Biography of Francisco de Miranda, Venezuelan Leader

Sebastian Francisco de Miranda (March 28, 1750–July 14, 1816) was a Venezuelan patriot, general, and traveler considered the Precursor to Simon Bolivars Liberator. A dashing, romantic figure, Miranda led one of the most fascinating lives in history. A friend of Americans such as James Madison and Thomas Jefferson, he also served as a General in the French Revolution and was the lover of Catherine the Great of Russia. Although he did not live to see South America freed from Spanish rule, his contribution to the cause was considerable. Fast Facts: Francisco de Miranda Known For: Venezuelan patriot and world adventurer, revolutionary, dictator, and colleague of Simà ³n Bolà ­varBorn: March 28, 1750 in Caracas, VenezuelaParents: Sebastià ¡n de Mirando Ravelo and Francisca Antonia Rodrà ­guez de EspinosaDied: July 14,1816 in a Spanish prison outside CadizEducation: Academy of Santa Rosa, Royal and Pontifical University of CaracasSpouse: Sarah AndrewsChildren: Leandro, Francisco Early Life Francisco de Miranda (Sebastià ¡n Francisco de Miranda y Rodrà ­guez de Espinoza) was born on March 28, 1750, into the upper class of Caracas in present-day Venezuela. His father Sebastià ¡n de Mirando Ravelo was an immigrant to Caracas from the Canary Islands who set up several businesses, including a textile factory and a bakery. There he met and married Francisca Antonia Rodrà ­guez de Espinosa, who came from a wealthy Creole family. Francisco had everything he could ask for  and received a first-rate education, first from Jesuit priests and later at the Academy of Santa Rosa. In 1762, he enrolled in the Royal and Pontifical University of Caracas and did formal study in rhetoric, math, Latin, and Catholic catechism. During his youth, Francisco was in an uncomfortable position: because he was born in Venezuela, he was not accepted by the Spaniards and those children born in Spain. Creoles, however, were unkind to him because they envied the great wealth of his family. This snubbing from both sides left an impression on Francisco that would never fade. In the Spanish Military In 1772, Miranda joined the Spanish army and was commissioned as an officer. His rudeness and arrogance displeased many of his superiors and comrades, but he soon proved an able commander. He fought in Morocco, where he distinguished himself by leading a daring raid to spike enemy cannons. Later, he fought against the British in Florida and even helped send assistance to George Washington before the Battle of Yorktown. Although he proved himself time and again, he made powerful enemies, and in 1783 he narrowly escaped prison time over a trumped-up charge of selling black-market goods. He decided to go to London and petition the King of Spain from exile. Adventures in North America, Europe, and Asia He passed through the United States en route to London  and met many U.S. dignitaries, such as George Washington, Alexander Hamilton, and Thomas Paine. Revolutionary ideas began to take hold in his keen mind, and Spanish agents watched him closely in London. His petitions to the King of Spain went unanswered. He traveled around Europe, stopping in Prussia, Germany, Austria, and many other places before entering Russia. A handsome, charming man, he had torrid affairs everywhere he went, including with Catherine the Great  of Russia. Back in London in 1789, he began to try to get British support for an independence movement in South America. The French Revolution Miranda found a great deal of verbal support for his ideas, but nothing in the way of tangible aid. He crossed to France, seeking to confer with the leaders of the French Revolution about spreading the revolution to Spain. He was in Paris when the Prussians and Austrians invaded in 1792, and suddenly found himself being offered the rank of Marshal as well as a noble title to lead French forces against the invaders. He soon proved himself to be a brilliant general, defeating Austrian forces at the siege of Amberes. Although he was a superior general, he was nonetheless caught up in the paranoia and fear of The Terror of 1793-1794. He was arrested twice and twice avoided the guillotine through an impassioned defense of his actions. He was one of the very few men to come under suspicion and be exonerated. England, Marriage, and Big Plans In 1797 he left France, sneaking out while wearing a disguise, and returned to England, where his plans to liberate South America were once more met with enthusiasm but no concrete support. For all his successes, he had burned many bridges: he was wanted by the government of Spain, his life would be in danger in France, and he had alienated his continental and Russian friends by serving in the French Revolution. Help from Britain was often promised but never came through. He set himself up in style in  London  and hosted