Compare and Contrast of the Cask of Amontillado and the...

Compare and Contrast of â€Å"The Cask of Amontillado† and â€Å"The Black Cat† Today I’ll be comparing the Narration of â€Å"The Cask of Amontillado† and â€Å"The Black Cat† by Edgar Allen Poe. Edgar Allen Poe is the author of many great pieces of literature, using his narrators to explain situations that are going on in their life. The narrators of The Cask of Amontillado and The Black Cat both lead characters love for man’s inhumanity to man and animals through horrific murders. In The Cask of Amontillado, Montresor is the narrator. He begins by describing very cryptically how he was wronged, The thousands of injuries of Fortunato he has borne as he best could; but when he ventures upon insult, Montresor vows revenge (Poe 528). As the story†¦show more content†¦All this saneness is achieved through a series of household events. In their consequences, these events terrifies, tortures, and destroys the Narrator (Poe 522). The Narrator is married and has pets. They have birds, gold-fish, a fine dog, rabbits, a small monkey, and a cat (Poe 522). The cats name is Pluto, however in contrast to Montresors friend, Pluto, the cat, is the Narrators friend. In The Black Cat the Narrator is an alcoholic unlike in The Cask of Amontillado the enemy is the alcoholic. After several evenings of heavy intoxication, violence against his wife and the other pets, he finally turns on Pluto, his friend. In a slight comparison of the two stories, Fortunato and the cat become the ‘enemy’ over time. He seizes the cat; when in his fright at the narrators violence, the cat inflicts a slight wound upon the narrators hand with his teeth (Poe 523). This is where the narrator allows the alcohol do the thinking for him. He reaches into his pocket and pulls out a pen-knife, opens it, grasps the poor beast by the throat, and deliberately cut one of its eyes from the socket (Poe 523). Next he goes to sleep and wakes up drinking again. After the cat heals, he decides to hang Pluto. Why? Because screw cats I guess! He slips a noose about Plutos neck and hangs it to the limb of a tree (Poe 523). He did it because he, like Montresor, feels no pain in torturing his enemy. I’d like to say alcohol hasShow MoreRelatedNathaniel Hawthorne s The Mind1900 Wor ds   |  8 Pageswritings the mystical and the melancholy aspects of America s Puritan thought. In their words, â€Å"they examine the conflict between good and evil, the psychological effects of guilt and sin, and even madness and derangement in the human mind. (Compare and Contrast) However, people can never be 100 percent alike so it is in their approach to these aspects that they differ from each other. The areas in where these to differ focus more on the themes and the point of views within their stories. NathanielRead MoreHow Poets of the Eighteenth Century Handled Love2802 Words   |  12 Pageshour. Frost may be commenting on childhood and how it is, in a way, like a flower – fresh, delicate, innocent, yet ephemeral? Frost uses the word â€Å"subside† to describe the leaves as if the leaves have given in to some form of external pressure. He compares this occurrence in to Eve’s failure to resist temptation at the Garden of Eden. Perhaps Frost inten ds for us to realize that it is an eventual certainty that we will also subside as the leaves do each season by yielding to the temptations which surroundRead MoreANALIZ TEXT INTERPRETATION AND ANALYSIS28843 Words   |  116 Pageselsewhere, most frequently to character or idea. Understanding a plot on a schematic level becomes even more difficult when dealing with works, usually novels, that have more than one plot. Many novels contain one or more subplots that reinforce by contrast or parallel the main plot. Some novels even contain a double plot, as in Thackeray’s â€Å"Vanity Fair†, where we are asked to follow the careers of both the selfish adventuress Becky Sharp and the innocent, good-hearted Amelia Sedley. As Amelia’s fortunes

Looking For Richard A Film By Al Pacino - 1251 Words

Chintan Thakore Ms. Naegele English II Honors 12 September 2014 Looking for Richard A Film by Al Pacino: Viewer’s Guide and Lesson Plan Activity 1 Part A. Before viewing Al Pacino’s film Looking for Richard, take some time to measure your attitudes and those of your friends and family about Shakespeare. For your own answers, use Column A below. Enter number 1 if you strongly agree with the statement, 2 if you agree somewhat, 3 if you disagree somewhat, and 4 if you strongly disagree. Then ask two family members or friends what they think and record their responses in Columns B and C. Finally, after you have finished viewing and discussing the film, fill in Column D, noting the differences between your â€Å"before† and â€Å"after† responses. Statement A B C D 1. I would not enjoy watching a Shakespearean play. 2 1 1 2. That’s old stuff; Shakespeare has no relevance to life today. 4 3 3 3. Shakespeare’s tragedies can’t be fully understood without the use of notes and â€Å"translations.† 3 2 4 4. Shakespeare should be required reading for high school and college students. 3 2 2 5. People’s problems and behaviors change significantly from one century to another. 