Critical Thinking Questions Essay Example for Free

Critical Thinking Questions Essay Labeling is a societal way of correcting wrongs within the community by giving names related to the kind of wrong committed. Unfortunately, this does not always correct the deviant’s behavior. The labeled character internalizes the label and gets accustomed to it so as behave as labeled. Once one is called a thief they become one because the society is already aware of their character and they have no fear. They abide to the ascribed label, (Labeling and Crime, 2001). 2). What is the difference between primary and secondary deviance? Primary deviance, according to Edwin Lemert, is the initial act in which a person is identified to have committed a social wrong. When the society tries to correct it by punishing the offender they may or not stop committing this act depending on their perception of the form of correction. Secondary deviance is a kind of deviance that results from the reaction of the offender to the initial societal corrective measures. The offender tends to acquaint themselves with stubbornness against first hand correction to mistakes. As result of being labeled they develop a mind set that they are deviants. The community may try to punish them harder only to realize that they harden and commit the crime more frequently and fully become criminals rather than just deviants, (Crime and Criminology, 2010). 3). What are some examples of master status not in the text? A master status is acquired when one is successfully labeled and develops that particular kind of label making it his/her personality. For example, one may acquire a master status as a prostitute, rapist, gay or homosexual. This may have resulted from an act out of curiosity, desperation or poverty. When it is known to the public they may be labeled. The community does not want to associate with them and they may not get jobs due to the label and they decided to make it their personality for survival. 4). What are traits associated with them? Master status may result to a complete change in the character and personality of an individual. The new state makes them express low self esteem, shyness to the public, wild reactions that make them commit the crime more even after harsh punishment. They may tend to be closely associated with other criminals and may indulge in other related crimes other than the one they were labeled after. This mixed reaction results from victimization of the labeled person by capitalizing on his weakness rather than promoting their strengths. 5). How do those assumed traits affect our perceptions of people with that status? The perception of the community on a person who has acquired master status is transformed towards the description of this person in accordance to their label. They are called thieves other than teacher or father which would still be his other roles in the society. The community perceives them as evil and criminals despite any attempt to act well. 6). What are decision-making types used by rational choice theory? Decision making in rational theory may be in two types. Criminal event decision type and criminal involvement decision type. Criminal involvement type of decision making involve the criminal weighing options on whether participating in a criminal activity would yield more benefits or negatives. A cost benefit analysis is first taken before one commits crime. Crime event type of decision making involve the issues related to a particular crime that respond to the questions where, when, and how. The person must have decided to commit a crime and but they are either held back by either of the above mentioned situations which would promote the success of the crime, (Vito, Maahs, Holmes, 2007). 7). How do these decisions apply to crime? The rational decision making applies in crime in a number of ways. If a criminal decides that it would be beneficial, advantageous, and lucrative to commit the crime then they would commit it at particular location and specific time as deemed appropriate. When the analysis is completed the criminal does not fear any punishment emanating for the crime they intend to commit. This is applicable in theft and burglary cases. References Crime and Criminology: retrieved in 2010. http://www. sociologyindex. com/crime. htm 2010 Labeling and Crime: edited in March 2001: http://www. le. ac. uk/education/resources/SocSci/labelling. html 09 Vito, GT F. , Maahs, J. R. Holmes, R. M. (2007). Criminology: theory, research, and policy. Canada: Jones and Bartlett’s publisher.