South American visitors, including young Bernardo OHiggins. While in London he met (and may have married) Sarah Andrews, the niece of portrait painter Stephen Hewson, who came from a rural Yorkshire family. They had two children, Leandro and Francisco. But he never forgot his plans of  liberation  and decided to try his luck in the United States. The 1806 Invasion He was warmly received by his friends in the United States. He met President Thomas Jefferson, who told him that the U.S. government would not support any invasion of Spanish America, but that private individuals were free to do so. Wealthy businessman Samuel Ogden agreed to finance an invasion. Three ships, the Leander,  Ambassador,  and Hindustan, were supplied, and 200 volunteers were taken from the streets of New York City for the venture. After some complications in the Caribbean and the addition of some British reinforcements, Miranda landed with some 500 men near Coro, Venezuela on August 1, 1806. They held the town of Coro for barely two weeks before word of the approach of a massive Spanish army caused them to abandon the town. Return to Venezuela Although  his 1806 invasion  had been a fiasco, events had taken on a life of their own in northern South America. Creole Patriots, led by  Simà ³n Bolà ­var  and other leaders like him, had declared provisional independence from Spain. Their actions were inspired by Napoleons invasion of Spain and detainment of the Spanish royal family. Miranda was invited to return and given a vote in the national assembly. In 1811, Miranda and Bolà ­var convinced their companions to formally declare independence outright, and the new nation even adopted the flag Miranda had used in his previous invasion. A combination of calamities doomed this government, known as the  First Venezuelan Republic. Arrest, Imprisonment, and Death By mid-1812, the young republic was staggering from royalist resistance and a devastating earthquake that had driven many over to the other side. In desperation, Republican leaders named Miranda Generalissimo, with absolute power over military decisions. This made him the first president of a breakaway Spanish republic in Latin America, although his rule did not last long. As the republic crumbled, Miranda made terms with Spanish commander Domingo Monteverde for an armistice. In the port of La Guaira, Miranda attempted to flee Venezuela before the arrival of royalist forces. Simon Bolivar and others, infuriated at Mirandas actions, arrested him and turned him over to the Spanish. Miranda was sent to a Spanish prison, where he remained until his death on July 14, 1816. Legacy Francisco de Miranda is a complicated historical figure. He was one of the greatest adventurers of all time, having escapades from Catherine the Greats bedroom to the American Revolution to escaping revolutionary France in a disguise. His life reads like a Hollywood movie script. Throughout his life, he was dedicated to the cause of South American independence and worked very hard to achieve that goal. Still, it is hard to determine how much he actually did to bring about the independence of his homeland. He left Venezuela at the age of 20 or so and traveled the world, but by the time he wanted to liberate his homeland 30 years later, his provincial countrymen had barely heard of him. His lone attempt at an invasion of liberation failed miserably. When he had the chance to lead his nation, he arranged a truce so repulsive to his fellow rebels that none other than Simon Bolivar himself handed him over to the Spanish. Mirandas contributions must be measured by another ruler. His extensive networking in Europe and the United States helped pave the way for South American independence. The leaders of these other nations, impressed as they all were by Miranda, occasionally supported South American independence movements—or at least did not oppose them. Spain would be on its own if it wanted to keep its colonies. Most telling, perhaps, is Mirandas place in the hearts of South Americans. He is named the Precursor of independence, while Simon Bolivar is the Liberator. Sort of like a John the Baptist to Bolivars Jesus, Miranda prepared the world for the delivery and liberation that was to come. South Americans today have great respect for Miranda: he has an elaborate tomb in the National Pantheon of Venezuela despite the fact that he was buried in a Spanish mass grave and his remains were never identified. Even Bolivar, the greatest hero of South American independence, is despised for turning Miranda over to the Spanish. Some consider it the most questionable moral action the Liberator undertook. Sources Harvey, Robert.  Liberators: Latin Americas Struggle for Independence  Woodstock: The Overlook Press, 2000.Racine, Karen. Francisco de Miranda: A Transatlantic Life in the Age of Revolution. Wilmington, Deleware: SR Books, 2003.

