Violence of Decolonization Essay - 726 Words

Violence of Decolonization Frantz Fanon argues the decolonization must always be a violent phenomenon because resisting a colonizing power using only politics will not work. Europeans justified colonization by treating it as gods work. They believed that god wanted then to occupy all lands and spread the word of god to savages of darker skin color. Fanon joined the Algerian Nationalist Movement when the Algeria was being colonized be the French. Many examples of violence written of in The Wretched of the Earth were taken from the struggle for independence in Algeria. Also the writing is sympathetic towards colonized natives. Fanon claims decolonization causes violent actions from both settlers and natives and creates intolerant†¦show more content†¦Because politics seemed to be a dead end process, the natives felt that fighting was their only way to regain independence. Native revolts would rarely change anything politically; it gave individuals a temporary feeling that they were not inferior to their oppressors by causing disorder (Fanon 94). When the settlers dominance became imminent, Natives tended to struggle violently with themselves. The anger that possessed for their oppressors was vented through crime and battles with other native tribes. Fanon says that is was an excuse to ignore their oppressors, accept colonization of their land, and to allow history to move on (Fanon 54). European settlers had the idea that by some divine right, all land was created for them and the control of the mother country. The land that that did not occupy would not prosper without their influence and would go back to the middle ages (Fanon 51). The burden of Gods good work entailed white men to impose his European religion, medicines, and civilized practices onto natives that they believed to be evil because of the plague and disease they carried. The natives were called savages or other primitive nicknames because of their underdeveloped technology and weaponry compared to the settlers (Fanon 41). Settlers consider natives aggression as evil acts against god. Natives see the settlers as the bringers of violence.Show MoreRelatedDecolonization: An Evolution in Imperialist Relationships1651 Words   |  7 PagesDecolonization is a process where in the ideal understanding of the term would be ending the exploitive relationship between the colonized and the colonizers with the intention of being s self-sufficient of the newly independent state. The romanticizing that the process of decolonization can be looked at as a significant accomplishment for the colonized is misleading, or at least it is heavily contested by scholars like Fanon who argues that the process of decolonization is one that is an inherentlyRead MoreTo What Extent Was the Process of Decolonization in Southeast Asia a Violent Struggle?1315 Words   |  6 PagesTo what extent was the process of decolonization in Southeast Asia a violent struggle? The process of decolonization in Southeast Asia was not totally a violent struggle due to the divers natures of the process of decolonization and the fight for independence in the various Southeast Asian nations. Furthermore, although the struggle for the withdrawal of the colonial masters was lined with bloodshed and violence, there were still moments in which peaceful negotiations managed to take place, renderingRead MoreDecolonization : The Wretched Of The Earth1283 Words   |  6 Pages Decolonization, as one of the most significant movements throughout the twentieth century, has always been debated between the colonizers and colonized under certain historical circumstances. M.K Gandhi, Aimà © Cà ©saire, and Frantz Fanon, as the avant-gardes of decolonization movement, addressed their ideologies on the relationship between European colonists and colonial states, and their views on the process of gaining national freedom. Nevertheless, as Fanon defined in the article â€Å"On Violence† fromRead MoreDecolonization Is Always A Violent Event Essay1475 Words   |  6 Pages Decolonization is the undoing of colonialism, where a nation establishes and maintains its domination over dependent territories. In the words of Fanon, in the reading The Wretched of the Earth, â€Å"National liberation, national reawakening, restoration of the na ­tion to the people or Commonwealth, whatever the name used, whatever the latest expression, decolonization is always a violent event.† (Fanon, 1). Frantz Fanon was one of many authors who supported decolonization struggles occurring afterRead MoreThe Psychoanalysts of Violence Essay1208 Words   |  5 Pagestheories on violence. The implication of both theories is represented in the film that has captured the understanding of both insightful phenomena. Fanon’s views on violence are it unifies individuals into forming a complex unit organism that works together, rinses, in addition it is presented as an effective and productive mean that support the process of decolonization. In contract, Arendt’s theory detaches the concept of violence from power and emphasizes that the driven reasons for violence is anti-politicalRead MoreThe Communist Manifesto, By Karl Marx And Friedrich Engels1000 Words   |  4 Pageswell as a social change could have been seen. Therefore, Marx’ theory implied the use of violence. In addition, there was another individual, who argued that violence could be justified to gain independence, the one and only way to be free. Fanon’s theory on violence was very obvious and precise: â€Å"violence is the means by which the oppressed must gain freedom.