The Industrial Revolution, 1780-1914

The Industrial Revolution, 1780-1914 To what extent can the period in Britain between 1780 and 1914 be termed correctly as an industrial revolution? â€Å"The industrial revolution is precisely the expansion of undeveloped forces, the sudden growth and blossoming of seeds which had for years lain hidden or asleep.† Paul Mantoux’s quote regarding the industrial revolution is used to describe the range of different phenomena that constituted this watershed moment in British, European and world history. This is because the industrial revolution cannot be pigeon‑holed. It was not a government policy and none of what occurred politically, socially, culturally or economically in Britain between 1780 and 1914 came from design but rather was the result of a historical accident of a sequence of key factors all occurring during the same timeframe. The period represented a transition from early modern history to modernity, with many of the social and economic ills that arrest much of the contemporary world today first acted out in the newly industrialised areas of the UK in the eighteenth and nineteenth centuries. The industrial revolution affected the entire structure of British society, from the monarchy to the previously numerically dominant peasant classes, from agricultural workers to merchants. There is no doubt that a momentous shift had taken place: the far‑reaching legacy of the changes that occurred during the period 1780 and 1914 culminated in the Great War where the casualty figures soared into the millions as opposed to the thousands who were, for instance, killed in the Battle of Culloden, testimony in itself to the enormous changes in machinery and industry that was witnessed during this revolutionary time. Yet to describe it as a ‘revolution’ invites further analysis. Although the transformation was wholesale it would be incorrect to think of Britain in 1780 as being an underdeveloped nation. As is always the case when taking a chronological look at history, it becomes apparent that the period immediately leading up to 1780 was a crucial time in laying the foundations for the sweeping changes which were about to take place. By this point in history England had the fastest growing empire of any of the traditional European powers, was in possession of the largest navy in the world (essential in terms of acquiring and maintaining an empire in the eighteenth century) and was home to a true metropolis with regards to the capital city. â€Å"The dominance of London was fully established, and this had helped to create that integration and rationalisation of the cultural, political and economic life of the nation which was to bring significant benefits in the eighteenth century.† In many ways, Britain during this time was a country that had already shed its medieval skin. The huge shift in the number of people who had to work to survive proves the truth in the assumption that England had ceased to be a society based along the middle ages notion of landed aristocracy and its inherently unpopular feudal system. Thus, English history bore witness to the birth of the modern proletariat; â€Å"not here meant in the special sense of the creation of the factory labour force, but as a broad description of the protracted process by which working for wages, characteristic of perhaps a quarter of England’s population during the reign of Henry VIII, became the condition of more than 80 per cent by the mid nineteenth century.† In certain areas of Britain the social, political, cultural and economic changes that this period of history bequeathed constitute a complete, grass roots revolution whereby the look of certain places in 1914 bore no resemblance to their appearance in 1780. While the early modern period that preceded the industrial revolution saw the growth of London and trade, the period of the later 1700’s saw the north of England experience something of a re‑birth, as a direct result of the industrial revolution. Previously, many areas of the North were little more than buffer towns; populations constructed to keep out any potential Scottish invasion from the north but offering little to the growth of the English economy. But the industrial revolution altered the entire relationship between North and South, re‑instigating a sense of purpose in the people north of Birmingham. â€Å"Many once great centres were on their way to the pleasant obscurity of county rather than nation al fame: York, Exeter, Chester, Worcester, Salisbury.