The Character of Marlow in Joseph Conrads Heart of Darkness :: Heart Darkness essays

The Character of Marlow in The Heart of Darkness  Ã‚      The Heart of Darkness may just be the title of a book to some people, but I believe that it goes much deeper than that. I think that this title describes the books main character, Charlie Marlow. Throughout this story I saw the many confusing and ever changing sides of Marlow’s character and his heart of darkness.    Charlie Marlow appeared to be a man of great pride and civilization. He always spoke very proper and was a classic example of a man of his time. Throughout this novel though, this painted image I have of Marlow begins to slowly drip away.    There were several instances where I was confused about Marlow. The first one was at the very beginning of the story. Marlow began talking about his childhood and how he had dreamed of becoming a captain or a skipper on one of the glorious steamboats. He went on and on about it in such great detail that you almost began to believe that he was a captain, though he was only a young boy at the time. His determination and love seemed eternal, and nothing was going to take his dream away from him. At least that is what we were lead to believe. Marlow soon grew old and so did his dream. I slowly saw the determination side of Marlow slipping away into the river along with his childhood vision of being a captain. I didn’t think that something like age would stop Marlow from taking on this challenge. After he talked about it so much you would think only death itself would stop him. Unfortunately, Marlow gave up and decided to move on with his life. That was the way it was going to have to be, or so he thought.    I saw Marlow as a seemingly comfortable old man now. He didn’t have his dream job, but he was still well off. One day though Marlow’s fantasy job basically just fell into his lap. A steamboat captain was killed and Marlow was not about to let another soul take this job away from him. He was fixed to get the job, but wasn’t sure how to get it himself This is where I start

Rich Christians Living in a Poor World :: Free Essays

"Let them eat cake" -- Marie-Antoinette "The poor you will always have with you" -- Matthew 26:11 There is a difference in wealth between the north/south divide. The Rich north obtains nearly four fifths of the worlds income whereas the Poor South has only one fifth. The North is rich and the South is poverty-stricken. By the word "rich I mean in a material sense - the north has plenty of material and financial wealth whereas the South has very little. However, for many people in the south, being materially wealthy is not something they desire, and they are therefore spiritually rich. It is impossible for many in the Rich North to be spiritually rich "oh how hard it is for the rich to enter the kingdom of God". Although, if they were to share their riches with the poor (as the bible encourages them to do) then having money, when used for the benefit of others is a good thing. 'For the love of money is the root of all evil: which while some coveted after, they have erred from the faith, and pierced themselves through with many sorrows.' Timothy 6:10. It is possible for world equality to be accomplished. The amount of money that requires appears a lot but when compared with the amount spent in HDC's on various things (such as cosmetics and ice cream) it appears to be a small amount. The following statistics are taken from the 1999 United Nations Human Development Report. Basic education, water and sanitation, and basic health and nutrition for every human on the planet would cost $28 billion. But that is $8 billion less than is spent on American cosmetics, ice cream in Europe and pet foods combined. It is thought by many that having no rich Christians while there is poverty in the world would be ridiculous. Having a certain number of rich Christians means that charities are able to operate. These charities help not only materially poor but spiritually poor to gain a better standard of life (before and after death.) If the Christians

Online Examination Portal

INTRODUCTION About The Project The project, â€Å"Online Examination Portal† aims at creating a common platform for the college administration to conduct online (objective) examination for students of every semester of the institution on a regular basis or in regular intervals of time as desired by the administration. With this site, the institute can register and host online exams. Students can give exams and view their results. This site is an attempt to remove the existing flaws in the manual system of conducting exams.Purpose The client here, the college administration uses MS Excel, and maintains the student records, however it is not possible them to share the data from multiple system in multi user environment, there is lot of duplicate work, and chance of mistake. When the records are changed they need to update each and every excel file. There is no option to find and print previous saved records. There is no security; anybody can access any report and sensitive data, also no reports to summary report.This Online Examination Portal is used to overcome the entire problem which they are facing currently, and making complete atomization of manual system to computerized system. Students can give exam without the need of going to any physical destination. They can view the result instantly at the end of the examination session. Thus the purpose of the site is to provide a system that saves the efforts and time of both the institutes and the students.What is Online Examination Portal all about? Online Examination Portal is a web application that establishes a network between the institutes and the students. Institutes enter on the site the questions they want in the exam. These questions are displayed as a test to the eligible students. The answers given by the students are then evaluated and their score is calculated and saved. This score then can be accessed by the institutes to determine and evaluate their performance.

