The United States and Japan After World War II

After suffering devastating casualties at each others hands during World War II, the U.S. and Japan were able to forge a strong postwar diplomatic alliance. The U.S. State Department still refers to the American-Japanese relationship as the cornerstone of U.S. security interests in Asia and . . . fundamental to regional stability and prosperity. The Pacific half of World War II, which began with Japans attack on the American naval base at Pearl Harbor, Hawaii, on December 7, 1941, ended almost four years later when Japan surrendered to American-led Allies on September 2, 1945. The surrender came after the United States had dropped two atomic bombs on Japan. Japan lost some 3 million people in the war. Immediate Post-War Relations The victorious allies put Japan under international control. U.S. General Douglas MacArthur was the supreme commander for the reconstruction of Japan. Goals for reconstruction were democratic self-government, economic stability, and peaceful Japanese co-existence with the community of nations. The United States allowed Japan to keep its emperor —  Hirohito  Ã¢â‚¬â€ after the war. However, Hirohito had to renounce his divinity and publicly support Japans new constitution. Japans U.S.-approved constitution granted full freedoms to its citizen, created a congress — or Diet, and renounced Japans ability to make war. That provision, Article 9 of the constitution, was obviously an American mandate and reaction to the war. It read, Aspiring sincerely to an international peace based on justice and order, the Japanese people forever renounce war as a sovereign right of the nation and the threat or use of force as a mean of settling international disputes. In order to accomplish the aim of the preceding paragraph, land, sea, and air forces, as well as other war potential, will never be maintained. The right of belligerency of the state will not be recognized. Japans post-war constitution became official on May 3, 1947, and Japanese citizens elected a new legislature. The U.S. and other allies signed a peace treaty in San Francisco formally ending the war in 1951. Security Agreement With a constitution that would not permit Japan to defend itself, the U.S. had to take on that responsibility. Communist threats in the Cold War were very real, and U.S. troops had already used Japan as a base from which to fight communist aggression in Korea. Thus, the United States orchestrated the first of a series of security agreements with Japan. Simultaneous with the San Francisco treaty, Japan and the United States signed their first security treaty. In the treaty, Japan allowed the United States to base army, navy, and air force personnel in Japan for its defense. In 1954, the Diet began creating Japanese ground, air, and sea self-defense forces. The JDSFs are essentially part of local police forces due to the constitutional restrictions. Nevertheless, they have completed missions with American forces in the Middle East as part of the War on Terror.​ The United States also began returning parts of the Japanese islands back to Japan for territorial control. It did so gradually, returning part of the Ryukyu islands in 1953, the Bonins in 1968, and Okinawa in 1972. Treaty of Mutual Cooperation and Security In 1960, the United States and Japan signed the Treaty of Mutual Cooperation and Security. The treaty allows the U.S. to keep forces in Japan. Incidents of American servicemen raping Japanese children in 1995 and 2008 led to heated calls for the reduction of American troop presence in Okinawa. In 2009, U.S. Secretary of State Hillary Clinton and Japanese Foreign Minister Hirofumi Nakasone signed the Guam International Agreement (GIA). The agreement called for the removal of 8,000 U.S. troops to a base in Guam. Security Consultative Meeting In 2011, Clinton and U.S. Secretary of Defense Robert Gates met with Japanese delegates, reaffirming the U.S.-Japanese military alliance. The Security Consultative Meeting, according to the State Department, outlined regional and global common strategic objectives and highlighted ways to strengthen security and defense cooperation. Other Global Initiatives Both the United States and Japan belong to a variety of global organizations, including the United Nations, World Trade Organization, G20, World Bank, International Monetary Fund, and the Asia Pacific Economic Cooperative (APEC). Both have worked together on such issues as HIV/AIDS and global warming.