† First and foremost, the industrial revolution, exacerbated by the increase in production of cotton in the North‑West after the 1770’s and the invention of Arkwright’s water‑frame, swelled the physical constitution of the population and began a permanent migration away from the countryside to the towns as a result of industry gradually usurping agriculture as the lifeblood of the nation. Liverpool, for example, was seventh in the list of European capital cities by 1850 with Manchester ninth. This had the overall effect of creating urban centres of concentrated wealth with large sectors of the new proletariat class. Yet it would be incorrect to view this creation of new centres of populace as tantamount to a re‑distribution of political power. The political system in Britain ensured that power remained in the hands of the privileged, traditional sectors of society which were still predominantly based in or around London and the South‑East. Until the Great Reform Act (1832) rotten boroughs and anachronistic political modelling resulted in the great northern cities such as Leeds, Sheffield and Manchester having only a fraction of the electoral power that their numbers suggested. But even after 1832 there was no political revolution in England in spite of the continued, and in some areas accelerated, growth of industry and population. Marx and Engels had written their communist manifesto in the 1840’s predicting that the enormous sociological changes that England in particular was experiencing would lead to the birth of Europe’s first truly socialist nation. But there were very few recorded incidents of social unrest as a result of the industrial revolution and examples such as Peterloo (1819) were isolated and meagre in comparison to the widespread class revolutions that the continent witnessed in 1848. â€Å"The true explanation is quite simple: wealth. Class conflict was deferred to the twentieth century when international markets and industrial wealth in the North began to contract and working‑class standards of living levelled off or actually fell.† It was not only the physical make‑up of England that was shifting as a result of the changes seen since 1780 but also the period saw the birth of an entire sub‑nation within the British Isles, namely the people of the industrial heartland of South Wales. Quite simply, without the undoubted industrial revolution, areas such as the Rhondda and Ebbw valleys would remain largely unpopulated today. Rates of urban and social growth in South Wales during the nineteenth century are truly astounding with consequences that the region has yet to come to terms with today. â€Å"The Rhondda demonstrates, albeit to an extreme degree, the nature of the new urban expansion. It was a society of migrants, often far removed from their geographical roots: in 1911, only 58 per cent of the Rhondda’s people had been born in Glamorgan. The rest of Wales supplied 19 per cent, England 7  per cent. A sixth of the population was drawn from ‘elsewhere’, from Ireland and Scotland, but also from Spain, Italy and other lands. The community was disproportionately young and male. Between 1880 and 1914, males generally comprised at least 55 per cent of the population.† South Wales thus became a frontier nation, completely dependent upon coal for subsistence; it would not exist as we know it today were it not for industrialisation. The example of the new nationality which was borne out of the South Wales coalfields was symptomatic of the broader diffusion of ethnicity that the industrial revolution bequeathed to modern Britain. The influx to British cities of huge numbers of Irish after the potato blight of the 1840’s changed forever the local political, cultural and economic landscape. Along with a large influx of Jews, mostly displaced from Eastern Europe, the immigrants to British cities transformed the fate of the nation; most were willing to perform the worst jobs which enabled grater numbers of the local population to move up the complex industrialised social spectrum. London, in particular, became, during the nineteenth century, a haven for traders, merchants and, increasingly, knowledge with the first university college of London esta blished in 1826. â€Å"It was a progressive, enquiring energy which animated all of these concerns. It has been termed the energy of empire since the vast power and resourcefulness of nineteenth century London, at the centre of the imperial world, had somehow managed to infiltrate all aspects of its life.†Ã‚   Indeed, it can be argued that the all‑encompassing Empire of the latter part of Queen Victoria’s reign could not have occurred without the impetus of the inexorable industrial revolution beforehand. The invention of steam alone necessitated a rail work and domestic infrastructure capable of supporting an empire and, of course, economic imperialism was used much more frequently by the British invaders of India and Africa, as opposed to the militaristic imperialism which characterised the German acquisition of territory after the Franco‑Prussian War (1870‑1). Therefore, politically, socially and culturally, Britain was moving forward with great haste without instigating anything remotely close to a revolution in spite of the huge changes already described. Only in terms of economics can this historical period really be seen as fundamentally altering the composition and character of the country, with industrialisation creating the world’s first truly capitalist society. â€Å"This was the period when Britain enjoyed to the full the economic benefits of having become ‘the workshop of the world.’ Her total exports in 1850 were worth  £71  000  000, in 1870 they were worth nearly  £200  000  000. Her imports trebled in those years from  £100  000  000 to  £300  000  000†¦ whichever way it is looked at, the total wealth of the country was growing fast, and it was more widely distributed throughout the community than before.