Should a Piece of Literature Be Judged on Its Literary Merits Alone, Regardless of Its Historical Context?

Steven Brust once wrote: â€Å"In my opinion, the proper way to judge a novel is this: Does it give one an accurate reflection of the moods and characteristics of a particular group of people in a particular place at a particular time? If so, it has value. Otherwise, it has none. † (Brust, Steven. 2005. Sethra Lavode). Brust, quite clearly has joined this debate regarding literary theories. He claims that if aspects of literary piece, aside from its own merits, are not significant then it has no worth.It is continually and widely argued by critics of literature whether a book should be based on its literary merits alone, or if only certain aspects, such as history, regarding its writing should be relevant. The relationship between history and literary work is often questioned. There are four main models that have been devised to explain this. The first regards a piece literary work as universal and belonging to no time period. The model states that historical context has no si gnificance in literary texts, and that both should remain autonomous from each other.Critics are concerned with literary texts being artefacts in themselves that surpass the possibilities of a particular time, thus the idea of specific historical context is dismissed. R. S. Crane supports this view and in an essay said history is part of â€Å"the general history of culture† whereas literature should be â€Å"imaginative works considered with respect to those qualities which can truly be said to be timeless†¦ quite apart from any knowledge of their origin or historical affiliation† (Crane, Ronald. 1967. History versus Criticism in the study of literature’, in The idea of the Humanities and Other Essays Critical and Historical, Vol. 2. Chicago: University of Chicago Press). In short, this model centres around the basis that a literary work should be judged on its, as Crane said, ‘timeless qualities’ for example the quality of its linguistic feat ures and other aspects that give a work literary merits. The second model regarding history and literature is based on the idea that the historical context of a literary piece helps lead to proper understanding of it.A text is produced within a certain historical context but this should remain separate from the literary context. This model is often favoured by critics that analyse literary texts by considering their historical background and context. This can be regarded to any aspect whether it is: political, cultural or linguistic. A 1934 study by Basil Willey: The Seventeenth Century Background: Studies in the Thought of the Age in Relation to Poetry and Religion shows even by its title a support for this model.It is implied that Willey and similar critics agree that historical context forms a foundation of understanding when studying a literary text. They would argue that literary work in order to be analysed must be understood and to be understood needs to be looked at in respe cts to its historical context. The third model when looking at the relationship between pieces of literature and history is essentially the opposite of the second. It centres on the idea that a literary piece can help us understand the time in which it is set.This is explanation talks about realist texts in particular and how they can provide creative depictions of historical events or periods. It assumes that literary texts are almost subordinate to their historical context and they are reflections of their time. For example Keith Thomas appeals to Shakespeare to justify this point of view: â€Å"In Shakespeare’s plays, the curses pronounced by the characters invariably work†¦ not just for dramatic effect† but that â€Å"it as a moral necessity that the poor and the injured should be believed to have this power of retaliation when all else failed† (Thomas, Keith. 971. Religion and the Decline of Magic: Studies in Popular Beliefs in Sixteenth and Century En gland. London: Wensfield and Nicolson). This model is known as the reflective approach, it regards literary work as an aid to develop our knowledge of history using the historical context of a literary piece. The last model regarding literature and history is probably the most complex, though it is also seen as the most interesting to theorists. It claims that literary texts are connected with other discourses and this makes literature itself a part of history that is continually being written.Critics that agree with this theory, widely known as ‘new historicists’, argue that the question of the relationship between history and literature is wrong; despite their differences the last three models assume that ‘history’ and ‘literature’ are fundamentally separate. They distinguish between the interpretations of literary texts and the transparency of history. Stephen Greenblatt writes in an essay: â€Å"methodological and self-conscious is one of the distinguishing marks of the new historicism in cultural studies as opposed to historicism based upon faith in the transparency of signs and nterpretive procedures† (Greenblatt, Stephen. 1990. ‘Towards a poetic of Culture’, in Learning to Curse: Essays in Early Modern Culture. London: Routledge). Hence, new historicists argue that the making of the literary texts is a cultural practice, and only differ in their specific mode. No absolute distinction can be made between literary and other cultural practices. Theorists such as Hayden White, claim that this model implies that just like literary texts the ‘facts’ of history need to be read (tracing the past is similar to telling a story).In an extract from White’s book, Tropics of Discourse: Essays in Cultural Criticism, He writes: Histories ought never to be read as unambiguous signs†¦ but rather as symbolic structures, extended metaphors, that ‘liken’ the events reported in t hem to some form with which we have already become familiar in our literary culture†¦ By the very constitution of a set of events in such a way as to make a comprehensible story out of them, the historian changes those events with the symbolic significance of a comprehensible plot structure. (White, Hayden. 1991. Tropics of Discourse: Essays in Cultural Criticism.Baltimore: The John Hopkins University Press) Considering this we would come to the conclusion that methods of (critical) analysis should be suitable for both history and literary texts. In short, a new historicist perspective think that in the reading of a literary text the idea of historical context cannot be settled, and that this context is decided by a negotiation between the text and the reader Ultimately, the majority of literary theorists fall on the side that accepts the use and aid historical context when critically analysing a literary text.Only the first model seems to completely disregard historical contex t in literary work for the belief that a piece of literature should be ‘timeless’. The second and third model accept historical context as part of the method of analysing a literary piece. However, still confidently differentiate between literature and history, they are seen as merely aids for each other.The last model is set apart from the rest as it does not polarise the categories and treats them as to intertwine subjects that cannot be considered without each other. In my opinion historical context should be relevant to the reading of literary text, it is inevitable that the two should overlap especially during an in depth analysis of a literary text.