† On the contrary, Gandhi understood the use of violence totally different. â€Å"If the history of the universe had commenced with wars, not a manRead MoreThe Causes Of Decolonization After World War II979 Words   |  4 PagesAfter World War II, there was uprising decolonization in many countries. Decolonization is the ‘’withdrawal from its former colonies of a colonial power ’’ (OED). The factors that caused this transformation are colonial nationalism, politics, religious and ethnic movements and international pressure. During this time, the colonial powers were weakened, which brought opportunity for independence to many regions like French North Africa and India. Consequently, relationships between countries changedRead MoreDecolonization : The Wretched Of The Earth 250 )1737 Words   |  7 Pagesbetween two kinds of interests--the interest of the colonizer and the interest of the colonized (Gordon 77). As a result, Fanon insists that decolonization entails a violent struggle between two parties since decolonization is the replacing of a certain species of men by another species of men (The Wretched of the Earth 35). In other words, if decolonization is a process in which The last [native] shall be first and the first [settler] last, this will only come to pass after a murderous andRead MoreFanon, Kanye, and Gandhi Essay1277 Words   |  6 Pagesachieve liberation we need violence. He clearly says, â€Å"But it (decolonization) cannot be accomplished by the wave of a magic wand, a natural cataclysm, or a gentleman’s agreement†(3) It was and is a vital part against colonialism and imperialism. Because not only do the colonized have to fight for liberty they have to dominate those once colonized centers. When they fight for liberty the natives become united. That is his first strategy in order to obtain decolonization. In the second part of hisRead MoreMarigari by Ngugi wa Thiongo691 Words   |  3 PagesWhen it comes to the realty of violence, Thiong’o’s novel tells a political satire of newly Independent Kenya – the unnamed newly independent state- that helps us to examine the unexpected reality of decolonization within Africa. The Satire is strikingly familiar to the Political satire of George Orwell who wrote the legendary political satire about the Russian revolution, The Animal Farm. Matigari tells the story of a young liberation fighter who believed in the freedom he fought for, but instead

The Knowledge Taught in Vain Free Essays

string(90) " better part of twenty years, she would either think you are dumb, laugh at you, or both\." If you were to ask a teenager today if he or she would rather study or watch television, what do you think the answer would be? From what I have seen in myself when I was a teenager and in almost everyone that I meet, nobody would rather study. Today’s fast food culture has sucked the beauty out of individual thought and the acquirement of knowledge. Schools give an insufficient amount of knowledge on a variety of different topics and sub-topics without any encouragement of critical thought and analysis on the knowledge. We will write a custom essay sample on The Knowledge Taught in Vain or any similar topic only for you Order Now Indeed, if schools required children to do so as a part of their education then the politicians, people of elite status, and teachers would be shown that the way they have been doing things, and they way they are doing things, is wrong. Some people who do actually think about things and disagree are rare not only because it’s hard to find interest in something public education has made arbitrary but because doing so results in being a social outcast. Some still disagree anyway. It is not allowed in the classrooms so they drop out of schools, die their hair black, get body piercings, become pessimists, and become stereotyped as trash to express their rebellion against being trained to think in a way that does nothing but confuse thought itself. The simple fact is that if young people were encouraged to change our current situation instead of being cast out and beaten down, these same tattooed drug addict losers would be Nobel Prize winners. Its not these rebels that are causing environmental problems, sucking up all the available resources at the expense of people living in poverty, and sending American jobs across the Mexican border for the sake of a greasy buck. It is not the individualist envisionary artists we call elements of a demoralized young generation that are over taxing the people to build machinery for wars that, most of time, are none of our damn business. It is not the gun carrying gangsters that are engaging in the politics of deception and manipulation to lie to the majority of â€Å"honest† people in this country and take their money to fulfill their bloodthirsty wallets at the cost of peoples lives. These