Compare the presentation of the Duke and Porphyrias lover in My Last E

Compare the presentation of the Duke and Porphyria's lover in My Last Duchess and Porphyria's lover Browning has presented The Duke and Porphyria's lover as obsessive and controlling in the two poems. Telling the stories from the characters point of view makes it clear that they both feel threatened by their partners, and wish to regain the lead role they should have as the men in their relationships. Rather than confronting their significant others, they kill them because of their obsessive nature and lack of communication. The Duke on one hand feels that he can only possess the Duchess in a painting because he can control who looks upon her, where as Porphyria's lover wants to capture Porphyria when he finally feels in control. The characters of both the Duke and Porphyria's lover are noticeable through the relationships they have with their partners. It is clear that they both have very similar intents, although for different reasons. They are portrayed as jealous and untrusting of their partners because of obvious insecurities they have in their relationships. The Duke suspected that The Duchess was having an affair with "Fra Pandalf": " 't'was not/Her husband's presence only, called that spot of joy into the Duchess' cheek' " This implies that the Duchess blushed for others and therefore was adulterous. He also suggests his wife gave sexual favours in return to politeness when he says; "She thanked men - good!". Instead of being concerned about losing her he was only worried that she would make a fool of him and hurt his pride, as their relationship was not based on love or passion but was merely a way for the Duke to show off. The Duke only saw his wife as and object and not as a person a... ...shows he has little in his life accept Porphyria. The Duke has many objects and pieces his art, showing his love for things not people. It also reminds us of the Renaissance setting and shows that his is wealthy. Comparing the two poems shows that Browning has a very pessimistic view of relationships. It seems he feels that relationships without love and admiration can never work and will end in disaster as is apparent from "My Last Duchess". Ironically he also feels that a relationship with love cannot be sustained either, which is evident from "Porphyria's Lover". In "My Last Duchess" she dies because she did not give the Duke the admiration he desired, but when in "Porphyria's lover" Porphyria made her love for her lover clear, he kills her anyway. This perhaps shows the aggressive nature of men and how at the time they were very dominant in society.

Kondracke and Vidal Evaluation Essay

In the article, â€Å"Don’t Legalize Drugs† by Morton M. Kondracke, writes on the pros and cons of the legalization of drugs in a convincing way to help the reader understand the ultimate downfall of our society if the legalization of drugs does come into effect. His convincing tone is brought together by his logical, outside resources, and predictions from credible doctors. His use of pathos also helps the reader have a deeper understanding of the serious problems of legalizing drugs. As Kondracke states in the beginning, â€Å"†¦ if the advocates of legalized drugs do have their way†¦there will also be more unpublicized fatal and maiming crashes, more job accidents, more child neglect, more of almost everything associated with substance abuse: babies born addicted or retarded..† hoping to touch the hearts of the many. Kondracke uses outside resources such as Dr. Robert DuPont who is the former director of the National Institutes of Drug Abuse and his predictions to help further his argument and give credibility. Not only does he share with the reader outside sources and studies, but he mentions many examples by comparing the predictions of legalizing drugs and the actual result of alcohol in America and what effects it would have on our society if alcohol has already done so much to change America. The only real flaw I see with this article is that it is old and much in our society has changed. In the article, â€Å"Drugs: Case for Legalizing Marijuana† by Gore Vidal, his case for the legalization of marijuana is not quite convincing enough to even call it a case. Nothing in his article seems to be believable because he uses no real statistics except for his own when he says, â€Å"†¦I have tried—once—almost every drug and liked none disproving the popular Fu Manchu theory that a single whiff of opium will enslave the mind.† which doesn’t help his case at all seeing that he could have made up that side story on the spot. Not only does he share no real believable evidence, but the article is also over forty years old and things have definitely changed. The seriousness of this article is not well developed enough which gives the reader more of a laugh than deep thinking reasoning.

