Rhetoric in Percy and Freire

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Paulo Freires essay The Banking Concept of Education, and Walker Percys essay The Loss of the Creature ultimately share the same message students are not able, without a struggle, to use their education to confront real-life situations. However, they go about convincing the reader of their views in very different ways, and Percy seems to be the more successful of the two, by making inclusion of the reader a priority in his writing. His rhetoric consists of real examples, colorful metaphors, and provocative allusions to make his ideas highly approachable and intelligible to his audience. Friere, on the other hand, simply states his case using diction, along with a little sarcasm, and a whole lot of repetition. His case exists completely in the abstract, in theory, and yet, appeals ironically to the emotions instead of to logic. Ultimately, the problem with Freires rhetoric is that it is too abstract in nature. In The Banking Concept of Education, Freire discusses a problem with the educational system, which he believes to be that students (the oppressed) are cheated out of true experience, true education, because they are not allowed to think. He says, The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of the world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. (50)

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The teachers (the oppressors) in the banking concept of education fill their students with information (deposits). The students store the information until they are asked to spew it out again (such as a test day). In this banking system there is no room for thought, simply repetition. The student accepts whatever their teacher says as law, as truth, as reality, without ever considering it for himself, questioning it, or ever applying that information to his own life, his own reality. Freire said that the 'banking system' is one "in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiqus and makes deposits which the students patiently receive, memorize, and repeat" (Freire 4). Students have had their right of opinion, their right to think and truly experience reality, their humanity, stripped away by system. The fundamental problem, is that students cannot connect what they learn to the real world. In The Loss of the Creature, Walker Percy blames not only the system, but also the student for her radical loss of sovereignty over her own experience. Percy says that students studying a sonnet in an English class, or observing a dogfish in biology may have the greatest difficulty in salvaging the creature itself from the educational package in which it is presented (57) The student sees the material presented in a classroom as a piece of a whole, a part of a series, an example of an ideal. The instructor tells them what conclusions to draw from the sonnet, and what they will see in the dogfish. Thus, the object itself, (the sonnet or dog fish) is concealed by the theory surrounding it, the symbolic package (57) surrounding it. The student sees himself as a consumer receiving an experience package instead of a person experiencing the sovereign right of a person in his lordship and mastery of creation.(57) Though the two authors share similar ideas, the way in which they go about convincing the reader is rhetorically very different. The care Friere takes in choosing his words to be as persuasive as possible (diction) permeates every aspect of his essay. He carefully utilized his superior vocabulary to establish his intelligence, and to make the problem of the unimaginative student into the epic, emotional struggle for the liberation of the oppressed. For example, he claims, If man and woman are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation (51). Freires hortatory words set the reader on a quest for humanity and the pursuit of freedom, but he still managed to keep his argument completely metaphysical. His use of sarcasm and allusion also paint the reader into a virtual corner, so that he is forced to agree with Freire's ideas. For instance, when he describes what the oppressors in the banking system think of the oppressed, he says, These [students (or oppressed)] need to be integrated, incorporated into the healthy society that they have forsaken. (50) Here, he clearly projects his scorn for the people who agree with the above sentiment. By using the quotation marks around the words "integrated", "incorporated", and "forsaken", he makes them really stand out as ridiculous and moronic. The reader doesnt want to disagree with Freire because than she will be considered the object of his scorn. Freires essay is also laced with repetition, with which he made his point by constantly pounding it into the reader throughout the piece. He constantly used the words oppressor/oppressed, liberation, individual and the phrase critically consider reality to indoctrinate the readers with his views and send up flags in the readers mind in regard to the importance of the issues at stake. Percy uses a greater variety of rhetorical devices in his essay than Freire does in his paper. He uses a lot of real-life examples and analogies to support his theories in order to engage the reader and invite him to partake in the discovery of his own loss of sovereignty (the ability of the reader to "critically consider reality" by using his own valid experiences). His ideas are presented in the physical world, and are easy for the reader to apply to their own reality. To illustrate his idea of the symbolic package (57) he uses the example of two students the biology student and the poetry student. Both students are robbed of their experience by the circumstances surrounding their discovery. The new textbook, the type, the smell of the page, the classroom, the aluminum windows and the winter sky, the personality of Miss Hawkins -- these media which are supposed to transmit the sonnet may only succeed in transmitting themselves. (57)To illustrate the converse of this situation, true discovery outside the boundaries of a symbolic package, Percy used these examples A young Falkland Islander walking along a beach and spying a dead dogfish and going to work on it with his jackknife has, in a fashion wholly unprovided in modern educational theory, a great advantage over the [biology student] who finds the dogfish on his laboratory desk. Similarly the citizen of Huxleys Brave New World who stumbles across a volume of Shakespeare in some vine-grown ruins and squats on a potsherd to read it is in a fairer way of getting at a sonnet than the Harvard sophomore taking English Poetry II. (57)Percys examples are real, they are tangible. They transport the reader into the classroom, the Falkland Islands, the undiscovered world. They are relatable, understandable, and easy to grasp. He invites the reader to experience and understand his ideas, instead of telling the reader what to think. Percy also uses metaphor to make his concepts come to life. For example, when he described the sensation created by the accidental discovery of something beautiful (in this case the music of Beethoven), and the purity of experience that discovery like that creates, he said, …we notice two traits of [this] situation (1) an openness of the thing before one -- instead of being an exercise to be learned according to an approved mode, it is a garden of delights which beckons to one; () a sovereignty of the knower -- instead of being a consumer of a prepared experience, I am a sovereign wayfarer, a wanderer in the neighborhood of being who stumbles into the garden. (575) It paints a beautiful picture, doesnt it? Perhaps a picture a reader could not help but believe in, and hope to be a part of? Indeed. Percy was very aware of how to manipulate the reader into agreeing with him, but, again, he kept his ideas concrete. Also, like Friere, Percy casually alludes to many authors and works to establish his intelligence as a well-read man, however he does it in a much more relaxed and comfortable manner than Freire does. He mentions Huxleys Brave New World, Shakespeare, Whitehead, Toynbee, and The Heart is a Lonely Hunter all within three pages of his essay. The reader either understands the allusion, or he doesnt. Either way, Percy wins the reader to his side. If the reader understands the allusion, then he feels camaraderie with Percy, and agrees with him on the basis that they are both intelligent and capable of understanding the problems with the educational system. If the reader doesnt understand the allusion, he still agrees with Percy. He believes Percy is a more learned person then he is because of the allusions he makes. Therefore, Percy knows what he is talking about, and is correct in his conclusions. The reason, ultimately, that Percy is more convincing in his arguments than Freire is is because his reasoning remained concrete. He had already applied his ideas to the real world so he knew his arguments could stand up under the weight of real world situations. His use of examples, metaphors and allusion kept his arguments grounded. Freire, however, kept his arguments completely in the metaphysical realm. His arguments were successful in theory, but his reasoning did not apply to the real world. He seemed to forget humanity in his enthusiasm to manipulate his audience into accepting his theory. All of his rhetoric, the strong diction, the repetition are very emotionally convincing until the reader realizes that she is, in fact, a human being who exists in a concrete world of fuzzy gray lines, and not an oppressed automaton who lives in the harsh netherworld of black and white that Freire painted. Works CitedBartholomae, David, ed., and Anthony Petrosky, ed. Ways of Reading An Anthology for Writers. 5th ed. Boston Bedford/St. Martin's, 1.Freire, Paulo. "The 'Banking' Concept of Education". Bartholomae/Petrosky 48-5Percy, Walker. "The Loss of the Creature". Bartholomae/Petrosky 565-578. Please note that this sample paper on Rhetoric in Percy and Freire is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Rhetoric in Percy and Freire, we are here to assist you. 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Analysis of opening scene of "moulin rouge".