Personal Journal And Love Writing Poetry - 1161 Words

At the start of this English 1A course I ran into a few struggling problems. The first was I hadn’t written much since high school, though I do try to keep a personal journal and love writing poetry. Between having to go to work taking care of a dog maintaining a social life and attending school writing quickly became an old pastime. So, upon being told to freewrite the first day of class I froze, not remembering how to write, though I am someone who usually has plenty to say. Once I got started another problem soon arose my mind was no longer aware of how to properly write a paper. A jumble of words came up that I couldn’t remember how to spell so I would end up changing the word I was using or what I was saying. Next was punctuation I rarely know where to place: colons, hyphens, brackets, apostrophes, etc. They have tended to be a confusing part of writing throughout my entire life. I used to believe I knew where to put commas, but after having to edit a few papers due to comma placement I am no longer sure. Thankfully, it didn’t take long for my love of writing to kick back into gear due to learning a new form of writing. This style is freewriting and isn’t focused on factors such as spelling, grammar, and punctuation. Sadly, I got a little too carried away with the idea that I could just throw words on paper and received criticism on my collage for a few awkward word choices. However, freewriting is still an important style dedicated to helping thoughts make it fromShow MoreRelatedEssay On Music Arts707 Words   |  3 Pagesparticipants (Flood Phillips, 2007). Poetry proposes numerous reimbursements for the elderly adult by inciting understanding, encouraging life evaluations, and inspiring the perseverance of uncertain struggles (Flood Phillips, 2007). 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Her thoughtsRead MoreAnalysis Of John Steinbeck s Of Mice And Men 1564 Words   |  7 Pageshis way to the top of the literary world. Once you learn to handle some criticism and crazy, there is no limit to what you can accomplish. The first genre I chose to include is poetry because it shows how Steinbeck’s personal life could have been. I also chose to include a journal entry because Steinbeck’s certain writing style is unique and would be intriguing to see how he creates his magnificent ideas for his stories. The third genre is an news article because the life of John Steinbeck’s is oneRead MoreThe Peak of Romanticism1191 Words   |  5 PagesLove, lust, passion, and desire all of these put together can cause great explosion. Romanticism began in England about the year 1798. The poets of England started writing about nature, imagination, and idealism. Most poets wrote considering the changes occurring in England during the revolutionary era. 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Trade and Finance Eco372 Free Essays

International Trade and Finance Speech ECO/ 372 March 21, 2013 Good evening everyone! It is a pleasure to be here. This evening I will first briefly review the International trade and Financial state of our economy†¦.. We will write a custom essay sample on Trade and Finance Eco372 or any similar topic only for you Order Now What happens when there is a surplus of imports brought into the U. S Domestic producers competing with imports suffer from lower prices and fewer sales. They have less revenue and resource owners doing the production have less income. However, Domestic consumers enjoy lower prices! Whenever there is a surplus of products, regardless of origin, the price drops. Even to the point of selling at a loss, the holder has already paid the invoice and taxes, but still has to pay storage, the longer it holds the product the more money it costs, selling at a loss moves the product out of storage and clears the store front for another product. Take the case of car sales, do you really think that cutting $10,000 of the price of a $40K car makes sense if you can sell it for $40K. * What are the effects of international trade to GDP, domestic markets and university student’s. International Trade to GDP In order to understand international trade it is important to recognize what the effects of international trade have on the GDP, domestic markets and university students. International trade is essentially when two or more countries exchange goods and services. Many countries export their goods and services to other countries and in turn may also import goods and services from other countries into their own. There have been exceptional achievements with technology, which have made it much easier to trade on an international level. The communication, as a result of these technology advancements, has improved exponentially and it has truly simplified this process. With that being said it can be confirmed that international trade has a profound effect on the GDP, domestic markets and even university students like me. There are many countries that are rich in technology, like China and Japan, and others that have bountiful natural resources, like Iraq, that have a weighty impact on us specifically. The U. S. s one of the largest contributors to international trade and in fact our GDP is overwhelmingly impacted because we are huge import consumers. We rely heavily on products from other countries and import much more than what we export. This not only impact our GDP, thus lowering it since we are importing more than exporting, and also has an impact on our domestic markets because we. How do government choices in regards to tariffs and quotas affect international relations and trades? The government certainly makes many choices particularly when it comes to economics. The big question is how do government choices in regards to tariffs and quotas affect international relations and trade? First and foremost it is