George Bernard Shaws Play Pygmalion English Literature Essay

George Bernard Shaws Play Pygmalion English Literature Essay Obviously, Shaws lady hero, Eliza Doolittle isn't a sculpture, however a heartbreaking, ignorant blossom young lady with a cockney emphasize that is keeping her from accomplishing a superior situation in her ruined life. As a result of these obstacles, Eliza is basically non-existent in Britains unavoidable social chain of importance. In any case, two old noble men are charmed by changing Eliza. In the wake of watching this crushed cabbage leaf, Professor Henry Higgins, a researcher of phonetics challenges Colonel Pickering, an etymologist of Indian lingos, that with his insight into language, he will have the option to change modest Eliza Doolittle into a lady as ready and expressive as a duchess and persuade high society London of her status (104). For a couple of months, Higgins trains Eliza to mitigate her cheeky, genuine way and rather talk appropriately and act with greater refinement. Following her planning, Eliza faces two preliminaries of her turn of events. The main test is at Higgins moms home where Eliza is acquainted with Eynsford Hills, a mother, little girl, and child. The child is obviously persuaded of her high society change when he winds up pulled in to her. At that point, Elizas second preliminary happens months after the fact at a diplomats party and is a triumph for Higgins. While Higgins wins his narrow minded wager, he becomes exhausted with Eliza and she, thus, doesn't have the foggiest idea how to manage her recently proper self which brings about a warmed contention between the pair. As Eliza getaways to insurance at Mrs. Higgins home, Mrs. Higgins chastens the men for playing with Elizas life. At long last, Eliza defies the two men saying thanks to Pickering for continually rewarding her like a woman and undermining Higgins that she will conflict with him to work with his opponent phonetician. Shaw finishes up the story with Eliza forgetting a bout as Higgins yells a couple of tasks for her to run, expecting her arrival, yet helpfully never clarifies whether she will or not. All through the play, Shaw centers around the fascinating, however damaged class framework in Britain that is characterized by appearance and style of discourse that equivalent to comprise social standing. The language and ethics of the characters show the retrogressive differences between the upper, center, and lower classes. In spite of Elizas bedraggled way of life, she is as yet ready to hold her respect and great character, and she even much of the time rehashes, Im a decent young lady, I am (31, 34, 39, 97). This shows she isn't eager to sell her own body and penance her honesty exclusively to somewhat improve her life. In the interim, Henry Higgins, who should speak to the privileged with his flaunted capacity to imitate any stable conceivable and to put a man inside any piece of London exhibits his ability in his field, utilizes revolting words, in any case, similar to bleeding, fiend, and accursed, and treats everybody like soil. The conspicuous contrasts in portrayal affirm the issues with the class framework as the high good characters who have demonstrated sense of pride and try to be better individuals are in the lower class while rough, hostile characters who were naturally introduced to their unbending accents and wealth are found in the high class. In act five of the play, Eliza mentions a clever objective fact that her change came through how Pickerings rewarded her, as opposed to what Higgins forced on her, when she remarks that the distinction between a woman and a blossom young lady isn't the manner by which she carries on, however how shes rewarded (106). Her acknowledgment plainly depicts that she has changed past her looks and her pronunciation, to have the option to make such a proficient articulation. Through Elizas disclosure delivered by her upward versatility, Shaw uncovers the good for nothing self-absorbed hogwash of Britains fixation on class structure as his oppressed cockney character offers the most remarkable expression of social conduct. This example is an analysis of social boundaries and class differentiations that are held in the Victorian period and it maintains the rule of equivalent chances of riches and instruction for everybody, paying little mind to class and sexual orientation. Moreover, in the midst of Elizas cultural change, Shaw additionally addresses the issue of woman's rights and sex opposition. Shaw essentially recommends that in any event, when Eliza hoists her status through her appearance and her disposition, she despite everything has no spot in the public arena. In spite of the fact that she effectively pulled off her job as a high society lady, and keeping in mind that Higgins accept that she can essentially head out in her own direction with all the points of interest I have given her, she isn't happy with selling herself into marriage (79). This goals leaves Eliza horribly confounded, and wishing that he left her where