Frankenstein and Blade Runner Comparative Study Essay

Through a comparative study of Mary Shelley’s novel Frankenstein and Ridley Scott’s film Blade Runner it is possible to gain an understanding of the notion of what constitutes humanity. Despite bearing different contexts, the texts embody parallel values that reveal the fundamentals of human nature. Shelley uses elements of Gothic literature and Romanticism to highlight the value of moderation through Victor Frankenstein’s pursuit of knowledge and the resulting ramifications. Similarly, Scott’s film, set in 2019, reflects concerns of the late 20th Century and the consequences of emerging technological advancements and globalisation. In addition, Scott demonstrates Post Modern views of the nature of our existence in a world of rampant corporatism. Ultimately, both texts are shaped with the values of their respective contexts but each explore the dangers associated with the usurpation of God by man, emphasising the inexorable nature of humanity. Shelley’s Gothic novel, Frankenstein, explores the complex nature of mankind by considering the consequences of an unrestricted pursuit of science. A rise in scientific experimentation with Galvanism during Shelley’s time is reflected through the protagonist Victor as he uses it to bestow life. Shelley portrays Victor and the Creature as complex beings, demonstrating both inhuman and human qualities. Despite this, the subsequent rejection by his creator and the De Lacy family drives the Creature to ‘eternal rejection and vengeance of mankind’. Victor’s initial response when meeting the creature, demonstrates his savage, cruel treatment and lack of responsibility towards his creation. â€Å"Devil I exclaimed†, â€Å"Do you dare approach me? Begone vile insect!† The Satanic imagery of ‘devil’, positions the creature as evil and through the rhetorical question and exclamation, we learn of his aggressive and contemptuous feelings towards the creature. The metaphor of ‘vile insect’ further reflects Victor’s disgust and anguish in creating his being. This reflects Frankenstein’s superiority in comparison to what he sees as an inferior, inhumane object. In her Gothic novel, Shelley demonstrates to audiences the question of who we are, through the actions of Victor and the Creature and the questions of what constitutes humanity during her time. Similarly, Scott utilises the film noir genre to depict the dystopian society during LA 2019, whilst reflecting concerns of power and unrestrained knowledge on the world. Scott is influenced by concerns from the 1980’s of capitalist greed, eventually influencing society’s treatment of the environment, reflected through Tyrell’s main objective, â€Å"commerce is our goal†. The opening scenes reflect a dystopian world enthralled by technology and consumerism, shown through the neon bright lights. The extreme long shot highlights the blazing fires within the gigantic city representing a dystopian world and a reflection of hell. The contrast of the blazing fire against the dark city portrays the absence of nature of LA in 2019 and a world encapsulated by technological overload. This gloomy image is reinforced with the non-diegetic sound of the aircrafts, providing the responder with an eerie atmosphere. The effects of the rise in scientific advancement are emp hasised through Tyrell’s isolation, much like Victor in Frankenstein. Despite differing contexts, both Shelley and Scott portray these notions and reveal their effects on humanity and the world. Furthermore, Frankenstein is a cautionary tale as it warns of the dangers of attempting to usur[ God, through contrasting images of the Romantics view of the sublime. The depiction of the beauty of the outside world reflects the Romantic concern regarding the preservation of nature in which the Industrial revolution was a precursor for. Victor seeks the natural world to mollify his anguish about the recent deaths of William and Justine. Shelley’s vivid descriptions of the natural landscape convey a Romantic appreciation of the beauty of nature, but they are intertwined with a sense of Gothic terror. The â€Å"eternity of such scenes†, the â€Å"savage and enduring scenes† and the â€Å"wonderful and sublime† feeling of the natural world enables Frankenstein â€Å"to forget†. The use of bucolic imagery shows the value that Shelley places in the beauty of the natural world. The fact that nature enables Frankenstein â€Å"to forget† his guilt fo llowing William’s murder indicates a strong connection between humanity and the natural world. â€Å"While I watched the storm, so beautiful yet terrific†¦This noble war in the sky elevated my spirits† Shelley’s use of rich imagery as well as religious imagery in ‘elevated’ provides connotations of beauty and a pristine place. Scientific advancements during the time reflect Shelley’s concerns of the dangers of unrestrained scientific knowledge during her context. Furthermore, Blade Runner reflects a postmodern questioning of the nature of humanity whilst exploring concerns of capitalism, leading to a diminishing of moral principles. Scott illuminates the dehumanising effects of such progress, foregrounded through Deckard’s â€Å"retiring† of the Replicant Zhora. Here, the stylistic placement of the transparent cloak places further emphasis on the violence of her death, with a slow-motion low angle shot conveying her heightened sense of humanity within her last moments. The frantic camera movements before Zhora’s death indicate that she is more than just a replicant, bringing on questions of what constitutes a human, reflecting postmodern views. Additionally, the depiction of a tear running down Pri’s face whilst she lies on the sidewalk surrounded by blood combined with sultry, non-diegetic sound and that of a heartbeat, reinforces this questioning of humanity. This is juxtaposed with Deckard’s emotionless features and the monotonous drone of the droid, suggesting that our artificial creations can lead to the dehumanisation of mankind, undermining our humanist framework and hence, cautioning us of the dire consequences of unchecked scientific progress. Blade Runner reflects ideals during the late 20th century of who we are, through the comparison of the replicants and humans, and inevitability reflecting the complex nature of humanity. Despite differing time periods both Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, explore similar concepts and values relating to their contexts. Frankenstein reflects Romantic concerns for the rise in technological overload and the effect this has, eventually leading to the questioning of humanity. Similarly Scott reflects these same ideals through Post Modern concerns of the time. Despite displaying similar concerns, both Scott and Shelley express these values and ideals in relation to their contexts.