proprietary social outcasts are defense mechanisms that result from the disgusting maginalization of the current system. Where does it all begin? In the public schools are the roots of the problem. What helps it? The media with its advertisement propaganda waters those roots. There are many problems in our society that spring from one thing: the miseducation of our children. There are many problems in the education of our children that spring from one thing: students are being taught what to think instead of how to think. The core of our education of children should not be the amount of material covered but the encouragement of thinking about the material which should be presented with a high degree of honesty with emphasis on awareness and responsibility. On many occasions in public school I can remember inquiring on the importance of material only to be laughed at by the class. In eleventh grade English, designed for vocational students, we read â€Å"To Kill a Mockingbird† by Harper Lee. We read during class and each Friday had tests on the material without any discussion of our purpose for learning it. One day when I questioned why we needed to learn it and the class laughed at me. The teacher told me that it was just part of the curriculum required by the state. I can remember that adding to the anger and frustration of my already rebellious attitude. The rebellion that I felt at the time was against everything that I was being taught. I at the time, like most people, had grown repulsed by learning since the knowledge had been distributed in a way that made it seem like it was a waste of my time. There were seven class periods a day. Each class was less than an hour long and there was little time to go over the things of real importance. When things of real importance were â€Å"taught,† I had six other classes crowding in trying to choke any desire that might have been there to investigate the matters further. Consequently, books and knowledge brought to mind nothing but the meaningless boredom of the manner in which they were presented in school. Whether in school or out, reading books sucked. When that last bell rang it always sparked the conditioned thought of myself hanging out with friends, watching television, listening to music, smoking pot, and doing anything but being productive. Being productive seemed like something that old people do because they need to survive, not because it is something that they loved to do, and its perquisite implied hours of monotonous dedication to memorizing conceptual relics from a former epoch that have no relevant applicability to my modern life. Watching television consumed most of my out of school time since that was mostly what people in my surroundings talked about. Why was it important? It provided for my parents a relief from doing work that they do not enjoy all day. It provided for me and my fellow students an automatic identity and purpose since school had degraded the idea of constructing one from history, science, literature, and philosophy to meaningless syllables that invoked sleep. If a public school student were to actually pay attention in school and manage to get an A, lets say, in history class, that person might be able to tell you that Thomas Jefferson wrote the Declaration of Independence. That person might be able to tell you that the Declaration of Independence says we are all created equal, but if you told him the truth that Jefferson had slaves and that he cheated on his wife with a slave for the better part of twenty years, she would either think you are dumb, laugh at you, or both. You read "The Knowledge Taught in Vain" in category "Papers" When I was riding the bus to school in the twelfth grade, I saw that a girl with a calculus textbook. I tried to talk to her about it and told her that Kempler, one of the fathers of calculus, developed the subject for the study of astronomical bodies. She was an honors student, smart enough to be in calculus, but she did not believe that what I was saying was true. â€Å"Calculus has nothing to do with astronomy! † she said. All I could think was how boring this subject was because its history and meaning had been negated. It made me angry that the teacher never described exactly what happened in history or how much depth and beauty is in mathematics just because â€Å"it’s not a part of the curriculum. † Most people think of mathematics and reading books as boring. This is a direct result of people being showed things like geometrical shapes, the battle of Gettysburg, and the periodic table of elements without indicating their significance at the time that these things were discovered or occurred, or their significance in modern day life. When most people think of school they see one subject, instead of a vast array of topics and interests, and they think of that subject as dreadful, boring, and a waste of time. For instance, Mike Rose wrote about the public education experience in his book â€Å"I Just Wanna Be Average†: The particulars will vary, but in essence this is what a number of students go through, especially those in the so-called remedial classes. They open their textbooks and see once again the familiar and impenetrable