† The measure of the level of industrialisation ought to be gauged in social and political as well as economic terms. Yet, as contemporary Latin American analysts are discovering, facts and figures pertaining to these phenomena are notoriously difficult to calculate. Economically, however, it is apparent for all to see that the growth of Britain between 1780 and 1914 can only be explained in revolutionary language, as a direct result of an unprecedented industrial revolution. There is no doubt that the period 1780‑1914 was the key timeframe in terms of the British experience of the industrial revolution. The difficulty for historians is the phraseology: revolution implies one key date, a dramatic event and a sudden shift of national focus discernible after that occasion. In comparison to France, for example, British history at this time appears anything but revolutionary – the French experienced three revolutions by the time that the Third Republic was declared passed with the defeat of Napoleon  III. Evolution, as opposed to revolution, would therefore be a more accurate term to describe the myriad of changes that beset British society and political life during this period. And where there did occur a revolution, it took place in factories across the country, in coal fields and the birth of trade unions rather than in the execution or dissolution of monarchy and tradition. Much of the greater social, cultural and political changes that occurred after 1918 were as a result of the groundwork cemented during the period 1780‑1914, none greater than the formation of a society based upon class, itself a direct legacy of the industrialisation of the nation, as E.P. Thompson concludes in his own inimitable dissection of the social consequences of the industrial revolution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   â€Å"This collective class consciousness was indeed the great spiritual gain of the Industrial Revolution, against which the disruption of an older and in many ways more humanly comprehensible way of life must be set†¦the slow, piecemeal accretions of capital accumula tion had meant that the preliminaries to the Industrial Revolution stretched backwards for hundreds of years. From Tudor times onwards this artisan culture had grown more complex with each phase of technical and social change.† BIBLIOGRAPHY P. Ackroyd, London: the Biography (Chatto Windus; London, 2000) P. Clark P. Slack, English Towns in Transition, 1500‑1700 (Oxford University Press; Oxford, London New York, 1976) P. Jenkins, A History of Modern Wales, 1536‑1990 (Longman; London New York, 1992) P. Mantoux, The Industrial Revolution in the Eighteenth Century (Metheun; London, 1961) P. Mathias, The First Industrial Nation: an Economic History of Britain, 1700‑1914: Second Edition (Metheun; London, 1983) F. Musgrove, The North of England: a History from Roman Times to the Present (Basil Blackwell;   Oxford, 1990) J. Rule, The Vital Century: England’s Developing Economy, 1714‑1815 (Longman; London New York, 1992) D. Thompson, England in the Nineteenth Century, 1815-1914 (Penguin; London, 1978) E.P. Thompson, The Making of the English Working Class (Penguin; London, 1991) E.A. Wrigley, People, Cities and Wealth (Basil Blackwell; Oxford, 1987)

Trento and Vicenza Essays -- Geography Geographical Papers

Trento and Vicenza ?The city of Trento (population 101,000) is located in the province of Trento.? The provinces of Trento and Bolzano come together form Trentino-Alto Adige.? Trentino-Alto Adige is the mountain territory of the upper Adige Valley and South Tyrol.? It is within this region that the majority of the Italian Mountains are found.? The area is known for its great scenic beauty.? The City of Trento sits in the valley of the River Adige and lies in the shadow of Monte Bondone.? Monte Bondone is known for its beautiful alpine flora.? Many herbs are collected from the Monte and are used for medicinal proposes throughout the country.? Lago di Toblino is located 16km west of the city.? Lago di Toblino is a beautiful lake that is overlooked by a medieval castle.? There are numerous summer and winter resort areas.? It is very easy the see that there is natural beauty in Trento, but that is not all Trento is known for.? Trento is rich in history as well. ?In its origins there are traces of Celtic influence in Trento but during the 1st century Romans had complete control of the town politically and culturally.? During the Middle Ages Trento found its significance in the fact that it was the geographical link between Germany and Italy.? Trento was an episcopal fief from 1027 until 1802 due initially to an invasion by the Goths, Lombards and Franks.? In the 16th century the city gained prominence under the direction of Bishop Bernardo Clesio and Bishop Cristoforo Madruzzo.? While Bishop Madruzzo was presiding Trento served as the meeting place for the Council of Trent.? ?The council of Trent took place between 1545 and 1563.? It marks one of the most significant turning points in the Catholic Church.? The Council was f... ...he theater still hosts theatrical and musical events.? ?The most significant religious building is the Santa Corona.? The Santa Corona was built in the 13thcentury.? It is known for two altarpieces, Paolo Veronese?s, Adoration of the Magi and Giovanni Bellini?s Baptism of Christ.? The church was named after a thorn of the crown of Christ, given by St Louis of France.? This relic can only be seen on Good Friday.? ?The cities of Trento and Vicenza are rich in history, culture, and scenery.? They will make great stops for our travel adventures.? References Blanchard, Paul.? Northern Italy, From the Alps to Bologna.? A&C Black.? New York: 2001. Rogers, Jay. Chalcedon Articles, The council of Trent. http://www.forerunner.com/chalcedom/X0020_15._Council_of _Trent.html Simon, Kate. Italy, The Places in Between.? Barnes & Noble Inc. New York: 1984

