How Does Arthur Miller s The Crucible Explore The Place...

How does Arthur Miller’s The Crucible explore the place of the individual in society? Similar to Tocqueville before him, John Stuart Mill was critical about the American democracy and its resulting social pressures on the individual. The consequences of the tyranny of conformity sat at the forefront of his mind. Frank Prochaska in his review of Mill described the term as ‘a society in which scarcely any person had the courage to dissent.’ Arthur Miller draws on this idea in The Crucible by exploring the individual’s place in society as something firmly rooted and inescapable, as well as the individual’s place as capable of changing society through having the courage to deny society what it asks. The Crucible depicts the protagonist as having to come to terms with the community to understand themselves and their position within it. Miller uses the motif of social pressures and religious laws to set up the basis for the play, with the Salem citizens entrenched in a society that relies on strict social norms to maintain order in the community. An almost exact definition of tyranny of conformity. Individuality, here, is the ability to retreat into families and homes. In 1692, however, Salem is shaken at its foundations by greed for land from neighbours and insecurity in property. Furthermore, the Reverend Parris, head of the theocracy, is materialistic and is focused on his own needs over the communities. The struggle for the communities survival is what brings about the witchShow MoreRelatedAccusation And Defense Of The Salem Witchcraft Trials1658 Words   |  7 PagesRESEARCH PAPER Accusation and defense in the Salem witchcraft trials Suraj Gamal History 1301-73001-73002 JOE L. MCCAMBRIDGE - HISTORY 1301-1302 One of the most infamous Trial in history took place on March 1, 1692. According, to the Library of Congress, Massachusetts authorities catechized Sarah Good, Sarah Osborne, and an Indian Slave, Tituba regarding their practice in witchcraft. The trial resulted in more than 150 men and women in and around Salem jailed on charges of practicing WitchcraftRead MoreWhy Is the Crucible so Called Essay2321 Words   |  10 PagesHow is #8216;The Crucible#8217; appropriately titled? The word #8216;crucible#8217; is used by Arthur Miller in his play as a metaphor. The first definition of the word crucible is: a melting pot especially for metals. In the play this is first acknowledged during the first act, as we gradually piece together the information concerning the girls dancing. The #8216;kettle#8217; viewed by Reverend Parris mirrors a crucible. We are told that the girls had made a brew which contained aRead More Why Is The Crucible So Called Essay2263 Words   |  10 Pages How is The Crucible appropriately titled? The word crucible is used by Arthur Miller in his play as a metaphor. The first definition of the word crucible is: a melting pot especially for metals. In the play this is first acknowledged during the first act, as we gradually piece together the information concerning the girls dancing. The kettle viewed by Reverend Parris mirrors a crucible. We are told that the girls had made a brew which contained a little frog and blood is therefore viewedRead More Arthur Millers The Crucible Essay3348 Words   |  14 PagesArthur Millers The Crucible The Crucible was written in 1952 by the twentieth century American playwright Arthur Miller (1915-.) Miller was born in New York and educated at the University of Michigan where he began to write plays. Most of Millers plays are set in contemporary America and on the whole offer a realistic portrayal of life and society and the theme of self-realization is re-current e.g. John Proctor in The Crucible. The Crucible was the third play Miller wroteRead More How Does Miller convey his Message through The Crucible? Essay examples3147 Words   |  13 PagesHow Does Miller convey his Message through The Crucible? In this essay, I will explore the message communicated through The Crucible to its audience, and the way in which its author, Arthur Miller, attempts to convey it, especially through one of the plays main characters, John Proctor. The main issues raised by the play are the role of the individual within society, the value of ones name and perceptions of justice and truth. I shall endeavour to expand on all of these topics and theirRead More The Role of Alfieri in Miller’s A View from the Bridge Essay7327 Words   |  30 PagesThe Role of Alfieri in Miller’s A View from the Bridge Arthur Miller is now regarded as one of the world’s greatest dramatists. In his plays he explores the struggles of the ordinary man against authority and insurmountable odds. It is his ability to dramatize the attempts to find the balance between the different conflicts of life that is Miller’s feature as a writer. â€Å"Many of his plays look at the position of the individual in relation to their responsibilities and position in society andRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturersRead MoreRastafarian79520 Words   |  319 Pagesdevelopment of Rasta that deï ¬ es the notion that it is a movement of the insane and the misguided. Given the way in which Rastafarianism has arrived in the world, it is useful when someone is able to help us understand its origins and propose how we can then comprehend how it functions in the world today. Again and again, I encounter students who are interested in reggae music and the music of Bob Marley, but they remain deeply puzzled by Rastafarianism because of its seemingly peculiar tenets of faithRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 PagesValue I. Valuation 229 229 253 279 1. The Value−Based Management Framework: An Overview 2. Why Value Value? 