formulas and diagrams and terms that have stumped them for years. There is no excitement here. No excitement. Regardless of what the teacher says, this is not a new challenge. There is, rather embarrassment and frustration and, not suprisingly, some anger in being reminded once again of long-standing inadequacies. No wonder so many students finally attribute their difficulties to something inborn, organic: â€Å"That part of my brain just doesn’t work. † Given the troubling histories many of these students have, it’s miraculous that any of them can lift the shroud of hopelessness sufficiently to make deliverance from these classes possible. This situation is not just applicable to this particular case, but is a good generalization of the majority of people who experience public schools first hand. Put simply, the government designs a curriculum. In that curriculum it is set up for students to cover a certain amount of material; however, I cannot remember one class in public school where we finished a text book. It appears like the government sets unreachable curricular goals because there is no desire for them to invoke critical thought in the minds of the students. They know that if a student were taught to think about too much, the things that are wrong in our government, socioculture, and environmental ecology would be criticized. That would mean a major change in the way that we are doing things, and all those who are taking advantage of the system for their own greed would be brought to light. Many people would lose their status, power, control, and luxuries. So, while people are trained, in a sense, to see education and knowledge acquirement as monotonous and boring, they are being prevented from being able to do anything about the wrongs in our world. To aid in this suppression, â€Å"the powers that be† also use television to inform, and misinform, the masses of the problems and solutions. As a result, people are being spoon-fed what to think without having to think, because thinking is something that is not of primary importance whatsoever, for the reasons above. The few people who do are such a small amount that it is hard to convince the masses who are being â€Å"zombified† that that is in fact what is happening to them. There are a few wonderful exceptions. Some public school teachers deviate from the curriculum because their passion over-rides their fear of not accomplishing their job requirements. For instance, Jonathan Kozol wrote about a teacher in the city of Chicago in his essay â€Å"Corla Hawkins†. She did her best to teach her kids how to think about what they learned, how to teach each other what they learned, and how what they learned applies to their life. The thirty children in her fifth and sixth grade class were seated in groups of six or five called â€Å"departments†. Each department was composed of six desks pushed together to created a table. One of the groups did math, another something they describe as â€Å"mathematics art†Ã¢â‚¬â€œpainting composites of geometric shapes–and the other is studying â€Å"careers,† which on this particular morning in the essay were writing about successful business leaders who began their lives in poverty. Then, they all switched groups while one stayed behind to teach the rest the ropes of that department. This teacher, Mrs. Hawkins, was showing them how to communicate intrapersonally and interpersonally information that would be of use to them. The essay made it clear she cared more about the way her children thought and less what her children thought. â€Å"This is the point of it,† she says. â€Å"I am teaching them three things. Number one: self-motivation. Number two: self-esteem. Number three: you help your sister and brother. I tell them they’re responsible for one another. I give no grades in the first marking period because I do not want them to be too competitive. Second marking period, I team them two-and-two. You get the same grade as your partner. Fourth marking period, I tell them ‘Every fish swims on its own. But I wait a while for that. The most important thing for me is that they teach each other†¦ † (178) This is an awesome example of teaching the kids how to think. Sadly, though, these kids are most likely being suppressed outside of school. Although education is something they probably look forward to every day, the society around them does not place much importance on educ ation at all. In a textbook, â€Å"Invitation to Psychology†, I read the work of psychological researchers Harold Sevenson, Chuanshen Chen, and Shin-Ying Lee. They compared children from 20 schools in Chicago and 11 schools in Beijing. The study, ironically, was on fifth graders, as in the class stated above and eleventh graders who were compared ten years earlier. Their results can show us much on the cultivation of intellect. On computations and word problems, the lowest scoring Beijing schools did better than the highest scoring Chicago schools! Only 4 percent of the Chinese children had scores as low as the average American child. Interestingly, the Chinese had worse facilities and larger classes! The Chinese parents were also poorer and less educated than the American parents! In this case, the government