important to understand that tariffs and quotas are in place to encourage the government to make choices on how much quantity they will agree to have imported and exported and additionally the amount of taxes that will be collected in order to avoid discarding of those goods or services. Foreign investors are encourages to play a role in international trade by having exchange rates in place. There are also government policies in place that aid to avert certain goods and services from entering our country. In essence the main objective of the government and the choices that they make regarding tariffs and quotas is to do what is best for our economy to keep it stable and lucrative. What are foreign exchange rates? How are they determined? In order to understand foreign exchange rates we must ask the question of what are they and how are they determined? Because economic growth within a country is important, the government makes certain that fiscal and monetary policies are in place to ensure that this growth continues. Because there are goods and services which are traded between different countries around the world, there are foreign exchange rate payments that are required to be paid for those exchanges. This foreign exchange rate will differ from country to country. Why doesn’t the US simply restrict all goods coming in from China? Why can’t the US just minimize the amount of imports coming in from all other countries? Naturally there are many people that have asked the question of why the U. S. does not simply restrict all goods coming in from China, as an example? Why can’t the U. S. just minimize the amount of imports coming in from all other countries as well? It is difficult to restrict imports from other countries particularly in the U. S where there is a large group of consumers who are demanding goods and services from other countries. In order to satisfy the demands of people who want these goods or services from other countries the government allows for this easy trading and does earn revenue from duties and taxes on these imports. This helps to boost our own countries economy. References Colander, D. C. (2010). Macroeconomics. (8th ed. ). Boston, MA: McGraw-Hill/Irwin. United States Department of Labor. (n. d. ). Bureau of Labor Statistics. Retrieved from http://www. bls. gov/eag/eag. us. htm. Trading Economics. (2012). United States Consumer Confidence. Retrieved from http://www. tradingeconomics. com/united-states/consumer-confidence. CBS NEWS. (n. d. ). US Consumer Spending Up, but Income Lags. Retrieved from http://www. cbsnews. com/8301-500395_162-57406993/us-consumer-spending-up-but-income-lags/. Appelbaum, B. (March 2012). The New York Times: As Fed Officials Prepare to Meet, They Await Clearer Economic Signals. Retrieved from http://www. nytimes. com/2012/03/12/business/as-fed-meeting-nears-it-awaits-clearer-economic-signals. html? ref=interestrates. How to cite Trade and Finance Eco372, Papers

Hamlet and Human Nature Essay Example For Students

Hamlet and Human Nature Essay In order to rot, one must first be fresh. In order for there to be evil, there must first be good. In order to die, one must first be born. Thus, the natural state of mankind revolves, as does a garden. William Shakespeare makes this point abundantly clear in his play Hamlet. Using a minor character, Marcellus, Shakespeare proclaims, â€Å"Something is rotten in the state of Denmark.† Applying this quote to human nature and the continued illusion to a garden, one could resolve that the â€Å"rotten† state of Denmark is comparable to the cyclical characteristics of man and nature. â€Å"Frailty, thy name is woman.† Hamlet’s animosity towards his mother is quite understandable. From his point of view he feels betrayed and abandoned. Not only has it been less that two months since the kings body has lain with the worms, but Gertrude has in this short time period discovered another body to warm her bed. Hamlet’s feelings churn between melancholy, uneasy, and anguish. The inability to deal with his emotions is comparable to that of a gardener who has lost his determination to weed his garden. To imply frailty in the above quote also implies that if the woman/garden is treated right then benefits will be forth comings. However, the benefits must be earned, otherwise the frail flower will be over taken by the aggressive weed. Speaking of conflict, another allusion to combat is created in Act I scene i. Upon the Ghost’s entrance one is bombarded with images or war and threat. The stalking figure of the dead king Hamlet is clothed in armor. The recognition shown him, by means of Marcellus and Horation. suggests that Hamlet was often found dressed in such a manner. From the reaction it may not be too far out to assume that Denmark was in a near state of perpetual conflict. If man is to fight or be in conflict with another man most of the time then it can be presumed; he is evil, for warfare is evil. Just as the weed spreads so must the evil. Polonius summed up the ongoing resolution when he established that,â€Å"Though this be madness, yet there is method in it.† Relating this quote to the garden image, one must take notice that it slips in like the last piece of the puzzle. The ecstasy, or madness, is actuality symbolic for the wild growth in the garden. While the ‘method’ is a repeating cycle which revolves from fresh to rot. Thus bringing the madness to a close. The unweeded garden imagery Shakespeare employs is that of the wild taking over the fresh, destroying it from the inside. The ‘rot’ Marcellus mentions is indeed the same thing. Looking at all the aspects mentioned above the connection is clear. Everything changes, change is inherent. In order to die one must first be born. In order to be good there must first be evil. In order to be fresh one in the end must rot.Bibliography:shakespeare, william. HAMLET.