he discovered her since she was increasingly open to selling blossoms on a city intersection in the downpour. This disarray paves the way to the defining moment of the play as Eliza chooses to turn on her maker in Higgins to turn into her own individual free of his beforehand overpowering impact. Shaws finish of not uncovering to the crowd what Eliza decides to do thinks about the social issues that ladies were encountering at the time as they were not just battling for a spot in the structure of English society, yet for uniformity against men. Shaw was shrewd to direct all of Eliza and Higgins cooperations in a manner that Higgins was inherently inconsiderate and hostile while Eliza was just attempting to improve her life, since it causes the crowd to feel gravely for Eliza and make her to a greater degree a hero with Higgins as her rival. This thought further plays on the crowds feelings since it is relatable to a wide range of issues in that individuals are continually confronting difficulties in life that they need to defeat so as to succeed. It is additionally relatable in light of the fact that, all things considered, individuals are naturally introduced to circumstances that they need to work out of and in spite of the fact that in todays society, economic wellbeing isn't equivalent to it was in Victorian Britain, however that doesn't imply that individuals don't even now disparage others dependent on their social standing. Everybody has been decided at once or another and along these lines Elizas experience draws on the compassion of his crowd, enough be placing itself into Elizas shoes and mulling over how you would feel in her position. Furthermore, Shaws choice not to wed Eliza and Higgins was made to make the closure of the story increasingly practical, and was a genuine and pleasant end. In the event that Eliza and Higgins were to be hitched, their relationship would not have been an upbeat or shared relationship, in light of the fact that Higgins has conceded that ladies upset everything and fundamentally says that ladies and men are essentially contrary creatures (39). In the event that Eliza wedded Higgins, her new training would have been squandered, along these lines invalidating the point of having Higgins teach Eliza, as he would just anticipate that her should get things done and show up as opposed to accomplish something with her life. Furthermore, the two getting hitched would likewise have left the crowd uncertain whether Eliza had genuinely evolved freedom, but since the closure is questionable, nobody can make certain of Elizas genuine fate. Shaw decides to close the play not long before any wedding were to happen, to make the crowd consider what ought to occur, instead of what he discloses to them will occur. First distributed in 1913. Republished in 2008 by Forgotten Books. ISBN-10: 1595475001 $21.00

Creating a Pamphlet for College Students on Pregnancy Coursework

Making a Pamphlet for College Students on Pregnancy - Coursework Example The principle segments that are required for a sound pre-natal period are the womans mental and physical wellbeing. The progressions that the womans body experiences during this period will require customary mental and physical pre-natal registration by an expert medicinal services supplier, just as a proper exercise program (Fetal Development). Physical wellbeing is imperative, and appropriate pre-birth nourishment is basic for sound fetal turn of events (Civitas). The lady should counsel proficient data to guarantee she is getting the sufficient admission amounts of folic corrosive, iron, protein, liquids, and calcium (Civitas). Moreover, there might be nourishments that should be decreased and substances, for example, liquor and tobacco, which should be wiped out. All in all, hazardous sexual conduct that occasionally describes a school way of life may bring about an undesirable pregnancy. The couple ought to be sincerely prepared and the lady ought to be genuinely arranged. The pre-natal period ought to incorporate appropriate nourishment, satisfactory exercise, and complete forbearance from substances that can influence the sound advancement of the

The Benefits and Costs of Paying the NBA Players in Schools - 1925 Words

Should NCAA College Athletes Get Paid: The Benefits and Costs of Paying the NBA Players in Schools (Essay Sample) Content: Studentà ¢Ã¢â€š ¬s NameProfessorà ¢Ã¢â€š ¬s NameCourseDateShould NCAA College Athletes Get PaidIntroductionAthletics is one of the most popular sports in the world and is considered to attract the largest number of fans across the globe. The term is used generally, but it consists of a collection of sporting events that include running, jumping, football and many other activities. Each of the disciplines usually requires the participants to stay fit in order to cope with the demanding nature of the game. Athletics is often played in diverse contexts, and each of these cases is associated with specific characteristics.Athletics is quite popular in colleges, as learning institutions have many