The Italian Americans Essay Example for Free

The Italian Americans Essay The dream of America has always been a powerful beacon of hope for people of other countries searching for a better life. The Irish came in droves to escape starvation, the Jewish came to seek safety, the Russians looking for improved living conditions. Regardless of the reasons, millions have sacrificed everything at the chance for something better. It is the same for the Italians. The real immigration of Italians didn’t start until the early 1900’s when the number of immigrants mushroomed from 70,000. â€Å"This figure changed to close to four million who arrived between 1880 and 1914. † (Davison, 1998) The reasons for immigration are varied and include overpopulation, a scarcity of jobs and the hope for better economic opportunity. Italy at that time was fairly agricultural with most of the land being owned by a small group of wealthy families. Many of the immigrants that came to America during this period continued their tradition for growing and cultivating things and many sold the small crops they grew in their little gardens. And many Italians came temporarily, working and sending money back to family in Italy. Regardless of the reasons, the Italians had one strong trait in common, they came to work. Although they were a predominantly agri society, many found work here using the various skills and trades that they brought with them from Italy. Oftentimes, however, they changed what they did to fit into the new life they were creating. As they landed in port towns they spent their time recreating the country from which they came and generally segregated themselves in this way. The concept of paesani, or little villages, was kept in tact by blocks of Neapolitans sticking together, and blocks of Calebrese living together. This tradition of paesani helped with the cultural assimilation that many Italians found difficult. During the rush of immigration the greatest number of Italian immigrants focused on America and Brazil. However, because the English language, family values and traditions, and religion were very much different from their own, â€Å".. The Italians in New York confronted significantly greater cultural differences. † (Italain American Civil Rights, 2007) These cultural differences reared their heads in a variety of different forms. Religious persecution was one of them. When the immigrants arrived they found that the predominant religion was white Protestantism as opposed to the Catholicism they came from. However, things became even more difficult when the Irish, who also practiced Catholicism, found the Italian from of practicing their same religion unsatisfactory. They began to be â€Å"†¦ attacked for being prejudiced against blacks and for being super patriotic hard hats with little sophistication or with connections to the Mafia. † (Bailey, 1999) Tensions rose quickly as the once disparaged Irish were now replaced by newly immigrated Italians. A common thread of prejudice began to grow and immigrants that were not of an Anglo-Saxon decent were looked at as less than human. There are many factors that aided this prejudice. One of the most important was the issue of racism. In the summer of 1989 a sixteen year old African American was shot and killed during an argument by a group of youth in an Italian neighborhood. Although the community was aghast and all applauded the severe punishment of the boys, the Italians were labeled â€Å"racists†. This is both interesting and strange because at the same time in the south the Italians were a threat to white solidarity as they were more apt to side with black rights. This so enraged the southern whites that it was not uncommon for Italians to be hung for their beliefs. It was obvious then that American had found a new scape goat. † Since then, the stereotype of the Italian American-as-bigot has become accepted by the general public, thanks in large part to the U. S. entertainment industry, which routinely portrays its fictional Mafia characters as racists. † (Faegin, 1978) In addition to trouble with racism, and false stereo-typing, Italians found problems with class walls. They were portrayed by the media as illiterate and diseased, and the general public accepted this view. It was not helpful that Italians seemed to like to stay close to the city centers, often as home owners, and they blame for crime and other offenses also began to be laid at their feet. However, it was shown that, this mafia based criminality blame was also unfounded. â€Å"Italian Americans had relatively low crime rates, close to those for all native-born Americans. † (Faegin) However, regardless of the facts, these myths provided difficulties for Italians to overcome in all facets of society. Nevertheless, overcoming them is exactly what they did. Italian Americans today continue to play an active and vital part in American society. They continue to hold strong family and cultural ties, and to work within the fabric of America to make it a better place. Bibliography Bailey, S. (1999). Immigrants in the Land of Promise. Ithaca: Cornell University. Davison, B. (1998, May 2). Italains Immigrating to Maryland. Retrieved March 17, 2007, from www. oriole. umd. edu Faegin, J. (1978). Racial and Ethnic Relations. Englewood Cliffs, NJ: Prentice-Hall. Italain American Civil Rights. (2007). Retrieved March 18, 2007, from Order of the Sons of Italy: www. osia. org