Lovers Quarrels in Love, 20 cents the First Quarter Mile Essay

Lovers' Quarrels in Love, 20 cents the First Quarter Mile Kenneth Fearing's poem "Love, 20 cents the First Quarter Mile," expresses the wide range of emotions experienced in an argument. The poem depicts the all too familiar situation of a lover's quarrel in which the persona, whom we can assume is male, struggles to resolve an argument during a taxi ride. During his attempts to resolve the quarrel, the persona experiences a variety of emotions ranging from apologetic to accusatory to sarcastic to romantic. In this poem, the reader gains a personal insight into the conflicting and rapidly changing feelings of the persona. The first stanza of the poem leads the reader to believe that the persona has been a less than perfect companion to his counterpart. However, the persona seems willing to concede that he "may" have committed a few transgressions, and seems apologetic for them. He concedes that he "may have lied to and about"(line 1) his companion, and that he also "damned [her] extravagance, maligned [her] tastes,/ libeled [her] relatives, and slandered a few of [her] friends"(4-5). "Nevertheless," he entreats, "come back"(7). In the second stanza, the persona expresses his willingness to concede to his companion, as long as she is willing to make some of her own concessions. "I will agree to forget the statements that you issued/...to the neighbors...,/ and you will forget that figment of you imagination, the blonde/ from Detroit;/ I will agree that your lady friend...is not crazy.../but on the contrary rather bright,/ and you will concede that...Steinburg is neither a drunk/ nor a swindler,... ... We will have a celebration to end all celebrations"(28). He reveals how petty he thinks the argument was by contradicting his earlier concessions. "We will invite...Steinburg, who is off the wagon, by the way, and that insane/ woman who lives upstairs..."(31-32). Apparently, the storm of the argument has passed, and the reader feels a sense of calmness and resolution. During this poem readers intimately experience the broad range of feelings experienced by the persona in a short period of time. The significance of the title, "Love, 20 cents the First Quarter Mile," is that the persona is not only paying for a cab ride, but for the time it takes to placate his companion and convince her of his love for her that will outlast even the pettiest of arguments.

Use of Montage in the Movie, Night of the Hunter :: Movie Film Essays

Use of Montage in the Movie, Night of the Hunter Ebert said it best when he describes the characters of Night of the Hunter as Norman Rockwell archetypes. Taking place in an unassuming river town presumably during the Great Depression, the plot unravels around $10,000, stolen during a poorly planned bank robbery. No thought need be heeded on the heist, however, seeing as it was not important enough to waste film on. The money serves only to set up the dominoes that will be knocked down rather linearly in this predictable storyline. But to criticize this movie as predictable would be missing the entire premises: the movie’s true purpose is seeking to illustrate a kind of righteousness vs. evil through key use of montage. The central character to the storyline, Reverend Harry Powell, is what today would be considered the archetypal psychopath. His mask of a righteous, God-fearing saver of souls makes his true self that much creepier. In a truly twisted scene, Rev. Powell perverts the embraced idea of a hero riding in on a white horse by using such a steed to stalk John and Pearl, the two children of the robber who have been entrusted with the money, accurately portraying the helplessness of innocence when a greater evil looms. Such Biblical conflict can be seen throughout the movie, culminating with Rachel, a true follower of her Lord, warding off the evil Rev. Powell. In regard to montage, it would be easy to write off its use as the most effective instrument for illustrating an idea with the technology at hand in those days. Upon closer inspection, however, montage allows a concept to be portrayed much more effectively than might otherwise be possible using standard filming techniques. The children’s journey down the river is a great example of this. The â€Å"collision† of scenes of them slowly drifting in a boat, sometimes sleeping, sometimes talking, both day and night, with the reverend on his horse somehow keeping up â€Å"explodes† in the rather nebulous concept of a nightmare in which no matter how fast or far one runs, the pursuer always keeps up (Eisenstein, The Dramaturgy of Film Form).