individuals with various backgrounds and talents. Thus, it is evident that athletes from such institutions are some of the best in the entire field. Consequently, most of the players become quite professional and acquire valuable skills and experience.The quality of the performan ce shown by such athletes has significantly increased. Consequently, such bodies as the National Collegiate Athletic Association in the United States have provided additional funding to support these individuals. Such subsidies help various institutions that participate in such activities to support host different competitions. The increasing popularity of the game and the intensification of the substantial increase in the resources have forced some people to suggest a more appropriate way to use additional funding. The most popular opinion is that the people taking part in the various events should be paid.Objective of the ResearchThe primary purpose of this research was to explore the arguments of different individuals as well as scholars regarding the idea of paying the athletes participating at the college level. There have been conflicting claims from the two sides involved in this debate. Thus, the research was aimed at finding a reasonable solution to this particular issue by identifying the most logical option. The data collection process was intended to gather as many opinions as possible from different individuals. This step would also help in the analysis of the rationales behind such points of view to assess their respective validities. The key aspects considered included the most imperative factors such as the economy.Problem StatementSettling such a dispute was initially considered a very difficult mission to accomplish. It would also be pointless to apply for the enactment of laws that allow for the commercialization of college level athletics if there were no funds allocated for the sector. However, there are certain factors that justify the decision by different individuals to take sides while arguing about the topic. The first element that would be worth considering is the idea of the amount of energy and commitment put by the players into the field while performing.There have been increased cases of complaints regarding the need to consider playersà ¢Ã¢â€š ¬ payment as part of the planning process for these events. Moreover, athletes also think that their rights are intentionally violated by those in charge of these activities. Such scenarios have contributed significantly towards the fall in the quality of the performance displayed as a result of total loss of morale. It is, therefore, logical that a reasonable solution to this situation would be a very significant step towards making athletics a better culture in the society.Literature ReviewAccording to the arguments proposed by Cooley, paying college athletes has both the short-term and long-term economic impacts. This author points out that the decision to support or oppose the debate depends on upon the side selected by an individual. Those who see the entire scenario on the short-term basis would easily claim that it is an economic drain (Cooley 46-48). He hypothesizes that such an argument is perfectly reasonable because paying the college students would consu me important funds that could alternatively be used in more important projects. Besides, these citizens are not officially employed hence are never taxed on the basis of the income that they earn. The result is that the national treasury would spend more resources on them than the individual contributions that they make to the economy. On the other hand, paying these individuals nurtures them into becoming even better players (Kirszner and Mandell 107-112). Once they are fully established professionals, they are expected to join the national sporting activities like the major leagues in the country. Increased quality of these events is of much benefit to the country as they help in the generation of revenues.Some of the scholars are of the opinion that the effort that the athletes employ into these events is worth some pay. They analyze the debate in terms of the hard work that the participants show in order to provide the required performance standards. Thus, it is vital that these people are compensated for effectively playing their part (Saporta 81-85). While supporting Saporta's arguments, Lorenz reasons that the managing bodies and the related institutions are typically provided with a lot of funds to help them finance these activities. Based on his claims, taking care of the players is part of the planning processes. It is, therefore, reasonable that the athletesà ¢Ã¢â€š ¬Ãƒ ¢Ã¢â€š ¬ remuneration is made part of the budgets. The athletics events held in different regions of the country do collect revenues not only from the government funding but also from other sources such as the paying viewers and so on (Lorenz 271-278). College activities have become so popular that they are usually attended by very many people. The corresponding revenues collected from the respective venues, according