Fundamental Principle of Arbitration Essay Example for Free

Fundamental Principle of Arbitration Essay In other word, arbitration is the outcome of a private agreement between parties to settle their disputes from the courts, and submit it to the decision of a private tribunal. If the principle of privacy is breached, the arbitration will be effected. The second principle is confidentiality. It is when that all takes place at arbitration is confidential. Either party or tribunal cannot disclose to third person without the consent of the other except for the purpose of the proper conduct of the arbitration. However, there is a question regarding to these two principles which is whether privacy automatically results in confidentiality or does it automatically demand confidentiality. There are two main areas of confidentiality which are confidentiality prior to award and confidentiality after award. According to English law, there are two opinions regarding with this issue. First, if it was absence of an express term in an arbitration clause providing for confidentiality, the presumption of confidentiality will applies. Second, the general duty of confidentiality cannot be implied in a silent clause for arbitration in an agreement. However, this opinion has been criticized since it is a break with the general principle of confidentiality. In Malaysia, there is no doubt that privacy and confidentiality are regarded as essential features for the parties to the arbitration. An arbitrator in breach of the confidentiality requirements would be exposed to misconduct proceedings. Finally, the duty of confidentiality is not absolute and was subject to limited qualifications or exceptions such as consent, compulsion of law, disclosure by leave of the court or disclosure necessary for the purpose necessary of protecting the interest of an arbitrating party.

Lab Experiment to Identify Unknown Compound

Lab Experiment to Identify Unknown Compound Abstract. The purpose of this experiment was to identify the unknown compound. The tests that were done to determine the identity of the compound include qualitative solubility tests, quantitative solubility tests, measuring solution conductivity, anion and cation test, flame test, and formation of precipitate. It was found that the compound had no smell, was soluble in water, and not soluble in toluene and acetone. The ions dissociated in the water, creating conductivity. When the ammonia test was performed no ammonia smell was produced. The flame test yielded a color that matched that of sodium bicarbonate indicating that the unknown compound contained sodium. The anion test for chloride proved to be positive, resulting in the summation that the unknown compound was sodium chloride. Introduction The group is employed by an Environmental Protection Agency to indentify a compound in the landfill in your home town. The group must also discover as many chemical and physical properties of the compound as we can. We need to devise two syntheses of the compound, and compare them for cost effectiveness, safety, and potential yield of the compound. To identify the compound, the physical properties (smell, color, and state) need to be established. Next, the qualitative solubility of the compound was tested in water, toluene, and acetone, which would determine whether the compound would dissolve from rain water or other chemicals that may be present in the landfill and create runoff. Conductivity was also tested with a voltmeter in order to determine whether or not the compound would be dangerous when dissolved in water. If the compound was conductive it would dissolve in water and produce an electric current. The flame test was performed to specify one of the elements. A solution of w ater and the element was used to place the nichrome wire in, and then the nichrome wire is placed into the flame. If the flame produces a color it is indicative of a certain metalloid ion or metal. A color is produced in the flame when the heat of the flame changes the metal ions into atoms which then become excited and produce light that can be seen with the naked eye. It is also important to analyze the presence of certain cations and anions using tests that identify the presence of the anions chloride and sulfate, and the presence of the cation ammonium. The anion tests for chloride and sulfate prove to be positive when a white precipitate forms and the ammonium test proves to be positive