2 1 2 6. Shakespeare’s plays were meant for the upper-class intellectuals of the time. 1 2 3 7. People can’t appreciate Shakespeare because the language his characters use it so different from our own. 2 2 1 Part B. Many people have heard of Shakespeare, but how much do they really know about him and his play? In LookingShow MoreRelatedJane Eyre1260 Words   |  6 Pagesbetween King Richard III and Looking For Richard is further enhanced by consideration of the marked differences in textual form. Evaluate this statement in the light of your Comparative Study of King Richard III and Looking For Richard. William Shakespeare’s 16th century historically tragic play, King Richard III and Al Pacino’s 20th century docudrama, Looking for Richard portray parallel themes of war, characterisation of Richard in context and plot. Shakespeare wrote King Richard III during theRead MorePaper 2: Module a Richard Iii/Looking for Richard1020 Words   |  5 PagesShakespearean Drama and Film How has your exploration of the connections between your prescribed texts enhanced your understanding of the values and contexts of each? In your response, make detailed references to your prescribed texts. Through exploring connections between Shakespeare’s Richard III and Al Pacino’s Looking for Richard the values of the era are often a product of the context of the text. However, through studying the theatricality of man and the pursuit of powerRead MoreKing Richard Iii and Looking for Richard Essay Plan1162 Words   |  5 PagesShakespeare’s Richard III and Al Pacino’s Looking for Richard both portray central values and ideas of the time. * The texts ideas are reflected by the context of the time. * Both texts written in different time periods meaning completely different contexts which shape the text. * Through Pacino’s hybrid style docudrama, he attempts to demystify Shakespeare’s Richard III, making it more accessible to the everyday person. * Shakespeare shows the journey in Richard III of Richard himselfRead MoreAnalyse How the Central Values Portrayed in King Richard Iii Are Creatively Reshaped in Looking for Richard.1683 Words   |  7 PagesAn honest tale speeds best, being plainly told.† This quote from William Shakespeare’s King Richard III is a seed from which Al Pacino’s docu-drama Looking For Richard grows, both texts demonstrating the intrinsic relationship between contexts and the composition of texts. As 21st century students, we see Pacino’s creative reshaping emphasise inherent values within the original text, from dynamic perspectives to interpretational understandings, presented in an ‘honest’ and ‘plainly told’ compositionRead MoreEssay on Richard Iii and Looking for Richard1284 Words   |  6 Pagespursuing the connections between King Richard III and Looking for Richard. Compare how these texts explore ambition and identity. Ambition; an earnest desire for some type of achievement or distinction, as power, honour, fame, or wealth, and the willingness to strive for its attainment * Al Pacino’s production as an art-house vanity project * Promotes himself – manipulating the audience through cutaways, specific and timed edits. The medium of film allows for one to manipulate and forceRead MoreKing Richard Iii and Looking for Richard Essay1602 Words   |  7 PagesEssay 1 – King Richard III and Looking for Richard How has your study of the connections between King Richard III and Looking for Richard deepened your understanding of the context of and values within, each text? William Shakespeare’s play King Richard III and Al Pacino’s docu-drama Looking for Richard have enriched my understanding of how context shapes the values inscribed within each text. In light of this, the connection that exists between the two texts is: how the central character of theRead MoreNow Is The Winter Of Our Discourse By Al Pacino s Documentary, Looking For Richard871 Words   |  4 Pagesglorious summer by Al Pacino s documentary, Looking for Richard. The documentary presents a facet of cultural and academic critiques of performing Shakespeare while striving to turn those preconceived presumptions on their head. Pacino s documentary shakes up the script and provides an interesting dialogue on the importance, influence, and approachability of Shakespeare on a grand scale. A particular scene that captures Pacino s message occurs around halfway through the film. Prior to this sceneRead MoreWilliam Shakespeare s King Richard IIi1188 Words   |  5 Pagesand are affirmed between texts as shown in William Shakespeare’s play ‘King Richard III’ (1591) and Al Pacino’s docudrama ‘Looking For Richard’ (1996). King Richard III examines the irrational behaviours and moral ramifications of a power lust Richard to explore ideas of the relentless pursuit of power, betrayal and deceit, reflective of the theocentric context of the Elizabethan society. Centuries later, Looking For Richard explores Pacino’s journey to reshape a Shakespearean text that is representativeRead More Looking for Answers in Looking for Richard Essay examples1847 Words   |  8 PagesLooking for Answers in Looking for Richard  Ã‚     Ã‚  Ã‚   Al Pacinos Looking for Richard is an unusual film. It is a documentary about the complexities of Shakespeare, the performing of the play Richard III, and the ignorance of the average American regarding Shakespeare. The unusual nature of the film - its similar to a filmed Cliff-notes version of the text - provokes wildly different reactions from film buffs, critics, and Shakespeare purists. A perusal of five different reviews of the filmRead MoreKing Richard Iii and Looking for Richard Essay2197 Words   |  9 PagesThe texts King Richard III and Looking for Richard both accept the centrality of power and the yearning for it, as a central plot driver and an assumed part of the human condition. However, each presents a different perspective as to the nature of power; its origins and morality. Discuss this statement with close, detailed reference to both texts set for study. Power is defined as the possession of control or command over people and events. In Shakespeare’s play ‘King Richard III’, the centrality