propagates to its society the importance of education because it benefits them. Since it is a Communist society, people who are more productive and intelligent benefit the high ranking political parties. Because of this, Chinese students are expected to devote themselves to their studies, but American students are expected to be â€Å"well-rounded†Ã¢â‚¬â€œto have after school jobs (74 percent of them did, compared to only 21 percent of the Chinese), to have dates and an active social life (85 percent to 37 percent), and to have time for sports and other activities. Contrary to the stereotype of the stressed and overworked Asian student, it is American students who are most likely to report that school is a source of stress and academic anxiety. Asians actually had the lowest incidents of stress, depression, insomnia, aggression, and physical symptoms. American students do not value education as much as Asian students do. They are also more complacent about mediocre work. When asked what they would wish for if a wizard could give them anything they wanted, more than sixty percent of the Chinese fifth-graders named something that related to their education. Can you guess what the American children wanted? A majority said money or possessions. (216) It is not an absurd notion to think that the US government and the economical superpowers of this country propagate materialism, simply because it fills their pockets continuously. The solution to many of our world’s social and economic problems would surface rather quickly if we changed our curriculum to promote critical individual thought. Right now the current system may not be intended to fill the pockets of the wealthy and the polititions, but that is sure what it does. Rather than keep filling their pockets with money, lets fill our global, national, and communal problems with solutions. The best way to do this, clearly, is to stop over feeding our children’s minds with the water of knowledge and to start planting there more seeds of thought. A very prolific man, Neale Donald Walsch, makes a great suggestion of how to do this in â€Å"Conversations with God†: I am talking about focusing your children’s attention as much on understanding the core concepts and the theoretical structures around which their value system may be constructed as you now do on dates and facts and statistics. In your society you have created a system in which little Johnnie has learned how to read before getting out of pre-school, but still hasn’t learned how to stop biting his brother. And Susie has perfected her multiplication tables, using flash cards and rote memory, in ever earlier and earlier grades, but has not learned that there is nothing shameful or embarrassing about her body. Right now your schools exist primarily to provide answers. It would be far more beneficial if their primary function was to ask questions. What does it mean to be honest, or responsible, or â€Å"fair†? What are the implications? For that matter, what does it mean that 2+2=4? What are the implications? A highly evolved society would encourage all children to discover and create those answers for themselves. Present Data should not be the basis of Present Truth. Data from a prior time or experience should always and only be the basis for new questions. Always the treasure should be in the question, not in the answer. And always the questions are the same. With regard to this past data which we have shown you, do you agree, or do you disagree? What do you think? Always, this is the key question. Always this is the focus. What do you think? What do you think? (127-128) Through out life I have been fortunate to know very intelligent, charismatic, â€Å"thoughtful† people. The best of them all combine to form the ideal role model. The actualization of their thoughts, each with a distinctive power, wonder, grace, is nothing less than an amazing vision of beauty that cannot be described on paper, only felt in observing. The public school system, if anything, has attacked my comprehension of and capability of contributing to this beauty. The struggle that I call my past could have been a plethora of aesthetics if I had been shown the ways of the thinker instead of the ways of a zombie. Anyone who has felt a personal feeling of deep contemplation would agree that its goodness could not be replaced or taken away by anything external or material. Those people are the ones who evolve the current system. Instead of these people loving themselves through their students, they will love their students through wisdom. How to cite The Knowledge Taught in Vain, Papers

Matsu the Samurai Essay Example