Poems comparing Country Lovers and What Its like to be a Black Girl

This essay compares Country Lovers by Nadine Gordimer and What It’s like to be a Black Girl by Patricia Smith. The works of these authors explore various themes such as race or ethnicity, prejudice, the quest for freedom, and inequality in societies. The focus of this essay is on the theme of race or ethnicity both Gordimer and Smith explore in their works. The essay shall compare and contrast the two works with regard to literary style, form, and content.Advertising We will write a custom essay sample on Poems comparing: Country Lovers and What It’s like to be a Black Girl specifically for you for only $16.05 $11/page Learn More Gordimer has written several novels and short stories. The author has the ability to create a short story with the well-informed themes, which engage her readers. In Country Lovers, Gordimer portrays the struggle of a black woman during Apartheid in South Africa. She shows racial prejudice, characters inner struggl es, and confusion. Gordimer manages to capture several ways people suffer in a racial society as they undergo and endure catastrophic moments. Gordimer uses the theme of racism in order to provoke high-levels of human emotions within few pages of the story. Gordimer presents the story of love between a white skinned Afrikaner and a black skinned girl in a farm setting. Gordimer notes, â€Å"The trouble was Paulus Eysendyck did not seem to realize that Thebedi was now simply one of the crowds of farm children down at the kraal, recognizable in his sister’s old clothes† (Gordimer, 1978). It is obvious that Paulus developed love for the black, Thebedi. The author writes, â€Å"The schoolgirls he went swimming with at dams or pools on neighboring farms wore bikinis, but the sight of their dazzling bellies and thighs in the sunlight had never made him feel what he felt now when the girl came† (Gordimer, 1978). The society and the law did not approve of such relations hips in South Africa during the Apartheid era. Immorality Act 1950 to 1985 of the Apartheid prohibited all forms of sexual relations between blacks and whites. Another law of 1949 known as the Prohibition of Mixed Marriages Act banned all interracial marriages in South Africa (Tyson, 1999). Such laws caused serious problems for Paulus and Thebedi because their secret love affair was against Immorality Act. Gordimer notes, â€Å"She had to get away before the house servants who knew her came in at dawn† (Gordimer, 1978). Thebedi and Paulus kept their affair going despite harsh laws discouraging racial relations.Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gordimer notes that both black and white children played together when they were young, but when the whites attend school, â€Å"they soon don’t play together anymore† (Gordimer, 1978). This implies that racism h ad minimal influences on children. This marks the spread of racism among children. It shows that boarding schools create a sense of superiority among whites as a result blacks refer to their former friends as ‘missus and baasie’. In the poem, What it’s like to be a Black Girl, Smith explores the issue of racism in a jagged society. The persona (a black girl) is at the threshold of puberty and feels a sense of discomfort with her changing physical body and mind as she hopes for better changes. Smith uses narration in order to drive her point of racism to readers in the first three lines of the poem. The style relies on â€Å"jagged sentence structure† (Pfeiler, 2003) coupled with a language of profanity to show her readers the seriousness of the poem. Thus, we can be able to understand young black girls’ lives in 1950s when she wrote the poem. Smith explores how racism affected black women in her time. Racism went to the extent of affecting health of women in society. For instance, transition into womanhood was an ordeal for black girls in a racial society, â€Å"it’s dropping food coloring in your eyes to make them blue and suffering their burn in silence† (Smith, 1955). Consequently, black girls embraced puberty with a sense of confusion and sadness, â€Å"First of all, it’s being 9 years old and feeling like you’re not finished, like your edges are wild, like there’s something, everything, wrong† (Smith, 1955). Every teenage girl experiences such thoughts. However, Smith introduces the idea of racially jagged society and its pressure on girls by inserting ‘black girl’. The society is changing for young black girls. As a result, young girls have to find means of fitting in a racially jagged society using several ways, â€Å"It’s dropping food coloring in your eyes to make them blue and suffering their burn in silence. It’s popping a bleached white mop head over the kinks of your hair and priming in front of the mirrors that deny your reflection† (Smith, 1955). The usages of â€Å"food coloring in eyes and hair bleaching† (Smith, 1955) show how a young black girl struggle to grow into acceptable woman in a racial society. She aims to be like white women, who have white