There Are Three Reasons For The Hilarious Scene At The Begin



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There are three reasons for the hilarious scene at the beginning of Act II when Marlow and Hastings converse with Mr. Hardcastle believing him to be an innkeeper who has ideas above his station. Firstly, there is immense humour in this scene, which relates to the theme of appearances vs. reality that is so predominant in this play. Marlow and Hastings believe that Mr. Hardcastle is an innkeeper, whereas actually he is the owner of the house and Marlow’s future daughter-in-law. Thus to have Marlow ignore him and to treat him dismissively as if he were a servant is hilarious. Note the kind of request that Marlow makes of Mr. Hardcastle:
To demand a glass of punch (not the refined drink that Marlow would be expected to drink in fine company) was definitely rude as Marlow is, of course, treating Mr. Hardcastle as if he were a servant.
Secondly, and to support the theme of appearances vs. reality. Mr. Harcastle has been led to believe that Marlow is shy and retiring. This of course is completely at odds with his current behaviour, as Mr. Hardcastle observes:
Of course, Marlow is not being “modest” at all, and this irony is a chief source of humour as the true nature of Marlow is something that both Mr. Hardcastle and his daughter, Kate, have to discern in the rest of the play.
Lastly, this scene exposes the class system in England at the time and the ways in which the upper classes treated those below them. The accident of birth has always been such a massive indicator of the life chances an individual will have, and the class system in England is something that undeniably is one of the most famous examples of this. Goldsmith may not have originally intended to critique the class system through this scene, but the modern day audience certainly is very aware of this alternative reading.



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Jude’s Romantic And Idealisticapproach To Life Is Most Evide



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Jude’s romantic and idealisticapproach to life is most evident in the way that he stubbornly pursues his dream of becoming a renowned scholar at Christminster.The circumstances of his life make this virtually impossible; his poor, rural background counts against him and he gets no encouragement from the academics at Christminster yet he never gives up this dream. It would have been better, certainly more practical, for him to just have settled down to the job that he is able to do, that of being a mason. His entanglement with women also contributes to his downfall, of course. Being shy and romantic,he tends to idealise them, and fails to recognize their true natures until it is too late. He should never have married Arabella at all, her nature is so coarse and so completely different from his own, but he doesn’t see this at first,and she ends up dominating him and making him miserable. Even with Sue, whoseideas aremore compatible with his own, he ultimately fails. He is constantly perplexed by her even when he is infatuated with her, and in the end she too is unable to live up to his exalted expectations and deserts him, leaving him to fall into the clutches of Arabella once more.
Judeis beaten down by the failure of all his dreams and dies young,so in this waywe can say that hisromantic idealistic approach to lifedoes causemost of hisproblems.At the same time, we can applaud him for having dared to dream, and we can also point the finger of blame at society for not having allowed him more opportunities in his life, most of all the chance toachieve hisdreamof becoming well-educated.



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From your question, we cannot be completely clear as to what the problem is. I assume that either your school administration does not want you and your friends to sit together or they do not want to allow you to continue sitting together past a certain time



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From your question, we cannot be completely clear as to what the problem is. I assume that either your school administration does not want you and your friends to sit together or they do not want to allow you to continue sitting together past a certain time. In either case, there are some general guidelines you will want to follow.
First, it is extremely important that you find out the principals reasoning for trying to prevent what you and your friends want to do. If you simply write to the principal complaining of injustice you are not likely to get a good result. Instead, you will need to find out what the principal is thinking as he/she surely has a rationale for the rule.
Second, once you have found out what the rationale is, write a letter that shows why that rationale is flawed. You need to show the principal that the concerns that led to the rule are not valid. If the principal says you cannot sit together because you might create a discipline problem, you could say that you and your friends do not cause discipline problems. You might promise to break up your group without complaint if you ever do cause a problem.
In other words, the most important thing to do is to address the principals specific concerns rather than simply complaining that you are being treated unfairly.
Outside of that, you should remember to write respectfully and formally. You should not criticize the principal but rather seek to set out your own view on the issue. You should not complain but rather make a request that is based on logic. Remember to proofread so that you will not have a bunch of spelling mistakes or other errors. You will be more persuasive if you sound as if you have put a lot of thought and effort into your letter.



