changes in modern societies where people from different strata show mobility as they benefit from the dynamic organization of the capitalist economy. Another critique of class analysis is that, because of the focus on the production, it tends to ignore the fact that social stratification in society occurs along various planes and not just economic organization as. Others have identified stratification on the basis of gender, race, ethnicity as key to understanding most societies. From the above, a classless society can be explained as one where there is no private ownership and control/rights over property. That is, a society where the basis of class division in property has been eliminated through public ownership of the means of production. By implication, all value including surplus value created by labour is consumed collectively by the community. In accordance with the above analysis of Marx’s theory on class and classless society, and the occurrences of this century, it can be concluded that a classless society is not likely to be attained, nor sustained. This is because time and history have invalidated many of Karl Marx’s assumptions and predictions. For instance, capitalist ownership and control of production have been separated. Joint stock companies forming most of the industrial sector are now almost entirely operated by non-capital-owning managers. There is also the case of people in a society not only being employees of a company, but also owning capital, that is, shares in the company they work for. In such a situation, it is not expected that a revolution against the capitalist can take place as the worker is the capitalist. It would not be logical for a person to overthrow himself. Workers are divided and subdivided into different skill groups. They have not grown homogenous. Thus, it is quite difficult for the proletariat to start a revolution as each worker or skill group has different goals and values. That is, workers are not united and not all may be willing to participate in the overthrow of the capitalist. In addition, class stability has been undermined by the development of a large middle class and considerable social mobility. Instead of increasing extremes of wealth and poverty, there has been a social leveling. And finally, bourgeois political power has progressively weakened with growth in worker oriented legislation and of labor-oriented parties, and with a narrowing of the rights and privileges of capital ownership. Most important, the severest manifestation of conflict between workers and capitalist (the strike) has been institutionalized through collective bargaining legislation and the legalization of strikes. Furthermore, some of Marx’s predictions have not come to pass: Growth of capitalism. While Marx expected capitalism to expand and he understood the adaptability of capitalism to new conditions, he appears to have expected capitalism to eventually collapse. Today, capitalism has adapted and has created new means of expanding itself – through development of new technologies, new forms of organization, colonialism and imperialism, and new markets. Technology reducing profits. Marx predicted that as industry becomes more mechanised, using more constant capital and less variable capital, the rate of profit would fall. This is not the case in the current era as the increase and improvement in technology, has in turn brought about an increase in the quality and thus the value of goods and services. Thus, increasing profit. Increasing poverty of the working class. Marx expected the working class to become increasingly impoverished. Though there are tendencies in this direction and employers attempt to reduce wages, workers have been able to increase their wages, usually above subsistence levels in certain periods. Workers have done this through trade unions and through pressuring the state to improve working and living conditions.

Looking through Life with an Invisible Hand in Adam Smith

Title: Looking through life with an Invisible Hand in Adam Smith Thesis: Throughout the centuries, countless philosophers have searched for what the meaning of life maybe. What is being? They have asked. Philosophers such as Heraclitus thought of being as fire. Other philosophers like Pythagoras, thought being was through numbers. Each philosopher thinks of life differently, although each shares their common goal. Some focus more on purpose through Christianity outlook such as St. Augustine and St. Thomas Aquinas. Others like Adam Smith and John Stuart Mill look at meaning more ethically. Focusing on Smith’s political view, he discusses a functioning society as â€Å"the ultimate end of all action and desire.† (Philosophy 309) He believes that societies run more smoothly without the help of government. Even with his economic views, Smith uses a laissez- faire approach; one in which the government remains on the sidelines. This topic is interesting because of the controversiality of this invisible hand theory and its effectiveness fo r an individual society. Authors such as G.F Scarre and Helen Joyce also analyze the use of the invisible hand, primarily focusing on its use for a well functioning society. Weakness: According to Smiths argument of a invisible hand society, it states that each individual, in seeking her or his own gain , is led by an invisible hand to promote the common good, through doing so is not her or his intention.