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Moulin RougeThe film starts with a black screen,this cleverly getsthe audience's attention by making them thing why ablack screen and what is coming.You hear theochestre tuning up then you start to see the curtainsof a theatre appear slowly this gives the effect that itis a live play at a theatre and not a movie.In thecentre of the screen is a conductor which is oddbecause a conducter would usually not stand in themiddle of the stage. They is music being played by the orchestre toget the audience's attention.The conductor is veryhyper active and is jumping about very overelaberately.I think this is deliberate and is not mentto be taken seriously but is ment to be laughed at. The screen turns into the browny orange colourof an old silent movie and shows the old 0thcentury fox logo.This is to make the audience thinkthat what the are watching is not a new film at all buta very old one. It then changes to a man singing.A sort ofnarrater.He singing about the main character in thefilm.You a wide landscape image of paris.It is dulland grey.This gives the impression of sadness andtragety.This sets the scene for the film. You start to move forward through the pictureand into the steets of paris.It not a niceplace.Evryone is drunk or on drugs and are veryugly.There is a preist at the front of a villageprieching people to turn away and go back.This letsthe audience no that there is definatly somethingbad has definatley happened here. It finally moves up into a room where a man iscrying and is writing on an old fashioned typewriterwhere he says"the greatest thing u'll ever learn,isjust to love,and be loved in return".This gives smallclues to what the rest of the film is about and leavesthe audience whating more.

