Analysis of Hannibal: Enemy of Rome by Leonard Cottrell Essay -- Hanni

Analysis of Hannibal: Enemy of Rome by Leonard Cottrell   Ã‚  Ã‚  Ã‚  Ã‚  The author of Hannibal: Enemy of Rome, Mr. Leonard Cottrell, inspired by the book, The Histories of Polybius, translated by W. R. Paton. Mr. Cottrell, endeavored to recreate the journeys of Hannibal by traveling by car nearly the same route in 1959. Mr. Cottrell traveled by car the journey of Hannibal through northern Spain, the modern day Swiss Alps, and down into the Italian peninsula while constantly referring to Polybuis' writings. Mr. Cottrell describes Hannibal's motives, his journey, his battles to conquer the Roman Republic, his defeat, and his eventual withdrawal.   Ã‚  Ã‚  Ã‚  Ã‚  Mr. Cottrell describes Hannibal as an ambitious warrior from boyhood. He learned soldierly virtues and hatred for the Romans from his father at an early age. Hannibal was the son of Hamlicar, a distinguished leader and veteran of the first Punic War against Rome. Hannibal's motives derived from loyalty to his father, his lineage, and hate for the Roman Republic. Following the first Punic War, Sicily had been taken by Rome, Corsica and Sardina were lost, but Spain remained as a powerful Carthaginian settlement. By the efforts of his father, Hannibal was taken to an altar in Spain to witness the offerings; and laying his hands upon such, sweared an oath to prove himself to forever be an enemy of the Roman Empire.   Ã‚  Ã‚  Ã‚  Ã‚  Hannibal proved to be an excellent leader. He had the support of both his troops and of the government above him. This was ...

More Sympathy for the Creature than Frankenstein Essay -- Mary Shelley

The novel, Frankenstein was written by Mary Shelley and was first published in the year 1818. Although it was supposedly a failure at the time it was released, (a time of many scientific advances, especially in human anatomy), the novel has never gone out of print and certain questions about the book have never, and most likely, will never be answered. In the essay I hope to give my view on the question: which of the two characters does the reader have most sympathy for, Frankenstein or the creature. Victor Frankenstein’s narration of the novel immediately puts the reader into his exclusive mindset, and therefore we are only given his feelings and his perspective on the events. This being so, we are more easily able to sympathise with his predicament. For instance, we are able to find sympathy for him at the news of his brother’s death, and indeed the rest of his family. The suffering that Victor goes through here is characteristic of this type of gothic novel, and is common in romantic fiction. We also feel sorry for Victor as he had â€Å"worked hard for nearly two years† in the process, ruining his health and depriving himself of rest, only for the â€Å"beauty of the dream† to vanish with the animation of the creature. He uses personification to make his â€Å"dream† seem more important, and to make his loss more sharply felt. Of course, Victor’s narration adds emphasis to his suffering, something that he does not do when referring to the creature, or if he does it is to emphasise the creatures â€Å"inhumanity† etc. If it were the creature narrating, I believe that the events would be given in a more two sided fashion. Victors narration changes the perspective in which we perceive the novel. Victor is constantly seeking to gain more sympath... ...e of language of Montavert, indicates that he bears the creature hatred, due to his use of words and phrases, â€Å"abhorred monster, fiend that thou art!† words such as â€Å"fiend† sound especially harsh due to the use of the letter F, followed by a vowel. Also the word: â€Å"abhorred can be elongated to give a similar, disdainful effect. I believe that the creature is far more worthy of sympathy than Frankenstein , especially at the beginning before he has committed any crimes. At this stage he is entirely innocent, and so any hatred towards him is irrational, just like hatred towards a newborn child is irrational. However Frankenstein shunned the creature, and this act is extremely hard to forgive, many of Frankenstein’s other mistakes are entirely forgivable, and are part of being human, but this act, was truly monstrous, making Frankenstein impossible to give sympathy to.