How to Become a Veterinary Technician

How to Become a Veterinary Technician When you think of life in a veterinarian’s office, you might think of a Doctor Doolittle-style situation, with amusing animal hijinks and lots of kitten-cuddling. In reality, it’s a busy medical office- and while there may indeed be cuddling, it’s like any other healthcare practice, working hard to treat patients and send everyone (and everydog) out the door healthier than they came in. Veterinary technicians (also known as vet techs) are an essential part of a veterinary clinic. They work with doctors to provide care- but they do it across species lines.The Day-to-DayVet techs are often the core nursing staff in an animal clinic. Depending on what kinds of animals the clinic specializes in treating, this could entail working with patients from small rodents all the way up to horses and livestock. Vet techs typically work in standard private vet clinics, but they can also be found in emergency care pet clinics, in zoos, in medical laboratories, or visiting animal owners’ homes to provide care.  Because the majority of vet techs work in a clinic/office setting, the most common work week is a standard 40-hour one, but techs who work in critical care or in unusual settings (zoos, farms) may work on an on-call basis.Vet techs are usually responsible for the following tasks:Observing the behavior and condition of animals in order to diagnose illness or injuryProviding nursing careAdministering emergency first aid to animalsPerforming grooming servicesRestraining animals during exams or proceduresAdministering anesthesia to animals, and monitoring vital signsCollecting laboratory samples for testing, such as blood, urine, or tissuePerforming diagnostic laboratory testsTaking and developing x-raysPreparing animals and instruments for surgeryVaccinating and administering medication prescribed by the veterinarianMaintaining patient charts and medical historiesFor more on what it’s like to be a veterinary technician, check out these v ideos:Career Choices – Vet Technician  A Day in the Life – Veterinary Technician  Becoming a Veterinary Technician  The RequirementsVet techs usually have at least an associate’s degree from a program accredited by the American Veterinary Medical Association. Many states also require certification in addition to the standard education and training, so be sure to research what your state’s requirements are for vet techs.The PayThe median salary for veterinary technicians is $31,070, or $14.94 per hour. Experienced technicians can often make about $41,000 per year.  Per a Salary.com survey, vet techs rate their career as â€Å"very satisfying.†The OutlookOpportunities for veterinary technicians are exploding: the Bureau of Labor Statistics expects that the field will have a major surge of at least 19% by 2024. This makes it one of the fastest-growing Allied Health careers out there. Also, the most kitten-intensive.

Gen. Henry Hap Arnold - World War II History

Gen. Henry Hap Arnold - World War II History Henry Harley Arnold (born at Gladwyne, PA on June 25, 1886) had a military career peppered with many successes and few failures. He was the only officer to ever hold the rank of General of the Air Force. He died January 15,  1950  and was buried at Arlington National Cemetery. Early Life The son of a doctor, Henry Harley Arnold was born at Gladwyne, PA on June 25, 1886. Attending Lower Merion High School, he graduated in 1903 and applied to West Point. Entering the academy, he proved a renowned prankster but only a pedestrian student. Graduating in 1907, he ranked 66th out of a class of 111. Though he desired to enter the cavalry, his grades and disciplinary record prevented this and he was assigned to the 29th Infantry as a second lieutenant. Arnold initially protested this assignment but ultimately relented and joined his unit in the Philippines. Learning to Fly While there, he befriended Captain Arthur Cowan of the US Army Signal Corps. Working with Cowan, Arnold aided in creating maps of Luzon. Two years later, Cowan was ordered to take command of the Signal Corps newly-formed Aeronautical Division. As part of this new assignment, Cowan was directed to recruit two lieutenants for pilot training. Contacting Arnold, Cowan learned of the young lieutenants interest in obtaining a transfer. After some delays, Arnold was transferred to the Signal Corps in 1911 and began flight training at the Wright Brothers flying school in Dayton, OH. Taking his first solo flight on May 13, 1911, Arnold earned his pilot license later that summer. Sent to College Park, MD with his training partner, Lieutenant Thomas Millings, he set several altitude records as well as became the first pilot to carry US Mail. Over the next year, Arnold began to develop a fear of flying after witnessing and being a part of several crashes. Despite this, he won the prestigious Mackay Trophy in 1912 for the most meritorious flight of the year. On November 5, Arnold survived a near-fatal crash at Fort Riley, KS and removed himself from flight status. Returning to the Air Returning to the infantry, he was again posted to the Philippines. While there he met 1st Lieutenant George C. Marshall and the two became life-long friends. In January 1916, Major Billy Mitchell offered Arnold a promotion to captain if he returned to aviation. Accepting, he traveled back to College Park for duty as the supply officer for the Aviation Section, US Signal Corps. That fall, aided by his friends in the flying community, Arnold overcame his fear of flying. Sent to Panama in early 1917 to find a location for an airfield, he was en route back to Washington when he learned of the US entry into World War I. World War I Though he desired to go to France, Arnolds aviation experience led to him being retained in Washington at the Aviation Sections headquarters. Promoted to the temporary ranks of major and colonel, Arnold oversaw the Information Division and lobbied for the passage of a large aviation appropriations bill. Though mostly unsuccessful, he gained valuable insight into negotiating the politics of Washington as well as the development and procurement of aircraft. In the summer of 1918, Arnold was dispatched to France to brief General John J. Pershing on new aviation developments. Interwar Years Following the war, Mitchell was transferred to the new US Army Air Service and was posted to Rockwell Field, CA. While there, he developed relationships with future subordinates