Network Security Assignment Example | Topics and Well Written Essays - 2250 words

Network Security - Assignment Example However, to support these services on the current network, several considerations are required in the following domains: Network Type i.e. client/server Network Technology i.e. size, speed, and scale requirements Network Cabling i.e. considering supported data rates and security Network Interfaces & Protocols Network Services Requirements Data and Network Security Requirements Network Performance Requirements Compatibility Requirements 2 What is ISMS? The ISMS for Mr. Manos Llewellyn should consist of Policies, Processes, Guidelines, Standards, and tools. Likewise, in order to make this system a successful for Mr. Manos Llewellyn, it contains five key elements. The first component is CONTROL. The control establishes a framework and distributes responsibilities in order to develop an environment for implementing the ISMS for Mr. Manos Llewellyn. The next key element is PLAN. The Plan defines the service level agreements as per business requirements, foundation of contracts, operationa l level agreements, and policy statements for Mr. Manos Llewellyn. All these components included in the planning are based on the requirements of the business. After the completion of control and plan, the next key element is to IMPLEMENT all these components. Implementation involves creating knowledge and consciousness along with categorization and listing of assets. Moreover, personnel security and physical security related to theft is implemented. Likewise, implementation element also involves security related to network, applications and computing devices. In addition, configuration and management of access rights and contingency planning of security incident processes is also a part of this element. All of the three elements control, plan and implement lays a foundation of a structure for Mr. Manos Llewellyn. After the deployment of ISMS structure, the next key element is EVALUATE. The evaluation consists of internal and external auditing of the processes that are implemented i n the previous three phases. Moreover, self-assessment is also conducted, along with security incident evaluation. For instance, if there is a breach in security, the security management processes ensure to deal with security incidents. The last key element is MAINTAIN. This phase frequently monitors processes including security management, new threats, vulnerabilities and risks. These elements, do not only monitors these processes, but also improve processes where required , and if there are certain processes that needs to be improved for Mr. Manos Llewellyn, the ISMS cycle start from the first key element i.e. CONTROL. 3 ISMS Scoping A good definition of ISMS is defined as (Humphreys 2007) â€Å"An information security management system (ISMS) includes all of the policies, procedures, plans, processes, practices, roles, responsibilities, resources, and structures that are used to protect and preserve information. It includes all of the elements that organizations use to manage an d control their information security risks. An ISMS is part of a larger management system†. The goal is to protect the information for Mr. Manos Llewellyn, as well as its customers. The ISO/IEC has established two standards that emphasize of ISMS. The ISO/IEC 17799 is a code for information security management. It is the framework or a system that is based on certain processes, to ensure that organizations achieve their information