Paris Peace Settlements Essay

An international order means how the world exist, work and co-related to each other, which could explain in different aspects included political, military, economic and diplomatic. In the following paragraphs, how Paris Peace Settlements during 1919-23 established a new international order would be explained. In the political aspect, the new international order characterized by the declination of Europe and marked by the rise of US. Before 1914, the world was dominated by Europe. European countries were strong in terms of economic and military power. The European countries are industrialized; they have high competiveness between each others in foreign goods. They have the power to establish overseas colonies. Thus, European countries have very strong military strength which was showed in the arms race between different countries. However, during the Paris Peace Settlements US became one of the big three, and have large authority over the drafting of treaties. After WWI, European countries were exhausted. Britain, for example, she became one of the world’s largest debtors with interest payments that formed around 40% of the government spending. In the new international order, the design of map had changed—new states were created and the Paris Peace Settlements leaded the declination of European empires. Before 1914, it was an age of empires, there are: German Empire, Austria-Hungarian Empire, Ottoman Empire, and Russian Empire etc. After 1923, the fall of empires occurred, Russia fell after the October Revolution, became the first communist country and German Empire became republic (Weimar Republic) after the German revolution. In the Paris Peace Settlement, Austria-Hungarian Empire had splitted into Austria and Hungary due to Treaty of St.Germain and Ottoman Empire declined largely; it had lost territory due to the Treaty of Lausanne. Germany lost Poland, reduced it size and lost all overseas colonies in the Treaty of Versailles. After 1923, there were establishments of new nations such as Czechoslovakia, Estonia,  Poland, Latvia, Finland etc. due to the principal of self determination that the Paris Peace Settlem ent put into practice. In the new international order, an organization— League of Nations was set up for peace keeping. Before 1914, there were only two attempts for peace making—the Hague conference. There are no agreements were reached in both Hague Conferences which leaded to the failure of peace keeping and WWI was broken out. After 1919, The Paris Peace settlements were called to decide what to do to achieve peace and settle matters in peaceful means. In the new international order, the rise of totalitarianism in Italy and Germany occurred. Before 1914, extreme nationalism only caused European powers to scramble about for colonies to bring about national glory; however, they did not expand by taking territories nearby. Thus, there were no changes or rise of any new political ideology, only nationalism caused territorial change and colonial rivalries. On the Paris Peace Settlements, the big three tend to weaken Germany and Austria, to prevent them from growing into a strong power again by abolishing union between the two of them and ceding land from them. After 1919, rise of totalitarianism caused countries like Italy and Germany to adopt expansionist foreign policies in order to regain ‘territorial loss’ e.g. Italy occupied Greek island in 1923. In military aspect, the domination of Germans’ military was lost in the new international order. Before 1914, Germany was one of the strongest countries in terms of military. From treaty of Versailles, Germany was only allowed a regular army that was limited to 100,000 military personnel, an air force and only a very small fleet. The compulsory enlistment into the armed forces had put to an end. Thus, Rhineland had to be occupied for 15 years by the allied military forces. All commissions in Germany controlled by the allies until 1927 from 1919. After 1919, due to the military restrictions imposed on Germany, there was a lost of the military advantage and the status of domination. In the new international order, the League of Nations adopted a principal—Collective security which means when a country is being attacked;  other country should give aid come to support the attacked country. Before 1914, there is no any ideology to give military aid to countries, but only secret agreements or treaties or to use military power in solving problem and conflict. Thus, arms race between countries occurred very often, countries could compete for land on their own without passing through any trials or any peace keeping bodies. On the Paris Peace Settlement, there was the establishment of League of Nations which symbolizes the existence of collective security. Also, there were disarmaments of the defeated powers to maintain peace e.g. abolition of conscription in Germany. After 1919, there were restrictions in military over the defeated powers. European powers tried to negotiate, instead of using military power to solve problems. In the economic aspect, Germany lost its economic income, at the same time; France got the power to recover from the war in the new international order. Before 1914, there were many natural resources in Germany, many coal mines in the northern part of Germany. By 1900, the average mine output had risen to 280,000 tons. By 1913, there was a production of 18 million tons of steel. However, in the treaty of Versailles, the Saar was to be governed by the League of Nations for 15 years started from 1919, and its coalfields were to be ceded to France. After 1919, Germany had lost an income to recover from war. In the new international order, there was a huge unbalancing concerning about the economy—Germany was almost being bankrupt however allied powers received a source of recovery. Before 1914, Germany was rich and had competitiveness among the European powers. Germany had textile industries, coal production, banks, railways, and steel production. In the treaty of Versailles, Germany had to pay reparations up to 6.6 billion pounds. After 1923, Germany could not afford the huge indemnity, workers had discontent because they did not have payment for their job, as their money were all used to pay the reparations. At the same time, the government had to print more money to satisfy the need of workers, however, it soon faced serious economic problems such as hyperinflation and unemployment. On the other hand, Britain and France received reparations from Germany; it had been a source of recovery from the destruction brought by war and distant of recovery from  the war for Germany was far. In the new international order, Austria went bankrupt and Hungary’s industry suffered greatly. Before 1914, Austria-Hungary had agriculture and food industry, and was the most important foreign food supplier to Germany, Italy and Britain. It also had heavy industry such as car manufacturing and electric power industry. However, in the Treaty of St. Germain, Austria had to pay reparations. In the Treaty of Trianon, Hungary lost population which meant the loss of productivity. After 1919, Austria and Hungary suffered and had to rely on League of Nations to recover from the war. In diplomatic aspect, the idea of collective security was being raised in League of Nations. Before 1914, there was extreme nationalism, which encouraged European powers to expand the overseas colonies; military also meant the status and the power of a country and have a suspicious attitude towards other European powers. In the Paris Peace Settlements, there was the formation of League of Nations to ensure world peace. Moreover, it was situated in Switzerland to ensure its neutrality. After 1919, there were more measures on peace keeping. To conclude, a new international order was established via Paris Peace Settlements.