4. The Value Manager Harvard Business Review Finance Articles Eclipse of the Public Corporation 308 308 323 323 330 330 Article How I Learned to Live with Wall Street Article Second Thoughts on Going Public Article Reed−Lajoux †¢ The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition 10. Postmerger Integration 336 336 Text Hodgetts−Luthans−Doh †¢ InternationalRead MoreCrossing the Chasm76808 Words   |  308 Pagesdeep-rooted, and so the pattern is very persistent. As a result, marketers can predict its appearance and build strategies to cope with it, and it is the purpose of this book to help in that process. But fixing your position relative to the North Star does not keep water out of the boat. As the French proverb says, â€Å"God loves a sailor, but he has to row for himself.† And in that act of rowing the work is huge and the risks high, and every reader of this book who is also a practitioner of high-tech

Research Assignment Praising Students Free Essays

Research Assignment: Praising Students I chose to do my research activity on the article titled Caution: Praise Can Be Dangerous by Carol S. Dweck. The main goal that Dweck wanted to achieve was to prove that praising your students on their intelligence can in fact affect their academic achievement in a bad way. We will write a custom essay sample on Research Assignment: Praising Students or any similar topic only for you Order Now 85 percent of parents thought they needed to praise their children’s intelligence in order to assure that they were smart (Dweck 4). It was thought that if you boost a student’s self esteem that it would help them academically, but in certain ways, this was wrong. The problems that the article dealt with were that if praise wasn’t handled properly, then â€Å"it can become a negative force, or a drug that rather than strengthening students, it makes them passive and dependent on the opinion of others† (Dweck, 4). If you use praise correctly, then it will help the students realize the value of effort, and become fulfilled with the accomplishments that they achieved on their own and want to succeed more. They also will have a better time dealing with any setbacks. The theory that was said to be true about praising students was that: â€Å"Giving students many opportunities to experience success and then praising them for their success will indicate to them that they are intelligent if they feel good about their intelligence they will achieve. They will love learning and be confident and successful learners† (Dweck 4). Educators had this theory wrong because research shows that giving students easy tasks and praising their success just says to the students that in a way you think their unintelligent. In order to prove this theory wrong, Dwecks along with Melissa Kamins and Claudia Miller held an experiment. This experiment was conducted of six different studies with more than 400 fifth graders. The goal was to study the effects of praising children for being intelligent. Among the 400 fifth graders, they included people of different ethnicities, races, and socioeconomic backgrounds, and were tested from all different parts of the country. This prevented any faults or biased opinions to be conducted in the experiment. They also made sure that some students were taken from schools in the city and some in more rural areas. This is something that you would want to do in any experiment given in order to get a variety of different subjects. First they began working with students one at a time on a more challenging puzzle task that was easy enough for them to all do well on it. They praised one third of the children for their intelligence, saying that they were â€Å"very smart† for knowing how to do that and telling that they got a certain amount correct and that they were amazed by it. The second group of people were tested and were told that they got a good score and praised on their effort of the task. The last third of the group was praised on their performance, with no comment on why they were successful. After the experiment, all students were happy about the outcome and were eager to do their take-home practice problems and were confident on their future performances. During the second part of the experiment, the same students were asked if they wanted to try a more challenging task from which they could learn a lot (but might not succeed) or an easier one where they would do well and look smart. Students praised on intelligence said they wanted to do the easier one, and 90% of the students that were praised on effort wanted to do the more challenging task. (The ones tested on performance were 50/50, so she wasn’t going to focus on them. ) When it came time to actually do the harder task, the students tested on intelligence didn’t like it and weren’t interested in doing the take home problems. They even started questioning their intelligence thinking they were dumb. The effort tested students liked the task and some even like the harder problems better than the easier ones! This is where we start seeing the differences in the right and wrong types of praising. When we praise children for intelligence , were teaching them that this is what they want to achieve. They want to look and feel smart, so don’t risk making a mistake. When we praise them on effort and hard work, they