( Philosophy 307) What this isShow MoreRelatedAn Inquiry Into Adam Smiths: the Rise and Fall of the Wealth of Nations1142 Words   |  5 PagesAn inquiry into Adam Smiths: The rise and fall of the Wealth of Nations What was the most important document published in 1776? The Declaration of Independence is the easy answer for Americans, but many would argue that Adam Smiths The Wealth of Nations had a more important global impact. In this article, we will look at Smiths masterpiece and its contributions to modern economics. (For background reading, see Adam Smith: The Father Of Economics.) In Opposition to Mercantilism On MarchRead MoreIn Studying The Effects Of Capitalism, It Is Important1593 Words   |  7 PagesWealth of Nations by Adam Smith. Marx, a German economist, historian and philosopher, wrote about economic struggles in the sense that those with the most take advantage of those with the least. Adam Smith, a Scottish economist and philosopher, wrote about individual freedom and limited government. The communist opinions of Marx have long been criticized by many philosophers, especially Smith. In The Marx-Engels Reader, Marx discusses how capitalism forms separation of people through the form of alienationRead MoreEssay on Capitalism: Karl Marx vs Adam Smith1048 Words   |  5 PagesMarx v. Smith on Capitalism Capitalism, according to the Encyclopaedia Britannica, is â€Å"the means in which production are privately owned and production is guided and income is disputed largely through the operation of markets†. Capitalism saw the emergence after the feudal system of Western Europe can do a halt. Many economists, even today, dispute the simple beginnings of capitalism. Some theories range from religious reasons, such as the rise of Protestant Reformation in the 1500s, to the enclosureRead MoreThe Great Ideas Of Thomas Hobbes Leviathan, And Adam Smith s The Wealth Of Nations1083 Words   |  5 Pageshile there are many big ideas in Thomas Hobbes’ Leviathan, and Adam Smith’s The Wealth of Nations, the most important ideas deal with human nature and social order. In this paper, I will argue Hobbes’ lack of optimism, and Smith’s lack of pessimism in their theories of human nature, and will also discuss how our idea of social order changes once these aspects are taken into consideration. Hobbes’ theory of human nature begins with him stating that all men are created equal. With all men beingRead MoreClassical School Of Thought And The Great Depression1020 Words   |  5 Pagesdaily life. Adam Smith, also known as the father of economics, wrote An Enquiry into the causes of the Wealth of the Nations in 1776, where he discusses how the wealth of a nation is measured (by GDP), division of labor and lastly, introduces the invisible hand that controls the market. Amongst other economists of the classical school of thought are David Ricardo and Thomas Malthus between others. Two centuries later, the Great Depression occurred in the 1930’s. The U.S.A. was going through greatRead More Adam Smith’s contribution to capitalism Essay2772 Words   |  12 PagesAdam Smith is considered as one of the most influential economists in the 18th century. Although his theories have been criticized by several socialist economists, however, his idea of capitalism st ill has great impact to the rest of the economists during classical, neo classical periods and the structure of today’s economy. Even the former Prime Minister of Britain, Margaret Thatcher had praised on Smith’s contribution on today’s capitalism market. She commented â€Å"Adam Smith, in fact, heralded theRead MoreAnalysis Of Thomas Hobbes Leviathan And Adam Smith s The Wealth Of Nations1852 Words   |  8 Pages Most important among the many big ideas in Thomas Hobbes’ Leviathan and Adam Smith’s The Wealth of Nations are those that deal with human nature and how to create and maintain social order. In this paper, I will argue Hobbes’ lack of optimism, and Smith’s lack of pessimism in their theories of human nature, and will also discuss how our idea of social order changes once these aspects are taken into consideration. Hobbes’ theory of human nature begins with the statement that all men are createdRead MoreBeneficial Management Contributions 1482 Words   |  6 PagesEvery organization begins with a dream. A dream created by entrepreneurial minds at work. When an organization is put together a persons vision is coming to life. The same vision foreseen in their dreams is becoming a reality. This is amazing but can be very scary as well as there are numerous risks involved that can bring on the worse of out comes; a shattered vision. A valuable key to ensure the vision does not crumble at its very foundation is management. Management is the process of workingRead MoreThe Contribution to Economics of Each of the Following: †¢ Adam Smith †¢ Thomas Malthus †¢ David Ricardo †¢ Karl Marx †¢ Alfred Marshall †¢ John Maynard Keynes †¢ Milton Friedman2179 Words   |  9 Pagesdescribing the contribution to economics of each of the following: †¢ Adam Smith †¢ Thomas Malthus †¢ David Ricardo †¢ Karl Marx †¢ Alfred Marshall †¢ John Maynard Keynes †¢ Milton Friedman â€Å"Many Economists have tried to establish why the economy performs as it does and want to have a basis for predicting how the economy will perform when circumstances change†. (Nagel, S pg 1 1999) Economists are just people after all, who have lived through different times and experiences in their lives, thus leadingRead MoreCapitalism vs Socialism1746 Words   |  7 Pages * Person can have his own business and develop it in the future. * The nation becomes rich B. Market economy is the base of capitalism. * Foreign investments * Business cycle. C. 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Plagiarism The Problem Of Plagiarism - 1381 Words