to Lorenz, are enough to cater for the player's compensations.According to the arguments provided by White and Billings, the participants in the college athletics even ts should not be paid (45-65). The authors claim that the activities do not benefit anyone else apart from the players. The students who are good at various sports have the chance to advertise their skills in these areas. Furthermore, the co-curricular activities are considered as part of learning and experience in the higher learning institutions. The appeal for pay among the participants, according to these scholars, would be nothing but misuse of public resources. Another rationale provided in this resource is that the government would be incurring unnecessarily high costs in financing unproductive projects. They claim that such activities may imply that the US Treasury would be experiencing lack of revenue, especially considering that college athletics cannot be commercialized (White and Billings 45-65).MethodologyThe main sources of information for this particular project consisted of the subjects and the relevant information. Since there was the necessity to include everyone i nvolved in the debate, it was important to divide the parties into various sections. The first segment comprised of the activists who were campaigning for the idea of pay to be implemented. The second group consisted of individuals with opposing opinions while the final category was made up of the students (both the participants and the spectators). It was critical that these people be included because they were the most affected parties. The data collection process was done in three different ways, and independent analyses conducted to reveal the overall implication of each case. The primary methods employed were surveys and interviews depending on the size of the groups.The executive personnel in the organizations such as the NCAA were few and hence could be handled through methods such as direct interrogation. The teams made up of more than 50 individuals, on the other hand, were contacted through electronic questionnaires as this was the most appropriate methods at the time. The first phase of the process involved the distribution of the survey questions to the individuals in support of the enactment of payment law to the college players. The critical information that this process required involved the rationale behind such claims. Two hundred and fifty participants aged between 20-55 years were provided with the survey questions to answer and bring back the feedbacks within a period of two weeks. The same step was repeated with the remaining two groups and the relevant information collected for further analysis.ResultsVarious trends were deduced from the data collected and the most important section was the implication of the provided information. Out of a total of the 1000 subjects involved, 750 were of the opinion that the college athletes should be paid. All the 250 students (spectators) agreed that the best way to improve sports is through the compensation of the participants. The main arguments provided by this group were that the funds are available and the players deserve to be part of the planning. The 250 activists in support of the process also backed the debate on grounds that it encourages the development of professionalism in the sporting sector. The final category was made up of the activists campaigning against paying these players. The principal rationale provided by this group was that the process causes a short-term economic drain.DiscussionThe nature of the questions asked ensured that that the subjects provided the relationships between their arguments and the socio-economic matters. This decision was necessary because it provided an avenue through which quick conclusions could be made regarding this contemporary issue. The finest reasons deduced from the findings were the ideas of long-term economic development and the need to make the players part of the event planning. It is clearly evident that those who are involved in given sporting activities tend to ...

Can Evolution Ever Explain Why Men Rape Essay - 1646 Words

Can evolution ever explain why men rape? Why is it considered a societal norm for men to rape women? Rape can be an act of any sexual activity that is carried out using force or threat of injury against the will of a female. It mostly occurs when the victim is underage, incapable of valid consent (i.e. drunk, drugged), or when there is a known perpetrator (i.e. family member, friend). It is unfortunate that some women get raped even when having no affiliations with the perpetrator. Despite a decrease in the reported rape cases, the statistic is misleading because most victims are not reporting the incidence. Through research, one may suggest that evolution may explain why men rape. There has been an increase in social peer pressure, a high demand in culture expectations, and a rise in individual problems (i.e. revenge, alcoholism). Thus, the incidence of rape has increased while most victims do not report it. 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Fitness Plan For A Leisure Wellness Plan - 1631 Words