when an ammonium smell is produced. After all of the physical and chemical tests were performed, a solution of the unknown compound and a solution of what was deduced to be unknown compound were reacted with an acid (nitric acid), a base (potassium hydroxide), silver nitrate, potassium sulfate, and potassium nitrate in order to determine if they produce the same results. Gravimetric filtration was then performed with the known and unknown substance. A precipitate was formed using silver nitrate, which could then be weighed. After the filtration process, the unknown compound was then synthesized to produce a percent yield. Results TABLE 1 Physical Properties Test Color White State of Matter Solid Odor None Solubility in Water Soluble Conductivity 0.35 volts TABLE 2 Anion Tests Tests Performed Results Test for Chloride White Precipitate Formed Test for Sulfate No Reaction Test for Nitrate No Brown Ring Test for Carbonate Clear Test for Acetate Clear, Odorless TABLE 3 Cation Tests Tests Performed Reaction Results Test for Ammonium NH4Cl + NaOH Ã   Ammonium Smell No Odor Flame Test Bright Orange/Yellow Flame Sodium TABLE 4 Reaction Tests Type of Reaction Balanced Equation Reaction Acid NaCl(aq) + HNO3(aq) -> NaNO3(aq) + HCl (aq) None Base NaCl(aq) + KOH(aq) -> NaOH(aq) + KCl(aq) None Double Displacement NaCl (aq)+ AgNO3 (aq)-> AgCl (aq)+ NaO3(aq) Precipitate formed Double Displacement NaCl(aq) + K2SO4(aq) -> Na2SO4(aq) + 2 KCl(aq) None Double Displacement NaCl (aq) + KNO3(aq) -> NaNO3(aq) + KCl(aq) None TABLE 5 Gravimetric Analysis NaCl (aq) + AgNO3 (aq) -> AgCl (s) + NaNO3 (aq) Vacuum Filtration Trial # Amount of Precipitate Produced (grams) Percent Yield Known Trial 1 1.081 88.18 % Known Trial 2 1.196 97.56% Unknown Trial 1 1.211 98.78% Unknown Trial 2 1.185 96.66% Unknown Trial 3 1.170 95.44% TABLE 6 Synthesis Reaction Reaction Amount Produced (grams) Theoretical Yield (grams) Percent Yield HCl (aq) + NaOH (aq)Ã   NaCl (s) + H2O (l) 1.971 2 98.55% Discussion First, the physical properties of the unknown compound were observed and recorded. It was found that the compound was crystalline in structure, a solid, white, with no odor (Table 1). All of these properties suggest that the compound was ionic because ionic compounds do not have a distinct odor and are solid at room temperature because of their high melting points. The unknown compound was then tested for solubility in water, toluene and acetone. The compound was soluble in water, indicating the compound was a polar or ionic compound, and not soluble in toluene or acetone which eliminates it being polar or nonpolar. Therefore, this points to the compound being ionic. After the compound was dissolved in water, the conductivity was tested with a voltmeter, which produced a voltage of 0.35 volts proving that the substance is conductive since it is over 0.1 volts. This further proves that the unknown compound was ionic since only ionic compounds dissociate in water and create an electric current. The flame test was performed to determine one of the elements in the compound. Four known compounds, sodium bicarbonate, magnesium nitrate, calcium sulfate, and potassium nitrate were put under the flame test to compare the unknown to. When the unknown compound was put under the flame test it produced the same color as sodium bicarbonate, bright orange/yellow, indicating the presence of sodium (Table 3). The ammonium test was also performed to verify that the compound did not contain ammonia. No smell was produced when the unknown solution and sodium hydroxide were mixed, and a smell would indicate the presence of ammonia. Therefore, the compound was proven to contain sodium. When the anion tests for chloride and sulfate were performed, a white precipitate was produced from the chloride test, indicating the presence of chloride while the sulfate reaction created no precipitate indicating the absence of sulfate (Table 2). In addition, the unknown compound was put through a series of reactions along with what was believed to be the compound in order to compare the reactions to determine if they produce the same reactions. First sodium chloride, what is believed to be the unknown compound, and the unknown compound were reacted with silver nitrate, which produced a precipitate because it was a double displacement that produced AgCl which is not soluble in water. Sodium chloride and the unknown compound were reacted with potassium sulfate but produced no reaction because the products sodium sulfate and potassium chloride are both soluble in water. Sodium chloride and the unknown compound were then also reacted with potassium nitrate, creating a double displacement reaction which produces sodium nitrate and potassium chloride, which are also both soluble in water, therefore producing no reaction. When sodium chloride and the unknown compound were reacted with an acid, nitric acid, but the presence of the s odium chloride did not affect