Essay on Kellys Personal Construct Theory

Question: Identify the internal and external users of secondary data Distinguish among healthcare databases in terms of purpose and content? Answer: Introduction: The first theorist to adopt the cognitive perspective was George Kelly and he held the view that people arelike scientists. By referring to persons as scientists, Kelly meant that every individual is constantly engaged in the process of understanding themselves and the world around them similar like the scientists in the laboratory who test this understanding by making predictions about the observable outcomes of the events (Green B. (2004). And like applied scientists and engineers they also use this understanding to reshape themselves or some aspect of the world to which they belong. In this way, scientific activity is an essential and constant aspect of human existence. Therefore Kelly named this approach the theory ofpersonal constructs. He defined the term construct as a category that represents few aspects of the knowledge of the world and this construct also helps in guiding the individuals perception and the memory of events and their responses. Personal constructsare importa nt because these cognitive categories differ for each person. For instance people cannot understand the world except through their own constructs. Therefore, in order to understand a person's response to events every individual has to understand the constructs through which he or she has perceived those events (Kelly, George Alexander (1963). Kellys theory has a main principle that is called the constructive alternativism where he believes that there are many ways of viewing an event and people vary in terms of how many alternative constructs are available to them and which they choose to apply at the given time. Kelly also states that the objective does not matter but the action and experience are determined by the reality of the subject. However the main criteria are how the events in the outside world are constructed by an individual. Hence many people chose among these alternative constructs of an event which further determines their experiences and also their responses to that particular event. Kelly stated that this theory is in the form of a fundamental postulate which is essential in the reasoning and a corollary of a statement that requires no proof ( Miller M. Rierchert B. P. (2001). The theory is a phenomenological approach, rather than a positivist one. All action and thinking is undertaken in a scientific ma nner. This basically means trying things out to see whether they work or ways of making sense of the world are not necessarily conscious and articulate but may be inferred from behavior. Therefore Kelly does not refer to learning alone but also to the changes that take place in the constructs in the given time and this happens only because the process of learning is very important in the system of personality development. Conclusion: It can be concluded that Kelly stated that the theories of personality were not defined accurately and is difficult to test in many clinical cases and the observer contributed more to the diagnosis than the patient. Kelly acknowledged that both the therapist and patient would each bring a unique set of constructs to bear in the consulting room. Therefore, the therapist could never be completely objective in construing the client's world (Wright R. P. (2004). The effective therapist however is the one who construed the patient's material at a high level of abstraction within the patient's system of construction. The therapist could therefore comprehend the ways in which the patient analyzes the world that were disordered and also help the patient to change their personal constructs. References Green B. (2004). Personal construct psychology and content analysis. Personal Construct Theory Practice, 1, 82-91 Kelly, George Alexander (1963).A Theory of Personality: The Psychology of Personal Constructs. W.W. Norton and Company. pp.190 pages Miller M. Rierchert B. P. (2001). Frame mapping: a quantitative method for investigating issues in the public sphere, In: M. D. West (Ed.), Theory, method, and practice in computer content analysis (pp. 61-75).Westport: Ablex. Wright, R. P. (2004). Mapping cognitions to better understand attitudinal and behavioral responses in appraisal research. Journal of Organizational Behavior, 25, 339-374

Meaning of God