such as Carl Spaatz and Ira Eaker. After attending the Army Industrial College, he returned to Washington to the Office of the Chief of Air Service, Information Division, where he became a devout follower of the now-Brigadier General Billy Mitchell. When the outspoken Mitchell was court-martialed in 1925, Arnold risked his career by testifying on behalf of the air power advocate. For this and for leaking pro-airpower information to the press, he was professionally exiled to Fort Riley in 1926 and given command of the 16th Observation Squadron. While there, he befriended Major General James Fechet, the new head of the US Army Air Corps. Intervening on Arnolds behalf, Fechet had him sent to the Command and General Staff School. Graduating in 1929, his career began to progress again and he held a variety of peacetime commands. After winning a second Mackay Trophy in 1934 for a flight to Alaska, Arnold was given command of the Air Corps First Wing in March 1935 and promoted to brigadier general. That December, against his wishes, Arnold returned to Washington and was made Assistant Chief of the Air Corps with responsibility for procurement and supply. In September 1938, his superior, Major General Oscar Westover, was killed in a crash. Shortly thereafter, Arnold was promoted to major general and made Chief of the Air Corps. In this role, he began plans for expanding the Air Corps to place it on par with Army Ground Forces. He also began pushing a large, long-term research and development agenda with the goal improving the Air Corps equipment. World War II With the growing threat from Nazi Germany and Japan, Arnold directed research efforts to exploit existing technologies and drove the development of aircraft such as the Boeing B-17 and Consolidated B-24. In addition, he began pushing for research into the development of jet engines. With the creation of the US Army Air Forces in June 1941, Arnold was made Chief of the Army Air Forces and acting Deputy Chief of Staff for Air. Given a degree of autonomy, Arnold and his staff began planning in anticipation of the US entry into World War II. Following the attack on Pearl Harbor, Arnold was promoted to lieutenant general and began enacting his war plans which called for the defense of the Western Hemisphere as well as aerial offensives against Germany and Japan. Under his aegis, the USAAF created numerous air forces for deployment in the various theaters of combat. As the strategic bombing campaign commenced in Europe, Arnold continued to press for the development of new aircraft, such as the B-29 Superfortress, and support equipment. Beginning in early 1942, Arnold was named Commanding General, USAAF and made a member of the Joint Chiefs of Staff and the Combined Chiefs of Staff. In addition to advocating for and supporting strategic bombing, Arnold backed other initiatives such as the Doolittle Raid, the formation of the Women Airforce Service Pilots (WASPs), as well as communicated directly with his top commanders to ascertain their needs firsthand. Promoted to general in March 1943, he soon had the first of several wartime heart attacks. Recovering, he accompanied President Franklin Roosevelt to the Tehran Conference later that year. With his aircraft pounding the Germans in Europe, he began focusing his attention on making the B-29 operational. Deciding against using it Europe, he elected to deploy it to the Pacific. Organized into the Twentieth Air Force, the B-29 force remained under Arnolds personal command and flew first from bases in China and then the Marianas. Working with Major General Curtis LeMay, Arnold oversaw the campaign against the Japanese home islands. These attacks saw LeMay, with Arnolds approval, conduct massive firebombing attacks on Japanese cities. The war finally came to an end when Arnolds B-29s dropped the atomic bombs on Hiroshima and Nagasaki. Later Life Following the war, Arnold established Project RAND (Research and Development) which was tasked with studying military matters. Traveling to South America in January 1946, he was forced to break off the trip due to declining health. As result, he retired from active service the following month and settled on a ranch in Sonoma, CA. Arnold spent his final years writing his memoirs and in 1949 had his final rank changed to General of the Air Force. The only officer to ever hold this rank, he died on January 15, 1950 and was buried at Arlington National Cemetery. Selected Sources HistoryNet: General Henry Hap ArnoldHenry H. Arnold

Behind Mud Walls Paper

Only then one can learn about the cities because one needs to understand the relationship between the two in India. Behind Mud Walls provides the opportunity to examine a north Indian village from a non-Indian point of view; in other words, a non-biased point of view. Since the book is broken up into parts by years, it gives the reader a great way to examine the changes that take place in this village; it shows how it was then and how it is now. Karimpur in 1930 was very different from Karimpur in the 80’s and 90’s. Many changes were observed by Wisers and Susan Wadley, who writes the later chapters in the book. These changes were social, economic, educational, technological, political and cultural but most significant of these were social, and educational. The social changes with an emphasis on role of women, the slowing down of the Jajmani system and the rise in education will be the focus of this paper. What was Karimpur like in 1930? Women in Karimpur in late 1920s were very traditional. They had a purdah (covering of the face) on at all times and were dependent on males (husbands, father or brothers). They were uneducated and illiterate. They had limited movement outside the house and were usually tied to raising children and doing household work. They worked almost entirely in mud enclosures. Their days were spent largely in menial labor, ensuring that their family could subside on a day-to-day basis. Their days began at dawn, when they gathered water for their family and their daily tasks of cooking, brushing, and cleaning. They ground flour for bread. They milked the family’s cow or buffalo. They prepared the ovens or chulas for the day’s cooking. They swept. They collected dung for fuel. They gathered vegetables from the fields. It is safe to say that these women lived entirely behind â€Å"mud walls†. (144). They were also not allowed to go to the fields by themselves to relieve themselves. (46). Moreover, a system called