Introduction As counselors we are required to take care of one’s mental health and wellness. We have holistic, nurturing and client- centered training. In doing so many counselors help their clients out by making a Leisure wellness plan. This plan is something that a client or individual can follow to keep themselves healthy and active. A Leisure plan is something that makes you help yourself feel better emotionally, mentally and physically. As stated by Elizabeth Venart a private practitioner (2011), â€Å" The Importance of self-care is overtly discussed and modeled by faculty, and the curriculum of each course includes an emphasis on self-assessment and reflection as well as the development and implementation of concrete wellness plans and practices†(p.47). Leisure is seen as relaxing but at the same time working to take care of yourself to create the best version of you. Why do we need Wellness and Leisure? Keeping well is required for counselors and health care workers. 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A Touch Of Elegance Essay Example For Students

A Touch Of Elegance Essay â€Å"What is needed in order to really become a star is an extra element which God gives you or doesn’t give you. You’re born with it. You cannot learn it. God kissed Audrey Hepburn on the cheek and there she was† (Harris 11). Seen as an angel by all those who adored her, Audrey Hepburn portrayed the true image of a Hollywood star. Her grace and elegance touched all those whom she met and her death brought sorrow to millions. Living her life as a princess, Audrey had everything she had ever dreamed of. But her journey to such an end was not easy. Living through the devastation of World War II was only one of the many struggles and triumphs Audrey had to face throughout her life. These events, which may have discouraged others, only added to the strength that emanated from her throughout her career. Born in Brussels, on May 4, 1929, to Baroness Ella van Heemstra Hepburn-Ruston and Joseph Victor Anthony Ruston, Audrey Kathleen van Heemstra Ruston encountered her f irst trial of life only twenty-one days after her birth (Paris 6). After contracting whooping cough the disease became so serious that Audrey stopped breathing. If it had not have been for the quick thinking of her mother and a slight spanking to start her breathing, Audrey would not have survived (Paris 7). â€Å"There was no giving up on this baby,† said her son, Sean, in later years, â€Å"I think that had an effect on her whole life, a second chance† (Paris 7). As she grew older Audrey traveled constantly between London and Brussels, and Arnhem and The Hague (Paris 7). Her brothers, Alexander and Ian, lived mainly with Ella’s parents. Audrey’s family finally settled when she was two; Ella had grown tired of the situation and moved the entire family from Brussels to Castel Sainte-Cecile, a small estate near Linkebeek (Paris 7). At the age of five, Audrey’s mother sent her to a boarding school in England. As much as she disliked being away from her family, Audrey soon realized that it was a â€Å"good lesson in independence† (Paris 8). Although it may have been a good lesson, Audrey soon became shy and withdrawn. She failed to make any friends and could usually be found in the garden, hiding underneath a tree or bush (Harris 21). To make matters worse, Audrey’s parents were in the process of getting a divorce. She once said of the incident, â€Å"The most traumatic event in my life was when my father left my mother† (Harris 19). In the middle of the court proceedings, Audrey’s mother moved to London to be close to her daughter. There was an immediate change in Audrey’s personality. She soon became more open and made many friends, and she even made the honor roll (Harris 22). It was around this time that Audrey took up ballet, a passion that would consume her over up to the start of her film career. By the time Audrey was ten the tensions with Germany, Italy, and Japan in Eastern Europe, A frica, and Asia threatened to become worldwide if they were not stopped (Harris 22). Eventually, England and France declared war against Germany. Fearing what would become of her daughter if she remained in England, Ella pulled Audrey out of her London school and moved to neutral Holland (Harris 22). It would be a decision they would both regret. Audrey suffered a mild case of culture shock due to the quick move from England to Holland. She had been speaking English for the better part of her life and the move to Holland meant learning the Dutch language at record speed. â€Å"That first morning in school I sat at my little bench, completely baffled. For several days I went home weeping. But I knew I couldn’t just give up. I was forced to learn the language quickly. And I did†, said Audrey on the experience (Harris 25). Peace in Holland did not last long. Five days after Audrey’s eleventh birthing in 1940 the Germans invaded and captured Arnhem (Harris 27). As t he