Impact of the new English as a Second Language Curricula Research Proposal

Impact of the new English as a Second Language Curricula - Research Proposal Example The school district has recently implemented new English as a Second Language curricula in its elementary, middle, and high schools. Implementation has been quite expensive, involving the purchase of instructional materials and computer software, teacher and staff training, and the use of consultants to guide implementation. The district would like to study the effectiveness of the new curricula, looking at issues such as the impact on student English. language proficiency, student academic progress overall, student, family, and teacher satisfaction with the curricula, and implementation issues. This investigation will attempt to answer the following research questions: 1. Is there student satisfaction with the new ESL curricula in Eastside District high schools? 2. Is there family satisfaction with the new ESL curricula in Eastside District high schools? 3. Is there teacher satisfaction with the new ESL curricula in Eastside District high schools? 4. Is there overall satisfaction wi th the new ESL curricula in Eastside District high schools? 5. Which aspect/s of the new ESL curricula provide the most satisfaction? 6. Which aspect/s of the new ESL curricula provide the least satisfaction? In order to answer these research questions, this study will test the following research hypotheses: 1. It is hypothesized that students are satisfied with the new ESL curricula. 2. It is hypothesized that families are satisfied with the new ESL curricula. 3. It is hypothesized that teachers are satisfied with the new ESL curricula. 4. It is hypothesized that a number of aspects of the new ESL curricula need to be focused on and improved. II. Research Design This research study will use a descriptive survey approach in order to determine the level of satisfaction of teachers, students, and families utilizing the new ESL curricula. A descriptive research design usually answers the question â€Å"what is† and is, therefore, appropriate research design for the investigation at hand since the investigation is interested in finding out what the level of satisfaction is among stakeholders of the new ESL curricula (Creswell, 2003). III. Setting and Sample The research study will be conducted at six randomly selected Eastside District High Schools, High School A, High School B, High School C, High School D, High School E, and high School F. These high schools will be chosen using stratified random sampling. First, a list of all High Schools from the Eastside District will be acquired.  

Elasticity of Demand Essay Example | Topics and Well Written Essays - 2500 words

Elasticity of Demand - Essay Example When one of these two changes, the other also tends to change. This tendency is very well described by what is popularly known as Law of Demand. The law of Demand is a general law which need not be applicable in all situations. In certain situations this law seems to be unrealistic. The Law of Demand states that when the price increases, the quantity demanded decreases and vice versa, other things remaining the same. The phrase 'other things remain the same' is an important one that it portrays the exceptions of Law of Demand. The Law of Demand, therefore postulates the direction of change in one variable (price or quantity) due to the change in other variable. The law is silent about the magnitude of change. That means, it does not talk anything about the degree by which demand changes as a result of a change in price. Here lies the importance of Elasticity of Demand. This concept tells us the extent to which demand increases or decreases owing to a decrease or increase in price. Th erefore, Law of Demand is a qualitative measurement whereas Elasticity of Demand is a quantitative measurement. As stated earlier, elasticity is a measure of responsiveness of quantity demanded for a change in price. ... Mathematically, it may be computed as: (Moffatt Mike: Elasticity of Demand) To calculate percentage change in quantity and percentage change in price, the following formulae can be sued: % change in quantity = Quantity (new) - Quantity (old) / Quantity (old) (Moffatt Mike: Elasticity of Demand) % change in Price = Price (new) - Price (old) / Price (old) (Moffatt Mike: Elasticity of Demand) Price Elasticity of Demand The Price Elasticity of Demand is the measure of responsiveness of quantity demand of a product as a result of change in its own price. This is also known as Own Price Elasticity of Demand. This theory measures the rate of response of quantity demanded due to change in price. Price Elasticity is a common phenomenon because price and demand are the two closely related variables. In other words, price is the most important determinant of demand. Price of a product and its demand are negatively correlated, which means when price increases, demand decreases and vice versa. Mathematically, price elasticity of demand can be expressed as below: Price Elasticity of Demand = (% Change in quantity demanded)/ (% change in price) (Moffatt Mike: Price Elasticity of Demand) % Change in quantity demanded = Quantity (new) - Quantity (old) / Quantity (old) (Moffatt Mike: Price Elasticity of Demand) % change in price = Price (new) - Price (old) / Price (old) (Moffatt Mike: Price Elasticity of Demand) Significance of Price Elasticity The calculation of price elasticity alone is not sufficient to an economist for decision making. It is a means to an end. Thus, interpretation is more important than computation. The purpose of calculating elasticity is for analyzing how sensitive is the demand for the product due to a