Jajmani was widespread in Karimpur when the Wisers first visited. It was basically a system that bounded upper castes to lower castes in the villages. There was exchange of goods and services between landowning higher castes and landless service castes. The relationship was to be permanent, hereditary and lower castes generally received grains against rendered services. Dhobis (washers), chamars (tanners), faqirs (beggars) dhanuks (midwives), sudras (lower caste), and bhangis (sweepers) were all treated in a degrading manner. (47). The upper caste people, the Brahmins, would not like when the Wisers’ children played with those of bhangis. A touch of a bhangi would bring pollution to the upper caste Brahmins since they carry human waste and clean the courtyards. The Brahmins dominated the village. They owned most of the land and also took part in religious rituals due to their priest roots. Therefore, the caste system was a major social structure in Karimpur. Every individual had to stay within their caste boundaries; everyone had a hereditary job to do. Two different castes could not marry and an upper caste could eat or drink anything offered by the lower caste. Even when the Wisers offered peanuts to the children, their parents refused to let them eat. Only food offered by Brahmins would be acceptable for other upper castes. Therefore, caste system played a huge role in the lives of people in Karimpur. Furthermore, education was very low in Karimpur in 1925. Both males and females could barely read or write. As a result, there were no technological developments and therefore, agricultural production was low. Lower education rate also meant that people strictly followed the caste system to keep order in the society. Another observation made by the Wisers during their first was that most village houses were made of mud and were called â€Å"kaccha† houses. An interesting relationship noticed by the Wisers was that of newly wed girls and their mother-in-laws. Mother-in-laws would keep an eye on their daughter-in-laws or â€Å"bahus. † These bahus would have to please their mother-in-laws and take care of the household and everyone living in the family or in this case joint-family where brothers and their families live together with their parents under one roof. Therefore, one can see that Karimpur described by the Wisers in 1930 was quite backward and orthodox. The next half of the paper will be focused on the changes that took place over the decades in Karimpur. What were the changes in the second half of the century when Wisers and Susan Wadley visited Karimpur? Firstly, the role of women had changed a little bit. Secondly, education had increased and more and more villagers had B. A. degrees and moved to cities to find work. Thirdly, technological changes had brought enormous agricultural growth in the farms. The rigid caste system had slowed down a little bit and the mutual relationship of Jajmani system had declined as well. Finally, the younger generation was more in touch with the world through cities and education, the lower castes had more access to land ownership and most of the mud houses were transformed into brick houses or â€Å"pakka† houses. The roles of women had started to change in the 60s and later as observed by Susan Wadley. The purdah declined except during ritual occasions. The dress style also changed. Head was less covered. They started to show more head and face unlike before. When women went out in the fields to work still wore long sleeve blouses and had their head covered. The ones who worked in their own courtyards or left their house briefly started wearing dhotis which was something shorter than saris and other traditional long sleeve garments that they wore. (193). This was a radical change. It really showed that times had changed and people were becoming a little more open-minded. The younger generation of women was far more educated than their mothers or sisters and also wore baggy pants (Panjabi suits) by 90s. At times they would refuse to help their female figures in preparing and collecting cow dung, calling it â€Å"dirty. † They no longer had to collect water for their families since the introduction of hand pumps in their courtyards. This made their job a lot easier. Women also experienced change in their work. Due to the decline in the jajmani system and male employment in the farms, women no longer worked on the farms. The decline in the jajmani system meant more opportunities for women. Female servants were more acceptable as household servants. The decline in the purdah also helped women since now they could get their own water without males, carry their own messages and pick their own flowers from the fields. (289). They also took part in Hindu rituals. At the same time, one can argue that the voice of women in a household declined. Females were excluded from farm work since men had moved to the cities for work. They were replaced by machines and pumps on the fields and farms, and traditionally employed women in caste-based jobs through the jajmani system were no longer employed. Therefore, the changes in the lives of women were both negative and positive although the changes in the levels of education in Karimpur definitely helped women. Education was beneficial to both men and women. Better opportunities for jobs and marriage increased education rates among men and women. Women were expected to be educated to train their future generations. An educated girl was a likely girl for a marriage proposal. In 1984, three schools were set up for both boys and girls. An astonishing forty nine percent of boys attended school. That is a big percentage for a backward village like Karimpur. (291). Fifty seven percent of girls attended primary schools. (291). All these numbers aside, education was still a luxury not a privilege in Karimpur. It was only accessible to upper castes that had money and the poor could not afford the cost of books and clothes. It is also important to note that it was extremely difficult to pass the sciences in schools without proper tutoring. As a result, the spread and benefit of education remained low. Still, it was a crucial change because it did make life better for some of the people. Many Brahmins obtained B. A. and M. A. degrees and most were literate including women. Increased education for men meant more opportunities in the cities for work which meant more money to provide for families back in village. Those who stayed in villages chose to