My Journey: Being A Person For Others

How I Became A Person For Others A synthesis paper In partial fulfillment of the requirements in the FOP subject Submitted to: Ms. Irish E. Bobtail Submitted by: Mr.. Glenn Ian E. Patella Date Submitted: October 7, 2014 Ad Majored Die Gloria, Magic, and Persons for Others – these are the common phrases expressed and uttered along the halls of Xavier University – Atone De Canaan. I am touched by the meaning of these values and practices since I am sort of new to this kind of environment.Now I know why this Institution Is prestigious and s being looked up by other people – it's because of the values they teach coupled with the quality education they offer. Going to Xavier University is an experience I will never ever forget; It's not about the name that the school carries; It's not about how seemingly glamorous you are when you walk down the streets wearing the school uniform; it's not about being classy and smart all at the same time, it's because here, they focus more on shaping you on to becoming the best of you, in service for others, the country and for God. In this school, I became a person for others.The first four months Vie spent here In Xavier are four months filled with vibrant colors and unforgettable shades. With its cheerful and Christ-centered aura, I knew that I was called here for a cause. The moment I stepped into the school with only a few steps away from becoming an official student, gleeful faces surrounded the university and seemingly elder students are trying their very best to make us feel at home. Successfully, I felt at home, it's as if I've been to this place before. Despite the air being sizzling and all, lye managed to enjoy my stay and tried my best to be as listen as I could.One things for sure that in college: it's definitely not the same with high school and you should practice being Independent and work harder. I found out that no matter how hardworking you are and excelled somehow In high school; some of it might change in college if you've changed in a slightly different way. If I could 1 OFF what I have now; I should've scanned for more rather than being contented by what is offered inside the walls from different classrooms; I should've spent a lot more time studying rather than focusing on some other activities, I should've practiced magic long the way.I don't want to sound as if my life is full of regrets, but, I also don't want to repeat some of the things Vie encountered this semester, literally. I believe that everything happens for a reason and God has plans, that God has a specific reason why things happen. With me on my weakest point was God – he was there and helped me through my obstacle. I told him that I would rise back and give my foremost power to be a good son for him. Despite the heavy load Vie carried along the pathway, I can say that being in here t the same time makes the load go away.Here, students are taught to be concerned for the environment and as well as the community. Sincerely, I was Just thrilled and excited at the thought that I would become a person for others; someone who's willing to sacrifice and give others a hand. Who wouldn't want that? So, I grabbed the chance. Also, thanks to the OFF 10 subject, I developed my prayer life. Being able to attend the prayer session workshop was an event I will carry across my heart for the rest of my life. It was Just life-changing! Indeed, everything happens for a reason.Going to Manners and experiencing the calming and peaceful atmosphere was fantastic. There, I met new friends and strengthen my connection with God. Furthermore, visiting the magnificent divine mercy along with my block mates was another remarkable event during this semester. It was my first time to visit the beautiful place and it was special, for me, that I'm with them. Being able to pray together and Just being peaceful with each other plus the silent and tranquil ambiance, the event turned out to be as splendid as I imagined.With all the activities that packed us into a strong and compelling group, the formation groups that shaped me into who I am today, the bonding I had with other people, I found myself sharing pieces of my life to each and every one of them. I am also glad that Vie picked bits of life lessons from people Vie met along the course. We are all men and women for each other. The semester can't be complete without this significant and fun-filled activity that we had in Consolation Elementary School.Smiles and laughter of children roared round the campus of their school when all of the students under OFF arrived at their destination. It was nice seeing young Filipinos that are lively, enthusiastic and carries potentials on becoming great people someday. Witnessing them enjoy the activities we've prepared makes me want to relive my younger years. I can now feel the sentiment of an adult. We planned on including the national anthem during the opening part of our little program wit h the kids, but, they proceeded in reciting the patriotic vows of our country!We were quite stunned, but hey, they got the Filipino parity in them. Of course, we tried our very best to entertain them and stand in front of them as role models. There, I realized how crucial everything can be when handling children. You must always set a very good example for them to follow, if we want to see a bright and harmonious tomorrow ahead of us. We served them food and drinks to complete this one of a kind experience. It was clear through their eyes that they had fun as much as we did and it totally feels good to make them happy. Happiness despite being buried by heavy load.In little ways, I served my fellow Monterrey by bringing Joy to their young and youthful hearts. Being helpful and concerned for the welfare of others is something that bursts out from within you. It can't be Just taught inside the classroom and the ideas are left, trapped within the four walls. You shape your own life with the guide of God through his own creations. You become a person for others if you believe that you already are and you should act what you perceive. As I close one chapter of my story here in Xavier University, I hope that the following chapters will be as bright as the sun.The heaper did mold me into becoming the product of what the school had envisioned its students to become: men and women for others. I became closer to God and I should serve him as my father and ultimate creator; I contributed small things to other people's lives and became a part of theirs as much as they are also a part of mine; I indulged myself into setting a good example for my young fellow countrymen to follow. In the process, my life was filled with ups and downs – a sign that I am alive and I will continue to do what Vie started. And that is how I became a person for others.