Major Figures and Events in African History

Essay on Aboriginals in Residential School Systems

Adam Migchels Migchels 1 Sociology 101 Barry McClinchey November 7, 2012 Aboriginals In Residential Schools In today’s society, the residential school system is a place where young children are not only taught math and science, but also about equality and discrimination. However, a lot has changed since the residential school system was first introduced in Canada. It was once a place where teachers treated students differently depending upon their gender, and what their background was; in particular, Aboriginals were treated very poorly (Marcuse et al., 1993). Sociologists have many views on the topic of Aboriginal treatment in schools, and throughout this essay, the ideas of gender assumptions, socialization†¦show more content†¦So therefore, the socialization agent education would force these children out of their culture, which would largely affect another socialization agent, family. The influence these children got from their education was so controversial to the influence from their family because they were being taught two different ways of life (Marcuse et al., 1993). Once again, the conflict theory is demonstrated because the power that the Caucasians have is shown by the way they force their ways on the Aboriginals. Finally, the Aboriginals were treated with vast amounts of social inequality. In particular, the idea of social stratification is largely visible when it comes to looking at how the Aboriginals were treated in the school system. Social inequality occurs when a person’s attributes affect their access to socially valued resources (McClinchey 2012). Social stratification is a hierarchy that exists among social classes of people (McClinchey, 2012). Obviously the background that the Aboriginals have is the reason for them being discriminated against by the Caucasian people, and the Caucasian Migchels 4 people’s reasoning comes from their knowledge of the social stratification. In particular, from the movie, it was shown that the entire culture of the Aboriginals was trying to be destroyed (Marcuse et al., 1993). TheyShow MoreRelatedA Residential School Legacy1002 Words   |  5 PagesA Residential School Legacy From the late 1800s to the 1980s, more than 100,000 First Nations children in Canada attended residential schools (Llewellyn, 2008, p. 258).2 To attend these schools, children were taken away from their families and communities. At the schools, the children suffered from emotional, physical, sexual and spiritual abuse (Steckley amp; Cummins, 2001, p. 191). The worst abuses were often used as punishment for speaking their indigenous languages (Petten, 2007, p. 22). TheRead MoreThe Impacts of the Residential School System on the Aboriginal People of Canada1017 Words   |  4 Pagesdiversity in nature. This alone poses a distinct challenge to understanding a unified conception of Aboriginal Geographies of Canada - particularly for understanding the Geographies of The Canadian Residential Schools System (RSS). The Canadian Residential School System was an early government led approach to Indigenous ‘development’. It was initially implemented to educate the ‘uncivilise d’ Aboriginal populations of Canada as a way to assimilate Indigenous people into the colonial settler populationRead MoreTruth, Reconciliation, Healing : A Curriculum1478 Words   |  6 PagesAbstract This paper brings together the two perspectives of residential school abuse and the viewpoint of healing. Intergenerational effects have been created due to residential school and have devastating impacts on Aboriginal communities. This paper explores how a school curriculum would help spread awareness of the wrongs committed against Aboriginal communities and how we can set the path for healing. From the 1880s to 1996, residential schools were operated in Canada by the church and the CanadianRead MoreThe Indian Residential School System852 Words   |  4 PagesThe Indian residential school system was brought upon by the Canadian government with the Christian churches running them. The schools were an attempt to eradicate Indigenous culture and to coerce the Indigenous children into assimilating with white European culture under the assumption that the European lifestyle was superior to the ‘savages’ that were aboriginals. (Jacobs) The principle of the Gordon’s reserve school even stated that â€Å"change the philosophy of the Indian child. In other words sinceRead MoreOut Of The Depths Shines A Light On Residential Schools1395 Words   |  6 PagesIsabelle Knockwood’s novel Out of The Depths shines a light on Residential Schools in Canada through the first hand accounts of twenty-seven survivors who attended the Shubenacadie Indian Residential S chool. Although Knockwood’s compilation of accounts are all from students of one residential school, the treatments and experiences echo the sentiments of students and authors over a much greater area. The affects of Residential Schools have had a lasting impact, affecting communities and individualRead MoreThe Aboriginal Quality Of Life Within Canada1259 Words   |  6 Pages When discussing the Aboriginal quality of life within Canada there are several issues that come to mind, such as health, education, housing and our Canadian-Indigenous relationship (First Ministers And National Aboriginal Leaders, 2005, p. 1). However, many times Canadians neglect to distinguish the root of the issue. While residential schools may be addressed and looked upon historically, the traumas and effects are still particularly palpable for many Indigenous communities. For this reason, itRead MoreFirst Nation or Aboriginal People of Canada Essay1218 Words   |  5 PagesCanada; the ones that are called First Nation people, or Aboriginals? What is the government doing for them? Why are First Nations people suffering the worst in Canada? â€Å"55.6% of the poor are aboriginals and a lot of them live in reserves around Canada that Canadian government have put them in. For those who leave the reserves to get a better living the suffer from racism from Canadian society† (â€Å"Aboriginal†). This essay will argue that aboriginals are