be intermediates between the Brahmins and the government officials in matters of the village. Another reason why education was an important change for Karimpur was because it changed caste relationships. Education loosened the bonds of Brahmin dominance. Education brought knowledge and knowledge brought changes in caste relationships. Different lower castes were no longer tied to their jajmans or patrons. They were able to deal with banks, lawyers, doctors and government officials. There was a decline in the traditional jajmani system due to abundance of labor. The farmers no longer needed to maintain their workers when they could hire labor for a cheaper price. Wealthy farmers in the 80s did not need that many laborers. They had machines that took care of their daily work. Hand pumps were a great tool for rich farmers. (285). There were two new tractors in the village. As a result the whole relationship between the jajmans and their servants declined due to abundance of cheap labor and new technology in the farms. The jajmani system no longer provided services, wage labor was more focused and employment networks were more focused and laborers were in constant demand. (283). Some lower castes were also able to raise their status in the society by changing their caste names. Scheduled or backward castes like the chamars and telis became jatavs and rathors, both subcastes of the Kshatriya. (262). This type of upward mobility shows that progress did take place and this is the type of mobility is portrayed in the sacred Hindu texts like the Vedas. The system of hereditary caste system was never propagated by any texts. Rather, a system based on meritocracy was promoted in ancient Sanskrit texts and it was good to see such changed in a small north Indian village. Thus, one can see many social changes in Karimpur starting in the 60s and lasting till the 90s. Other important changes that took place were the transformation of the kuccha houses into pakka houses. Pakka houses were no longer limited to Brahmins. Even a sweeper had a pakka house. (248). Economic growth enabled people to buy bricks and build these new types of houses. Payments are done in rupees rather than grains due to cash economy. Jajmani system no longer controlled the exchange of goods. Agricultural production was booming due to technological changes and introduction of necessary materials by the government to increase production. Better seeds, more fertilizer and more irrigation were provided by the government. One can credit increased education for more interaction between the villagers and the government officials. 252). Crops other than grains were produced and more number of farmers from all castes planted more crops and vegetables unlike only the Brahmins forty years ago. Green revolution also brought tremendous change in agriculture along with introduction of pumped irrigation water. Family incomes increased for many castes and access to land ownership also increased for middle and lower castes. The dominant Brahm in influence declined over the years but they still had a huge presence in the village. Overall, Karimpur in 1920s was different from Karimpur in the second half of the century. The reason why it was different was because of the changes in the roles of women over the years, the decline in the caste and jajmani system, and increased education. These changes were tied to each other and a change in one system brought a change in another. Finally, Karimpur serves as a model for modern India; it shows how a socially orthodox and economically backward place can experience changes at all levels in the society and improve the lives of its people. Works Cited Wiser, Charlotte, William Wiser. Behind Mud Walls. Berkeley, Los Angeles, London: University of California, 2000. Behind Mud Walls Paper Only then one can learn about the cities because one needs to understand the relationship between the two in India. Behind Mud Walls provides the opportunity to examine a north Indian village from a non-Indian point of view; in other words, a non-biased point of view. Since the book is broken up into parts by years, it gives the reader a great way to examine the changes that take place in this village; it shows how it was then and how it is now. Karimpur in 1930 was very different from Karimpur in the 80’s and 90’s. Many changes were observed by Wisers and Susan Wadley, who writes the later chapters in the book. These changes were social, economic, educational, technological, political and cultural but most significant of these were social, and educational. The social changes with an emphasis on role of women, the slowing down of the Jajmani system and the rise in education will be the focus of this paper. What was Karimpur like in 1930? Women in Karimpur in late 1920s were very traditional. They had a purdah (covering of the face) on at all times and were dependent on males (husbands, father or brothers). They were uneducated and illiterate. They had limited movement outside the house and were usually tied to raising children and doing household work. They worked almost entirely in mud enclosures. Their days were spent largely in menial labor, ensuring that their family could subside on a day-to-day basis. Their days began at dawn, when they gathered water for their family and their daily tasks of cooking, brushing, and cleaning. They ground flour for bread. They milked the family’s cow or buffalo. They prepared the ovens or chulas for the day’s cooking. They swept. They collected dung for fuel. They gathered vegetables from the fields. It is safe to say that these women lived entirely behind â€Å"mud walls†. (144). They were also not allowed to go to the fields by themselves to relieve themselves. (46). Moreover, a system called Jajmani was widespread in Karimpur when the Wisers first visited. It was basically a system that bounded upper castes to lower castes in the villages. There was exchange of goods and services between landowning higher castes and landless service castes. The relationship was to be permanent, hereditary and lower castes generally received grains against rendered services. Dhobis (washers), chamars (tanners), faqirs (beggars) dhanuks (midwives), sudras (lower caste), and bhangis (sweepers) were all treated in a degrading manner. (47). The upper caste people, the Brahmins, would not like when the Wisers’ children played with those of bhangis. A touch of a bhangi would bring pollution to the upper caste Brahmins since they