Achilles and Odyssey Compare and Contrast Essay

Larger-Than-Life Heroes: Achilles and Odysseus What are the main characteristics of a larger-than-life epic hero? An epic hero is a brave and powerful warrior who is motivated to fight both internal and external conflicts to achieve glory and ranks above a normal man. In Homer’s epic poems The Iliad and The Odyssey, Achilles and Odysseus are the well-known heroes. Achilles fights Hektor outside the walls of Troy because Hektor killed his best friend, Patroclus. After fighting in the Trojan War, Odysseus takes on a journey to return back to Ithaca to see his wife, Penelope, and his son, Telemachus.Through his use of tone, figurative language, mood, and imagery, Homer’s epic poems The Iliad and The Odyssey show how Achilles and Odysseus, despite their struggles with themselves and the world, are true heroes because of their motivation for glory and revenge. Achilles and Odysseus are struggling to be viewed as tenacious warriors because of an empty place in their hearts. F or instance, Agamemnon takes Achilles’ prize, Briseis, and exclaims â€Å"See how the lord of the great plains, Agamemnon, humiliated me! He has my prize, by his own whim, for himself† (Iliad. . 168-169). Achilles feels humiliated because Agamemnon took his prize, Briseis, away from him in order to return Chryseis. He still does not want to go to war after Agamemnon returns her. Achilles’ heart is aching and the thought of never seeing his prize again worries him. Homer uses mood to make the reader feel pity for Achilles. Even though Achilles treats Briseis as a prize, it is depressing that he does not have her in his arms. Achilles and Briseis fell in love with each other and were separated such as in a more modern movie called The Swan Princess.Homer makes it seem like Agamemnon is the villain while Achilles is the hero. Achilles’ internal conflict shows how he must cope with not having Briseis in his arms because he did not want to fight in the war. Ev en so, Odysseus longs to return to his homeland, Ithaca, and â€Å"†¦his sweet life [is] flowing away with the tears he wept for his foiled journey home† (Odyssey. 5. 168-169). Odysseus is depressed because he wants to return to his home in Ithaca and see his wife, Penelope, and son, Telemachus, after fighting in the Trojan War.He feels as if his life is transitioning from sweet to bitter. Homer uses imagery to show how Odysseus is crying for his homeland, Ithaca. It creates a depressing mood for the reader because all Odysseus wants is to see his family and return home after a tiresome war, but has failed. The metaphor of Achilles’ sweet life flowing away demonstrates how his lamentations are characterizing him as homesick and how he might not make it through his journey. Achilles struggles with not having a prize while Agamemnon struggles with not sleeping in his own bed for an extensive time.The difference between the internal conflicts is that Achilles cannot fight in war because Briseis is not with him while Odysseus cannot return home and reunite with his family after fighting in the war. Although they both have concerns for their loved ones, Achilles and Odysseus must set them aside and fight their enemies first. Achilles and Odysseus are both epic heroes because they face their external conflicts or struggles with the world and fight as strong warriors. First, Achilles stabbed Hektor in the neck and then â€Å"†¦had in mind for Hektor’s body outrage and shame.Behind both feet he pierced the tendons, heel to ankle. Rawhide cords he drew through both and lashed them to his chariot, letting the man’s head trail† (Iliad. 22. 467-471). Achilles fights and kills Hektor outside the walls of Troy because he killed Achilles’ best friend, Patroclus. After stabbing Hektor in the throat, he ties Hektor’s ankles to his chariot and rides off, dragging him. Hektor uses imagery to show how Achilles ties Hektor to his chariot, and injures him while riding off. Homer also uses tone to explain Achilles’ anger toward Hektor for killing Patroclus.Even so, after slaughtering all of the suitors in his home â€Å"Odysseus scanned his house to see if any man still skulked alive, still hoped to avoid black death† (Odyssey. 22. 