the pH of the nitric acid because it was an ionic compound. When the sodium chloride and the unknown compound were reacted with a base, potassium hydroxide, there was also no reaction or change in the pH of the potassium hydroxide because the sodium chloride is an ionic compound. Both the sodium chloride and the unknown compound produced the same results in every reaction further proving that they are one in the same (Table 4). Once it was found that sodium chloride and silver nitrate produce a precipitate when reacted, the reaction was used to produce a certain amount of precipitate which was then used in gravimetric analysis to see if both the known and unknown compound would produce the same amount of precipitate. The reaction that was filtrated was NaCl(aq) + AgNO3 (aq) -> AgCl (s) + NaO3(aq). The results from the known reaction were 1.77 grams of filter paper and 1.081 grams of precipitate alone, while the theoretical yield was 1.225 grams. The unknown reaction has yet to be found. The percent yield for the reaction was 97.56% (Table 5). A synthesis reaction was the final test preformed. The following chemical reaction occurred: HCl(aq) + NaOH(aq) Ã   NaCl(s) + H2O(l). Once all of the water was evaporated out with the use of a hot plate, the precipitate was able to be weighed and the percent yield could be calculated. The reaction had a percent yield of 98.55% (Table 6). Conclusion After being employed by the Environmental Protection Agency, the group was able to identify the compound in the landfill. After all of the tests and reactions were performed, it was found that the unknown compound was sodium chloride. Its solubility in water, conductivity, and crystalline structure points to the fact that the compound is ionic. The positive flame test for sodium indicates that sodium is one of the elements in the compound because it produced a bright orange flame. The positive chloride test, when a white precipitate was formed, indicates that chloride is the second element in the compound. The unknown compound and sodium chloride were put through the same reactions and consistently produced the same results, further indicating that the unknown compound is sodium chloride. The gravitational analysis of the known and unknown substances provided similar results, backing up that the unknown substance was sodium chloride. The synthesis reaction produced a percent yield of 95.05%. Experimental Procedure: Physical Properties Tests 1. The physical state of the unknown compound was observed. This included the state of matter, smell (using the wafting technique), color, and structure. 2. A small amount of the unknown compound was placed in approximately 50mL of water and stirred to see if it would dissolve. 3. The same solution was used for the voltmeter and the conductivity was recorded. Anion Tests Chloride Ion Test Approximately 1 mL of the unknown solution was placed in a test tube and 1 mL of 6 M HNO3 was added. After that another 1 mL of AgNO3 was added. Whether a white precipitate was formed or not was recorded. If a white precipitate is observed, a chloride ion is present in the solution. Sulfate Ion Test Approximately 1 mL of the unknown solution was placed into a test tube and 1 mL of 6 M HCl was added. After that another 1 mL of BaCl2 solution was added to the same test tube. Whether or not a white precipitate formed was recorded. If a white precipitate is formed, sulfate is present in the solution. Cation Test Flame Test 1. The heat from the Bunsen flame was used to cleanse the nichrome wire. 2. A small amount of the unknown compound was placed onto the nichrome wire and held over the flame. The color of the flame was observed. Ammonium Test Approximately 1 mL of 6 M NaOH was added to 1 mL of the unknown compound solution. The waft technique was used to detect if there was any odor. If the smell of ammonia was present, there were ammonium ions present in the solution. Reactivity Tests Reaction with an Acid A solution with a small amount of unknown compound was mixed in 50 mL of water and a separate solution of a small amount of ammonium chloride and 50 mL of water. A small amount of the two solutions were placed in to two separate test tubes and a small amount of HNO3. Double Displacement Reaction A solution of a small amount of unknown compound was placed into 50 mL of water and a separate solution containing a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions was placed into two separate test tubes and a small amount of K2SO4 was added into each test tube. The test tubes were then swirled and mixed. Double Displacement Reaction A solution of a small amount of unknown compound was mixed with a solution of 50 mL of water and a separate solution of a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions were placed into two separate test tubes and a small amount of AgNO3 was added into each of the test tubes. The test tubes were then swirled and mixed. Double