carry human waste and clean the courtyards. The Brahmins dominated the village. They owned most of the land and also took part in religious rituals due to their priest roots. Therefore, the caste system was a major social structure in Karimpur. Every individual had to stay within their caste boundaries; everyone had a hereditary job to do. Two different castes could not marry and an upper caste could eat or drink anything offered by the lower caste. Even when the Wisers offered peanuts to the children, their parents refused to let them eat. Only food offered by Brahmins would be acceptable for other upper castes. Therefore, caste system played a huge role in the lives of people in Karimpur. Furthermore, education was very low in Karimpur in 1925. Both males and females could barely read or write. As a result, there were no technological developments and therefore, agricultural production was low. Lower education rate also meant that people strictly followed the caste system to keep order in the society. Another observation made by the Wisers during their first was that most village houses were made of mud and were called â€Å"kaccha† houses. An interesting relationship noticed by the Wisers was that of newly wed girls and their mother-in-laws. Mother-in-laws would keep an eye on their daughter-in-laws or â€Å"bahus. † These bahus would have to please their mother-in-laws and take care of the household and everyone living in the family or in this case joint-family where brothers and their families live together with their parents under one roof. Therefore, one can see that Karimpur described by the Wisers in 1930 was quite backward and orthodox. The next half of the paper will be focused on the changes that took place over the decades in Karimpur. What were the changes in the second half of the century when Wisers and Susan Wadley visited Karimpur? Firstly, the role of women had changed a little bit. Secondly, education had increased and more and more villagers had B. A. degrees and moved to cities to find work. Thirdly, technological changes had brought enormous agricultural growth in the farms. The rigid caste system had slowed down a little bit and the mutual relationship of Jajmani system had declined as well. Finally, the younger generation was more in touch with the world through cities and education, the lower castes had more access to land ownership and most of the mud houses were transformed into brick houses or â€Å"pakka† houses. The roles of women had started to change in the 60s and later as observed by Susan Wadley. The purdah declined except during ritual occasions. The dress style also changed. Head was less covered. They started to show more head and face unlike before. When women went out in the fields to work still wore long sleeve blouses and had their head covered. The ones who worked in their own courtyards or left their house briefly started wearing dhotis which was something shorter than saris and other traditional long sleeve garments that they wore. (193). This was a radical change. It really showed that times had changed and people were becoming a little more open-minded. The younger generation of women was far more educated than their mothers or sisters and also wore baggy pants (Panjabi suits) by 90s. At times they would refuse to help their female figures in preparing and collecting cow dung, calling it â€Å"dirty. † They no longer had to collect water for their families since the introduction of hand pumps in their courtyards. This made their job a lot easier. Women also experienced change in their work. Due to the decline in the jajmani system and male employment in the farms, women no longer worked on the farms. The decline in the jajmani system meant more opportunities for women. Female servants were more acceptable as household servants. The decline in the purdah also helped women since now they could get their own water without males, carry their own messages and pick their own flowers from the fields. (289). They also took part in Hindu rituals. At the same time, one can argue that the voice of women in a household declined. Females were excluded from farm work since men had moved to the cities for work. They were replaced by machines and pumps on the fields and farms, and traditionally employed women in caste-based jobs through the jajmani system were no longer employed. Therefore, the changes in the lives of women were both negative and positive although the changes in the levels of education in Karimpur definitely helped women. Education was beneficial to both men and women. Better opportunities for jobs and marriage increased education rates among men and women. Women were expected to be educated to train their future generations. An educated girl was a likely girl for a marriage proposal. In 1984, three schools were set up for both boys and girls. An astonishing forty nine percent of boys attended school. That is a big percentage for a backward village like Karimpur. (291). Fifty seven percent of girls attended primary schools. (291). All these numbers aside, education was still a luxury not a privilege in Karimpur. It was only accessible to upper castes that had money and the poor could not afford the cost of books and clothes. It is also important to note that it was extremely difficult to pass the sciences in schools without proper tutoring. As a result, the spread and benefit of education remained low. Still, it was a crucial change because it did make life better for some of the people. Many Brahmins obtained B. A. and M. A. degrees and most were literate including women. Increased education for men meant more opportunities in the cities for work which meant more money to provide for families back in village. Those who stayed in villages chose to be intermediates between the Brahmins and the government officials in matters of the village. Another reason why education was an important change for Karimpur was because it changed caste relationships. Education loosened the bonds of Brahmin dominance. Education brought knowledge and knowledge brought changes in caste relationships. Different lower castes were no longer tied to their jajmans or patrons. They were able to deal with banks, lawyers, doctors and government officials. There was a decline in the traditional jajmani system due to abundance of labor. The farmers no longer needed to maintain their workers when they could hire labor for a cheaper price. Wealthy farmers in the 80s did not need that many laborers. They