â€Å"Plagiarism† was the label given to me at age of sixteen. I was accused of plagiarism, but felt like a fraud to me. For me my paper was not the reason why I was a fraud, it felt like it was me being judged. â€Å"Dishonest, criminal, and unprincipled† were the terms that were being placed with my name by others in my high school where people believed the untruthful act was performed. My teachers, administrators, and fellow classmates were creating an untruthful image in their minds as they stopped interacting with me. I was a junior in High School for Construction Trades, Engineering and Architecture a highly known high school constructed to educate students with different ethnicity and accepting all. The high school was established in 2006 by the Department of Education supporting students with an interest in the field of art, industry, or even technology. Being a student in this school for the past three years has raised questions in my mind making me wonder whet her we students were respected and treated like what was known as â€Å"equal.† Does equality, even exist or is just a term given to satisfy us humans or specifically students with different races. I am the second child in my family, with an older brother and younger sister. My parents were born in India and they are only high school graduates due to certain circumstances such as family background, financial status, and even opportunity that were limited to them terminating their education. 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But this is 2007, and so, in your most desperate hour, you try a desperate ploy. You log on to the internetÂ… enter term papers into the search engine, and find your way to www.al-termpaper.com. There, youRead MoreThe Problem Of Cheating And Plagiarism819 Words   |  4 Pageswritten assignments. It doesn’t stop there, as ICAI Director Teresa Fishman claims, â€Å"We have reason to believe that students who cheat might also lie about cheating†. The problem lies when educators are only addressing which students are cheating over what caused them to cheat in the first place. Although the issue of cheating and plagiarism is not clearly black or white, I believe there are moments created within school systems whe re those actions seem like the clearest way out. Many of the older generationRead MoreThe Problem of Plagiarism Literature Review2696 Words   |  11 PagesThe Problem of Plagiarism: Literature Review Selection Melinda â€Å"Mindy† L. 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According to Ryan: Plagiarized work used to be generated through frat house recycling efforts, purchasedRead More Plagiarism - An Ever-increasing Problem Essays1097 Words   |  5 PagesPlagiarism - An Ever-increasing Problem Plagiarism has been a problem to academic institutions for centuries. Plagiarism basically means taking credit for somebody else’s work. The technical definition of plagiarism, as used by State University, is presenting work done (in whole or in part) by someone else as if it were ones own. Dishonest practices that go hand in hand with plagiarism include faking or falsification of data, cheating, or the uttering of false statements by a student inRead MoreEssay on Ways to Help Remedy the Plagiarism Problem614 Words   |  3 PagesPlagiarism is a word that should be well known to anyone who has attended school. To plagiarize, as defined by the Merriam-Webster Online Dictionary, is â€Å"to steal and pass off (the ideas or words of another) as ones own; use (anothers production) without crediting the source; to commit literary theft; present as new and original an idea or product derived from an existing source.† While it would seem obvious that this would be a bad thing to do and, therefore, easy to avoid, many students and

Death Scenario - 1102 Words

DEATH SCENARIO PSY225 – POSITIVE PSYCHOLOGY ALISHA FRANK MAY 4, 2015 For this paper I was asked to read a death scenario provided and to explain the way I felt whilst reading and immediately following. The scenario was that of a being trapped in a burning building. I was told to imagine that I was visiting a friend on the twentieth floor of an apartment building. While sleeping I was awoken in the middle of the night to the sounds of frantic screams and the intense smell of smoke. The first thing the scenario describes is that you run to the door and immediately burn yourself on the door knob, you then grab a blanket and manage to open the door only to find that flames and smoke come pouring in. The only window in the room is†¦show more content†¦I would also think about my children and I would sob thinking of all of the things I would miss out on being a part of as the grew but I would also be happy in knowing that I have raised three amazing boys who show me every day what life is all about. I believe that up to this point I have lived my life above zero and I am so thankful for that and for all of the experiences that I have