Displacement Reaction A solution of a small amount of unknown compound was mixed in 50 mL of water and a separate solution of a small amount of sodium chloride and 50 mL of water. A small amount of the two solutions were then placed into two separate test tubes and a small amount of KNO3 was added to each test tube. The test tubes were then swirled and mixed, and whether or not a reaction occurred was recorded. Reaction with a Base A small amount of unknown compound was mixed with 50 mL of water and a separate solution of a small amount of ammonium chloride and 50 mL of water. A small amount of these two solutions were then placed into two separate test tubes and a small amount of KOH was added. Gravimetric Analysis 1. A Buchner flask was used with a funnel placed over the top. 2. The filter paper was weighed and then wetted with water slightly. 3. The solution containing the precipitate was poured onto the filter paper and left until most of the liquid had seeped through. 4. The filter was then removed from the funnel and placed into an oven for 10 minutes until the precipitate and paper had completely dried. 5. The filter paper was then weighed with the precipitate still on top. The weight of the filer paper was subtracted from the new weight to obtain the most accurate result. 6. The procedure was completed three times with the unknown substances and twice with a known substance. Synthesis Reaction 1. Approximately 12.3 mL of ammonium hydroxide was mixed with 6.2 mL of hydrochloric acid in a beaker. 2. The solution was placed on a hot plate (under a hood) and allowed to boil until all of the liquid evaporated. 3. The remaining precipitate was removed from the beaker and weighed. References Cooper, M. M., Cooperative Chemistry Laboratories, McGraw- Hill: New York, NY, 2008.

Paideia as Bildung in Germany in the Age of Enlightenment Essay

Paideia as Bildung in Germany in the Age of Enlightenment ABSTRACT: There have been many interpretations of Bildung in the history of German philosophy, from the Medieval mystics to the secularization of the Enlightenment. Wilhelm von Humboldt's work at the end of the 18th century is a good example. He placed the idea of Bildung at the center of his work because it was rooted in a dynamic, transforming idea of the natural and human worlds while also being oriented toward a model of balance and perfection. Von Humboldt's interpretation of modernity is characterized by a strong emphasis on change as well as the need to find criteria for guiding such a transformation that has no intrinsic or predetermined end. Love of classical antiquity was not merely nostalgia for a lost world, a normative current that placed the idea of perfection and balance foremost in order to achieve the ideal of Humanitas in an attempt to overcome the unilaterally of modernity. Now, I can truly say that life today has a value for me only because of this; it does not matter what force has to be put in motion, what results can be obtained. The development of all the germs that are present in the individual conformation of human life, this is what I consider the true goal of man on earth, not precisely happiness. (1) The idea of Bildung,-one of the possible interpretations of Paideia-stated here with great neatness by Wilhelm von Humboldt, has to be considered the quintessence of his history. The exemplary laicization of his formulation is first of all a result. Bildung is not an eighteenth century neologism even though it becomes a key word which gives voice to the new intellectual attitude of which the men of the Enlightenment were bearers; Bildu... ...ne Freudin, Leipzig 1861-65, p.495. (2) F.Rauhut, Die Herkunft der Worte und Begriffe "Kultur", "Zivilisation" und "Bildung", in F.Rauhut-I.Schaarschmidt, Beitrà ¤ge zur Geschichte des deutschen Bildungsbegriffs, Weinheim 1965; E.Lichtenstein, Von Meister Eckhart bis Hegel. Zur philosophischen Entwicklung des deutschen Bildungsbegriffs, "Pà ¤dagogische Forschung", 34, 1966, R.Vierhaus, Bildung, in Geschichtliche Grundbegriffe. Historisches Lexikon zur politischen-sozialen Sprache in Deutschland, Stuttgart 1972, I, pp.508-551. (3) Wilhelm und Caroline von Humboldt in ihren Briefen, Berlin 1935, p. 87. On the subject see also my book: Formazione e trasformazione. "Forza" e "Bildung" in W.von Humboldt e la sua epoca, Milano 1988. (4) W.v.Humboldt. Ideen zu einem Versuch die Grenzen der Wirksamkeit des Staats zu bestimmen, in Gesammelte Werke, Berlin, 1903, I, p. 106

The Poems of William Blake Essay -- William Blake English Romantic Poe