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The Champiionship Experience

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Three. . . two. . . one. . . and its good! Number twenty-three, Kevin makes the game winning shot from behind the arch!...then I woke up. I couldn't wait for this game to get here. This game to me is a famous person's trip to the Grammy Awards. Memories of past sports experiences went through my head, and I suddenly noticed this is my first championship game. This would be my last year in the High School league, and then we would move up to the senior league. Moving up was like going from college to the pro's, so we knew this was our last chance to pull off a miracle win. The anticipation to me was like a little kid's first day of school. Then the time came to head out to the battleground, Oak Lawn high school's gymnasium. Arriving at the empty court, I had an idea of what it would be like in about forty-five minutes. Right now it was like a Clippers game. . . empty, and in a few it would be like a Lakers game. We had invited everyone possible that we new, from family to neighbors to my girlfriend's parents. Here we went to the locker room to discuss the strategic game plan and find out the starters. We had a basis of how they liked to play. Everyone on that team was a ball-hog . Their best player was their point guard, so we decided to play a defense called a box-and-one. This is where there is a player at each corner of the key, and one guy plays man-to-man on their point guard. Basically we had to play great defense, and match them point for point when they scored. I ended up being one of the five starters for the game. I only started a few other times out of the 1 game season so this was big to me. When I found out I was starting, I was as happy as a sixteen year-old getting his first car! Since the day was going good so far, I figured I would stick with my superstition tactics. One of the things I do is lay out my outfit on the floor, as if it would be on a person. I got this from the football player Marvin Harrison. The day I found out he did this, he had a career game against the team he played. Along with this, I would listen to a cd I made that consisted of Jayz, Nelly, and Ludacris. Doing this would help me build up momentum for the game.

Out we come, the big red and white. I looked at the capacity of the crowd, and was in awe as if we were superstars playing at the All-star game. Parents, brothers, sisters, and close friends all piled into the gym, and it seemed like the Mississippi pouring into the ocean. It felt like we were playing the Chicago Bulls in their prime years. The team we were playing was Oak Dale. I compare them to the Bulls, because they won the last three championships consecutive, so they were always good. Because both teams were suppose to be the best in each teams history, this was called the game of the year by most people. Both teams were out and the fans continued to cheer, showing signs and waving team flags. A person clanging a cowbell added to the noise The official pointed to the scoreboard, and bam! it came on like a magic trick. . "Shake hands and lets have a clean game," the referees said. Lining up to shake hands, I could smell the hatred and resentment as if we were going to war. We were ready for the jump ball and losing was out of the question. The jump came, and we lost it. The first half lead went back and forth. Both teams had no defense. I was on fire from the three point line ,as I hit three of them. The crowd let loose, and it seemed like New Years Eve out there. The fans kept cheering, and even grandparents were out of their seats. The sound of different noisemakers was in the air. We kept the game close, and at the end of the first half it was OLBC 7, Beverly 5. Since the game was so close, we did whatever we could to keep the momentum on both sides and not drift to them. One of the keys to winning a game is to contain the momentum. In this case we felt we did just that in the first half, so we were still in the game. Then before you I knew it, the game went downhill very quickly. Once we were down huge, 1 points, I could sense the slackness in our team. It seemed like we were giving up. Im the type of person who believes in finishing strong and not giving up. Since there's only a few others like me on the team, two others felt the urge to snap on the refs. Through the game it seemed as if the refs were ganging up on us and giving the calls to Oak Dale. Two kids, Brian and Tony, decided to go nuts and ended up getting ejected and six, yes six technical fouls got called on them combined. After this it was pretty much over, but we were still at war so I wasn't giving up. We ended up losing the game 67-4, and it turned out as if we were the Bulls of today. Even though we lost and it was a disappointment, I consider this a great memory, because we were huge underdogs at the beginning of the year. I feel that the two players who got ejected lost the game for us, because we weren't completely out of the game at that point. Other than us losing, this was a great moment in my sports career. The trophy we received was so shiny and big that it looked as if it was the first place one. When the game was over, we had to get the game off of our chest. Our normal tradition is going to Billy Boys and eating, so we ended up doing that. After this we decided to party it off and continue the fun. Along with this, we started to think about next year and wonder if we will survive in the Senior league. That idea is very doubtful, but we didn't think we would make it to the championship this year!