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For Whitman, The Reinvention Or Invention Of Self Is To Tran



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For Whitman, the reinvention or invention of self is to transform how one sees the notion of self. Whitman does not see the self as isolated from a larger contingent. He does not see the individual as divorced from a social fabric. The poem is one in which Whitman embraces this notion of self as one that is inseparable from conditions that transform identities, move past time, and makes the individual identify with truly cosmic forces:
This notion of self is one of invention and reinvention. The self is linked with the “Crowds of men and women attired in the usual costumes” or with the “smallest sights and hearingson the walk in the street, and the passage over the river;” or with the ferry’s “look on the river and sky.” For Whitman, the notion of the self’s identity is one that is connected with so much of which the ferry’s experience is a part. There is an immediate identification of the self with elements larger than oneself, a convergence and divergence in these elements that force the individual to see themselves as a part of a larger experience broadening connection to people and experiences. It is this notion of self in which Whitman sees reinvention for both himself and others who embrace such a varied notion of identity and being in the world.



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There Are Many Reasons Why The South Was Not Able To Defeat



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There are many reasons why the South was not able to defeat the North in the American Civil War. Let us look at three of the most important reasons.
First, the South simply had much less in the way of resources than the North did. The Southern population was much smaller than the Northern population. This was particularly true if we only count free people who would be able to fight for the South. The South had much less in the way of manufacturing capability. It relied heavily on things that it imported from Europe or from the North. Imports from the North would obviously be cut off by the war and imports from Europe were severely curtailed by the Northern naval blockade of the South. The Norths greater economic power gave it a major advantage.
Second, the South lacked allies. If one or more important European countries had recognized the Souths independence, things might have been different. The North would have come under great pressure to end the war if Britain or France had taken the Souths side, even if only diplomatically. But no European power did recognize the South, thus taking pressure off the North.
Finally, the Souths psychology hurt it. The South could have fought a defensive war that would have frustrated the Union. The South had the much easier strategic task in this war as it only had to prevent the North from defeating it. It did not have to go out and destroy the North. It could just defend until the North got tired of the war and gave up. However, Southerners were not generally willing to adopt this strategy. They felt they were a martial people who should be attacking. This forced the government to adopt a more aggressive strategy, one which was not well-suited to the Souths relative lack of economic power.
These three reasons are the principal factors that caused the South to lose the war.



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Jude’s Dreams Of Christminster Are Dreams Of Discovering His



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Jude’s dreams of Christminster are dreams of discovering his place in the world. At home in Marygreen, Jude is a common boy, without parents and without much hope for attaining any position in the world. In a society where class plays a significant role in determining one’s future, Jude suffers from the knowledge that he has little chance of advancing.
This fact of his character is present from the opening pages of the novel when Jude says goodbye to his teacher, Philotson.
Here we learn:
In Jude’s dreams of finding his place in Christminster, he becomes a person of value. This dream and vision is in stark contrast to his situation and treatment in Marygreen.
As a child, Jude is raised by an aunt and this aunt has never been happy about Jude’s presence. In his aunt’s house, Jude is tolerated and not honored or prized. At work, Jude is found lacking and treated poorly.
In a graphic moment of symbolism, Christminster is shown as the place where Jude believes he can find deliverence from his obscurity. First he sees the lights of Christminster and is drawn by them. Soon he puts the lights together with the reputation of the town as being a place of learning and Jude’s dreams of attaining an education become fixed.
These dreams can be understood as a counterpoint to Jude’s view of himself as he expresses later in the novel,”WellI’m an outsider to the end of my days.” His dreams of becoming educated in Christminster are dreams of finding a place of his own, where he will be a valuable person having achieved a worthwhile goal.
Beyond these rather practical emotional ends, Jude also imbues the notion of education with a spiritual quality.
This is not in contradiction to his yearning to find a place where he belongs, but an extension of that yearning and a translation of the deep need that Jude possesses to find a connection.