war raged on the Nazis began rounding up men between the ages of sixteen and forty for labor service in Germany. Ian was included in this group of men and Audrey and her mother were left to take care of each other. Ella became involved in the Resistance, a group of Dutchmen that were against the intentions of the Nazis. Audrey also did her part to help the cause. Her mother would organize various fundraisers to raise money and Audrey would participate, using her ballet abilities to entertain the war-torn (Harris 37). As the seriousness of the war became more evident each day, Audrey and Ella dove into the world of the Resistance. Audrey became one of the children that helped deliver forged identity papers and counterfeit ration cards to â€Å"divers†, (Allied paratroopers on reconnaissance missions, pilots and crew members of downed Allied aircraft, and escapees from POW camps in Germany) (Harris 37-38). Food became scarcer as the German’s grip on Arnhem tightened. Audrey’s fifteenth birthday celebration consisted of leaves of endive for an appetizer, watered-down vegetable soup, and a quarter-loaf of bread made from dried pea flour. Her mother, unable to find all the ingredients needed to bake a cake, compromised by using a bowl of wild strawberries with a candle stuck in the middle (Harris 39). Because of such scarce rations, Audrey became anemic, suffered from asthma, and had frequent chronic migraine headaches. She also missed school and ballet classes because she lacked the strength to go (Harris 39). Having avoided mishaps with the Germans since the war began, Audrey’s luck soon ran out. While running an errand for her mother she was ordered by a Nazi soldier to join a group of girls her age to be sent out for menial labor. Audrey, refusing to be a slave, waited until the captor was smoking a cigarette and then ran away and hid in the cellar of a bombed-out building (Harris 44-45). In the process of hiding out Audrey lost t rack of time and several days passed. She finally returned home, only to find an ecstatic, but very relieved, Ella who had thought Audrey dead or sent off to a work camp (Harris 45). Audrey’s sixteenth birthday came on May 4, 1945, only three days after Hitler committed suicide (Harris 47). With the war in Arnhem ended, life was getting back to normal, and Audrey’s passion for ballet began anew. Her formal education ended and Audrey became absorbed in her dance classes (Harris 52). She studied under Sonia Gaskell, who had worked with the Russian ballerina Ljoebov Egorova and choreographed for the Ballets de Paris (Harris 51). Audrey once said of the experience, â€Å"I would train for two or three hours at a time, and even if I were purple in the face and covered with sweat, Sonia would shout: ‘Stand up, lieveling – don’t slouch!’ That gave me strength† (Harris 51). Unfortunately, the effects of the war were still present and Sonia had to shut down her studio due to insufficient funds. This downfall gave Audrey the opportunity to study under the famed Marie Rambert. She soon found herself filling out an application for the London dance academy (Harris 54). It was at this time that Audrey was discovered by two Dutch filmmakers. The two film makers were producer Hein Josephson and director C.H. van der Linden and the film was Nederlands in 7 Lessen, (a.k.a. Dutch in 7 Easy Lessons) (Harris 55). They thought Audrey was perfect for a bit part in the movie but she had her doubts. During the audition she said to the director, â€Å"If you’re expecting an actress, Mr. Van der Linden, you’ll be disappointed† (Harris 55). Linden was so enthralled by Audrey’s innocence and honesty that he cast her in the film. The movie was not a success, but it got Audrey her start in acting. On December 18, 1948 Audrey and her mother departed for England, where Audrey had been accepted to study under Marie Ram bert (Harris 57). Marie later said about Audrey, â€Å" had lovely long limbs and beautiful eyes, but her tragedy was being too tall. I tried to do whatever I could for her. She was a good worker, a wonderful learner. I always knew she would amount to something, but there was no future for her in my company of dancers† (Harris 59). Audrey worked hard, but shortly before she turned twenty she realized that her dream of becoming a solo ballerina was next to impossible. Even to be able to dance in the chorus would have meant five more years of training. Preparing for the inevitable future, Audrey began going to auditions and casting calls for various plays and musicals (Harris 60). Audrey finally got a break when she auditioned for a part in the chorus of High Button Shoes, the London production of a current New York hit. Director Archie Thompson admired her energy and cast her for the part (Harris 61). Audrey found herself happy and content with her being a part of the show. â €Å"I was finally earning money as a dancer. Maybe it wasn’t the kind of dancing I dreamed of, but I was out of the classroom and into the real world. I loved being in a musical show. I needed music in my life very badly. I loved