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Essay

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Lesson 1 1.a) Three characteristics of time past, hours, years.b) on earths clockc) The time span of earth, compared to how long humans have exsisted, shows that humans have not been on the earth for a very long time.

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.a) In Titusville, Florida archaeologists are excavating a shallow pond, that may contain 7,000 year old remains of up to 00 early Americans. Its believed to be a burial ground, and help them reach the spirit world. This is the only place in the world where pond burials occur. The pond preserves the remains, because theres no wave action, and oxydation is very low. The site was found when a construction worker was building through the swamp land, and they found long piles of human bones. One set of bones that were radio carbon dated, belonged to an adult male 56 and about 7,50 years old.b) A newspaper a thousand miles form Nairobi wouldnt print the acticle until November , because they probably wanted to get the facts and information straight before they wrote anything. I disagree with McNeils claims, because even if they didnt teach their offspring it doesnt mean theyre not human. Modern apes arnt human, and they still care for their young. At one time when pre-humans didnt care for their young. I dont believe that eather. Its primal instinct for all mammals to support their young until theyre ready to fend for themselves. Lesson 4. The historical importance of Chung-Kuo, is that the Chinese thought it to be the center of the world. The midway point between Earth and Hevan. Everyone living outside of Chung-Kuo was thought to be barbarian. Trade was allowed but no closer relationships.5.a) Id place it in America because that is the number one nation, nothing else compares to it. Its doing the best economically. b) Id put Canada and China because theyre doing the next best compared to the states.c) In the right hand side Id write In God We Trust.d) A citizen from Sovet Union wouldnt be in the center becaues hes a communist and America (center) is a capotalist country.e) Ethnocentric relates to the concept of Chung-Kuo because they think theyre better than everyone who doesnt live there.6.a) Rank Size..................................1 Population......................... Resources......................... Strategic Position...............4b) Well theur size is a huge impact because its massive chunk of land. With alot of land you can do alot and you have more options.10.a) Economic system meet our food needs, this is because of the fact that our economy is what determines if we have food or not to eat.b) Governments is related to our basic need for security. The goverment is the force that up holds the law, which complies to our safty. c) Culture relates to our need for creativity. In many societies culture is the basis for living.11.a) Female artifacts are important because it shows what women play a role in early civilizations.b) Food supplus was important in times of hardship, when food became scare. From a bad crop season or poor hunting.c) The rivers and vallys were very important because there would be water and irragation routes. Vallys would provide protection from attackers. If we look back to ancient civilazations youll notice that the civilazations built by rivers flourished.1. The domestication of animals helped civilzation in Sumer and ancient Mesepotamia by increasing labor and crop harvesting. They could move heaver items and used animals for food. Animals helped advance their societies. 1a) Diviners are important because they tell people what need to here. They explain the unexplained. It keeps the peoples faith with the gods. b) Incase they feel they have to make an offering the temple isnt that fair. It also makes it also makes them feel safe, like the gods are watching them.c) Its important to have religious activites by the temple because the ancient civilzations whole basis was around religion. d) Like I said religion was everything, maybe it wasnt religious but temple staff are looked on very high.e) The arcitecture of the temple was important because it was built so it was hard to attack and safe from weather conditions.14. Religion in ancient China, Id say is similar to other religion concepts I learned about in the video. China was built by a river bed and the economy was built on militiant. Though they were very similar, they were also differet from the near east. They mastered silk making and flood control. They domesticated animals and were one with the spirits of nature. When a ruler was buried, hed be buried in a tomb with his slaves and personal belonging. Rice became the new main food source. A god Neka made peasents out of mud and roailty out of yellow clay.15. Shang Chou Chin Apporximate 1500 B.C. 1000 B.C. 0 B.C. Date 1. Fell before a 1. Rulers found it difficult to 1. The Chin dynasty fell to confederation of exercise authority over the barbarians tribes walled city states . In 771 B.C. disaster stuck . Had 000 symblols . Each dynasty had . In each cycle had individual each representing a word indivual charateristics characteristics . Rulers probably to define them exercised firm authority . Iron wepons were over much of north replaced by bronze Chinas plain. 4. Large scale irrigation Major works were constructedcultural 5. Whealthy traders and deployments mechents piled a lucative business copper coinage was developed and chop sticks were used Life ofaristocracy 1. In the life of aristocracy then I think it would be different with privileged minority in charge. . I think most of the decisions would be made differently. . China would not be the same if there was a life of aristocracy.Life ofpeasants 1. Life of a peasent was harsh. with little to no money it was hard to survive. . Times were always tough, working the land just to make enough to survive. . If you were born a peasent, there was no way out of it.Lesson 418a) It was desirable to become a mandarin in China because it provided the chance and the opertunity to improve your rank through merit.b)I think the author would agree with this because the way that it is put out out in context is very thought out. Id say loyalty and filial piety are stronger than the most powerfull army. 1.a) I think it is a compliment to top civil sevents in Canada. This is because Mandarins were considered to be high ranking officials in the government. I am sure Canadian civil servents would be glad to know they are considered to be doing great work for their coounty.b) I dont think Chinese Mandarins would have a problem with comparison. Both positions rank high in the government hierarchy. Im sure theyd feel complimented as theyre being compared to officials of another great county.0.a) Examination Advantages Disavantages Local examination If you passed you got Examinations were fiercely competive to wear a special costume and gained great prestige Provincial examination Tax exemption and free to The exam was a three ordeal. go to to the next step in his Only one out a hundred would pass caree National examination The emperor presided, ranked One of twenty would pass. It was the candidates in order of merit held in Peking.b) Yes, the exam did create a superior class of civil servants. It helped to get rid of thee less intelligent civil servants and helped make them more efficient. They would bee able to give logical advice and give usefull answers when needed.Lesson 51.a) The Portuguese were the first to arrive on the coast in 154. Along with the Spanish, English and Dutch, their goal was to spread christianity to the masses. The Japanese were vary intrigued with their culture. They had never see anyone speak or dress like they did. Missionsries began to spread and the Japanese officials began to worry. After a century their country was close to all foreigners b) Perry had a successfully opened trade with Japan. He persuaded the emperor with gifts, but this could not hide the fact that he was willing to use force if necessary. Perry did not only want trade to be allowed in all of Japans ports but he also wanted to obtain some postive assurance that persons who may hereafter be shipwrecked on the coast of Japan, by driven by stress of weather into her ports, shall be treated with humanity. It took five years, and two treaties were signed, concessions had been granted and trade was open..a) The varied in quantity and quality from one person to another, because of the fact that each person probably had different levels of importance to America. The U.S. wanted to make sure that the people needed to influence, got more than the ones who werent important. b) The Americans selected the gift wisly. Most were shown to demonstrate the technologies the U.S. had now. The mini steam engine and two telegraph sets could be classified as techological items. The series of standard U.S. measurement could be classified as things used for adapting to our ways, and scarlet broadcloth, maderia, and barrels of whiskey could be considered goods associated with our cultue.. The Japanese sent thousands of people to be educated in the U.S. The new education that they possessed included infomation on the most, if not all of the technology we had. With the massive amount of resources Japan had, they were able to quickly build whatever they needed. The Japanese were than able to create a naval fleet and defenses to guard themselves against the new up coming Russian power.