realize the value of what they’re doing to succeed and get to realize their improvement and efforts, therefore having a better long-term successful academic achievement. For the last part of the experiment, they had the students go back and re-do the first task that they had did before. The intelligence students had an even worse performance and did worse than the first time, and the effort students performed the best and better than they did in the first place. After this, they were to write a litter to a student in another school telling them about the tasks that they had to do and how they tried them. The intelligence students actually lied about their scores to make them seem smarter, and the effort students didn’t exaggerate at all on their performance. This just says that failure becomes more of a problem when we praise students on intelligence, and they think that intelligence is something that you either don’t or do have instead of being a skill or knowledge. Our students should know that there are tasks and problems that they aren’t going to know how to do and that it shouldn’t discourage them, but make them want to learn more about it because they’re trying so hard and doing a great job of learning. This experiment was applied to education very well by the author herself. She states that you can’t just forget about the students feelings because what we say to them will affect how they think that we view them. We can praise our students as much as we want, BUT we need to do it when they learn or do well, and NOT praise them on how smart they are because it stops the students from setting the bar any higher. Dweck wants us to â€Å"rave about their effort and ask questions that show intelligent appreciation† (8). This would be a proper way to praise the students because you can still remind them that they are intelligent, but in a way that they are doing the right thing effort wise and giving it their all. You can’t waste your student’s time by giving them tasks that are too easy that make them look good, but need to test their ability and give them more challenging responsibilities. Dwecks even tested these theories on students going into junior high from elementary school and going into college from high school. She found that the students who believed that intelligence was fixed and that a poor grade or performance meant that they were dumb, and some wanted to consider cheating if they didn’t do well. These students did even worse grade wise than they did in elementary school and didn’t grow intellectually. However, students who believed that intellect can be developed, and that a bad performance was because of lack of their effort and they needed to study more. These students were in the right mind set to allow the new school environment to encourage them to do well in school. All in all, student’s ideas and levels of intelligence can be influenced by the messages that they receive from teachers and parents. We need to encourage and praise them on their efforts, not their intelligence. We can allow them to feel smart in different ways instead of just telling them, â€Å"Wow! You got this many right, you must be really smart, good job! † This will make them want to get this reaction so they keep their achievement and difficulty level low so they can seem smart. This will keep them on the road to disappointment academically. Keep your students on task and striving for new goals and wanting to learn. Like Dwecks says, â€Å"Believing is Achieving! † How to cite Research Assignment: Praising Students, Essays

International Organizations for Standards-Samples for Students

Question: Analyse one Quality Standard. Answer: Introduction ISO- International organisation of standard was initiated in 1946 but got implemented in 1947. There are various standards that are involved under ISO for providing quality and authentic services. One of the standards in the series of ISO is ISO 10002. This standard handles the grievances of the customers and provides customer satisfaction. There is a well-defined committee which resolves all these complaints and relieve customers. The report argues in detail about ISO 10002, standardisation and clauses it consists of. Process of solving problem and application for certification are broadly discussed. The dual phases of the standard have been briefly quoted along with their usage in USA, Europe and Asia. The particular standard is been compared with other standards that prevails. Benefits in favour of companies and customers are discussed concisely. In nutshell, the entire report describes about ISO 10002:2014, the new version after 10002:2004 discussing aspects and process of problem solving and gaining consumers trust along with learning from the complaints for future enhancement which is beneficial to both the organisation and customers Objective of ISO The main objective for the development of ISO is to maintain the quality standard and it helps the management to take efficient decisions. The guidelines of these standards are made available to companies so that they can follow those instructions and register themselves with the international organisation for standard and gain the certificate. Another objective of ISO is to retain the image and be answerable in the market i.e. should accomplish the social obligation (Markgraf, 2017). ISO 10002:2014- Quality management, customer satisfaction grievance handling ISO 10002:2014 deals with handling of the complaints in order to assure customer satisfaction by providing standard