skin, blonde hair, and blue eyes and then men would admire.Advertising We will write a custom essay sample on Poems comparing: Country Lovers and What It’s like to be a Black Girl specifically for you for only $16.05 $11/page Learn More Historical analysis requires readers’ knowledge of historical events of the time (Tyson, 1999). This enables readers to understand the form and context of literary works in the context of history. Therefore, we can understand both Country Lover and What It’s like to be a Black Girl in the context of history. Readers can only imagine what blacks experienced at the time of Apar theid and its effects on mixed raced relationships. For instance, Gordimer notes, â€Å"He told her, each time, when they would meet again† because they cannot be seen in public together (Clugston, 2010). From the above sentence, we can understand why the relationship between Thebedi and Paulus was socially wrong. The Apartheid laws prohibited such relationships between mixed races. The white people controlled most aspects of social life in South Africa. Their children attended best schools and learned ideas about racial segregation in society. On the other hand, blacks learned to respect white people as they grew up. Therefore, understanding the historical context of Country Lover enables readers to understand the position of a black woman when Paulus murdered the baby. Both the poem and the short story have shown historical forms and settings. Gordimer and Smith wrote their works while racism was a dominant factor in a relationship between whites and black. Apartheid reflec ted racial discrimination in South Africa, whereas sense of skin color discrimination showed racial discrimination in American society. Both works show that racism influenced all aspects of life, including individual appearances and interracial marriages. In the case of Thebedi, racism denied Thebedi justice following the murder of her child. Within the historical context, Gordimer aims to invoke social protest using her short story. She highlights and draws readers’ attention to contemporary social problems in South Africa as she hopes for change (Lazar, 1993). On the other hand, the poem depicts a black girl struggling to fit in a racial society (Smith, 1955). Therefore, we can only understand lives of Black Americans during racial segregation and discrimination based on skin color. In the poem, we can relate to the struggle of a young black as she struggles to grow into an acceptable woman in a racial society (Pfeiler, 2003). Smith uses the form of confessional poetry in w hich she explores intensely experiences of black women with unusual frankness. This was the case in 1950s when writers condemned social issues in society. Smith aims to bring readers’ attention to social pressure black women experience in order to gain acceptance in a racial society.Advertising Looking for essay on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Smith also uses her poem as a form of social protest with the hope that social circumstances will improve as she notes, â€Å"it’s finally have a man reach out for you then caving in around his fingers† (Smith, 1955). The contents of What It’s like to be a Black Girl and Country Lover have women to depict racism in societies as they deal with unfairness in societies as protagonists of the story. Both writers use black women because such acts affect them most in society. Smith uses vocal style to express her feelings in the poem. This style of expression enables readers to understand that being a black woman in a racial society tough. The author uses words, which arouse a sense of sadness and indignation such as ‘everything wild’ and ‘suffering their burn in silence’. Thus, a black girl must engage in activities, which will make her to look like a white woman for social acceptance. The sense of bitterness drives the poet to use profane l anguage in her poem, â€Å"it’s learning to say fuck with grace, and fucking without it† (Smith, 1955). This symbolizes the way a black woman feels in a racial society. Gordimer and Smith show that children do not understand differences in society due to racism. For instance, in the poem, the black girl has â€Å"a sad tone and does not understand why she is different† (Pfeiler, 2003). On the other side, the short story shows that both white and black children play together when they are young. However, as they grow up, racism influences their actions and feelings. Paulus ends up killing Thebedi’s child while the black girl has to endure suffering in silence. The authors show that racism is destructive irrespective of where it occurs. From these female characters, we can be able to understand what it meant to grow up during Apartheid era in South Africa in the 1970s and in America in 1950s during racial segregation and discrimination. Gordimer presents he r work from a third person point of view. This style enables the writer to present the story in an unbiased manner without authorial bias. We can conclude that both literary works present historical