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Comparing John Smith and William Bradford

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Although Captain John Smith and William Bradford, historians and leaders of their respective colonies, Jamestown and Plymouth, desired to lure settlers to their colonies through their writings, the methods and style they used to accomplish their goals varied with their personal beliefs and values. Though both sought to set forth an example for the colonists they were enticing, Smith strived to attract those with courage, vigor, and an adventurous spirit while Bradford tried to appeal to Godly men and women. Both graphically described the untamed setting of the new land, yet Smith always creates an aura of adventure and romance while Bradford focuses on the hardships and difficulties experienced by the colonists accompanied by God's provision. To support these different values and motives, Smith uses elaborate descriptions and an ornate style in his focus on adventure while Bradford employs biblical allusions, providentialized events and simplicity in his God-focused writing. In Smith's General History, he emphasizes the rugged and brave characteristics he wants out of his colonists. Tales of danger and hardships, some of which are only debatably true, appeal primarily to the brave and the adventuresome, the type of people he sought to attract. "…Then as many as could laid hands on him, dragged him to them, and thereon laid his head, and being ready to beat out his brains, Pocahontas, the King's dearest daughter, when no entreaty could prevail, got his head in her arms, and laid her own upon his to save him from death…" (Smith). Indeed, dangerous and exciting tales pervade his work, serving to attract the courageous to his Jamestown. Whereas Smith wrote an appeal to the courageous, Bradford sought the addition of godly men and women to his colony. Biblical allusions and providence saturate Bradford's Of Plymouth Plantation attracting those who possessed knowledge of the Bible and those who viewed life through a providential lens. "Our Fathers were Englishmen which came over this great ocean, and were ready to perish in this wilderness; but they cried unto the Lord, and He heard their voice and looked on their adversity" (Bradford). This is an allusion to the Israelites' plight in Egypt (Deuteronomy 65-8). As the Israelites were saved and aided by God, so now are Bradford's Puritans, a powerful image for those seeking to be in the middle of God's will. Not stopping with the Israelites, He comparing the settlers to many different people in the Bible, almost as if to express the idea that if one joined the Puritans at Plymouth, God would not only approve, but applaud. Although each writer vividly portrays the savage and untamed wilderness in their writings, they each do so from their previously mentioned bents. Smith utilizes a sense of adventure and romance in his attempt to lure those who shared these qualities. Pochahantas and Indian guide examples