treated unethically from a catholic perspectiveRead MoreResidential Schools, a Legacy of Shame2808 Words   |  12 Pagestreated as sub-humans; savages with no religion, intelligence, or right to live. This general idea has carried through-out the history of our supposedly great country; Canada. This essay will examine the residential school system in depth. It will then relate the Canadian Government s actions in response to residential schools, good and bad. From the late nineteenth century until well into the twentieth century, the Government of Canada worked vigorously to enforce their legislative war against IndiannessRead MoreResidential School Vs. Residential Schools1463 Words   |  6 Pageswithin the first nations course was residential schools, and how they were one of many elements to the colonization of the First Nations peoples. When in class talking about residential schools could be summed up with discussing displacement and how the Europeans would take indigenous children to schools far from their homes, cut their hair, and feed them food they weren t used to. According to Eric Hanson, â€Å"Two primary objectives of the residential school system were to remove and isolate childrenRead MoreHave Aboriginal Canadians Been Victims Of Genocide Essay1850 Words   |  8 PagesHave Aboriginal Canadians been victims of genocide? Canada is portrayed as a country of peace and equality, however there is a dark history of genocide that is often forgotten by Canadians. In this essay I would like to explore Canada’s cultural genocide of the aboriginal and first nations people and how it differs from a regular genocide. Genocide is defined as the killing or extermination of a group of people. The word comes from the Greek word geno, which means race. Also the latin word cide

Professional Code of Ethics Free Samples †MyAssignmenthelp.com

Question: Discuss about theProfessional Code of Ethics. Answer: Declaration: I declare that the assignment is based on my own work and that all material previously written or published in any source by any other person has been duly acknowledged in the assignment. I have not submitted this work, or a significant part thereof, previously as part of any academic program. In submitting this assignment I give ACS permission to copy for assessment purposes only. Australian Computer Society Professional Code of Ethics As an ACS member, you must uphold and advance the honor, dignity and effectiveness of being a professional. This entails, in addition to being a good citizen and acting within the law, your conformance to the following ACS values (www.acs.org.au 2018). The Primacy of the Public Interest You will place the interests of the public above those of personal, business or sectional interests. The Enhancement of Quality of Life You will strive to enhance the quality of life of those affected by your work. Honesty You will be honest in your representation of skills, knowledge, services and products. Competence You will work competently and diligently for your stakeholders. Professional Development You will enhance your own professional development, and that of your staff. Professionalism You will enhance the integrity of the ACS and the respect of its members for each other. For the purpose of solving the ethical dilemma the following steps re to be undertaken in accordance with the Mcdonalds Framework Step one: Recognizing the moral conflict Sally is the IT manager and she had given the HAN the responsibility of developing the website for government department of tourism. However She faces a ethical dilemma.In this situation the ethical Dilemma that has been identified is whether Sally should take responsibility for the fault of the website that exposed of the operations of the government or whether she should blame HAN the public servant who was in charge of developing the tourism website. Step Two: Identifying the relevant stakeholders The main stakeholders involved in this given scenario are: Sally, Han, the tourism department of the government. It can be said that Sally in this given scenario had a fiduciary duty to the government as she is employed as the IT manager. By virtue of being the IT manager she has the responsibility of checking the operations of he website. However the website had been developed by Han and therefore Sally impose the liability of the website on Han. Step three: Values involved The values of ACS code of ethics that are involved in this given scenario are (acs.org.au 2018): Honesty Professionalism Competence The values of ACS code of conduct that are involved in this given scenario are (Acs.org.au 2018): Code 1.2.3.c) Honesty Code 1.2.1.a) Primacy of public interest Code 1.2.4f) Competence Code 1.2.1e) Primacy of Public interest Code 1.2.1 c) Primacy of Public interest Step Five: Assessing similar situations The sections of the 180-183 of the Corporations Act 2001 state that the officers of every organization must act in a fair and diligent way and must act in good faith. Thus in accordance with the Corporations Act 2001 she must take responsibility of her actions. Step Six: Discussing the decision with relevant people In this case Sally can discuss the dilemma with the relevant stakeholders and which include senior managers, colleagues, friends and family members Step seven: Analysis of the decision in accordance with legal and organizational rules Thus in this case it can be stated that Sally must take responsibility of the fault of the website. Step Eight: The comfort level of the decision In this case Sally must take the responsibility of the fault of website as it would assure her that she acted fairly and in the best interests of the tourism department Bibliography ACS Code of Professional Conduct Professional Standards Board Australian Computer Society. (2014). 1st ed. Australian Computer Society Professional Code of Ethics Corporation Act 2001 Acs.org.au. (2018). [online] Available at: https://www.acs.org.au/content/dam/acs/acs-documents/Code-of-Ethics.pdf [Accessed 30 Mar. 2018]. Acs.org.au. (2018). [online] Available at: https://www.acs.org.au/content/dam/acs/rules-and-regulations/Code-of-Professional-Conduct_v2.1.pdf [Accessed 30 Mar. 2018].