Matsu the Samurai Essay The Samurai’s Garden Stephen was sent from China to Japan to recover from tuberculosis. He goes and stays in the small town of Tarumi with his family’s servant Matsu. During his stay with Matsu, Stephen discovers that there is more to Matsu than meets the eyes. Throughout the story, Stephen begins to see Matsu showing characteristics of a Samurai. One of the first characteristics we see in Matsu is his loyalty to Stephen’s family. Matsu’s parents had served Stephen’s grandfather in that house before him, and even after his parents had passed away, instead of moving away like his sister Fumiko did, he stayed and took care of the house and Stephen’s grandfather. In a sense, Matsu is the bodyguard and watcher of the house and family, just like how a samurai is to his lord. Throughout the story Matsu seems to be a much respected man to everyone in Tarumi. Stephen even told Matsu that â€Å"You have a strong face. A face someone doesn’t forget. Like a samurai† (30). Matsu and Stephen are perfect examples, in it that Matsu is the samurai who must watch over his wealthier master which happens to be Stephen, who indeed is wealthy. Although Matsu is only a servant, Stephen shows great respect for him. Matsu’s silence also brings out the samurai in him. His silence occurs in many parts of the book. At first, Stephen assumed that Matsu just didn’t like to engage in conversations, but Sachi explains how his silence is powerful when she told Stephen that â€Å"with Matsu, everything is in what he does not say† (59). We will write a custom essay sample on Matsu the Samurai specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Matsu the Samurai specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Matsu the Samurai specifically for you FOR ONLY $16.38 $13.9/page Hire Writer His strength in silence guided him through his childhood to the present day. Because Matsu wasn’t the best looking guy when he was younger, he kept to himself and always stayed back at the house to help out his parents. I guess you can say he was born to become and samurai, unlike his sisters. Even when his younger sister Tomoko took her life, Matsu showed no emotions. He knew what she planned on doing the night that she did it, and he kept quiet. Another event that shows how his actions speak louder than words is during Kenzo’s burial. At the Kenzo’s burial, â€Å"Matsu was silent throughout the entire procession, simply bowing his head to those who showed their sympathy at the loss of his good friend† (109). His silence showed how strong he was holding up. Furthermore, other than his messages through silence, Matsu also shows great inner strength within these two events. Much like how a samurai who never grieves over a comrade’s death, Matsu’s inner strength allowed him to remain calm and prevent an emotional breakdown first after seeing the suicide of his sister, and seeing the death of his best friend Kenzo. When Sachi came down to visit after the storm, she told Stephen that â€Å"Matsu once told me the bridge represented a samurai’s difficult path from this world to the afterlife. When you reach the top of the bridge, you can see your way to paradise† (58). I believe that Matsu has reached the top of this bridge already and saw his way to paradise. While this bridge represents a link between this world and the afterlife, Matsu acted similarly. The people of Yamaguchi are considered dead to those in the city. Matsu acts as the link between the two, delivering to the people of Yamaguchi. On a side note, a person who acts as a link between this world and the next is called a shaman. Matsu once said that the people of Yamaguchi are basically dead to their family, and the only one who knew of their existence until Stephen was introduced to them was Matsu. In their early stages of development, Matsu served as a shaman who helped out the â€Å"dead† people of Yamaguchi. He brought building equipment from the city up to Yamaguchi, and helped them build houses. Furthermore, Matsu has shown great bravery throughout the novel. One specific example of his bravery was shown when they were on their way to visit Sachi in Yamaguchi and they saw that one of the villagers house was on fire. Like a true samurai, Matsu ran to help put out the fire without even considering his own safety first. Like Sachi said, â€Å"bravery is when you step in to help when you have nothing to lose. Matsu-san and you, Stephen san are the brave ones† (123). In addition, Matsu is very a nonjudgmental guy. He never jumps to conclusion about a person and never judge a person by the way they look, or what has happened in their past. Instead he acts as a samurai does what he believes is right and sticks to it. For example, Matsu never judged any of the lepers in Yamaguchi for how they looked, and got to know all of them very well. The way Matsu is portrayed in the novel, sometimes he almost seems like a middle aged man instead of a man in his seventies. But because he is at such an age, we can say that he is a man with much wisdom and experience. Samurai’s grow through each battle and with each battle, win or lose, come strength and wisdom. Every day is a battle for Matsu, and with it he has gained from it. With his wisdom he always knows what to say or do when there is a situation in front of him. For example, after Keiko had told Stephen that they can no longer see each other, Matsu passes down his wisdom to Stephen when he told Stephen â€Å" get quote from book† (). Matsu, the man with undying bravery and wisdom, gentle and loving is the samurai in The Samurai’s Garden. But his garden didn’t stop in just his backyard, no; his garden was also all of Yamaguchi. And as most great samurais, the last thing Matsu does is leaves behind his legacy within Stephen.