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Bradford, on the other hand, focused on the hardships, difficulties, and God's provision experienced by the colonists. "And for the buckling of the main beam, there was a great iron screw the passengers brought out of Holland, which would raise the beam into its place; the which being done, the carpenter and master affirmed that with a post put under it, set firm in the lower deck and other ways bound, he would make it sufficient."(Bradford). He uses these and other trials to convey a point that God is providential and that everything happens for a reason. People who believe and live by this are the people Bradford desired in His colony. More examples Though each leader wrote about similar experiences, Smith's use of an elaborate and descriptive writing style in highlights his overall message that the colonies are a place of excitement and adventure. The omniscient point of view he utilizes seems to glorify himself as the archetype of a colonial settler and it magnifies and gives credibility to his History's marvelous episodes. example Contrariwise, Bradford focuses on God, not himself, and employs a personally limited and simplistic view in his writing. "Let them therefor praise the Lord, because He is good and His mercies endure forever. Yea, let them which have been redeemed of the Lord, show how He hath delivered them from the oppressor. When they wandered in the desert of wilderness out of the way, and found no city to dwell in, both hungry and thirsty, their soul was overwhelmed in them. Let them confess before the Lord His loving kindness and His wonderful works before the sons of men." (Bradford). The beliefs and style represented in Captain John Smith and William Bradford widely circulated works reflected their own beliefs and attitudes. Wanting to attract settlers to their colonies through their writings, they wrote in such a way as to accomplish this goal. As an example for the colonists that joined them, Smith strived to attract those with courage and an adventurous spirit while Bradford tried to appeal to the Godly men and women. While each conveyed the sense of an untamed setting in the New World, Smith emphasized the sense of adventure and romance while Bradford focused on the hardships, difficulties, and providence experienced by the colonists. Finally, in spite of the fact that each wrote about similar experiences, Smith uses elaborate descriptions and writing style in his focus on adventure while Bradford employs biblical allusions and simplicity in his God-focused writing. conclusion?

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Romeo and Juliet

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In romeo and juliet,love is depicted in several ways. Both luhrman and shakespear represent love in different contexts to both the elizabethan era and the contempory audience. Both the original and later manifestations of the text are valued because they both communicate to the ausience on the values of love and society by employing a variety of devices.The central subject dealth within Romeo and Juliet is the subject of love. William Shakespear and Baz luhrmann thus represent love to their audience beyond the distinct idea of love as simple sentiments.In the play, there are basic levels -the real world of Verona and the private,intimate sphere of Romeo and Juliets love.The fulfillment of Romeo and Juliet's love in the social life of Verona is hindered by external influences; the most obvious of which is the feud between the Capulets and the Montagues. The "ancient grudge" is one of many conditions and incidents, which together can be, considered an influence counter-acting the relationship between Romeo and Juliet. Despite the obvious obstacles of conflict and hate, the love of Romeo and Juliet is born and subsists. When Romeo meets Juliet for the first time during the Capulets' feast (I.v), the language and form of the dialogue shared by Romeo and Juliet shows that heir private sphere is totally different from public life. Shakespeare thus presents their fist conversation via a sonnet, a poetic convention very popular in the Elizabethan age. A sonnet's expression of the lyrical "I" allows Shakespeare to break the limits of dramatic performance and to involve his audience emotionally as if they were recipients to a poem. This therefore means that Shakespeare represents Romeo and Juliet's love by making the audience of the two different levels one where all forms of social order break down, and the other, where Romeo and Juliet are the centre of the universe. Luhrman also presents this concept of two opposing levels as a representation of love via the use of cinematic techniques. In the aquarium scene, camera distances vary from medium close-shot to close-up and back again. The idea of social and physical barriers is presented by having the fish tank between the two of them, keeping them apart thus visualizing to the audience the opposing level of Romeo and Juliet's love. When the two lovers kiss, the cameras encircle them, thus suggesting that Romeo and Juliet are at the centre of their own universe, in total disregard or lack of awareness of the social chaos (as suggested by the blurred images) around them.