quality. The standard involves small business unit as well. This benchmark basically focuses on consumer satisfaction and soughing out the consumers problem thereby increasing efficiency of the organisations product and services. As per ISO 10002:2014, organisation review the problems and the root cause of the disturbance arising. After figuring out those causes it concentrates on alternatives to solve the complainants issue. There is a definite process of registering the complaints which is clearly explained and goes easy. The criticism is studied thoroughly and measures are taken to bring improvisation in the quality rendered (ISO, n.d.). The objection that arises is treated as opportunity by the organisation because resolving those problems will enhance the knowledge and broadens the area of improvement and innovation in the products and services. Through these complaints area, ignored market pop up and grabs the managers attention to focus on such portion for more advancement. Employees are provided special training for resolving the accusation. They are enriched with the top managements advice and healthy communication gets promoted. The specific quorum is been set which is meant only for decoding the protest. Applying for ISO 10002 The procedure for gaining the ISO 10002 certificate is sweet and simple. The company need to apply for the certification. When application has been filled up the applicant is allotted with a client manager who then will assist the aspirant during entire operation. First of all gap analysis is conducted, though not so compulsory but it alleviate in finding out the difference between the prevailing complaint system of the company to that of ISO 10002 and therefore efforts are made to cover up those gaps. This step makes it easy for the client to focus on only the affected area. On performing gap analysis the formal assessment is taken under consideration which further contains 2 steps. In first step the readiness of organisation for the changes is verified and required ISO 10002 process and concepts are applied. On finding certain aperture the organisation contacts to the client company to fulfil those fractures. In second step if everything is found on place than internal analysis is made to evaluate whether ISO processing is required or not and that all things are efficiently working as per the standard. On clearing the formal assessment check the company became eligible to gain the certificate. The validity of such certificate is for 3 years and by that time the client manager stays in touch and visits the organisation to keep a check over the working that the company is not just handling complaint but also growing simultaneously (Bsigroup, 2017). Clauses of standard As discussed earlier the standard 10002 deals with handling complaint and enhancing customer satisfaction by improving quality measures. There are certain clauses that follow: Clause 1-Scope: The advices regarding redressing of the problem is rendered along with it they undertake planning activity, operational task, designing of product, its maintenance and the final improvisations are initiated. Clause 2-Normative references: These include the references of documents. If the references are dated than the previous edition are applied and in case the references are not dated than latest edition along with amendments are taken into consideration. Clause 3-Terms and definition: It involves definition of various terms used in ISO 10002. Some of these are: - complainant, customer, complaint, customer satisfaction, customer service, objective, process, quality. Clause 4-Guiding principles: Sticking up to guidelines provided regarding filing complaint, complaint handling procedure, urgent delivery of complaint without delay, impartial solution to be given, confidentiality of complaint to be maintained, the organisation should be customer oriented. Clause 5-Complaint handling framework: The framework of complaint handling to be strictly followed. The organisation should be committed towards problem solving. Clause 6- Planning and design: In this clause the appropriate planning should be conducted as to how the problem will be redressed and blueprint of it will be designed. Relevant allocation of resources needs to be implemented. Clause 7- Operation of complaints handling process: It involves the free flow of communication, urgent receipt of complaint; investigation of complaint; response to those complaints; closing up the complaints. Clause 8- Maintenance and improvement: Tailor-made information should be presented and changes if any need to be inculcated (ISO, n.d.). Pros and cons related to this standard Every aspect contains the dual sides either positive or negative. Certain benefits and drawbacks of ISO 10002 are: Benefits: It helps in holding the customers and creates a strong bond with them. As it is authentic source thus sense of trust is gained. The complaint process is carried out which enables reviewing, studying and finding out best possible solution to customers problem. The improvisation is continuous in nature (Rensselar, 2014). Drawbacks: Misinterpretation while handling complaints. Dissatisfaction among customers on delay resolves. Patience behaviour towards customer is needed and they need to explain minute aspect clearly to the customers which at times become a difficult task. Unable to provide the required services results in losing customers (Arrizabalagauriarte, 2016). Practical example Certain live examples to be concerned where ISO 10002:2014 is applied: Complaints from small companies regarding computer technology and cloud computing are resolved by the predefined committee (Krautzel, 2015). ISO 10002 assists in data collection for small companies that fall under Annex A. It resolves the disturbances occurring on social media like piracy, fakeness under Facebook, hacking of Twitter account. It is applicable in all type of organisations be it public, private or voluntary organisations like- hospitals and medical centre, consultancy, construction companies etc. (Ursindia, 2017). Comparison of ISO 10002 with other standards ISO 10002:2014 basically deals with complaint handling and consumer satisfaction whereas there are various other standards as well which concerns about other qualities. ISO 9000 covers only quality management system whereas ISO 39001:2012 handles road traffic system management. ISO 14001 works upon environment management system and ISO 27001 argues about information security management system. Other ISO standard like ISO 50001 quoted energy management system contrary to ISO 26000 which discusses social obligations need to be followed. Therefore, the series of standard continue involving almost entire aspect that exists at world level (NBIZ Infosol, 2016). Benefits to customers and companies Benefits of ISO 10002 to customers: ISO 10002 helps customer to resolve their queries on immediate aspect. Customer gains loyalty. Customers get trusted brand. The service seeker acquires the utmost satisfaction. They get the qualitative services (ISO, n.d.). Benefits of ISO 10002 to companies: Increment in retaining the customers. Increasing efficiency of work. Enhancing knowledge by learning through problems. Branding gets created. Betterment in customer- company relationship. Positive word of mouth publicity (ISO certification services, 2014). Usage of ISO in USA, Europe and Asia In USA, American National Standards Institute (ANSI) is the member of ISO in US and is willingly working for their citizens to accomplish the needs and provide standardisation and quality to the people over there (ANSI, 2017). It is established since 1918.In Europe the European Environmental Citizens Organisation for Standardisation (ECOS) is followed which focuses on the environment protection paying emphasis on nature and its resources. As per Asia the focus is on raised quality and standardisation of services for which various series have been constructed. Conclusion From the above discussion it would be concluded that ISO which is a non- profit organisation deals with quality and standard of services. There are series of standard that can be consulted for various issues. ISO 10002:2014 is based on grievance solving and customer satisfaction. The entire process along with filing application for certification has been discussed. Pros and cons of the standard are involved with the benefits of the prescribed standard from the view point of customer and companies. Usage of ISO has been briefly explained with reference to USA, Europe and Asia. References ANSI (2017). ISO programs-overview. Viewed on 18th June 2017. https://www.ansi.org/standards_activities/iso_programs/overview. Arrizabalagauriarte (2016). ISO 10002: complaints as an opportunity for improvement. Viewed on 18th June 2017. https://arrizabalagauriarte.com/en/norma-iso-10002-las-reclamaciones-oportunidad-mejora/. Bsigroup (2017). ISO 10002 customer satisfaction. Viewed on 18th June 2017. https://www.bsigroup.com/en-IN/ISO-10002-Customer-Satisfaction-and-Complaints-Handling/. Certification Europe (2012). Certification and training system. viewed on 18th June 2017. https://certificationeurope.com/about/. ISO (n.d.). How standards benefits consumers. Viewed on 19th June 2017. https://www.iso.org/sites/ConsumersStandards/1_standards.html. Iso, n.d., The ISO story, viewed on 15th June 2017, https://www.iso.org/the-iso-story.html. ISO certification services (2014). Benefits of ISO 10002. Viewed on 18th June 2017. https://www.isocertificationservice.com/news/benefits-of-iso-10002/. Krautzel (2015). ISO 10002-2014 Sets the Benchmark for Continuous Improvement. Viewed on 18th June 2017. https://www.beyond.com/articles/iso-10002-2014-sets-the-benchmark-for-continuous-improvement-16975-article.html . Markgraf, B. (2017). ISO International standards organisation objective. Viewed on 18th June 2017. https://smallbusiness.chron.com/iso-international-standards-organization-objectives-67161.html. Nbiz Infosol (2016). ISO 10002- Quality management- customer satisfaction. Viewed on 19th June 2017. https://nbizinfosol.com/iso-certifications/iso-10002-quality-management-customer-satisfaction . Rensselar, V. (2014). The pros and cons of ISO. Viewed on 18th June 2017. https://insurancenewsnet.com/oarticle/The-pros-and-cons-of-ISO-a-567447. Ursindia (2017). Iso 10002- Complaint management system. Viewed on 1th June 2017. https://www.ursindia.com/iso_10002.aspx

The Upanishads Views Essays - Nondualism, Indian Philosophy