Lord Of The Flies The Evil free essay sample

Lord Of The Flies- The Evil A ; Primitivism In Man Essay, Research Paper The Evil A ; Primitivism in Man In the narrative Lord of the Flies Ralph, the democratic character, and Jack, the dictator are the most of import chief characters. Ralph is the voice of hope on the island, and without that, the male childs would hold turned to savagery much faster, and under the control of Jack. William Golding uses Ralph and his character foil, Jack, to demo how civilisation works and how it doesn # 8217 ; t. Jack, the head of the huntsmans, represents the concealed human passion and about carnal inhuman treatment, and Ralph, who represents human common sense to demo how civlization is. This narrative is an fable. This means the character, events and puting represent deeper truths or generalisations so those suggested by the surface narrative. There are four chief characters, and each character represents different types of people in the universe. We will write a custom essay sample on Lord Of The Flies The Evil or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jack is the dictator who uses force to demo his ideas and feelings. Therefore he is the destructive side of adult male. He is the type of individual who would instead hold merriment and satisfaction over work. On the other manus Ralph is the truster in democracy and equity. He is the voice of hope, and the responsible type of individual. The male childs on the island, allegorically demo what the human civilisation is like. Ralph stands for order and behavior of society. Each chapter begins with order, which means that Ralph has control. Ralph uses the conch to demo order and the right to talk. By the terminal of each chapter there is no order and there is normally chaos, this shows that evil and/or fright has control, intending Jack has control. Allegorically in the universe it would be a legislative authorities versus a military type of authorities. Where Ralph is the legislative and Jack is military. The upset caused by Jack, threatens the island and the society that Ralph has tried so difficult to organize. Ralph wants to hold a fire, so they can be rescued, but Jack is more disquieted about holding merriment so being rescued and this is a major struggle. The fire is a symbol for hope and enlightenment, but when it gets out of control it becomes really destructive. Anything without order and control can go destructive, this is why Ralph is so of import to the society. The two character foils, Ralph and Jack, have different thoughts and want different things. Ralph wants huts and a signal fire. The huts which stand for civilisation and the signal fire is needed to acquire rescued. This shows that Ralph creates and physiques. On the opposite terminal of that is Jack. Jack wants to run and kill hogs and have fun. This shows crudeness. Jack is shown as a individual who kills and destroys. Here is the struggle ; making and constructing versus violent death and destroying. Ralph asks Jack what he wants: # 8221 ; Don # 8217 ; t you want to be rescued? All you talk about is pig, hog, hog! # 8221 ; And Jack answers him and tells him what he wants: # 8220 ; But we want meat! # 8221 ; This tells us that Ralph and Jack will non settle their differences. Right from the start integrity of society is threatened by the different intents of the male childs. Ralph was neer comfy with crudeness, but Jack instead enjoyed it. Ralph thinks to himself: # 8220 ; He would wish to hold a bath, a proper wallow with soap # 8230 ; and decided that a toothbrush would come in ready to hand too. # 8221 ; Ralph resists crudeness strongly but is still sucked into it. Even though he resists crudeness, he still went on a hog Hunt and when he gets a pang at the hog, he becomes really proud of himself, and ends up basking the Hunt really much. This shows that every homo has an evil side. Even Ralph, who is the 1 who perfectly hates crudeness. The dead pilot in the tree suggests that worlds have de-evolved, gone backwards in development. Ralph calls: â€Å"If merely they could direct a message to us†¦ a mark or something.† The dead pilot was the mark that the existent universe isn’t making any better so they were making on the island. Jack objects to making things that Ralph tells the whole group of the male childs to make, every bit good he objects to Ralph # 8217 ; s being main. Ralph still believes in the conch, and thinks it still holds some order: # 8220 ; Jack! Jack! You haven # 8217 ; t got the conch! Let me speak. # 8221 ; Again Ralph refers to the regulations: # 8220 ; # 8216 ; The regulations! # 8217 ; shouted Ralph, # 8216 ; you # 8217 ; re interrupting the regulations! # 8217 ; # 8221 ; Jack replies with: # 8220 ; Who cares? # 8221 ; His answer is short and knifing. Once Jack says this, the reader knows that there is no turning back. The conversation