What is the meaning of God in the different stages of development? Many religious groups in the world recognize the presence of God in their day-to-day lives. However, they know God in different ways. This research paper will look at God according to different stages of human development.Advertising We will write a custom research paper sample on Meaning of God specifically for you for only $16.05 $11/page Learn More Developmental Stage (0-2 years) This is the initial stage in which an infant is brought into the world after birth. An infant encounters God through the family. This means that parents have an influence on a child as far as God is concerned. At this developmental stage, the infant is still getting used to the environment and the people within it. As such, a child cannot have the ability to comprehend fully the meaning of God. The infant is still at a stage where he or she is learning to walk, speak and how to carry out very basic activities. The child still needs close monitoring from a parent or a guardian (Korniejczuk 25). During infancy, children acquire knowledge by observing the environment around them. They are able to gather and obtain information through touch, seeing and hearing. At this stage, the child is inquisitive and satisfies his or her needs through various ways. The child responds to various stimuli that are present within the environment. Consequently, a child adapts gradually to its environment and as time goes by, it learns more about what takes place in society. The child observes closely the actions of adults and their behavior. At this developmental stage, children are more likely to depend on the visual aspect of communication as compared to any other stage (Korniejczuk 31). As such, their understanding of the meaning of God is not likely to be very much developed. This will largely depend on their exposure to images and religious symbols, which can create an impression on their minds as they g row up. From the age of eight months onwards, the child can know that things exist in various forms. This helps in improving the memory capability of the infant at this stage. Therefore, this means that a child at this stage can remember symbols shown to him or her. This can draw the child closer to the existence of God. Therefore, the ability of adults to influence children is eminent. Such effects would have lasting consequences on the lives of children. Adults influence children to adopt a particular interpretation regarding the meaning of God (Korniejczuk 36).Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More 2-6 years developmental stage In this stage of development, the child’s view is still influenced by his or her external environment and the element of curiosity begins to set in. At this stage, the child starts developing emotional, psychological and physical instincts , which directly arise due to external influence. At this stage of development, a child’s level of understanding and perception regarding the existence and the meaning of God is simplistic and basic (Bridges 34). This is the age that children start going to school. Children start attending preschool and elementary classes and as such, they come across the meaning of God in their lives. The child benefits from learning external environment, which is usually through formal and informal learning. The child is also at a stage where he or she begins valuing various physical activities in form of playing, walking, running, jumping and dancing. These make them more exuberant. This high-spirited nature of children within this developmental stage offers teachers and parents, who are in close contact, the ability to introduce aspects of religion to the child through teachings (Bridges 39). At this stage, parents and teachers are likely to involve such children in several religious acti vities that cherish and worship God. The child is able to learn various religious symbols, teachings, practices and other festivals that are important among devotees of the respected deity in society (Bridges 40). Interaction of these children with their parents, teachers, and other people within a particular environment offers them an opportunity to be involved in affairs concerning their belief. Children are therefore encouraged to value the importance of devotion to God within a particular religious society. Again, they are taken through the principles of a certain religion. Many religious groups and organizations emphasize on values related to sacrifice, worship, fasting, perseverance, and righteousness, as a means of appeasing God.Advertising We will write a custom research paper sample on Meaning of God specifically for you for only $16.05 $11/page Learn More At this developmental stage therefore, children are involved in all activities that might make them honor the teachings of God as introduced to them by their parents, teachers, and other adults (Bridges 44). 