406-407). Odysseus finally returns to his home in Ithaca disguised as a beggar by Athena. He is only one out of all the suitors to string Odysseus’ bow, because he is Odysseus and stronger than any man alive. Athena then reveals Odysseus and he and his son, Telemachus, kill all of the suitors in his home. Homer uses imagery to show Odysseus looking around his house to find any more suitors that were still alive.He wanted to no suitor was still alive so he could be in peace with his wife, Penelope. His external conflict is not being able to return home in peace. He must kill all of the suitors, for they wanted to marry Penelope and become King of Ithaca. Odysseus needed to show that he had returned as King of Ithaca and was more powerful than all of the suitors combined. Achilles’ external conflict is fighting Hektor and Odysseus’ external conflict is conquering the suitors. Achilles and Odysseus deal with their external conflicts by conquering their enemies.Achilles and Odysseus are both motivated to face and conquer their struggles with the world for glory and revenge. In fact, Achilles chased Hektor around the walls of Troy three times and â€Å"†¦ ran full speed, and not for bull’s hide or a ritual beast or any prize that men compete for: no but for the life of Hektor, tamer of horses† (Iliad. 22. 189-192). Achilles chases Hektor around the walls of Troy three times because he wants to kill him as a prize. Achilles wants to receive the glory of a stronger warrior and seek revenge on Hektor for killing his best friend, Patroclus.Homer uses imagery to show Achilles’ determination to have Hek tor’s dead body for revenge. The reader can picture swift-footed Achilles on the heels of Hektor, tamer of horses. Achilles almost reaches Hektor, while Hektor almost outruns Achilles. In the end, Achilles conquers Hektor and gains glory for being the stronger warrior and proving himself to being larger-than-life. And then, Odysseus is determined to be reunited with his wife, Penelope, and says â€Å"Nevertheless I long-I pine, all my days-to travel home and see the dawn of my return. And if a god wreck me yet again on the wine-dark sea, I can bear that too†¦Ã¢â‚¬  (Odyssey. . 241-244). Odysseus does not give up returning to Ithaca because he wants to see his family. He will bear anything that comes along his way to his journey home. Homer uses mood to make the reader feel hope for Odysseus on returning home safely and how he is ready to fight obstacles that the gods put upon him along his journey. He is motivated to return home because he wants to conquer the suitors, which will earn him glory and prove him to be larger-than-life. He also wants to seek revenge on the suitors that have caused Penelope harm while he was away.It proves that Odysseus saved his wife with the help of his son and how he ranks higher than the suitors. Achilles fights Hektor for his body and glory from the Greeks. Odysseus wants to return home so he can be glorified after seeking revenge on the suitors by murdering them. Achilles and Odysseus both seek revenge on their enemies for what they have done to their loved ones. Achilles and Odysseus are well-known heroes in Homer’s epic poems The Iliad and The Odyssey. Through both poems, the heroes experience internal and external conflicts such as battles with other warriors and missing loved nes. Glory plays a huge role in these characters and they want to be well-known for their actions such as how Achilles conquered Hektor or how Odysseus conquered the suitors. Achilles and Odysseus have the main characteristics of an epic hero, but gain them in different ways. In their internal conflicts, Achilles misses Briseis while Odysseus misses his home, Ithaca, as well as his wife Penelope, and son, Telemachus. In The Iliad, Achilles and Briseis are separated from each other just as how Princess Odette and Prince Derek and separated from each other in the 1994 movie, The Swan Princess.The internal conflict of Achilles can be related to movies such as The Swan Princess today. In their external conflicts, Achilles fights Hektor, tamer of horses, while Odysseus fights the commanding suitors in Ithaca. Achilles conquers Hektor for his life and to gain glory by becoming the greater warrior. Odysseus along with his son, Telemachus, conquers the suitors and gain glory. Achilles and Odysseus seek revenge on their enemies. Achilles kills Hektor because he killed his best friend, Patroclus. He lost his best friend forever and needed to get Hektor back by taking his life.Odysseus seeks revenge on the suitors for harming his wife and taking advantage of her hospitality, such as making a mess during feasts. People today also seek revenge on people that have caused them harm. Achilles and Odysseus have shaped what an epic hero is and show that even though they lived two different lives, they both showed the characteristics of an epic hero and how they must be a brave and powerful warrior who is motivated to fight both internal and external conflicts to achieve glory. Overall, although Achilles and Odysseus are two different characters, their similar characteristics define what an epic hero is.