realities of racism in different settings. Historical circumstances shape events of these literary works. Therefore, these literary works use women protagonists in order to expose harsh realities, which black women experience in racial societies. Societies of the 1900s considered interracial romance a taboo due to racial prejudice at the time. Consequently, such racial prejudice could only lead to devastating consequences. The style, form, and content of both works show how whites in South Africa and America heightened racial tension in which blacks suffered in most cases. Therefore, we can learn of social stigma of being black as a social reality of the problem at the time. References Clugston, R. W. (2010). Journey into literature. San Diego, California: Bridgepoint Education, Inc. Gor dimer, N. (1978). Country Lover. Pasadena, CA: Salem Press. Lazar, K. (1993). Feminism as Piffling’? Ambiguities in Nadine Gordimer’s Short Stories. New York: St. Martin’s Press. Pfeiler, M. (2003). Sounds of Poetry: Contemporary American Performance Poets. Tubingen, Germany: Gunter Narr Verlag. Smith, P. (1955). ‘What It’s Like To Be A Black Girl (for Those of You Who Aren’t)†. Web. Tyson, L. (1999). Critical Theory Today: A User-Friendly Guide. New York: Garland Publishing. This essay on Poems comparing: Country Lovers and What It’s like to be a Black Girl was written and submitted by user Gloria F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Pygmies Essays - African Pygmies, Mbuti People, Ef People

Pygmies Essays - African Pygmies, Mbuti People, Ef People Pygmies Pygmy groups are scattered throughout equatorial Africa, from Cameroon in the west to Zambia in the southeast. In Zaire, there are three main groups of Pygmies: the Tswa in the west, the Twa between Lake Kivu and Lake Tanganyika, and the Mbuti (also referred to as Bambuti or BaMbuti) of the Ituri Forest. According to Schebesta, the author of the earliest reliable reports, only the Mbuti are true Pygmies, i.e., under 150 cm. in height and relatively unmixed with neighboring peoples. The other groups are referred to as Pygmoids, being highly intermixed with other peoples both physically and culturally (Turnbull 1965A: 159-B). The following summary refers only to the Mbuti Pgymies of the Ituri Forest in Zaire. The Mbuti are located at lat. 0 degrees-3 degrees N and long. 26 degrees-30 degrees E. Their territory is a primary rain forest. The Mbuti have conventionally been divided into three groups, which are distinct from each other linguistically, economically, and geographically. Each of the three groups speaks a different language (which corresponds to the language spoken by neighboring villagers), practices different hunting techniques, and is territorially distinct. The Aka speak the Mangbetu language (Sudanic family), hunt primarily with spears, and live in the north. These spear-hunters have not been extensively studied. The Efe speak the Lese language (Sudanic family), are archers, and are located in the east. The Efe were studied by Schebesta. The Sua speak the Bira language (Bantu branch of the Benue-Congo family), hunt with nets, and live to the south. They were studied by Putnam and Turnbull. The most profound difference between the three groups, the linguistic difference, is, according to Turnbull, of recent origin and is purely accidental (Turnbull 1965B 22-23). Furthermore, in spite of the fact that the three languages are very different, there are enough similarities in intonation to make it possible for Pygmies to recognize, if not comprehend, each other. All of the Pygmies of the Ituri Forest recognize themselves by the term Mbuti, and the only political identity they have is in opposition to the village cultivators. The Mbuti as a whole are clearly distinct from these village neighbors both racially and culturally, and, Turnbull says, the economic differences between the three Mbuti groups mask a basic structural unity (Turnbull 1965B: 22-23). Since there has never been an official demographic census, it is impossible to give an accurate estimate of the total Mbuti population. From discussion with missionaries and administrators and from his own experience, however, Turnbull guessed that the population was approximately 40,000 in 1958 (Turnbull 1965B: 26). The Mbuti live in territorially defined nomadic bands. The membership of these bands is very fluid. Bands have no formal political structure; there are no chiefs, and there is no council. An informal consensus among old respected men is the basis of decisions affecting the entire camp. In spite of Turnbull's insistence on basic structural unity, the differences in hunting techniques aqppear to have considerable effect upon the nature of the band organization. Net hunting is a cooperative venture, requiring the cooperation of the whole band, including the women and children. Archery, on the other hand, is primarily a family venture, requiring only two or three men. The most obvious distinction resulting from the economic differences is that of band size. Archer bands