What is the goal of this study

The goal of this study as the paper stated is to determine whether the coverage mandate requiring employer to continue providing health insurance coverage to workers who leave the firm for a specified period of time is also effective in alleviating job-lock as these mandates have great effect on the retirement behavior of older workers. According to Gruber and Madrian, many workers declined employment opportunities that offer higher total productivity and wages but their health insurance is inferior to that in the current job. Gruber and Madrian stressed that this is unfair and may result to potential market failure due to lack of Market for worker/job-specific compensation package. Thus, the goal of the study is to find out how this unfair practice of job-lock would be resolved. The period covered for this study based on the data used. The data were from 1984, 1985, 1986, and 1987 which suggest that the period covered by the study was from 1984 to 1987 up to the early part of 1989. According to Gruber and Madrian, during this period the economy was growing however, continuation of insurance coverage were available only to those with employer-provided health insurance. The period covered by this study therefore were the years were in economic opportunities provides workers and employees a better option regarding employment opportunity. The data or source s for this study as mentioned earlier was from the 1984, 1985, 1986 and 1987 panels of the Survey of Income and Program Participation (SIPP). The data of these sources according to Gruber and Madrian were a result of a national survey collecting information on the economic and demographic characteristics of individuals and their families through a series of quarterly interviews that lasted for roughly two and one-half years referred to as â€Å"waves. † According to Gruber and Madrian, included in the data sources are the final sample consisting of 155,151 quarterly observations on 29, 841 individuals. Based on their findings, well-educated and older workers are less likely to change their jobs and employees and workers receiving high wages or health insurance are much less likely to leave their jobs. Their findings further reveal that there are other reasons why workers are reluctant to leave their job despite of a better option available to them. However, the study concludes that job-lock is reduced when there is an assurance of continuation of insurance coverage for one year if a worker leaves job for another. The information I learned from this study is that people valued their jobs more based on what they gain in terms of health needs. Insurance coverage pertains to health issues and workers would rather chose lower wages with a good insurance benefit than higher wages with less insurance benefit. That is, workers are more conscious of their physical welfare than earning more money. While the authors did a great deal of efforts for this study, I would that their efforts are greater than their findings. This is because workers are not tied up to their jobs. They can leave or resign any time if they feel that their job does not provide them well. It means that they knew what is better for them regardless of the opportunities around them. Apparently, people are more secured and well provided in their jobs. The issue therefore was not about job-lock nor the insurance coverage, but where they feel secure and at the same time provided.