continues: # 8220 ; Because the regulations are the lone thing we # 8217 ; ve got! # 8221 ; And to stop the statement about regulations, Jack says: # 8221 ; Bollocks to the regulations! # 8230 ; # 8221 ; Jack so protests to utilizing the conch: # 8220 ; # 8216 ; Conch! Conch! # 8217 ; shouted Jack, # 8216 ; we don # 8217 ; t need th e conch anymore. # 8217 ; # 8221 ; Ralph subsequently thinks to himself: # 8221 ; The universe, that apprehensible and lawful universe, was stealing off # 8230 ; # 8221 ; The struggle between the two of them, which was besides caused by different positions on the being of a animal, culminate when Jack decides to divide from Ralph. When the groups separate, neither of them net income from it, merely Ralph and Piggy recognize this. Ralph # 8217 ; s group is non large plenty to maintain the signal fire traveling, and Jack and the huntsmans do non hold Piggy # 8217 ; s spectacless to do their ain fire, to roast their hogs. Since most of the male childs have lost the demand for civilisation and the hope of being rescued, Ralph has lost control of them. They now fear the animal, and Jack tells the male childs that if they are huntsmans they can protect themselves from the animal. So now Jack gets control of most of the male childs. Ralph loses hope: # 8220 ; I # 8217 ; m frightened. Of us. I want to travel place. O god I want to travel home. # 8221 ; But Piggy was at that place to assist him out of his slack for a spot. But when Piggy is killed, Ralph is incapacitated and despairing. He is entirely and it seems that Ralph # 8217 ; s common sense has wholly been defeated. There is a running subject in William Golding # 8217 ; s Lord of the Flies. Man is savage at bosom, this is shown by Ralph in the hog Hunt, and ever finally returning back to an immorality and crude nature. This is all shown by Jack and his group of huntsmans when they have the hog dances, the hogs head as a scarifices and, last but non least, they turn into a group of barbarians. Ralph and his common sense stays about the same throughout the book, it # 8217 ; s Jack and his huntsmans who change. To stop, here # 8217 ; s a quotation mark from David Anderson # 8217 ; s work entitled Nostaldia for the Primates: In this book Golding succeeds in giving converting signifier to which exists deep in our self-awareness. By the accomplishment of his authorship, he takes the reader measure by measure along the same regressive path as that traversed by the male childs on the island # 8230 ; Our first reaction are those of # 8216 ; civilized # 8217 ; people. But as the narrative continues, we find ourselves being caught up in the bang of the Hunt and the exhilarat- ion of slaughter and blood and the whole elemental feeling of the island and the sea # 8230 ; The backup of Golding # 8217 ; s thesis comes non from the fanciful events on the island but from the world of the readers response to them. Our heads turn to the indignations of our century the slaughter of the first war, the concentration cantonments and atom- bombs of the 2nd # 8211 ; and we realize that Golding has compelled us to admit that there is in each of us a hidden deferral which horrifyingly declares our complicity in anguish and slaying # 8230 ;

Melancholy in Twelfth Night Essays

Melancholy in Twelfth Night Essays Melancholy in Twelfth Night Essay Melancholy in Twelfth Night Essay Essay Topic: Cymbeline Symposium By Plato Twelfth Night Twelfth Night is the merriest of Shakespeare’s romantic comedies, it is also the saddest. The Christian associations of the title suggests the carpe diem theme which runs through the play. Epiphany, according to Christian mythology, is the time when the shepherds recognized the birth of Christ. The feast of epiphany is the last festival of the Christmas season, after which death takes over. This cycle of life is an extension of the ancient pagan fertility rituals. The mood is similar in Keats’s ‘To Autumn’, Hedge-crickets sing; and now with a treble soft The red-breast whistles from a garden-croft; And gathering swallows twitter in the skies. Only, Keats finds reassurance in the fact that swallows will return, but Shakespeare is concerned with the cessation of life which looms over the whole play. Here the recognition is of the transience of life, unlike in Cymbeline where the rediscovery of Perdita symbolises the rediscovery of one’s soul. Significantly, Twelfth Night is the last of the romantic comedies. After this Shakespeare moves on to the tragedies and the problem plays – this is the last play where joy is not alloyed with problems of evil and anti-life. Everything that is subject to time is valueless, this was the medieval conception. Thus during the middle ages all human activity was directed towards God. Man was given little importance. Then with Renaissance came yet undiscovered knowledge. The new astronomical discoveries allowed man