7-11 years developmental stage This developmental stage coincides with a child’s active involvement in formal education and this has many implications to a child’s ability to interpret the role of God regarding his or her daily life. Children at this developmental stage are encouraged to be familiar with the teachings relating to particular religious group and they are made to understand the importance of observing those religious doctrines (Gunnoe 201). Regular aspects of devotion are introduced to children, such as regular prayer sessions and creating time to help the needy in society. Children at this developmental stage also become aware of deep and symbolic religious practices and doctrines that influence the belief within a particular religious group (Gunnoe 207). Within this developmental stage, children learn the importance of applying religiou s principles, which they are taught as a way of strengthening their belief and faith in God. Through this form of devotion, children become aware of spirituality in all aspects that are related to their daily lives. These spiritual pillars are shown to these children to ensure that they are pure in their minds and their hearts in their daily activities according to the wishes and will of God (Gunnoe 211). Children are taught about the choices they make and the consequences they have to endure in the process of decision-making. This is made to solidify the belief that God rewards those who do well and punishes those who do things that go against his will and teachings. Therefore, within this developmental group, children are made to recognize the importance of respecting authority both at home and school. They are encouraged to be responsible for their actions regardless of the setting (Gunnoe 213). 12-21developmental stage This is a time when children are approaching puberty phase w here they become exposed to physical, emotional, and psychological changes in their persona. At this developmental stage, puberty means that these children are closing a door to childhood and are exposed to challenges that result from changes experienced in their bodies (Kedem 5).Advertising Looking for research paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This developmental stage coincides with a time when teenagers are exposed to all types of influences existing within their environments. Adolescence exposes them to heightened sexual attraction to opposite sex and the yearning to belong and to be accepted by their peers. In such a situation therefore, the relationship between teenagers, young adults and God takes a new dimension (Kedem 6). Since this is the time when teenagers are more energetic, their teachers and parents need to involve them in activities that are more communal. Through this, they can learn the value of sacrifice. The spiritual environments within which these teenagers find themselves should strive to equip them with the means in which they can overcome forces that may end up influencing them negatively (Kedem 7). They should be encouraged to focus on positive and alternative ways through which they can channel their youthful energies and exuberance. The participation of these youths in such values encourages them to identify the importance of sharing resources with those who are in need (Kedem 9). At this developmental stage, the youths can be aware of their goals and ambitions in life. Therefore, religion influences their positions in society. During this developmental stage, teenagers are in transition from adolescence to adulthood and as such, they have to make sound educational choices. This would have a direct influence to the types of careers they choose to pursue later in life (Donahue 145). The approach taken by religious groups aims at allowing youths to acquire skills that would help them adapt well in society. Through various focus groups within religious establishments, youths are given more freedom to participate in various activities, which can enhance their talents (Donahue 147). Participation of youths in activities such as choir, singing contests, theatre and sports engages them in beneficial activities as opposed to other activities that would be harmful in society. These activities help to give youths a safety that would keep them away from worldly pressures confronting them in form of peer pressure and conflicts with their parents. Religious setups strengthen the belief of youths towards God. This helps them focus in life hence they are able to avoid forces which may wreck their character and ambitions (Donahue 151). Young religious leaders are increasingly being involved in religious activities because they can relate better with their fellow youths. This means that they encourage them to strengthen their belief and faith. They are therefore able to achieve religious literacy, which helps them to be devoted to their religious teachings (Donahue 156). Conclusion Children under the age of 6 years need close relationships with their parents, which can draw them closer to religion. As revealed by various studies, knowledge about religion is limited to interactions encountered between children and parents. This is because they have close contacts with them. As shown by the study from the ages of seven to early adolescence, children become aware of several ways that can help them become devoted to their chosen religion. From the teen years to early stages of adult hood, the young people become aware of the concept of religion. They are exposed to various changes and religious regulations, which make them to be well equipped to cope with challenges. The study could not show devotion to their religion because, as shown in the paper, the practice of religion has become complex. Even though respondents exhibited a deep understanding of religious issues, other details regarding influential personalities in religion were not adequately covered by the survey. As shown in the paper, participation in other activities such as dance, choir, and