The Butcher and His Fiend Like Queen in William Shakespeare’s Macbeth

The Butcher and his Fiend like Queen in William Shakespeare’s Macbeth Introduction At the end of William Shakespeare’s Macbeth, Malcolm refers to Macbeth and Lady Macbeth as: â€Å"This dead like butcher and his fiend like queen,† when he was crowned as new king of Scotland. In Malcolm’s eyes, the Macbeths are just that, cruel murderers who stole away the throne from him and his father. A butcher can be described as someone who kills, or have people killed unnecessarily or brutally. A fiend can be defined as a very cruel person, or one who causes trouble and annoyance. Macbeth is a butcher and Lady Macbeth his fiend-like queen, because of greed he had taken the lives of many people even close friends of him, and she manipulates him into doing the things he did with only her own ambitions at heart. Analysis Lady Macbeth is â€Å"fiend like† when she manages to convince Macbeth to kill Duncan. She seems to be missing all human kindness, when she trying to persuade Macbeth to commit the assassination. Macbeth hesitates on the night that the murder will be done. He does not want to do it. Lady Macbeth persuades him, mocks his weakness, even suggesting that she having the cruelest of thoughts, the thoughts of killing their little baby. | â€Å"I would, while it was smiling in my face, Have pluck'd my nipple from his boneless gums, And dash'd the brains out, had I so sworn As you have done to this† (1,7) | Lady Macbeth wants to make him feel guilty and carry out the murder. The fact that she is trying to convince Macbeth to commit this horrible crime when he hesitates is very evil indeed. Macbeth murders Duncan, the King, in order to gain the throne. Macbeth decides to kill Duncan himself, even though Lady Macbeth is supportive and persuades him. After the murder he says: | â€Å"I have done the deed. Didst thou not hear a noise? † (2,2)| He have murdered with greed in mind, showing his â€Å"butcher† side of himself. Duncan’s death is especially barbaric because Macbeth killed him in his sleep and the fact that Duncan was Macbeth’s guest and cousin and also was considered a great King. Macbeth soon realizes that he cannot stop at just killing Duncan. He understands that the one person who is most likely to threaten his position as King is Banquo. This is because he was present when the strange sisters gave Macbeth their prophecy, and can guess that Macbeth is guilty of murdering the King. Macbeth murdered his best friend, Banquo, for two different reasons. The witches’ predictions, that Banquo’s son is to become king, and the fear about Banquo’s knowledge of his dirty crime. Macbeth assigns the three murderers to kill both Banquo and his son Fleance. | â€Å"Fleance his son, that keeps him company, Whose absence is no less material to me Than is his father's, must embrace the fate Of that dark hour. † (3, 1)| Banquo was Macbeth’s best friend and had done nothing wrong; therefore must this act be the most butcher-like from Macbeth’s side. Macbeth slaughtered Lady Macduff and her son, due to the predictions made by the witches. Another example of Macbeth being a butcher is when he hires the murderers to kill the family of Macduff, just in order to cause him pain. | â€Å"The castle of Macduff I will surprise; Seize upon Fife; give to the edge o' the sword His wife, his babes, and all unfortunate souls† (4, 1)| To murder innocent children and their mother is an exceptionally brutal act. Conclusion â€Å"The butcher and his Fiend like queen† as Malcolm refers to Macbeths in the end of the play, is an accurate way to describe Macbeth and his wife. Macbeth can be described as a butcher when he is involved in the murders of the King, Banquo, his best friend, and the family of Macduff. He murders innocent people, people he like, just to gain power. Lady Macbeth can be given the title of a fiend-like queen when she intrigues to murder Duncan and can be seen just as a brutal murderer as Macbeth because she is the brain behind the crime. Macbeth may not have murdered King Duncan without the support of his â€Å"Fiend like queen†, but Macbeth maid that choice and therefore he also chooses to rule in Hell rather than to serve in Heaven. This all came down to Macbeth’s greed and Lady Macbeth’s ambitions to become the King and Queen. Bibliography Shakespeare, W. (1990) Macbeth, Arden