The Upanishads Views The Upanishads views The Upanishads, were mystical and speculative texts. They have influenced Indian religious thought and spiritual philosophy as well as Buddhism and Jainism. The Upanishads define Brahman using how the world it creates. They are the basis of classical philosophies, which is known as Vedanta. According to Vedanta (The Upanishads) there are two different views which identify Brahman. 1) Theistic Vedanta and 2) Advaita Vedanta. Firstly, Theistic Vedanta is something that has to do with god. It explains that Brahman is more of a personal god. Brahman is said to be not totally identical to everything, but all things are part of Brahman. All of this theory is called emarationism. So with this view we can say that there is one god whom is the creator of all being and universe. And everything is a part of this god. Secondly, the Advaita Vedanta, Brahman is like an impersonal force. More like a monistic view, which means that there is only one reality. It says that Brahman is the only thing that can exist . Everything else is an illusion. Here there is an eternal non-dual consciousness. All things are just these consciousness-misperceived illusions. I think both of these views face problems. First the Theistic Vedanta; In this view Brahman is identified as one god which created everything. However I think there is a missing point in this definition. It says there is only one god and it's not identical to anything, but all thing are part of Brahman. In my opinion the concept of being one god, one creator is a supreme thing, god is above everybody and anything. I don't think that since he created everything that everything has to be part from him. To acknowledge god I think that all that is needed to done is to observe the things he created for example, a simple cell of a plant or human, even then one can see it's endless absolute power and these things necessarily don't have to be parts form Brahman. Secondly, The Advaita Vedanta in this view god is seen as a force. It is neither present nor not existing. It says that it's the only thing that exists among everything. Everything we see is a fa?ade and while trying to understand god one should remember that nothing we do or see even our selves is just the illusion of our consciousness. I think in this view the thing I don't understand or I see as a problem is that how come we can feel , touch anything we can see around us like a table , pencil? . If everything is an illusion of our minds misperceived concepts, how come there is life and death . I assume that an illusion should be a trick to the human eye or unreal dreams that are thought to be real . But all these things are not because we can not smell , touch or fell them in the contrary they are temporary. If we weren't real there wouldn't be suffering, poverty and death but there would be eternal perfection. I think both views are satisfactory up to a level. They are both the oldest views of Indian philosophy and it has influenced many religions. For the time that they were practiced ( they still are) The answers they provided were satisfactory for the people. However today for example their definition of god ? Brahman is not enough for m Philosophy Essays

Operation Lila Scuttling of the French Fleet

Operation Lila Scuttling of the French Fleet Conflict Date: Operation Lila and the scuttling of the French fleet occurred on November 27, 1942, during World War II (1939-1945). Forces Commanders: French Admiral Jean de LabordeAdmiral Andrà © Marquis64 warships, numerous support vessels and patrol boats Germany Generaloberst Johannes BlaskowitzArmy Group G Operation Lila Background: With the Fall of France in June 1940, the French Navy ceased to operate against the Germans and Italians. To prevent the enemy from obtaining the French ships, the British attacked Mers-el-Kebir in July and fought the Battle of Dakar in September. In the wake of these engagements, the ships of the French Navy were concentrated at Toulon where they remained under French control but were either disarmed or deprived of fuel. At Toulon, command was divided between Admiral Jean de Laborde, who led the Forces de Haute Mer (High Seas Fleet) and Admiral Andrà © Marquis, the Prefet Maritime who oversaw the base. The situation at Toulon remained quiet for over two years until Allied forces landed in French North Africa as part of Operation Torch on November 8, 1942. Concerned about an Allied attack through the Mediterranean, Adolf Hitler ordered the implementation of Case Anton which saw German troops under General Johannes Blaskowitz occupy Vichy France beginning on November 10. Though many in the French fleet initially resented the Allied invasion, a desire to join the fight against the Germans soon swept through the fleet with chants in support of General Charles de Gaulle erupting from different ships. The Situation Changes: In North Africa, the commander of Vichy French forces, Admiral Franà §ois Darlan, was captured and began supporting the Allies. Ordering a ceasefire on November 10, he sent a personal message to de Laborde to ignore orders from the Admiralty to remain in port and to sail to Dakar with the fleet. Knowing of Darlans change in loyalty and personally disliking his superior, de Laborde ignored the request. As German forces moved to occupy Vichy France, Hitler desired to take the French fleet by force. He was dissuaded from this by Grand Admiral Erich Raeder who stated that the French officers would honor their armistice pledge not to allow their ships to fall into the hands of a foreign power. Instead, Raeder proposed that Toulon be left unoccupied and its defense entrusted to the Vichy French forces. While Hitler agreed to Raeders plan on the surface, he pressed on with his goal of taking the fleet. Once secured, the larger surface ships were to be transferred to the Italians while the submarines and smaller vessels would join the Kriegsmarine. On November 11, French Secretary of the Navy Gabriel Auphan instructed de Laborde and Marquis that they were to oppose the entry of foreign forces into naval facilities