Race

Race Race appears very "natural" because it is normal to want to classify certainpeople into different groups to make it easier for us to understand. However, our skincolor was the reason that protected us from the environment. So basically, we are all thesame and we should not be put into certain categories of race just because we all camefrom different climates which affected our skin color. Our bodies just had to adapt to thesun's rays so therefore it is not natural to have different races.For example, most individuals are not white or black but brown .There is noracial category for being brown which is quite ironic if most people are brown. When youfill out an application you check off Hispanic, African American, or Caucasian. There is nomixed category on that application like African American and Caucasian.Furthermore, "brown skinned ancestors may have been shared by modern dayblacks and whites as recently as 10,000 years ago.Dennis Kearney (1847-1907), Irish-American politic...It is so infamous due to the fact that it was the first bill that discriminated against any one particular race. Restrictions on immigration may seem to have been eradicated from current history but that is an oversight. Even in the 'politically correct' society we live in today allows for these discrepancies, for in the Immigration Act of 1990 which brought up controls for immigration.Behind all these legal documents there are reasons that spurred these causes. Certain prejudices against certain races or religion. The prejudices were not always a color issue as the current immigration problems are. In the beginning it was primarily Europeans. In particular the Irish and German were thought of negatively. The percentage of the Irish in the Mid-Atlantic went from 45.9% in 1870 to 48.5 in 1930. Germans in 1870 went from 31.4% to 35.6% in...

Words to Use Instead of Said

Words to Use Instead of Said Its common to use the verb say over and over again when writing dialogue. Not only is he said she said repetitive, but its also not very descriptive. To better describe the feelings behind the reported speech and other statements in narrative writing, its important to use vocal verbs and adverbs. Vocal verbs and adverbs help provide motivation behind statements, questions, and replies and convey important information to readers. Each vocal verb and vocal adverb has a short description of typical usage, as well as an example statement illustrating how to replace he said she said with something much more descriptive. Vocal Verbs Vocal verbs provide information on the tone of the statement. For example, the vocal verb moan indicates that something is said in a complaining fashion in a low voice. These vocal verbs are grouped by a general indication of the type of statement made. Speaking Suddenly blurtexclaimgaspsnap Examples: Alison blurted out the answer.Jack gasped in reaction to the scene.I snapped a quick response to his question. Providing Advice or an Opinion advisearguecautionnoteobservewarn Examples: Pete cautioned the children to be careful.The teacher observed that the exercise was difficult.The driver warned his passengers about the noise. Being Loud exclaimbellowcallcryscreamshoutyell Examples: She shouted out the answer.The boys screamed as they dived into the cold water.The mother cried out in disdain when her son was accused of the crime. Complaining The following four vocal verbs are often used to describe someone complaining:   groanmoanmumblemutter Examples: Jack mumbled his responses to the questions.He muttered so badly that they couldnt understand him.I moaned that I was hurt. Speaking with Authority or Command announceassertorder Examples: The teacher announced the exam at the end of the week.Jane asserted her rights as a voter.The police ordered the protesters away from the area. Vocal Adverbs Vocal verbs provide information on the manner in which the statement is made. Vocal adverbs are often used to provide additional information on the feeling that the speaker has when making a statement. For example, the vocal adverb joyfully indicates that something is said with great joy. For example, He joyfully exclaimed the news! indicates that the speaker is happy when making the statement. Compare this to He arrogantly exclaimed the news,  which conveys very different information about the speaker. Common Vocal Adverbs admiringly: indicates respect for someoneExample:Alice admiringly noticed his clothes. angrily: indicates angerExample:She angrily denounced his crimes. casually: without much importanceExample:She casually conceded her mistake. cautiously: in a careful mannerExample:She cautiously mentioned the extra homework. cheerfully:  indicates joy, happinessExample:Frank cheerfully agreed to do the job. decisively:  indicates a belief in the statement madeExample:Ken decisively replied to the question. defiantly: indicates a challenge to somethingExample:Peter defiantly taunted his classmates. formally: proper, through official channelsExample:Josh formally complained to the personnel department. harshly: indicates critical judgmentExample:The teacher harshly scolded the children. meekly: indicates quietness, shynessExample:Jennifer meekly mumbled her apology. offensively:  indicates rudenessExample:Alan offensively argued his point about schooling. sternly: indicates authorityExample:The teacher sternly stated that all reports were due on Friday. thankfully: indicates gratitudeExample:Jane thankfully accepted the job offer. wisely: indicates  experience or intelligenceExample:Angela wisely commented on the situation.