drama have a big influence as regards to passing of messages concerning religion. The interviews did not explore how extra curricula activities can influence youths to be more devoted to their chosen religions. Works Cited Bridges, Lisa. Religion and Spirituality in Childhood and Adolescence. Child Trends, 2002. Web. Donahue, Martin. Religion and the well-being of adolescents. Journal of Social Issues, 51, 1995. Web. Gunnoe, Linda. Parental religiosity, parenting style, and adolescent social responsibility. Journal of Early Adolescence, 19, 1999. Web. Kedem, Peter. The effects of religious education on moral judgment. Journal of Psychology and Judaism, 11, 1987. Web. Korniejczuk, Victor. Psychological Theories of Religious Development: A Seventh – day Adventist Perspective. Institute for Christian Teaching Education Department of Seventh-day Adventists, 1993. Web. This research paper on Meaning of God was written and submitted by user Jillian Farmer to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Communication Theory essays

Communication Theory essays Nelson, K.E. Process of facilitating progress by language-delayed children in special language-centered school units. International Journal of Language This article was about children in Englands educational system. The study was textual analysis. Researchers studied 214 language-delayed, or specific language impairment (SLI) children from 6-7 and 7-8 years of age in two different groups. The study placed the children into either mainstream classes, or mainstream classes with some continued special education after the study ended. The study showed that 1-2 years in a language unit should provide sufficient progression for placement into mainstream classes. The study also showed that most students that were placed into mainstream classes by a teachers recommendation had a parent or guardian at home with more than average education. This is thought to be the reason language development occurred so quickly in these students. A strong parent-child relationship was also found in students that progressed quickly. ...29% of the children, over a 2-year period, did enter more extensive mainstreaming participation than they were judged able to handle at about 6 years of age. I think that this article is not only informative and interesting but also important in the understanding of language development in children. I am a strong believer that parenting has everything to do with a childs success or failure in life. For this reason, I am excited to see proof that a strong parent-child relationship as well as support at home causes children to progress faster in school, especially children with language disorders. Donlan, C. The importance of educational transitions. International Journal of Language This article was about children with SLI as well. This article seemed to lean more ...

What Writers Say About Christmas and Santa Claus

What Writers Say About Christmas and Santa Claus Christmas happens only once a year, but it is one of the most fun times of the year! Writers have said a lot about the Christmas holiday (and everything that goes with it). Celebrate Christmas with these quotes from famous authors like Charles Dickens and Walter Scott. Famous Quotes About Christmas and Santa Claus Sing hey! Sing hey!For Christmas Day;Twine mistletoe and holly.For a friendship glowsIn winter snows,And so lets all be jolly!- Author UnknownThere are three stages of a mans life: He believes in Santa Claus, he doesnt believe in Santa Claus, he is Santa Claus.  - Author UnknownI have always thought of Christmas time, when it has come round, as a good time; a kind, forgiving, charitable time; the only time I know of, in the long calendar of the year, when men and women seem by one consent to open their shut-up hearts freely, and to think of people below them as if they really were fellow passengers to the grave, and not another race of creatures bound on other journeys.  - Charles Dickens, A Christmas CarolI will honour Christmas in my heart, and try to keep it all the year.  - Charles Dickens, A Christmas CarolHappy, happy Christmas, that can win us back to the delusions of our childish days; that can recall to the old man the pleasures of his youth; that can transport the sai lor and the traveler, thousands of miles away, back to his own fire-side and his quiet home!  - Charles Dickens, The Pickwick Papers  (1836) Christmas isnt a season. Its a feeling. - Edna FerberI do like Christmas on the whole... In its clumsy way, it does approach Peace and Goodwill. But it is clumsier every year. - E.M. ForsterFail not to call to mind, in the course of the twenty-fifth of this month, that the Divinest Heart that ever walked the earth was born on that day; and then smile and enjoy yourselves for the rest of it; for mirth is also of Heavens making. - Leigh HuntChristmas is the season for kindling the fire of hospitality in the hall, the genial flame of charity in the heart. - Washington IrvingI heard the bells on Christmas DayTheir old, familiar carols play,And wild and sweetThe words repeatOf peace on earth, good-will to men!