had, good and bad. It is those experiences that have made me the person that I am and it is in the darkest of times that I have gained a deeper appreciation for the beauty of the world around me. I am happy. Life is not about the things you acquire and the money you make, it is about connections and love. I believe that I was brought into this world to show compassion and love to the people around me and I believe I do that to the best of my ability every day that I am alive. Our time on earth is precious and no person knows where we go when we leave here and in reading this scenario I realize even more that I am presently on the right track. I want to leave behind a legacy of love in the eyes of my family and friends and I am always striving to do so. I aim to be the type of person who can â€Å"embrace their potential and become aware of their ability to transcend their limits.† (Cozzo lino etShow MoreRelatedThe Murder Of The Murdered Or Suicide Victims1391 Words   |  6 Pagesdetermined the time of death of the murdered or suicide victims. The three ways were rigor mortis, algor mortis, and entomology. Using these methods they had conclusive results on how the person was murdered and when the person was murdered. Introduction: Forensic science is the application of science to criminal and civil laws. Forensic scientists collect, preserve, and analyses scientific evidence during the course of an investigation. It is used in multiple scenarios regarding criminalRead MoreDeath By The Broom Of Death872 Words   |  4 Pagesâ€Å"But death also goes through the world dressed as a broom, lapping the floor, looking for dead bodies, death is inside the broom, the broom is the tongue of death looking for corpses, it is the needle of death looking for thread.† Birth marks the beginning of life and is often celebrated while death gets such a bad reputation because of it signifies the end of life as an inevitable fate to humans. We tiptoe around death with hopes that it goes away and watch as it snuffs out life from those we onceRead MoreThe Important Role Of Intentions And Outcomes1448 Words   |  6 Pagessuicidal; I just simply cannot go on living this way anymore.† As a hospice volunteer I have seen every psychological stage of the dying. It’s hard to watch someone go through the emotional rollercoaster that accompanies the knowledge of imminent death. Mary was one of my residents for over 6 months, when she first arrived at the inpatient unit it seemed as if she had nothing wrong with her. In the early months I would sit with her and talk about her life, read books with her, and occasionally playRead MoreEvaluation Of A Leadership / Management At Nursing Laboratory Essay1565 Words   |  7 Pagesthis fact and considering that the topic of our simulations centered on dying and end-of-life care, there were many emotions that were brought forth during our time in the simulation lab. Altogether, by participating in simulation, observing the scenarios simulated by my colleagues, and by discussing these topics with faculty, I have gained additional skills and confidence in providing end-of-life care for my patients. Objective Identification Before participating in simulation, we were requiredRead MoreThe And Passive Euthanasi Active And Non Voluntary1368 Words   |  6 Pagesthese two and if so whether that distinction is morally significant. I will begin by defining active and passive euthanasia: active euthanasia is where a medical professional or a relative/friend deliberately does something to cause the patients death. Examples of this would be administrating a lethal injection or ingesting a poisonous substance. Passive euthanasia is where the medical professionals or relative/friend do not do something necessary to keep the patient alive (not carrying out CPR)Read MoreAnalysis Of Randy Pauschs Life752 Words   |  4 Pages In a life course approach view, Randy Pausch came to terms with his terminal illness and impending death both individually and by his family (Carlander, 2011 in Kail Kavanaugh, 2013). The significant part of an individual’s final scenario is the separation processes from family (Corr et al., 2008; Wanzer Glenmullen, 2007 in Kail Cavanaugh, 2013. Interestingly, Pausch uses a commitment story of narrative that is kept in check by a systematic sequence of his life events with a f ocusRead MoreEuthanasia Is Morally Permissible?1389 Words   |  6 PagesRachel creates a distinction between active and passive euthanasia for the reader. Active is the act of death at the purposeful hand of the doctor by lethal injection or by any other means. Passive euthanasia involves letting the party die by natural reasons. This option might be withholding antibiotics or by not performing some minor surgery to fix a problem that if left untreated might cause death; even if this includes an immense amount of suffering. The author proposes that active euthanasia justRead MoreEuthanasi Active And Passive Euthanasia1634 Words   |  7 Pagesthat the patient’s death is inevitable within a matter of days, even with continued treatment. Due to the extreme and severe pain the patient no longer wants to live. The patient along with the support of their family, asks the doctor to end it all. The doctrine says that the doctor may withhold treatment but may not give a lethal inj ection. The doctor is justified in his decision to withhold treatment