sharing a dressing room with other girls. That brought me back to normal. From a young age I was very aware of suffering and fear. For the first time, I felt the pure joy of living† (Harris 62). During the performance of High Button Shoes, Cecil Landeau noticed Audrey in the chorus and marked her down as someone to consider for his next production (Harris 61). His next production came and Landeau, remembering Audrey, gave her a call. She was hired for a part in the chorus of Sauce Tartare. The show received good reviews and Audrey was assured a steady job (Harris 63). At a performance of Sauce Tartare, casting director Robert Lennard noticed Audrey in the chorus and recommended her to director Mario Zampi for a role in the upcoming movie, Laug hter in Paradise. Hesitating until the last moment the only role Audrey could get was that of a cigarette girl (Harris 67). Even though the role was small it got her noticed. Audrey auditioned for another movie and got a role in Monte Carlo Baby. During a scene shot at the Hotel de Paris, Audrey was spotted by Collete, creator of Gigi (Harris 72). Collete loved Audrey so much that she offered her the star role in her show (Harris 73). Audrey was reluctant at first, because of the little acting experience she had, but finally accepted. It would be the role that would launch her film career. Audrey went on to make her American film debut in 1953 in Roman Holiday (Brophy 1). She also played parts in movies such as, Sabrina (1954), War and Peace (1956), Funny Face (1957), The Nun’s Story (1959), My Fair Lady (1964), and her 1976 comeback as Maid Marian in Sean Connery’s Robin Hood (Johnson 1-2). Audrey’s most famous role was as Holly Golightly in Breakfast at Tiffan y’s (Johnson 2). She always said that this was the role she identified with the most. In her later years, Audrey was a good-will ambassador for UNICEF. She traveled across Africa and Latin America and visited such places as Ethiopia and Somalia (Grophy 2). When asked about her travels with UNICEF Audrey said, â€Å"Your soul is nourished by all your experiences† (Schindehette 1). Audrey Hepburn passed away at her home in Tolochenaz, Switzerland at the age of sixty-three from colon cancer (Schindehette 1). The tragedy of her death spread worldwide. UNICEF executive director James Grant said, â€Å"She repeatedly put aside the comforts of home to visit some of the most deprived and often forgotten people on this planet† (Johnson 3). Audrey’s kindness touched and changed the lives of countless people. Her work is undoubtedly still continuing. On hearing of her death Elizabeth Taylor said, â€Å"God has a most beautiful new angel now that will know just what to do in heaven† (Johnson 3). Theater Essays .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a .postImageUrl , .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { min-height: 80px; position: relative; } .uf38d3eb91bd708b7553cc3b42847489a , .uf38d3eb91bd708b7553cc3b42847489a:hover , .uf38d3eb91bd708b7553cc3b42847489a:visited , .uf38d3eb91bd708b7553cc3b42847489a:active { border:0!important; } .uf38d3eb91bd708b7553cc3b42847489a .clearfix:after { content: ""; display: table; clear: both; } .uf38d3eb91bd708b7553cc3b42847489a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf38d3eb91bd708b7553cc3b42847489a:active , .uf38d3eb91bd708b7553cc3b42847489a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text-area { width: 100%; position: relative ; } .uf38d3eb91bd708b7553cc3b42847489a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf38d3eb91bd708b7553cc3b42847489a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a:hover .ctaButton { background-color: #34495E!important; } .uf38d3eb91bd708b7553cc3b42847489a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf38d3eb91bd708b7553cc3b42847489a .uf38d3eb91bd708b7553cc3b42847489a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf38d3eb91bd708b7553cc3b42847489a:after { content: ""; display: block; clear: both; } READ: Information Technology And Quality Customer Servic Essay

What are the shortcomings of the concept of tribe when describing the realities of African traditions Essay Example

What are the shortcomings of the concept of tribe when describing the realities of African traditions? Essay The Oxford English Dictionary defines the word tribe as A group of persons forming a community and claiming descent from a common ancestor or A particular race of recognized ancestry; a family1. The word has its etymology in pre-Roman history. The word tribus was used to describe three distinct groups of people, supposedly involved in the founding of Rome. When Western colonialists arrived in Africa, they needed a mechanism to describe the social structures they found. The familiarity of the concept and its connotations seemed perfectly apt for the situation they encountered in Africa. The term was a product of their Classical education, part of their mental furniture, and it was in this way that the term tribe came to be used to describe the people they found in Africa. They deemed tribes to be equally