to explore the universe independent of the scriptures. With this was born man’s pride in being man in the mortal universe. And thus man became conscious of the beauty and transience of life. This removed the concept of life everlasting from the framework of eternity. This introduced the prominence of mortality. The dance of death was now more feared than ever. New questions about human existence took form. Comedy seeks to find answers, a meaning of life; yet Shakespeare presents a frail shadowy background to his actions. One of the main governing thoughts in Twelfth Night is the fragility of life. This is the play of youth, almost all the characters are young, and this generates the sadness. Shakespeare asks all to enjoy fleeting life, make the most of the twelve days, scorning the Malvolios. A pattern emerges from all this lot which gives life some meaning. Twelfth Night, despite all its laughter, seems to play upon the keys of loss, affliction and deep bewilderment, which sounds through the gentle beauty of the romance convention and the festive humour. The bonded family words – father, brother, sister – signifies absence, loss of security and a longing. It is this sense of irreparable loss, and the mild apprehension that all this might prove to be a dream provides the poignant dream-like feeling which pervades the play. The loss is internal as well as external. The recognition of one’s self is a dominant theme, and almost all characters are haunted by this and hunt for their selves as well as their lost loves. Orsino’s languorously insatiable desire for love and ‘food of love’ in the first scene presents a parodic statement of the omnipresent sense of want. The hunting pun serves to express the search which is already begun. Nevertheless, Orsino’s words set the mood of the play, which, even through all the ‘caterwauling’ of the kitchen group, never fades. Orsino says That strain again, it had a dying fall: O, it came oer my ear like the sweet sound That breathes upon a bank of violets, Stealing and giving odour Orsino’s appetite is soon satiated. The music loses its appeal and his love for love becomes evident. Even the hunting image takes on contemporary significance – Diana becomes the naked truth which makes Acteon wild. This is a parody of Petrarchan conceits and it is fittingly given to Orsino, who, like all in Illyria, is in a state of illusion. According to Plato’s Symposium love is a hole, an absence longing to be filled. So Twelfth Night is a play of pining: Orsino for Olivia, Olivia for Viola, Viola for Orsino, and comically Sir Andrew and Malvolio for Olivia. This emphasis on pining invokes the classical myth of Narcissus and Echo, and makes a narcissistic triad of self enclosed loneliness. Each of them playing simultaneously Narcissus and Echo with respect to others. They seek their own reflections in the other’s face and own echo in the other’s voice. But more melancholy than this ‘love-sorrow’ is the separation of loved ones by real or apparent death. This again can be traced to the sense of romantic lack as embodied in this state of primary loss. Nearly all characters bear traces of such loss – from the father-brother loss which provides similar traumatic experiences for Viola and Olivia, down to the farcical yet nostalgic exclamation of Sir Andrew: ‘I was adored once, too. ’ While Viola’s sorrow is genuine, Olivia’s vow to keep her face veiled for seven years seems more like a ploy to ward off Orsino’s unwanted advances. Otherwise her whole behaviour is comically excessive in place of being melancholy. Seven years in black violates the Elizabethan mourning etiquette which prescribed a period of one year for a brother. Olivia closely parallels Orsino – both in her reclusiveness more alleged than borne out – and as a willing victim of introspective melancholia. Olivia’s unnamed brother fades from the surface of the play. But his spirit continues to haunt. For no sooner has the theme of brother loss been sounded in the minor key than it recurs in the major. The ‘eye-offending brine’ of tears gives way to the sea. Olivia’s brother fades into Viola’s. In a drama greatly concerned with wholeness of identity, the twinned heroines are each presented as halves of a pairing, cloven away from the male counterpart with whom she started life. In Jungian terms, when Viola assumes the male disguise, it is as if she recapitulates in her own person the lost other, dressing exactly like Sebastian, and as if Olivia also locates her own in Viola. Herein lies the fact that both of them are in an illusory world, it is only the presence of Sebastian which allows a happy resolution, otherwise the imminent result was definitely tragic. There might be an autobiographical element in this brother-sister separation theme. Shakespeare himself was the father of boy-girl twins of whom the boy died before the composition of this play. The