because it would be cruel to prolong the patients suffering when their death is eminent. This isRead MoreThe Death Of An Ancient Greek Philosopher1301 Words   |  6 Pagesindividuals fear the thought of death given that they feel the uneasiness of not knowing what happens when one is dead. For example, some fear things like a continuation of their sense perception post-death allowing the possibility of being punished for all the bad actions in their lifetime. Epicurus, an ancient Greek philosopher of the Hellenistic period of 323-31 BCE, believed that death is the end of our existence and thus argued that the act of fearing death is irrational (Letter to MenoeceusRead MoreEssay on The Doctrine of Double Effect1307 Words   |  6 Pagesthat an act that leads to the death of an innocent person can never be justified by the good that results (Lippert-Ramussen, 2010). Scanlons beliefs will be the focus of this ass ignment. Tasks: 1. Read the article by Lippert-Ramussen, Scanlon on the Doctrine of Double Effect. After reading the article, respond to the questions listed below. 2. Define the Doctrine of Double Effect. 3. Provide a brief summary of Scanlons view on the doctrine. 4. Discuss the scenario of either the drug shortage

Goals of Education Free Essays

Ani Antonyan Goals of Education Education has been playing a rather important role in the development of mankind since the genesis of humanity. It has passed through different time periods and, consequently, through different modes. Even kings and queens of unmemorable times attached great importance to education as in it they saw the future of their nations. We will write a custom essay sample on Goals of Education or any similar topic only for you Order Now We also should realize what a great role it plays in our lives and in the future of our countries. In fact education is essential for every individual to develop its personality and find its place in the society, meanwhile, as we know, each society and nation, consists of individuals , thus it is significant for progress of countries as well. Educated people are more confident and normally know what they want from this life. Education helps to form character and develop personality. It shapes critical thinking , and analytical abilities which are substantial for each person who wants to achieve heights . The more you study, the more you need to study , thus an endless process of learning starts. Whilst you study your brain is working. And this is the pledge of staying young and energetic. After all let’s not forget that it gives us special qualification to find jobs and earn our living. Educated people are needed in each sphere of life and there is no way out without them, because they are able to demonstrate professional treatment. It is a general knowledge that the whole consists of parts. The same way the society consists of individuals, who live, work and communicate within the scopes of that society . Therefore the many educated people form the kernel of society the more it is prone to advance. That’s why so many governors are concerned to have educated generation who will worthily appreciate the inheritance they have and add to it innovations in order to leave it for next, hopefully more educated generation. Thus , the main goals of education are helping people to be more literate and self-confident and keep the brain in healthy condition . Having received worthy education you can necessarily be useful to your country and such people as you. Besides, being educated you have more possibilities to find a good job and to provide a worthwhile living for yourself and your family. Finally let’s keep in mind that it is interesting to communicate with a person who’s educated. Therefore, it is impossible to ignore the significance of education. How to cite Goals of Education, Essay examples

West Side Story Compared to Romeo and Juliet free essay sample

West Side Story written by Arthur Laurents is actually a modern adaptation of Shakespeares Romeo and Juliet. The West Side Story is set in Upper West Side Manhattan. It is about rivalry between two teenage gangs of different backgrounds. Anton, a member of the white gang, fell in love with Maria, the sister of the leader of the rival Puerto Rican gang. Romeo and Juliet is undoubtedly the most popular romantic love story to ever hit the literary world. It talks about intense passion between the star-crossed lover Romeo and Juliet. Their love was doomed from the start because of their feuding families- the Montague represented by Romeo and Capulet, by Juliet. The overriding theme, of course, between the two stories Romeo and Juliet and The West Side Story is love deep, intense and passionate love. The kind that defies everything even families and loyalties. The love Tony felt for Maria and Romeo for Juliet made them defy their families, their friends and their social world. Their love is strong and forceful, so much so that it made them revolt against the very world they revolved in and, sometimes, even against themselves. Intensity of thoughts and feelings dominate both stories. In the case of Romeo and Juliet, Romeos character takes on intensity to another level. His capacity for deep passionate love is merely an extension of his capacity for intense feelings of all kinds. His intensity is evident when he sneaks into enemys territory to seek Juliet. Or, when he