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I Think That One Can Make A Case For American Nationalism



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I think that one can make a case for American nationalism guiding some aspects of national economy in the 20th Century. American nationalism and the belief of its intrinsic greatness helped to guide the national economy’s interest abroad at the start of the 20th Century.
As much of the world had accelerated the race for empire, American nationalism guided economic interests in the foreign sector. Dollar diplomacy, the belief that American foreign interests are secured when national economic interests move into the international domain, became the simultaneous enactment of foreign policy and national economic pursuits in the Taft administration.
The idea of dollar diplomacy was rooted in the notion the economic interests can help to smooth over potential disputes abroad. One of the byproducts of this philosophy was to use American nationalism and its sincere belief in its own authenticity to generate foreign policy with other nations and sustain its own national economy. Dollar diplomacy in the early part of the 20th Century demonstrates how American Nationalism shapes national economy because both Taft and Secretary of State Knox understood that foreign investment and expansion of boundaries was critical to sustain domestic economic interests.
Dollar diplomacy does not work if there is not some level of American nationalism guiding it. American economic interests cannot be broached with a country unless there is, on some level, an embrace of intrinsic American greatness. It was in this where one can see American nationalism playing a distinct role in shaping the contours of national economy both domestically and internationally.



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Ralph’s Speech In Chapter Five Is His Assertion Of His Leader



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Ralph’s speech in chapter five is his assertion of his leadership and role of chief; he feels his responsibility as leader keenly. Moreover, Ralph sees it as his duty to the other boys to facilitate their rescue and general well-being in any way possible. This moment comes shortly after Jack has led the other boys away from their post at keeping the fire lit and a potential rescue ship passed by the island.
Ralph reminds himself that this meeting must be all about business– he reinforces the rules and does his best to remind the other boys that rescue must be their primary objective. Golding uses this scene in the novel to reveal Ralph’s ties to civilization and his earnest belief in rescue, but also to affirm the morality of Ralph’s character. Above all, he is a boy who wants to do the right thing and innocently expects the other children to share in his values.



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The Specific Features Of De Saussure’s Sign Theory Of Langua



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The specific features of de Saussure’s sign theory of language seeks to rest on two elements that prompt a great deal of thought and inquiry. For de Saussure, the sign theory of how language operates in terms of the dynamics of signifier and signified becomes incredibly important. It is this element of combining both the verbal development of language and what language signifies to the social group that helps to form the basis of de Saussure’s sign theory of language.
de Saussure’s point was that in foreign languages, one of his speciality, different words signify the same experience even through they are not near one another. The German word for “Dog” is vastly different from the Spanish word for “Dog.” (“Hund” and “Perro.”) Yet, they both end up meaning the same construction for what we consider to be the animal. de Saussure suggests that language has a signified function in that the specific use of language refers to a specific signified meaning that is shared. The sign theory of language rests upon the understanding of both signifier and signified. This is a distinctive feature of the de Saussure’s sign theory of language.



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Deconstruction Theories Like Postmodernism And Poststructura



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Deconstruction theories like Postmodernism and Poststructuralism represent the “logics of disintegration” because they believe that the structural understandings of truth are fundamentally flawed. For the Poststructuralist thinker, the “structure” against which they argue is a language based one in which binary oppositions are used to determine structure and meaning. Poststructuralist thinkers seek to critique the supposed establishment of truth and order. It is this deconstruction that feeds the Postmodern thinker, in general. The basic “logic of disintegration” is the idea of this critique. There can be no extenuating order seen as “truth” or “transcendent” for the Postmodern thinker. The Derrida idea of “Reading is transformational” fits into this context. This transformational element indicates something that is in flux, in constant definition and redefinition. It makes order impossible, contributing to the belief in the logics of disintegration.



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