primitive and so in need of civilisation. Tribe could also be used as an administrative tool as a method of cultural imperialism to distance the other and integrate this alterity into a known anthropological or ethnographic framework. If we take the dictionary definitions of the word tribe at face value, it quickly becomes obvious that its application to social structures in Africa is, at best, tenuous. More importantly, it is critical to note that the term tribe is an historical construct deriving from a specific historical situation, i.e. that of Imperialism and as such is not very well suited to explaining very much beyond this specific historical situation. This essay will aim to elucidate this colonial preconception and argue that only by clearing away quintessentially colonialist stereotypes can we begin to understand the richness and diversity of African realities and the problematic dangers of its modern day usage We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on What are the shortcomings of the concept of tribe when describing the realities of African traditions? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tribe is a derogatory and intellectually lazy term. Nowhere in the world, can we find a social group of common biological descent that shares a single history, a single language, that can be indentified as being a single political or economic unit with shared religious traditions or common cultural practices. Such entities simply do not exist. This is not an argument of semantics, but an example of what tribe is supposed to connote. It is convenient to think of African social structures in this way forgetting that tribes were a product of colonial partitioning of the continent. In the pre colonial state it is a truism that groupings existed whereby people spoke mutually intelligible dialects and their social customs grouped them into cohesive units, but these units were a mosaic of lineage groups, clans, villages, chiefdoms, kingdoms and empires, often with shifting and indeterminate frontiers and loose allegiances However during the partitioning of the continent when European diplomats drew straight lines on a map, the territories of these people were often bisected and trisected. It was a ruthless act of political amalgamation, whereby something of the order of 10,000 units were reduced to a mere 40. It was quite normal for a single one of the newly defined colonies to comprise two or three hundred earlier political groupings3. Colonial administrators wanted recognizable units they could control. The chief of a little-known group in Zambia once ventured to remark: My people were not Soli until 1937 when the Bwana D.C told us we were4. As such tribes as we perceive them dont exist. They not discrete single entities or coherent bodies of people. Identities in Africa are as diverse, ambiguous, complex, modern and changing as anywhere in the world. Before we wrote it, Africans had their own history, political and social structures. They were not primitive, just different to western notions of soc ial structures. This essay asks about the shortcomings of the word tribe in relation to African traditions. Taking the position that African traditions are the foundation of African history, which is essentially an oral tradition of myths and legends passed on from one generation to the next, it is hard to separate the African account from the western one. One cannot doubt that Africans have their own deeply rich history, but as a discipline, Africans writing their own history is relatively new. Post-colonial scholarship is now seeking to uncover other non-dominant voices in African History. The difficulty isolating what constitutes African traditions arises because a lot of what is documented was commissioned by colonial administrators and done so by missionaries or organizations like the Rhodes Livingstone institute, who as anthropologists didnt question their notion of tribe as they believed it was an inherent and pre-existing system/structure of social organization central to rural African lives . Missionaries often reduced Africas innumerable dialects to fewer written languages, each language supposedly defining a tribe. Yoruba, Igbo, Ewe, Shona and many other tribes were formed on this way5 When European administrators used the services of African intellectuals, they sometimes invented entirely new tribes such as the Abaluyia of western Kenya6. This demarcation was used as a tool to facilitate indirect rule. A central organizing concept in that notion of traditional African culture was of course that of the tribe7. These examples demonstrate the formation of tribalism and highlight the incongruities and questionable status of African history as we know it. Ultimately one might argue that the material this essay draws upon is fundamentally flawed. On the other hand acknowledging these limitations provide a basis for separating what really constitutes African history and tradition. It does not limit discussion on the broader topics of descent, linguistic and political structur e.