kills his wifes cousin in a duel. And finally, when he committed suicide upon erroneously believing Juliet is dead. The same way, Tony of the West Side Story is capable of extreme emotions. This is when he killed his lovers brother Bernardo in a heated argument. He also challenged Chino to kill him when he thought Chino killed Maria which as we know led to his untimely demise towards the end of the story. Both male characters seem defined by their extreme emotions and capacity for deep love. This deep intense emotion shared by both male protagonists is what propels both stories forward. Had these male characters, Romeo and Tony, did not have such intensity of feelings in the first place, the love they feel for their women Juliet and Maria respectively, would not have existed. The women, on the other hand, exhibit logic, objectivity and strength. Juliet, for instance, showed her determination when she first obeyed her parents request to try to love Paris, their favored suitor. The ame way, Maria showed force of will over emotionswhen she agreed to marry Chino. Their objectivity comes across when Maria decided to flee the city with Tony to leave the chaos behind them. When Romeo killed Tybalt, Juliet did not follow Romeo right away. Instead she made a logical decision to allow her love for Romeo to guide her priorities. Both Juliet and Maria, in essence, decided to cut themselves loose from their social connections when they decided to follow their love. Juliet cut herself off from her Nurse, her parents and her social status when she followed Romeo. Maria ut loose from her family, her dead brothers memory and her social circle when she decided to run away with Tony. Juliet killed herself upon finding out that Romeo is dead not out ot weakness but out ot love. She stabs ner heart witn a dagger which showed a lot more courage than taking down pills. Maria, on the other hand, did not commit suicide upon seeing Tony killed by Chino. She used the tragedy to point out to the feuding groups Jets and Sharks how their hate led to Tonys death. The two groups declared truce in the process. There is no specific morale that one can gather from both stories on love and relationships. Both stories seek to portray the chaos and obstacles that surround passion and love. Violence brought about by love is another theme that permeates in both stories. In both stories, love is linked to death. As in the case of Tony who died at the end of the story in West Side Story. The same goes to Romeo and Juliet, who met untimely death at the end of the story. Violence is very pronounced in both stories as we are being made painfully aware from the very start that the two protagonists come from feuding clans such as in Romeo and Juliet or feuding culture such as in The West Side Story. We have this unshakeable feeling hat trouble is brewing as soon as the story commences. Another theme in the story is the conflict of individual self with society. What the protagonists in both stories Romeo and Juliet wanted were different from what the society expected from them. Romeo and Juliet fought for their private feelings to the end by committing the ultimate act of privacy- suicide. In the same vein, Maria and Tony fought for their private love but they did not really resort to extreme means. Tonys death is not brought about by suicide although he challenged the villain Chino to come to kill him when he thought Maria was killed. Still, Tonys death is not self-inflicted or voluntary as in the case of the lovers Romeo and Juliet. Comparison: There is a lot in common between the two plays Romeo And Juliet and West Side Story. The main male characters have many things in common. In fact, Toni and Romeo both miss the beginning fght at the beginning of the plays, they both fall in love and end up getting killed. The difference between the two is that Toni takes place in the 1950s, while Romeo happens in Elizabethan times (the late 1500s). The two main female characters also have many things in common. Juliet and Maria both ome from families that hate each others boyfriends families. Something that makes Juliet different from Maria is that Juliet dies and Maria lives. In both of these plays the main male character kills a relative of their lover. In Romeo And Juliet, Romeo kills Tybalta, Juliets cousin. In West Side Story, Toni kills Bernardo, Marias brother. There was a person in both plays that tried to make peace. These people were the Prince and the Lieutenant. The Prince, from Romeo And Juliet, had told Romeo and Juliets families that if there was another riot that the heads of each family will be killed. The Lieutenant, from West Side Story, had told the Puerto Ricans and the Americans that if they get into another fight they all will have to go to jail. The difference between the two peace-makers is that the Prince has more power than the Lieutenant. In the story of Romeo and Juliet, Paris wants to marry Juliet against her wishes. Her father wants Paris West Side Story to marry Juliet. Juliet goes off and marries Romeo without telling anyone. In Chino wants to marry Maria against her wishes, Just like Paris in Romeo and Juliet. Maria and Toni do not get married, which is in contrast to Romeo and Juliet. Marcucio in Romeo and u e killed while battling Tybalta. In West Side Story Riff is killed in a knife fight with Bernardo. Both deaths are accidental