The Financial Statement With the Continental Model Emphasizing Research Paper

The Financial Statement With the Continental Model Emphasizing Creditors Protection - Research Paper Example One practical difference that comes immediately to mind as a result of the above factors, is the different method of depreciation followed in the United Kingdom and Germany, which are at the opposite ends of the spectrum. Whereas in the United Kingdom depreciation is determined according to custom with, â€Å"convention and pragmatism, rather than exact rules†¦[determining] the method of depreciation, estimates of the scrap value and the expected length of life† (Ferrari L 2005). In Germany on the other hand, tax regulations lay down all these aspects in detail, leaving no room for subjectivity or manipulation. Needless to say, the financial statements of the same company prepared using different accounting practices would have different degrees of transparency. The more transparent the financial statement, the higher the quality and the more its value to investors and shareholders. Another difference lies in the realm of public disclosure. On the Continent, shareholdings are likely to be concentrated in the hands of a few institutional investors like banks and contacts between the company and the bank are likely to be kept confidential. Whereas, when there are more diverse shareholders, public disclosure is more common, allowing a greater number of people to asses the financial viability of a company and its future prospects and potential for growth. These differences in accounting practices, however, are a handicap in the increasingly globalized marketplace. Differences between accounting systems make it difficult to compare the relative worth of a company from an investor’s point of view, especially when the investor could well be from yet another country.

Movie review Essay Example | Topics and Well Written Essays - 500 words - 4

Movie review - Essay Example In 1994, about 27 years down the line, another outbreak occurs in Motaba Valley. Colonel Sam Daniels of USAMRIID together with his ex-wife Roberta Keough of CDC both conducts research into the virus in Maryland and Georgia respectively. A monkey infected with the Montaba virus finds its way on a ship headed for USA. As soon as the monkey arrives, the deadly virus infects people in Cedar Creek, a town in California. Consequently, Roberta and Sam accompanied by doctor Casey Schuler head to Cedar Creek to hunt for the monkey hoping that the monkey would lead them to the cure of the virus. On his way, Sam came across some vital information that could change things – McClintock has been hiding this information from the US president. McClintock and Ford have possessed a serum (E-1101) prepared to cure the virus since 1967. On several occasions, McClintock has restrained Ford from revealing the information. McClintock now plans to bomb Cedar Creek as he did to Motaba Valley. However, Sam and Roberta discover that the virus in Cedar Creek is a different strain of the deadly Motaba virus – it is airborne and more contagious. A new serum is manufactured to stop this new strain. Thereafter, Sam and Roberta embark on stopping McClintock from blowing up Cedar Creek. Outbreak is a good example of the work of an epidemiologist. An airborne virus spread to humans through a monkey and subsequently to other humans. An epidemiologist comes in to control and monitor the spread of the virus. He firstly orders quarantine on affected regions. He then conducts tests on affected persons to identify and ascertain how the virus causes the disease. After discovering that an Ebola virus caused the disease and that the virus is naturally present in certain monkeys, he searches for the monkey so that he can produce an antidote to stop the outbreak. The things happening in the movie are the same