The Poems of William Blake What have you understood, from reading the poems of William Blake? William Blake, a late 18th century English Romantic poet uses traditional forms for his poetry in that he blends the ballad, the nursery rhyme and the hymn. The meaning he constructs from these forms however is far from traditional. His style was to express very complex ideas in very simple language and compressing a lot of deep meaning into often very short poems. Blake was a rebel and was over enjoyed when the French revolution liberated the repressed underclass. He wanted social equality but the industrial revolution just widened the gap between the rich and the poor. He often criticised the Establishment, especially the Church, for its hypocrisy and he was against things that prevented the human spirit from being free, therefore he disliked the rulings of kings and priests. All that surrounded him had an influence on his poetry. His poems are separated into innocence and experience, both opposites as Innocence has the sounds of laughter and joy the images of simplicity, children being protected, unthreatening animals like the birds and the lamb also beauty of nature, the roses and the non scary daylight, brightness and sunshine reflecting the creator's warm love. Next, experience which is something which you bring to yourself as time passes; here we hear sounds of crying, weeping, sighing and cursing. We see frightening animals like the tiger also the night which we associate with darkness, evil and sin. Blake compares innocence and experience by using; happiness and sadness, health and sickness, day and night, positive and negative emotions, beautiful nature and scary nature also the peaceful country a... ...in. I have learnt about the two opposite natures and the different states of being, it shows you how the times have changed and today's children have many more rights, but nature in all its excellence and beauty is still there and will never change. It portrays realism and the hardship that not only the children of that time had to face but all the poor, under privileged people. He captured his time using realism and the drudgery. He shows us unspoilt innocence and its saddening and moving how innocence can never last! Although Blake was not very well known throughout his life, he became a part of history creating some of the most passionate poetry of all time. He was an artist of great ability creating amazing pieces of work with profound simplicity encouraging and inspiring people around the world. Exercising the minds of many of us still to this day!

Internet and Politics - Despotic Regimes and Internet Censorship :: Exploratory Essays Research Papers

The Internet is impossible to censor, right? Not if you are a despotic regime throwing all your resources into it. You won't stop everyone and everything, but if the aim is to prevent enough citizens from getting free speech to topple your regime, then you can succeed. For a start, people can't access the Internet using just brainwaves. They need a computer connected to a wired or wireless phone line. Stopping someone getting access to that, and you stop their Internet. Most countries ruled by authoritarian regimes are poor and have low telephone penetration. There are fewer than nine phone lines per thousand people in China, and three in Vietnam. It is pretty obvious that unlike people in democratic nations, few Vietnamese or Chinese can walk into their study room and log on. Some office workers might have access at work, but someone will likely walk past as they are surfing. The majority of the population must go to Internet cafà ©s. It was at an Internet cafà © in Hanoi that Vietnamese Internet dissident Le Chi Quang was caught by the secret police in February 2002, after the state-owned Internet backbone company FTP spotted Quang, who had posted an article criticising Hanoi's secret donating of land near the border to appease the Chinese regime. In June that year, the regime told all Internet cafà © owners to report on customers accessing blocked sites. The same thing happened in the South. In Saigon in March 2003, democracy activist Dr Nguyen Dan Que, a Nobel Peace Prize nominee, was caught, again at an Internet cafà ©. Both Quang and Que are presently in prison. Even if every household had a telephone and everyone had a computer, free speech could still be blocked. Because the Internet backbones in these countries are controlled by the Communist Parties, it is quite easy for them to block sites. As the Net's secret police put on more and more filters, Net-literate dissidents find more and more ways to work around them. But as all this goes on, it gets harder and harder for less Net-literate people to play the game. The effect, then, is that only a small minority of the population can get around the authorities. And revolutions cannot be started and maintained by small minorities. For democracy to be built up in these countries, millions of their ordinary citizens must be able to be exposed in their daily life to concepts of democracy and freedom. Internet and Politics - Despotic Regimes and Internet Censorship :: Exploratory Essays Research Papers The Internet is impossible to censor, right? Not if you are a despotic regime throwing all your resources into it. You won't stop everyone and everything, but