and cause the heros ( Romeo and Toni) to kill the close relative of their lovers (Tybalta and Bernardo). Both stories conclude in the sad reconciliation of two fghting factions at the cost of the lives of the two young lovers. After comparing and contrasting the two plays Ive come the conclusion that Romeo and Juliet is better than West Side Story. It is better because the language and the story moves in a more interesting manner. A grooming peace this morning with it rings. The Sun for sorrow will not show his head. For never was there a story of more woe, than this of Juliet and her Romeo. Romeo And Juliet Comparisson to West Side Story (Essay) Andy Warhol once said, They say that time changes things, but actually you have to change them yourself. Two hundred fifty years passed between the original Romeo and Juliet and the premiere of West Side Story on Broadway in 1957. However, time did not change the message of the story, simply the creators unique visions evolved. Shakespeares delivery of the timeless tale of desperate love in his classic Romeo and Juliet proves to only intensify through retelling and modern interpretation. Audiences cherish Romeo and Juliet as one of the most beloved plays of all time from the Elizabethan Age to the present. Romeo and Juliet have attained the role as the quintessential lovers, and the noun, a Romeo, is synonymous with lover. Shakespeares Romeo and Juliet is closely based on Arthur Brookes tale, The Tragicall History of Romeus and Juliet. The language, attitudes, and customs detailed in the play are generally English, in spite of Brookes original Italian setting. In 1949, horeographer Jerome Robbins decided to retell Brooke and Shakespeares romantic tragedy using song and dance, elements of racism and nationalism, and a modern vernacular. Robbins called upon the musical talents of composer Leonard Bernstein and the words of Arthur Laurents for the script and book. The love story proved to have universal appeal throughout all artistic forms, as it had already been adjusted for opera and ballet. The contemporary adaptation of this timeless classic alters details and deepens the message of hatred, but maintains Brooke and Shakespeares vision. The relationships between the characters, plot sequence, and theme of hatred in West Side Story and Romeo and Juliet intertwine resulting in two similar, yet varying versions of the most famous love story of all time. The relationships between the characters of West Side Story and Shakespeares Romeo and Juliet are reflective of their respective time periods and the original story. Maria and Juliet represent a slightly practical counterpart to both Tonys and Romeos idealistic nature. Marias brother Bernardo and Juliets cousin Tybalt portray impulsively stubborn and violent characters who both die from wounds inflicted by he male lead. Lieutenant Schrank is similar to Prince Escalus, although Schrank is untair in his treatment and attitude towards one gang- the Sharks n an Nurse both take on the role as Juliets confidant and trusted friend, often tampering with their roles as messengers. The mischievously tomboyish Anybodys, who desperately wants to be a Jet, would best fit into the role of Balthasar, since it was she who aided Tony in escaping after the rumble, as well as later informing the other Jets that Tony was being hunted. Finally, the character of Doc appears to fulfill the role of Friar Laurence because both possess somewhat of a peacekeeping nature. Doc attempts to get through to Tony by dramatically pleading, Why do you live like theres a war on? Why do you kill? (2. 5). All of the characters are consistent to the heart and soul of the story as well as the slightly differing plots. West Side Story maintains Romeo and Juliets intricate and exciting plot using appropriate adaptations to accommodate mid-twentieth-century pop culture. For instance, both artistic forms portray mutual disrespect between the parties. At the dawn of Romeo and Juliet, Capulets cohorts harass Montagues. l will bite my thumb t them; which is a disgrace to them, if they bear it, boasts Sampson (1. . 42-43). In the opening scene of West Side Story, several members of a Puerto Rican gang insult A-rab, a member of the opposing gang. It is here where Lieutenant Schrank becomes aware of the potential rumble. In Romeo and Juliet Escalus, Prince of Verona, threatens, If ever you disturb our streets again, your lives shall pay the forfeit of the peace (1. 1 . 103 -104). In West Side Story, Schrank mediates in his own way when he declares, l got a hot surprise for you: you hoodlums dont own the streets(l . 1). Later, another similarity takes place. Riff convinces Tony to attend the dance at the gym Just as Benvolio persuades Romeo to attend the Capulets masquerade. Tony confesses to Riff that hes reachin out for something(l . 2), Just what, he doesnt know. Riff encourages Tony by proposing, Maybe what youre waitin forll be twitchin at the dance! (1. 