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The language of Shakespeare also helps to create this intimate and different sphere of love. When Romeo catches the sight of Juliet, he imagines "touching her, make blessed my rude hand". To "touch her hand" is a linguistic representation of touch, a tactile sign. In the pilgrim sonnet, the focus of attention is touch, by semantic means. The words "hands" and "lips" appear four times each, "kiss" and "touch" twice each, and besides which, there are expressions with physical implications like "tender", "mannerly" and "palm". This is also alluded to by Luhrman for the cameras keep on encircling them, focusing on her hands on his back and vice versa, thus presenting to the audience the physicality of their love. When Romeo and Juliet first together in a sonnet, its syntactical structure and semantic means create an intimate sphere of love, whereby which the private emotional experiences of the lovers in intently explored in isolation and in relation to the ideas of love, destiny and death. However, while Shakespeare implies as to the physicality of their love, Luhrman shows it (the touching) not only to show what Shakespeare was suggesting), but also to meet the expectations of a contemporary audience which prefers action to implication. In the sonnet, Romeo and Juliet take it in turns to speak the lines. This shows how in tune they are with each other, much as Romeo and Mercutio's sharing of lines in Act 1, scene 4 reflects their good relationship. This also reveals to the audience an empathy that the two "star-crossed" lovers were made fore each other. Luhrman achieves this via the use of smitten, longing looks, the close-up shots, and the music of Des'ree (Kissing You). Through Scene 5, Romeo continues to show himself as a hopeless romantic besotted with beautiful girls. His language indicates that he thinks of love and commitment in terms of sight "Did my heart love till now? Forswear it sight! For I ne'er saw true beauty till this night", as he says at his first glimpse of Juliet. This statement recalls Scene , in which he spoke of " the devout religion of mine eye" and said that if his eyes were heretical enough o consider another girl more beautiful than his Rosaline, his tears would turn to fire and burn at stake. However, as soon as he lays his eyes on Juliet, his devotion to the apparently less beautiful Rosaline disappears and a new religion is found for Romeo. Shakespeare thus portrays Romeo and his love as an infatuation. This infatuation is evident in how instantaneously Romeo falls out of love with Rosaline and into love with Juliet. At one stage, Rosaline was the "precious treasure of his eyesight", yet Romeo's embodiment of perfection was, a few scenes later, his notion of defectiveness. This therefore reveals to the audience the instantaneous and reckless path of the two lovers, as well as the fickleness of adolescent "love", diminishing at the sight of something ameliorate and more impressive. Luhrman supplements this image by showing Romeo and Juliet as innocent, beautiful and youthful. This is achieved by the continuous focus of the cameras on the freshness of their skin, the sparkling eyes, flushed cheeks and pink lips in addition to the words of Shakespeare. This image is employed because a modern, youthful audience is more likely to be attracted to watching a movie starring Leonardo Di Caprio and Claire Danes because they can easily relate to them. The message behind the text is also supplemented by the costumes. In this scene, Romeo is dressed as a knight and Juliet as an angel. This visualizes what Shakespeare is implying - that Romeo sees himself as a knight in shining armour, and that for now, Juliet is his pedestal for perfection. Not only does this attract a contemporary audience (attracted to the notion of Leonardo Di Caprio dressed as a knight and Claire Danes as an angel), but it also shows an older audience the irony of Shakespeare's implications by elaborating it into images, supplemented by costumes, lighting and music. In Romeo and Juliet, the spoken word gets more attention than in any other film, due mostly to the fact that the film keeps to the original text, dated 157. This creates an effect of alienation and contributes to the 'other-world' atmosphere of Verona Beach. Another type of sound employed by Luhrman in the film is music. Music is even more direct than images, and thus contributes to the atmosphere of the film in a significant way. By using the music of young, new artists, the film gets its nineties, film status, thus making it appealing to a wider scale of audience. Music in this film is used to support the images such as Des'ree's Kissing You, which is used to supplement the lover's first kiss. It is also used to unify images. For example, Kym Mazelle's Young Hearts Run Free is ironic to the impending dramatic tension (when Romeo and Juliet fall in love) as well as in contrast to the love song that is to follow. Another representation of love in the play is light. When Romeo initially sees Juliet, he compares her immediately to the brilliant light of the torches and tapers that illuminate the Capulets great hall "O, she doth teach the torches to burn bright!" (I.V.46), whereby which Juliet is the light that frees him from his perpetual melancholia. In his contemporised version, Luhrman uses the blue colours reflecting form the fish tank as his source of light. Not only does this make the setting romantic, but also makes it more appealing to a modern audience. In his play, Shakespeare represents the love of Romeo and Juliet as a religion. This is evident in the religious imagery employed in the sonnet, whereby which Romeo's feelings for Juliet is compared to that of a religion where Juliet's hand is the "holy shrine" and his own lips "two blushing pilgrims". When the tow lovers kiss in the film, Luhrman uses music to create an intimate, romantic atmosphere for the audience. However, the words of Des'ree's Kissing You are a slow and melodious almost lethargically, and religious and holy. This is in contrast to the blurred images of people drinking and using drugs in the background, and again the music creates a feeling of alienation where Romeo and Juliet are at the centre of their own universe. Luhrman thus uses the technique of 'mis en scene' to depict the religion of love as well as to the innocence and youth of the two lovers. Religion was thus portrayed by the holy music, the cross around Juliet's neck, her costume and all supplemented by Shakespeare's religious imagery. Luhrman also uses beauty to sell the film to the audience by making them aware of the purity of Juliet. This is evident to her long hair, her white costume, the cross around her neck as well as the innocence and youthfulness of her character. Another technique used by Luhrman in his film is the iterative motif of water. The aquarium serves as a physical barrier between the two lovers, even though there are also a lot of emotional barriers. Moreover, love also serves as a symbol of their love. Even though Romeo is dazed from the XTC pill and his infatuation with Rosaline, it is the water that purifies and cleanses his mind and it the free, flowing nature of water that Luhrman uses as a representation of love. It is thus plausible to see that Luhrman portrays Romeo and Juliet as an allegory for the late 0th century, whereby Verona Beach is a caricature of the violent atmosphere of our time as well as serving as a representation of love and conflict. The major difference however between Shakespeare and Luhrman's portrayal is that 100 years ago, violence and hedonism was a fashion phase, whereas today it is a part of our society. Due to the lack of technology in society in the 1th century, the art of plays, and the conventions of the Elizabethan theatre had more focus on the words with minimal costuming and cinematic techniques. Yet among other things, the art of theatre is or was a reflection on society, and Luhrman criticizes the present time by setting Shakespeare's tale in another time, with the same tragedy of death. Thus both Shakespeare and Luhrman portray conflict and the representations of love in two different levels two different levels that shape and reflects the values of both the Elizabethan and contemporary society.