had machines that took care of their daily work. Hand pumps were a great tool for rich farmers. (285). There were two new tractors in the village. As a result the whole relationship between the jajmans and their servants declined due to abundance of cheap labor and new technology in the farms. The jajmani system no longer provided services, wage labor was more focused and employment networks were more focused and laborers were in constant demand. (283). Some lower castes were also able to raise their status in the society by changing their caste names. Scheduled or backward castes like the chamars and telis became jatavs and rathors, both subcastes of the Kshatriya. (262). This type of upward mobility shows that progress did take place and this is the type of mobility is portrayed in the sacred Hindu texts like the Vedas. The system of hereditary caste system was never propagated by any texts. Rather, a system based on meritocracy was promoted in ancient Sanskrit texts and it was good to see such changed in a small north Indian village. Thus, one can see many social changes in Karimpur starting in the 60s and lasting till the 90s. Other important changes that took place were the transformation of the kuccha houses into pakka houses. Pakka houses were no longer limited to Brahmins. Even a sweeper had a pakka house. (248). Economic growth enabled people to buy bricks and build these new types of houses. Payments are done in rupees rather than grains due to cash economy. Jajmani system no longer controlled the exchange of goods. Agricultural production was booming due to technological changes and introduction of necessary materials by the government to increase production. Better seeds, more fertilizer and more irrigation were provided by the government. One can credit increased education for more interaction between the villagers and the government officials. 252). Crops other than grains were produced and more number of farmers from all castes planted more crops and vegetables unlike only the Brahmins forty years ago. Green revolution also brought tremendous change in agriculture along with introduction of pumped irrigation water. Family incomes increased for many castes and access to land ownership also increased for middle and lower castes. The dominant Brahm in influence declined over the years but they still had a huge presence in the village. Overall, Karimpur in 1920s was different from Karimpur in the second half of the century. The reason why it was different was because of the changes in the roles of women over the years, the decline in the caste and jajmani system, and increased education. These changes were tied to each other and a change in one system brought a change in another. Finally, Karimpur serves as a model for modern India; it shows how a socially orthodox and economically backward place can experience changes at all levels in the society and improve the lives of its people. Works Cited Wiser, Charlotte, William Wiser. Behind Mud Walls. Berkeley, Los Angeles, London: University of California, 2000.

Global Media & Communication Essay Example | Topics and Well Written Essays - 2000 words

Global Media & Communication - Essay Example The information presented entails complete and reliable information, but the directive of the independence press states that information presented to the general public should be factual, and obtained through methodical investigation (Sarikakis, 2004, p. 90). According to Barnhurst & Nerone (2002, p. 67), the theory maintains certain limits of free media, but also puts some restrictions on what is presented to the media. For instance, in India, the press has certain obligations to the public, and they must show truth and accuracy in any information they present. The media is free, but regulated by the government. On the other hand, the Chinese administration has always kept rules on traditional and the current media rules to protect its government political wishes through the use of watchdogs. The watchdog units ensure that these principles entail strict rules placed on the media that are used to control them. They even punish the media houses that break the rules by either jailing t hem or shutting down the entire publication firm and their websites. 1.2 The relation between economic, technological and political order on the globe to communication Society economy and technology are highly linked through communication. Internet, mobile phone services and satellite broadcasting services influence economic technological developments. With the increase in globalization, the economic technological and political developments have taken a positive outlook (Ferree, et al., 2002, p. 44). Globalization is also a requirement and driving force for all other types of communication. Several technological developments have improved the communication process, and this development in turn affects the press (Levira, 2004, p. 13). Technology like video communication through the internet has made communication essay and simple (Ferree, et al., 2002, p. 44). For instance in China, the types of communication in a country is determined by the country’s political ideology. The established controlling ideas have developed through different states without the citizens noticing and deliberating on their development. The authority of a neoliberal position in themes presented in mass media and the rise of the authoritarianism of the financial leaders, the increase of free communication principles, but also a commercial approach in broadcasting of information to the abandoned views of workforces is a characteristic of China media (Barnhurst & Nerone 2002, p.89). Similarly, through globalization in India, technology has assisted the government in improving its economy. This improved economy has improved the ways of life for the masses. In India, globalization has influenced technology development where it has shifted the pattern of its economy. In economic terms, technology influences the forms of production, asset and employment. It also changes the activities taking place within a company. This is because through improved challenges of communication, Indiansâ €™ business process has improved thus improving its economic activities (Rajagopal, 2012, pp.1). Mass media in India is also seen to be influencing globalization. This was achieved using several media channels like televisions, music, and new technological developments. The international flow of information has highly been