and onto French ships, though force was not to be used. If this could not be done, the ships were to be scuttled. Four days later, Auphan met with de Laborde and tried to persuade him to take the fleet to North Africa to join the Allies. Laborde refused stating his would only sail with written orders from the government. On November 18, the Germans demanded that the Vichy Army be disbanded. As a result, sailors were taken from the fleet to man the defenses and German and Italian forces moved closer to the city. This meant that it would be more difficult to prepare ths ships for sea if a breakout were to be attempted. A breakout would have been possible as the French crews had, through falsification of reports and tampering with gauges, brought aboard enough fuel for a run to North Africa. The next several days saw defensive preparations continue, including the placing of scuttling charges, as well as de Laborde requiring his officers to pledge their loyalty to the Vichy government. Operation Lila: On November 27, the Germans commenced Operation Lila with the goal of occupying Toulon and seizing the fleet. Comprised of elements from the 7th Panzer Division and 2nd SS Panzer Division, four combat teams entered the city around 4:00 AM. Quickly taking Fort Lamalgue, they captured Marquis but failed to prevent his chief of staff from sending a warning. Stunned by the German treachery, de Laborde issued orders to prepare for scuttling and to defend the ships until they had sunk. Advancing through Toulon, the Germans occupied heights overlooking the channel and air-dropped mines to prevent a French escape. Reaching the gates of the naval base, the Germans were delayed by the sentries who demanded paperwork allowing admission. By 5:25 AM, German tanks entered the base and de Laborde issued the scuttle order from his flagship Strasbourg. Fighting soon broke out along the waterfront, with the Germans coming under fire from the ships. Out-gunned, the Germans attempted to negotiate, but were unable to board most vessels in time to prevent their sinking. German troops successfully boarded the cruiser Dupleix and closed its sea valves, but were driven off by explosions and fires in its turrets. Soon the Germans were surrounded by sinking and burning ships. By the end of the day, they had only succeeded in taking three disarmed destroyers, four damaged submarines, and three civilian vessels. Aftermath: In the fighting of November 27, the French lost 12 killed and 26 wounded, while the Germans suffered one wounded. In scuttling the fleet, the French destroyed 77 vessels, including 3 battleships, 7 cruisers, 15 destroyers, and 13 torpedo boats. Five submarines managed to get underway, with three reaching North Africa, one Spain, and the last forced to scuttle at the mouth of the harbor. The surface ship Leonor Fresnel also escaped. While Charles de Gaulle and the Free French severely criticized the action, stating that the fleet should have tried to escape, the scuttling prevented the ships from falling into Axis hands. While salvage efforts began, none of the larger ships saw service again during the war. After the liberation of France, de Laborde was tried and convicted of treason for not trying to save the fleet. Found guilty, he was sentenced to death. This was soon commuted to life imprisonment before he was granted clemency in 1947. Selected Sources Battleships Cruisers: Scuttling at ToulonHistory.com: French Scuttle Their Fleet

Aldous Huxley’s Shakespearian Dystopia

The Shakespearean dystopia of Aldous Huxley Shakespeare’s works revel as masterpieces centuries after their debut, influencing generations of writers including 20th century author Aldous Huxley. Huxley’s 1932 novel, Brave New World, stands as a distinct reincarnation of Shakespeare’s The Tempest, fusing a disturbing reality of a dystopian future with the key aspects of a classical Shakespearian piece. Ira Grushow highlights the similarities of these two pieces to determine Huxley’s question between innovation and emotion. Grushow reveals astounding evidence that links Huxley’s Brave New World to Shakespeare’s The Tempest by acknowledging the characteristics of Shakespeare’s piece and how they overlay Huxley’s critique on society and human values. Huxley’s novel, at its core, comes across as a reincarnation of The Tempest. Grushow exposes this by drawing comparisons between characters in both pieces. The article specifies how Bernard compares to Caliban as a â€Å"deformed monster and unwilling slave of Prospero,† (Grushow 43). Huxley intentionally made Bernard â€Å"eight centimetres short of the standard Alpha height,† and points it out continuously as a deformity (Huxley 64). Additionally, Huxley displays Mustapha Mond as â€Å"a father†¦to†¦ all under his care† (Grushow 44). A direct connection to Prospero, the father and controller in Shakespeare’s piece, Huxley demonstrates deeper insight into the traits of Shakespeare’s Prospero through Mond. Mond meets a different end then Prospero which allows Huxley to explore a new perspective while still keeping constant the main character traits. Even the character’s actions mirror the play as near the end Bernard â€Å"j umped up, ran across the room, and stood gesticulating in front of the Controller,† (Huxley 226). In surrender toward Mond, as a slave would to a master, Bernard proves to be a recreation of Caliban. The comparison of the two works enlighten new perspectives on old characters. Grushow’s article outlines Huxley’s critique on society through Huxley’s use of