Education in Ireland Essay

In this essay I will argue that the Church, above all else, was to have the most profound effect on schooling in Ireland from 1922 to 1965. Firstly, it is necessary to look at the beliefs of this period that allowed the church to inform schooling. Secondly, we will look at what informed schooling in each decade. Finally, we will conclude on our findings. 1. Social, Cultural, Political backgrounds 1922-1965 In the 19th century the Catholic laity provided an all encompassing definition of reality with religion dictating the curriculum of national schools (Fuller, 2002, 2005). In 1922 the new nation emerged with this identity and an emphasis of reviving the Irish language. The emergent hegemony was Catholic and it was their social, cultural and political beliefs and hence their identity that was to prevail (O’Mahoney and Delanty, 2001). In the 1920s and 1930s Cosgrave and De Valera ensured that the Catholic moral code was upheld by legislation and cultural nationalism (Fuller 2002). Archbishop McQuaid was involved in the new constitution in 1937 which replaced the 1922 constitution. Articles 41-44 were particularly Catholic. Article 42 provided a summary of Catholic teaching on education. All sorts of forces were at work to make Ireland a more totally committed Catholic state. Mr Justice Gavin Duffy throughout the 1940s invoked new legal precedents favourable to Catholic viewpoint. In 1948 John A. Costello sent the following message to Pope Pius XII: ‘to strive for the attainment of social order in Ireland based on Christian principles’. During the 1950s Archbishop McQuaid saw the Taoiseach off at the airport as he went away to public engagements. Our devotion could be seen in packed churches and ceremonies giving the world view of Catholic Ireland in the decades following independence (Fuller, 2002). 2. Social, Cultural, Political beliefs that informed Schooling 1922-1965 By 1922 the church knew that control over education was a vital means of transmitting Catholic cultural heritage, politicians were very careful not to trespass on what the church regarded as its domain. Eoin Mac Neill, first minister of education declared that he ‘deplored statism’ in education (Fuller, 2002). This meant that children got the education the ‘Catholic Church thought that they should get’ in a church-owned but state-financed education system (Garvin, 2004). In 1924, the number of pupils in secondary schools was a mere 5% of those enrolled in primary school and by 1960 this figure had only increased to 16% (O’Donoghue, 1998). Patrick Gilligan, Minister for Industry and Commerce, in the mid-1920s stated Ireland should be ruled by level headed men, loyal to their religion and free from intellectual daftness’ (Garvin). In 1924 the Intermediate and the Leaving Certificate were introduced. The Certificates curriculum emphasised the Gaelic development of pupils. History and geography were now also to be taught with an Irish orientation and were to be compulsory. Teaching of history in particular was to be crucial to the shaping of identity ‘nationalist fervour’ (Foster in Brady 1994). In 1926 Irish became obligatory for secondary teachers and all children were compelled to attend school between the ages of 6-14. During the subsequent two years Irish became an obligatory subject for funded schools and obligatory for the Intermediate certificate. In the late 1920s and 1930s the clergy strongly expressed the fear that Irish would threaten the place of Latin and English in the curriculum both essential for future clerics and missionaries. The curriculum changes over the next thirty years to uphold the status of Latin and English (O’Donoghue, 1998). The secondary curriculum was saturated with a religious ethos. The church’s system of training its teachers was also to ensure the development of teachers who did not promote any questioning of the Church’s teachings i. e. conformity. This philosophy had implications not just for education but for all aspects of Irish Catholic culture. In 1930 Fianna Fail did take an initiative in education by introducing the Vocational Educational Act but the hierarchy was consulted. The vocational sector saw remarkable growth in the first decade which resulted in concern among the bishops (O Buachalla). The church did not approve of these schools over which they had no control (Garvin). Nor did the state agree (Thomas Derrig minister for education (1932-1948) or De Valera); in the present economic climate of emigration, inflation, teacher salary cuts and a ban on married female staff (Garvin). In 1950 Fine Gael Richard Mulcahy launched the new Council for Education in order to review and critique the primary and secondary school curricula declaring that the ‘foundation of youth’s entire training was religion and patriotism’. The council’s first report (1952) was on the primary system and it recommended formal recognition of the almost entirely denominational nature of the system. A triumph in the churches’ prolonged battle against secular education. As it transpired the report signalled the end of an era and had no formative influence on impending educational developments. Throughout the 1950s Fianna Fail Sean Moylan (minister for education and former vocational school teacher), pressure groups, critical catholic thinkers such as Professor Peter Connelly and educationalists began lobbying for educational change. Politicians such as Lemass, O’Malley, Charles Haughey, and Patrick Hillery were less concerned with abstract issues such as identity and more concerned with the future. By 1959 Taoiseach Sean Lemass did not allow the hierarchy to influence the outcome of the Intoxicating Liquor Bill. It was the first time since the foundation of the state that the government had defied the wishes of the church. Civil servants under Lemass such as Patrick Lynch and TK Whitaker were writing papers on new patterns of economic thinking. The Programme for Economic Expansion (1958) outlined a change in economic thinking whereby economic imperatives were to guide political thinking. This was to send ripples through Irish society. The report emphasised the crucial role that vocational education in particular could play in gearing the technological needs of an industrialising economy. In 1963 Dr Patrick Hillery (following OECD study into Irish education 1962-1965) stated that economic needs were calling for a review of the post-primary sector. He stated that investment in education, particularly technical education (RTC’s) was the key to bringing about economic progress and equality of educational opportunity. His objective was to bring the vocational sector to a parity of standard with the secondary system. The minister introduced the comprehensive school which would provide both technical and academic educations. The students at vocational schools would be entitled to sit Intermediate and Leaving Certificate exams. The OECD and department of educations’ report were published in 1965: An Investment in Education. Dr Hillery stated that the report would provide the state with the basis for ‘the direction of our long-term educational requirements’ (Fuller, 2002). 3. Conclusions Education policy in independent Ireland 1922-1957 appeared to have the following issues: denominational, uncritical belief that church was the holder of knowledge, language ideology, limited access to parents or finance, pressing factors of unemployment, emigration and inflation but correlation between education system and economy not initially recognised. There was still an absence of a philosophy regarding the purpose and nature of education. The contrast between the recommendations of the Council of Education report of 1952 and the Investment in Education report of 1965 is representative of the change in social, cultural and political beliefs that had began to emerge in the 1960s. The religious imperatives had been central to the Council of Education’s definition of worthwhile curricular knowledge. A department of education policy was now based on the Investment in Education beliefs that curricular emphasis should be aligned with the needs of our economy.