average about 6 huts per band, while net-hunting bands average about 15 huts. The Mbuti maintain relationships with surrounding village cultivators whose languages the Mbuti have adopted. Many accounts indicate that the Mbuti are highly acculturated and have adopted many features of villager lifestyle beyond language, such as the clan system and certain religious observances. Turnbull feels that these features are quite superficial, however. The relationship between the Mbuti and the villagers is maintained on several different levels, centering around trade. The Pygmies bring the villagers honey and meat in return for plantation products. This economic exchange can occur on several levels: between the band and the village as a whole (capita/chief), between lineage and lineage (lineage elder/Kpara), or between individuals (kare/kare). The first type of relationship does not occur very often, exchanges being more easily conducted on an interpersonal basis. The lineage relationship is hereditary on both sides. The kare brotherhood is established in nkumbi initiations. In the nkumbi initiation, male villagers and Mbuti are circumcised. The relationship established in the initiation is continued throughout life and centers around economic exchange. The religious life of the Mbuti is not at all clear. Early reports state that they had no religion at all, and later reports dwell on whether or not the Mbuti relationship to the supernatural structurally constitutes religion (usually defined by belief in one supreme being) or magic. In

The Theory of Value Term Paper Example | Topics and Well Written Essays - 2500 words

The Theory of Value - Term Paper Example This will include the critique of the neoclassical economists and their theories and concepts. It will critique the marginalists and what they put forward in their theorization of Economics. Adam Smith & The Theory of Economics Adam Smith is widely accepted as the â€Å"father of Economics†. However, it appears that his view of Economics was steeped in a culture of treatises that were being written by philosophers and theorists who sought to explain how a modern and â€Å"civilized† nation should behave. This include a generation of writers who came before him like Hume, Locke and several others who put forward theories and views about various aspect of social organization. Adam Smith defined the theory of value and the creation of wealth in his book Wealth of Nations. In the book, he primarily defined the division of work as a fundamental element of creating value for nations and societies in his era (Smith, 2000a). According to Adam Smith, the division of work theory was meant to harness and bring together skills, dexterity and judgment to produce goods and services for consumers who needed them in the modern society. This was to involve the break down of manufacturing into separate parts. Thus, the production cycle was to be divided into different units whereby people would take up various duties, specialize and produce to meet specification. This proposition inevitably sought to promote an improved quality of work. Adam Smith's value creation system was to be controlled by individuals who would have access and control of the various production systems and factories. These entrepreneurs would seek to increase the quality of work and create value by breaking down work and allowing people to do it as jobs or employment rather than as slaves (Smith, 2000a). Instead of slaves being kept and fed, people would be allowed to work in exchange for wages and there could be a public sector that regulated some universal aspects of life. This include politi cs and government that would run the society and help things to run well. However, individuals had to do things in the right way and manner. According to Adam Smith, (2000b), the society with a private and property owning ideology had to be regulated with some degree of moral philosophies which he classified in four main classes: 1. Ethics of Virtue 2. Private rights and national liberty. 3. Familial rights (Economics) and 4. State and Individual rights (Politics) These systems could be said to have influenced the conceptualization of private enterprises, the public sector, rule of law and politics/government. Adam Smith's theories were the actualize and rationalize the concepts of Reverend Thomas Malthus which were primarily related to the need for some kind of controls and checks to promote humanity. In Malthus' theories and ideas, the world was on the verge of seeing a crisis. Until checks and controls were put forward, people were likely to suffer severely. Adam Smith's work was one of the first works that sought to provide a logical and structured view of how to deal with the impending social disasters with the rising numbers of people. The Classical Theorists David Ricardo read about Adam Smith's concepts and theories from his book Wealth of Nations in the late 1700s and he embraced his ideas systematically. Ricardo's book, Principles of Political Economy and Taxation released in 1817 was a