if the aim is to prevent enough citizens from getting free speech to topple your regime, then you can succeed. For a start, people can't access the Internet using just brainwaves. They need a computer connected to a wired or wireless phone line. Stopping someone getting access to that, and you stop their Internet. Most countries ruled by authoritarian regimes are poor and have low telephone penetration. There are fewer than nine phone lines per thousand people in China, and three in Vietnam. It is pretty obvious that unlike people in democratic nations, few Vietnamese or Chinese can walk into their study room and log on. Some office workers might have access at work, but someone will likely walk past as they are surfing. The majority of the population must go to Internet cafà ©s. It was at an Internet cafà © in Hanoi that Vietnamese Internet dissident Le Chi Quang was caught by the secret police in February 2002, after the state-owned Internet backbone company FTP spotted Quang, who had posted an article criticising Hanoi's secret donating of land near the border to appease the Chinese regime. In June that year, the regime told all Internet cafà © owners to report on customers accessing blocked sites. The same thing happened in the South. In Saigon in March 2003, democracy activist Dr Nguyen Dan Que, a Nobel Peace Prize nominee, was caught, again at an Internet cafà ©. Both Quang and Que are presently in prison. Even if every household had a telephone and everyone had a computer, free speech could still be blocked. Because the Internet backbones in these countries are controlled by the Communist Parties, it is quite easy for them to block sites. As the Net's secret police put on more and more filters, Net-literate dissidents find more and more ways to work around them. But as all this goes on, it gets harder and harder for less Net-literate people to play the game. The effect, then, is that only a small minority of the population can get around the authorities. And revolutions cannot be started and maintained by small minorities. For democracy to be built up in these countries, millions of their ordinary citizens must be able to be exposed in their daily life to concepts of democracy and freedom.

Gender in ‘The Importance of Being Earnest’ Essay

Dramatic comedy originated in Ancient Greece in 5th century BC, centred around loose plot lines and exploiting certain situations through parody, farce and mockery. Comedy started developing in 4th Century BC where intricate plot lines were introduced, commonly based around love and romance and usually culminating in a satisfactory and happy resolution. This is much like the structure of ‘The Importance of Being Earnest’ as the play revolves around the growing relationships of both Jack and Gwendolen and Algernon and Cecily. Oscar Wilde has reversed the roles of gender in this play, the females are those who take the lead and are seen as the most dominant characters throughout – a very bizarre layout in a time period where men were seen as the head of the family and the most assertive figure. Lady Bracknell is the most domineering character throughout the play, and this a result of the eloquent and rather unnatural language she uses. She takes on the role of her h usband in Act 1 when Jack asks for Gwendolen’s hand in marriage- â€Å"I feel obliged to tell you that you are not down on my list of eligible young men† this was often the father’s role. Throughout the conversation it is quite apparent that Lady Bracknell holds all the power, and Wilde does this through all the questions she asks. Additionally, her questioning seems rather irrelevant and ridiculous at times, she asks â€Å"Do you smoke?† to which Jack admits he does and Lady Bracknell replies â€Å"I am glad to hear it. A man should always have an occupation of some kind†. Here the addictive habit that Jack has taken up is being compared to a profession and is creating humour due to the nature of the question and how much apparent importance it holds. It seems as though Wilde is using Lady Bracknell to â€Å"mock those in authority† [1] by presenting her as a character with no real agenda to her long and painful questioning – other than to talk. In Act 3, Lady Bracknell makes another appearance, which only highlights her towering force in the play. She has come to Jack’s house in the country to retrieve Gwendolen and take her home and makes it quite clear that her husband does not know where Gwendolen really is â€Å"Her unhappy father is, I am glad to say, under the impression that she is attending a more than lengthy lecture by the University Extension Scheme on the influence of a  permanent income on Thought. I do not propose to undeceive him.