Big Fish

The Big Fish is based on a genre, Southern Gothic, where freak nature comes in a role in story telling. The Big Fish have three most common elements in Southern Gothic. Those elements are imprisonment, freakiness, and supernatural. The father would tell a story to his son about his life. However, his son thinks his father is full of lies. It brings the conflict between reality and fiction. In Southern Gothic, it doesn't matter because it combined reality and fiction into one story. Although, it is hard to see the reality behind it because in the movie, the father make up a lot of stuff even though it is almost true. Imprisonment is found in The Big Fish, because the father is imprisoned in his room and in the hospital. Also, the villiage kept all of its people until Ed left the villiage. Those people could've been there for years because they love their home so much. The giant was in his cave because he was shunned and feared by the people until Ed befriended the giant. Imprisonment is found in Southern Gothic, and is in found in the story as well. Supernatural is everywhere in The Big Fish, because there was a woman who turned into a fish during the movie. The twins were conjurned but at the end they were serparated. Also, the giant was a huge person who was isolated for a long time. The circus was filled with strange people. Even the headmaster is a wolf at night, and The Eye shows a person's future death. Also, the way the son was born was very There was a lot of supernatural involved with the movie. Freakiness is all around in the movie, because the villiagepeople had no shoes nor socks on. They walked around barefoot. Even the father was telling a story with his wild imaginations. He even made his death the way he saw in The Eye. He accepted his death from the beginning he saw his death. The father never once freaked out but rather looking foward to the day he dies. Everyone was there at his funeral. By everyone he knows in his life showed up for his funeral.