twins were eleven and half years old when death separated them. Shakespeare must have felt at heart the wistful sadness in the eyes of Judith the surviving child, which he endowed to viola. Twelfth Night contains a calm, loving elegy, and a myth of rebirth. It feigns that Hamnet, the boy twin, is not dead, but lingers in the unknown, washed up on the shores of Illyria, the land of illusion and lyricism. Prove true, imagination, O prove true This is not only Viola’s, but also Shakespeare’s heartfelt cry. Thus Viola’s sadness resounds with a new meaning. Her exclamation at her entry is, And what should I do in Illyria? My brother he is in Elysium. Her brother comes back to her, but Hamnet does not. Unlike Sebastian, Viola controls herself and centres her thoughts on immediate problems. Her wit allows her to obtain a shelter in an alien and unfriendly world. But her wit also has a touch of the autumnal – in keeping with the autumnal note of the play. And even in her sorrow she can sympathise with others. She understands Olivia’s plots instantly in place of scorn, shows tender understanding, she says, Alas, our frailty is the cause, not we, For such as we are made of, such we be. Her identification with Olivia is appropriate in more ways than one – not only both of them are lovesick, but also they long for a brother figure. But Viola’s pathos is more touching. She has to bear messages to her rival from the man she loves. This she does without a murmur and with all sincerity. Her praise of Orsino comes straight from her heart. She is pained to the extreme, and almost reveals herself when Orsino calls women less faithful and lacking in depth of emotion. She tells the Duke: My father had a daughter lov’d a man, As it might be perhaps, were I a woman, I should your lordship. Thus secretly professing her love. But her suppressed agony is felt when she tells Orsino the supposed ending of her non-existent sister’s love whose history was, she tells Orsino, A blank, my lord: she never told her love For she never expects to have Orsino and she dares not aspire to the impossible. As when her brother’s name is mentioned she fears to hope for the best. Shakespeare saves the play from ending in total disaster by bringing in Sebastian and thus allowing Viola to have a happy end, in an union with Orsino. In the first scene orsino begins with an imagery of flowers. And the scene ends with flowers: Away before me to sweet beds of flowers! Love-thoughts lie rich when canopied with bowers. The image of flowers comes again and again throughout the play. Flowers symbolise transience – momentary beauty, something that does not last. So Feste tells Olivia: As there is no true cuckold but calamity, so beauty’s a flower. Reminding her that times are never always bad, thus to keep on mourning for something that is past is to waste precious time and no one has world enough and time. Orsino talks about woman’s beauty, asking Cesario to fall in love with some woman younger than he, For women are as roses, whose fair flower Being once displayd, doth fall that very hour. Viola has to agree. She admits that death comes when one has just reached perfection. Speaking not only for women but for all mankind. The flower imagery stresses the carpe-diem theme of the play – cease the day before it ends. This theme is also propagated through the music of the play. In Twelfth Night music plays a vital role, establishing the tone of the play. Through music the emotive basis of human existence is emphasised, which is to be felt rather than perceived cerebrally. There is rare music in Viola. She does not sing, but her words carry poetic inspiration. She echoes Shakespeare’s sonnets when she tells Olivia: Lady, you are the cruellst she alive If you will lead these graces to the grave And leave the world no copy. Like the early marriage sonnets the theme here is of beauty perpetuated through marriage. But the character who is full of music and is truly melancholy, though not in his attitude or expression, is Feste. Feste is the first true fool of Shakespeares plays. One of the functions of the clown is to sing. He sings to Toby and Andrew: What is love? Tis not hereafter, Present mirth hath present laughter: Whats to come is still unsure. In delay there lies no plenty, Then come kiss me sweet and twenty: Youth’s a stuff will not endure. The fragility of youth and shadow of death – this is in line with the play’s theme and mood and also Feste’s character. His other song, which he sings to please Orsino, is equally sad, Come away, come away death, And in sad cypress let me be laid. Fie away, fie away breath, I am slain by a fair cruel maid. This song continues to reveal Feste’s own bleak future. He is outside the action, an objective onlooker. There is no involvement. He is poor, has no security. He begs to acquire money. For a man of his intellectual capacities this must be