2). Shakespeare and director Jerome Robbins choose to draw the audiences attention to the dramatic lovers by giving them unique and eminent qualities. At the Capulet ball in Shakespeares Romeo and Juliet, all of the characters speak in blank verse, but when Romeo and Juliet converse, they speak in sonnet form. Throughout the dance at the gym in West Side Story, both of the gangs members dance a mambo, but Tony and Maria dance a cha-cha. Bernstein and Robbins translated Shakespeares spoken word into modern dance techniques (Gravely 1). Along with the dance atmosphere, the discovery of the doomed love affair is interpreted in a unique fashion in West Side Story, possibly losing passion in the adaptation. Upon the revelation by Juliets kinfolk of her new love for the enemy in both versions, the leading lady responds in similar manners. Couldnt you see hes one of them? (1. 4. ) Bernardo asks Maria, his sister. No; I saw only him, (1. she replies. Sixteenth-century Juliets exclamation was starkly more eloquent: My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me, That I must love a loathed enemy. (1. 5. 14()-143) The balcony scene is mirrored in West Side Story as the tire escape scene. Romeo metaphorically asks Juliet to ari se, fair sun, and kill the envious moon (2. 2. 4). During the fire escape scene, Tony and Maria sing Leonard Bernsteins s melody, Tonight: Tonight, tonight, The world is full of light, With suns and moons all over the place. The world is wild and bright, Going mad, shooting sparks into space. (2. 5) Before drawing apart, both lovers agree to meet the following day. Romeo and Juliet are to convene by the hour of nine (2. 2. 182) and Tony and Maria [at] sundown (2. 5). The tumultuously intense meeting inspires the young romantic lead to negotiate peace in both versions. Tony, at the request of Maria, tries to stop the violent affairs by pleading, Bernardo youVe got it wrong/ Are you chicken? / You wont understand (2. 5). Just as Romeo defends his pacific nature by explaining, O sweet Juliet, / Thy beauty hath made me effeminate / And my temper softened alours steel (3. 1 . 109-111). Despite Romeo and Tonys courageous efforts, Mercutio assaults Tybalt, which culminates with Riffs attacks on Bernardo. Both episodes result in the deaths of Mercutio and Tybalt, and Riff and Bernardo. Ironically, the peacemaker himself, in both works, murders his beloveds relative: I do protest, I never injured thee But love thee better than thou canst devise, Till thou shalt know the reason of my love: And so, good Capulet, which name I tender As dearly as my own, be satisfied. (3. 1. 71-75) While Romeo is forced into exile for his action, Tony is so horrified by his own ehavior he becomes a fugitive and plans to escape with Maria. While searching for the man who has supposedly killed his beloved, Tony spots Maria, alive and well, as does an enraged Chino. Just as Tony initially fell in love with one glace, Tony perishes with a single shot. Upon discovering Romeos death, Juliet ends her own by piercing her chest with her trueloves dagger. Coincidentally, an anguished Maria remains alive, although she cries, How many can I kill, Chino? How many [bullets do you have left] and still have one bullet left for me? (2. 6) The universal theme of hate and close-mindedness presents itself in unique forms in Romeo and Juliet and West Side Story respectively. Like Romeo and Juliet, Tony and Maria are of adverse parties, and their doomed love is forbidden. Maria, a Puerto Rican, and Tony, a Polish-American, are youthful, fresh-faced and open-minded. They are apathetic to the societal borders in which they are violating. Identical to Romeo and Juliet, love is their sole concern. Both relationships in each individual time period faced severe pressure when their love crossed into a different section of society. Shakespeares Romeo and Juliet experienced long-lasting, deadly teuds between prominent families. Comparatively, instead of animosity between feuding families (Montagues and Capulets), West Side Story offers prejudice between races, as illustrated between street gangs Gets and Sharks). The enmity between the two sects was modernized to racism. Just as Romeo and Juliet represent Elizabethan Italian disputes, West Side Story relevantly portrays modern civilizations unscrupulous racism. Tony represents the white indigent immigrant culture, which is being threatened by the intrusion of new immigrant populations that are beginning new lives in America, especially the Puerto Ricans. The adapted ending in West Side Story nvolves Marias survival throughout the play, contrary to Shakespeares version in which Juliet commits suicide upon the learning of her soul mates death. This altered ending clarifies the social message West Side Story delivers to its audience. Perhaps Marias survival signifies a poignant reminder of the responsibility everyone shares in the tragedy that befell her. Unlike Romeo and Juliet, Tony and Maria were not star- crossed lovers whose destiny was determined by fate, but rather victims of the intolerance, misunderstanding, and mistrust that seem to be ever-present in human society (Gravely 1). The relationships between the characters, plot sequence, and theme of hatred in West Side Story and Romeo and Juliet intertwine resulting in two parallel yet slightly differing representations of the most famous love story of all time. Shakespeare presents an entertaining, witty and sometimes sexually provocative portrayal of Arthur Brookes tale. Robbins presentation of the celebrated classic paints the awful truths of racism and irrational violence through dance, song, and music. Romeo and Juliets blind love is the force that unites two enemies, Just as the eternal human spirit brings all people of the Earth united as one.