Shakespeare. Shakespeare’s work symbolizes classical literature and art in our society, it remains relevant because it resonates with reader. In Huxley’s world, connection and art mean nothing, everything Shakespeare’s work epitomizes results in misery in the World State. Huxley writes, â€Å"Making ninety-six human beings grow where only one grew before. Progress,† (Huxley 6). Blunt and effective, he glorifies progress and happiness whereas Shakespeare idealized passion. This shows the â€Å"full measure of the difference between Shakespeare’s vision of an ideal world and Huxley’s† (Grushow 43). The â€Å"ideal world† that Huxley portrays is convincing, nevertheless. Innovation and progress bring the promise of happiness in contrast to the tragedies many of Shakespeare’s heroes met. Huxley is arguing that society may be b etter off abandoning the arts, that â€Å"community, identity, stability,† and progress champion as the key aspects to an ideal world (Huxley 3). Even with the underlying darkness and horror that Brave New World displays, Huxley’s rhetoric succeeds in portraying a perfect world and vilifying the values Shakespeare represented. Huxley’s intentional comparisons to The Tempest help readers understand the disparity between passion and happiness and how both cannot coexist. By the end of the novel Huxley leaves his readers a dilemma with the things we value including art, emotion, and purpose. He argues that our morals and ideals counteract our nature as human beings. As Grushow states, â€Å"is his [John’s] code of morality any less obsolete†¦ in our new world than it is in the Brave New World?† John, who roughly represented modern society in contrast to the advanced World State, was the reader’s connection into Huxley’s world. Disgusted and horrified from the first page, reader sympathized easily with John and thought him honorable because he portrayed values we glorify including chastity, sacrifice to higher beings, and self-denial. However, by the end, readers recoiled from John whipping himself and denying himself even small pleasures like making a bow. Huxley describes â€Å"he shouted at every blow as though it were Lenina† (Huxley 252). John thinks of punishing Lenina, and, in the frenzy, sees her, becomes delusional from soma, and sleeps with her. It becomes apparent that passions and values that the reader supports cannot exist in the happy civilized world Huxley created. John, succumbing to sleeping with Lenina and killing himself in shame exemplifies the death of our ideals. Along with Shakespeare and our advancement in science, Huxley binds together the past and present to create an ideal future that disposes of the values of society. Huxley reincarnates Shakespeare’s characters from The Tempest and steers them into a new world, an ideal world that mirrors our own, as proven by Grushow. By constantly alluding to Shakespeare, Huxley connects a past filled with morality and values to his future of apathy and progress. Huxley presents to us a warning, that if our society progresses toward a brave new world as Huxley sees it, it will sacrifice our beliefs for the promise of happiness. This caution of the future lets readers stop and question as they successfully feel the effect of Huxley’s message. Works cited Grushow, Ira. â€Å"Brave New World and The Tempest.† College English, vol. 24, no. 1, 1962, pp. 42–45. www.jstor.org/stable/373846. Huxley, Aldous. Brave New World. New York: Harper Bros., 1946. Print.

Book review Essay Example | Topics and Well Written Essays - 750 words - 8

Book review - Essay Example This example is simple and profound. The following excerpt from the book Life of Pi by Yann Martel has relevance to the above example. Pi writes "I left town and on my way back, at a point where the land was high and I could see the sea to my left and down the road a long ways, I suddenly felt I was in heaven. The spot was in fact no different from when I had passed it not long before, but my way of seeing it had changed. The feeling, a paradoxical mix of pulsing energy and profound peace, was intense and blissful. Whereas before the road, the sea, the trees, the air, the sun all spoke differently to me, now they spoke one language of unity. Tree took account of road, which was aware of air, which was mindful of sea, which shared things with sun. Every element lived in harmonious relation with its neighbor, and all was kith and kin. I knelt a mortal; I rose an immortal. I felt like the center of a small circle, coinciding with the center of a much larger one. Atman had met Allah."(p. 59-60) This example elucidates what mystical experience is all about. In this paragraph the sentence â€Å"I suddenly felt I was in heaven† is significant. Heaven is the place where dualities and conflicts of the life on Planet Earth are not there and the perception capacity of an individual is limitless. ‘Heaven’ is the state when an individual has transcended the limitations of mind, meaning reasoning is non-existent there. When an individual transcends the hurdles of reasoning he reaches the conflict-free zone that is the state of bliss. That is the state of permanent happiness. The concept of secularism is the gift of his parents to Pi as they have no interest in dogmatic religion. The important message of Pi is love and he sees unity in diversity and marvels at the cosmic unity in existence and in functioning of everything. He loves the essence of every religion and when the local leaders come to know that he practices Christianity, Islam and Sufism, they ask him