disgusting. He has no past, no future and no considerable present. He is a relic of the past, from Olivia’s father’s time. He is constantly threatened with discharge which is as bad as hanging for him. But he lets summer bear it out. Only his song betray his state. Thus in his songs the thought of hereafter is subordinated. In the final scene everyone leaves except Feste, who stays to give the audience a song. A song in which he is transformed from the character to the actor. His final song marks the ending of the play, the ending of the twelfth night. Death’s reign starts from the next day. Feste’s song is nostalgic, he recalls when folly was not as unacceptable or threatening. He also gives a cynical view of marriage as an unwanted responsibility. This casts an oblique perspective on the centrality of marriage in the play as a symbol of concord and resolution. A great while ago the world begun, With hey, ho, the wind and the rain, But thats all one, our play is done, And well strive to please you everyday. That’s all one’ signifies from one perspective that since nothing is really important enough to worry about, pleasure and folly are the only activities worth undertaking. From another, similar, perspective the phrase can be read as hopeless, despairing resignation, pleasure and folly are doomed attempts to escape from an intolerable consciousness of futility . In ‘our play is done’, it is more about the innocent activities than about the play itself. It is a nostalgic recognition of the post innocence state. Feste’s song probably takes place on a dark, empty, silent stage, encapsulating Feste’s loneliness. His life is really as empty. He is as much an outcast as Malvolio, only he is not embittered. He is the artist. Isolated, presenting life, but not belonging to it. His song is a very cynical comment on human existence. To Feste the world does seem like a tale Told by an idiot, full of sound and fury, Signifying nothing. The song is a reminder of the theme of the play – youth and its subjection to time. The question which arises is whether this kind of existence is worth the strife. With this question the curtain descends on Shakespeare’s romantic world. The final song, which brings together all the melancholy passages in the play, leaves a yearning in the reader’s mind. A tinge of sadness which fills the heart and leaves a deep impression, is given to the whole play. This song marks a turning point in the world of Shakespearean drama. The playful attitude is done, now it is time for serious businesses of life, which involves the greatest of calamities. Perhaps at the moment Shakespeare himself identified with Feste. He who even with his immeasurable height of mind had to be the public’s jester and servant. Perhaps for an idle moment he wondered, if all this is worth the complications or not.

The quick and easy way to effective speaking Essay

The quick and easy way to effective speaking - Essay Example In other words, this means that the public speaker should try and acquaint him/herself with what causes fear when it comes to public speaking. It is vital for people to prepare themselves in a proper manner by assembling and arranging their ideas earlier (Carnegie 34). They could then rehearse the talk/speech with their friends just to have a feel of what they could expect. Carnegie advises people not to memorize their speech word by word, because this, most of the times, leads to confusing when delivering the actual speech. It is also vital to predetermine your mind to success by not thinking about the negatives, but only the positives. Also, Carnegie thinks that it is important to act confidence even if one is not actually confident (Carnegie 41). In addition, in order to be an effective public speaker, people should be eager to share their speech, talk or idea with their listeners. They should ensure that they are pleased with their subject of choice before sharing it with others. Also, another factor is that a public speaker should talk about something they have earned the right to speak about through study or experience (Carnegie 55). Such subjects include their life’s story and what life has taught them. This will go a long what they establish the truthfulness of the information being passed. So of the ways I intend to apply the above stated rules to overcome and enhance my own public speaking include learning the history of other prominent public speakers, studying the goals of public speaking and also determining my own success. For instance, I will look choose a speaker who is rated highly by the public and study how they developed into prominent public speakers. I will look at what they talk about and how they talk to their listeners. I will look at how they behave in an unexpected situation and many more. Also, I will look at someone who is close to me and knows how to speak to a multitude of people. I can