† This would have been seen as quite unusual at a time where wives wouldn’t have gone behind their husband’s backs, thus reinforcing Lady Bracknell’s authoritative demeanour and leaving the audience amused. Furthermore, Wilde’s portrayals of both Gwendolen and Cecily run parallel to one another. They mirror each other and are the assertive half of their relationships with Jack and Algernon. This is first shown between Jack and Gwendolen when Jack proposes. Jack announces his love for Gwendolen and she in turn, offers it back. Jack then says â€Å"..I mean we must get married at once. There is no time to be lost.† To which Gwendolen replies â€Å"†¦But you haven’t proposed to me yet. Nothing has been said at all about marriage.† Gwendolen is taking control of the situation and is expressing what she desires – for Jack to then grant her, her wishes. This is the same scene where Jack lies about his name once again to Gwendolen. â€Å"Selfishness and servility are the moral alternatives presented† – Katherine Worth. Gwendolen admits she could never love anyone with the name ‘Jack’ for â€Å"there is very little music in the name Jack†. This, to the audience seems rather pompous and shallow and is why it is humorous. And after all that Gwendolen has said, Jack does indeed go along with this though, and continues to call himself Ernest. In the scene where Cecily and Algernon first meet, Algernon also lies about his true identity – he introduces himself as Jack’s brother, Ernest. Whilst Cecily and Algernon are talking in the garden, Jack arrives home. He confides in Miss Prism and Chasuble that his younger brother ‘Ernest’ died in Paris of a severe chill. At this moment in time, the audience are taking great pleasure at the fact that they know something the characters do not – that Jack’s so called brother is in the garden. Afterwards, Cecily confesses to Algernon that they have been engaged for the past three months, and Algernon submissively accepts this to be both true and normal. This is the first indication of who the most assertive figure is in their relationship. The fact that Cecily writes to herself, on the behalf of ‘Ernest’ is rather ridiculous, and once again Algernon goes through with this. She continues on to tell him when their engagement was broken off, she  says â€Å"It would hardly have been a really serious engagement if it hadn’t have been broken off at least once. But I forgave you before the week was out† she talks about how their engagement wouldn’t have been ‘serious’, although it had never even happened and this displays marriage to be not all that serious in itself. In reply to this, Algernon thanks her for forgiving him – for something he did not do, â€Å"What a perfect angel you are Cecily.† This only highlights that he is inferior to her. When Cecily and Gwendolen meet each other at Jacks house in the country, a lot of confusion is caused for they both think they are engaged to the same man. But before they stumble across this realisation, they become ‘friends’ instantly Gwendolen says â€Å"..Something tells me that we are going to be great friends† to which Cecily replies â€Å"How nice have you to like me so much after we have known each other such a comparatively short amount of time.† The girls then find out they are ‘in competition’ with one another and their ‘friendship’ turns sour. This is comical due to the fact that just a few seconds ago they were very friendly and lovely to one another. When both Jack and Algernon approach and the matter is cleared up that neither one of them is ‘Ernest’ and that they have been lying to the women, Cecily and Gwendolen’s relationship takes a u-turn, not back to friendship, but to sisterhood. This was foreshadowed in Act 1 where Algernon says â€Å"Women only call themselves sister when they have called each other a lot of other things first†. Cecily and Gwendolen storm off into the house and Algernon and Jack cowardly hold back, where Algy begins to scoff the muffins and they start to blame one another for what just happened and it takes them a while before they approach the women in the house. However when they do it also doesn’t take long for both women to forgive them, they contradict themselves frequently in the process: Gwendolen – â€Å" But we will not speak first† Cecily – â€Å"Certainly not† Gwendolen – â€Å"Mr Worthing, I have something very particular to ask you. Much depends on your reply.† The irony of the situation is what is so amusing, the women cannot stay silent and wait for the men to speak, once again they have to be in control of the situation. However, the play began in â€Å"turmoil but (ended) in harmony† [2] as both couples were happily reunited. All throughout the play, women like to think they are the leaders and the superior, and on the surface they do appear to be, with their high demands being answered and always leading the conversations in which ever way they wish but at the end of the day, they always forgive or accept only what a man can offer, even if they demanded more. Bibliography: [1] Barbara Bleiman, Anna Sarchet and Lucy Webster: â€Å"Studying comedy† (2012) [2] Susan Snyder: â€Å"The Cambridge companion to Shakespeare† (2001)