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Canada's Trade

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Canada has come a long way in the industry of trade, since the trading of furs with our motherland of England and other parts of Europe. Yet, even more recently our trading partners have changed. As the United States came into power, Canada being their closest neighbour became a large trading partner, allowing the country to rely less on their European connections. During the Second World War, when Japan's industries were left badly damaged, North America aided them, and their factories were restored. Japan became a partner of Canada, and entered the market with novelty toys, and electronics. Because of this action, many other Pacific Rim countries began to trade with Canada as well, due to Japan's influence. It became one of Canada's largest trading partners and still is today. The North American Free Trade Agreement, which began the work of removing tariff barriers in 1, allowed Canada to become more acquainted with Mexico. Before this, Mexico and Canada did very little trade together, as it did with most South and Central American countries. Since this agreement Canada has begun to trade more frequently with them. Canada has begun expanding into China. It has created new markets with the help of Team Canada, in countries such as Russia and Germany. Canada's markets have opened due to trade missions, and memberships of various world organizations such as G8, World Trade Organization and NAFTA. India and Canada have begun a positive trade relationship lately on account of numerous Canadian officials visiting the country to better the relations between the nations. It is now Canada's largest trading partner in South Asia. Recent trade missions and multiple success stories will lead to bigger trade and investment flows. Because of this, it seems that Canada may expand more so into South Asian markets in the near future. The most recent trade missions have been to countries such as Finland and Iceland, and there are plans to head to Norway, Sweden, Denmark and Greenland in 004.

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