- Henry Wadsworth LongfellowI hear that in many places something has happened to Christmas; that it is changing from a time of merriment and carefree gaiety to a holiday which is filled with tedium; that many people dread the day and the obligation to give Christmas presents is a nig htmare to weary, bored souls; that the children of enlightened parents no longer believe in Santa Claus; that all in all, the effort to be happy and have pleasure makes many honest hearts grow dark with despair instead of beaming with good will and cheerfulness.  - Julia Peterkin, A Plantation Christmas (1934) Love came down at Christmas;Love all lovely, love divine;Love was born at Christmas,Stars and angels gave the sign.- Christina RossettiAnd the Grinch, with his Grinch-feet ice cold in the snow, stood puzzling and puzzling, how could it be so? It came without ribbons. It came without tags. It came without packages, boxes or bags. And he puzzled and puzzled till his puzzler was sore. Then the Grinch thought of something he hadnt before. What if Christmas, he thought, doesnt come from a store. What if Christmas, perhaps, means a little bit more. - Dr. SeussA Christmas gambol oft could cheerThe poor mans heart through half the year.- Walter ScottTo perceive Christmas through its wrapping becomes more difficult with every year. - E.B. White, The Second Tree from the Corner (1954)Somehow, not only for ChristmasBut all the long year through,The joy that you give to othersIs the joy that comes back to you.And the more you spend in blessingThe poor and lonely and sad,The more of your hearts p ossessingReturns to you glad.- John Greenleaf Whittier Yes, Virginia, there is a Santa Claus. He exists as certainly as love and generosity and devotion exist, and you know that they abound and give to your life its highest beauty and joy. Alas! how dreary would be the world if there were no Santa Claus.  - Francis Pharcellus Church

Why Did the Axis Powers Form During World War II Essay

Why Did the Axis Powers Form During World War II - Essay Example The Axis Powers were formed on the basis of three countries – Germany, Italy, and Japan. The powers later expanded to include the states that fell victims to fascist violence and surrendered themselves to the military superiority of the Axis Powers. Reasons behind the creation of the Axis Powers were numerous, but the most important was the desire of Germany, Italy and Japan to expand their territorial possessions. The territorial ambitions of the Axis states had been explicit even before the beginning of WWII, and the creation of the Axis Powers made it easier for Germany, Italy and Japan to expand their territorial presence in Europe and beyond. The Second World War is fairly considered as one of the most complicated military conflicts in the history of humanity. Just a hundred years after Karl von Clausewitz created his landmark paper on strategic planning in military operations, the entire world engaged in one of the most terrible and destructive military conflicts.1 Befor e World War II, all military conflicts, including international ones, had been fairly simple: one country would attack another one, defeat or retreat it to occupy a new position.2 During the Second World War, even the simplest things became extremely complicated, and the creation of the Axis Powers reflected the discussed complexity. The formation of the Axis Powers marked a new stage in the development of the international military conflict and had the goal of fulfilling the desires and ambitions of its members. During WWII, enemies fought as members of one of the two alliances: the Allies and the Axis. The Axis Powers based on Germany, Italy, and Japan.3 German hegemony within the Axis Powers was undeniable; Italy and Japan followed German orders without any opposition. Simultaneously, the Axis Powers were formed in ways that distributed the weight of political and military influence among its members: while Germany controlled most of continental Europe, Italy controlled the Medit erranean Sea and Japan was given the fullest control over the Pacific and East Asia.4 Apparently, territorial ambitions were the main reason why Italy and Japan joined the Axis Powers. The latter also had the goal of destroying the communist regime and weakening the unprecedented political and military strength of the Soviet Union.5 However, territorial expansion was still the major element of cooperation uniting Germany, Italy, and Japan. The Axis Powers fought hard to expand their territorial presence and create several large empires, based on conquering other states and overthrowing their political regimes.6 Among the Allies, the Axis Powers were considered as states that exhausted all honorable means to create peace and were willing to bargain even for a half of the loaf when they could not get the whole – this is what Mr. Myron Taylor said upon his visit to Rome in 1942.7 It should be noted, that the territorial ambitions of the Axis Powers had become visible even before the beginning of the Second World War. On November 1, 1936, Italy and Germany formed a Rome-Berlin Axis with the interest of destabilizing the peace and order in continental Europe.8 The Rome-Berlin Axis relied on friendship between the two countries and exemplified a productive attempt to expand the power of influence on other states in Europe and beyond. Just a month later, Japan and Germany signed the Anti-Comintern Pact against the Soviet Union; the Pact was joined by Italy on November 6, 1937.9 By the end of 1938, the territorial a