The Characters Of Samson And Dalila in Miltons Samson Agonistes Essay

The Characters Of Samson And Dalila in Milton's Samson Agonistes      Ã‚   The character of Dalila is first described by Samson, in his opening dialogue with the Chorus, as "that specious Monster, my accomplish'd snare." He also later describes her as "fallacious, unclean, unchaste". Thus when she finally appears in person, the reader is perhaps surprised to hear the Chorus uses a simile of a pulchritudinous ship to describe Dalila, "so bedeck'd, ornate and gay". It is the first mention of her physical beauty. Neither does the Chorus merely mention it in passing; the chorus takes a total of eleven lines to describe the full extent of Dalila's beauty. The Chorus continues this extended simile, admiring her "tackle trim . . . and streamers waving". She even smells sweet, being followed by a damsel train and "amber scent of odorous perfume". It seems as if the Chorus has fallen under Dalila's spell as Samson had.    Samson, however, is under no such illusions. Perhaps his blindness prevents him from capitulating to her beauty, in the same way that in Greek mythology, sailors, having blocked up their ears, saw the Sirens for the evil creatures that they were, rather than be charmed to their deaths by their beautiful singing. His blindness is perhaps the reason that he has made no reference to Dalila's beauty - her seemingly only asset he is no longer able to appreciate. Unlike the Chorus, Samson is not so welcoming. He calls her a "Traitress" and bids the Chorus not to let her go near him. The Chorus, however, seems powerless to act against Dalila, as "yet on she moves". They appear to still be under the spell of Dalila's captivating beauty, this time assimilating her beauty with that of "a fair flower". ... ...le Milton. New York: Penguin, 1977 [1949]. Erskine-Hill, Howard. Poetry and the Realm of Politics. Oxford: Oxford University Press, 1996. Fish, Stanley. How Milton Works. Cambridge: The Belknap Press of Harvard University Press, 2001. Hale, John K. "Milton's Preface to 'Samson Agonistes.'" The Explicator. Vol. 52. No. 2. P. 73. (Winter 1994): 3 pp. Online. Internet. 20 April. 1997. Lewalski, Barbara. The Life of John Milton. Malden: Blackwell Publishers Inc, 2000. Martindale, Charles. John Milton and the Transformation of Ancient Epic. Totowa: Barnes and Noble Books, 1986. Milton, John. Samson Agonistes.   In John Milton: Complete Poems and Major Prose. Ed. Merritt Y. Hughes. New York: Macmillan, 1957. 531-93. Radzinowicz, Mary Ann. Towards Samson Agonistes: The Growth of Milton's Mind. Princeton:   Princeton University Press, 1978.

Human Rights :: Human Rights Essays

This is a 3 page paper that describes evaluates and recommends the human right aspect of application in real life. INTRODUCTION: As laid down by the United Nations there are 30 articles pertaining to the definition of Human Rights. According to these articles it contains human rights to be considered innocent until proven guilty, and the right of freedom from discrimination and the right of free and fair trial. RESPECT FOR FUNDAMENTAL HUMAN RIGHTS: Globally speaking the world has faced a lot of human discrimination collectively in the past year, and this human rights violation is still going on. â€Å"All human beings, whatever their cultural or historical background, suffer when they are intimidated, imprisoned or tortured. The question of human rights is so fundamentally important that there should be no difference of views on this. We must therefore insist on a global consensus not only on the need to respect human rights world wide but more importantly on the definition of these rights.†(1). The tragedy of September 11 is a major human rights violation, but it doesn’t end here. The repercussions have lead into more human rights degrading. The supposedly guilty ‘terrorists’ held in Guatemala Bay are a living proof of serious human rights violation. With treatment meted out like animals to them they are being kept in cages in open view all the time. Where is one wonders the U.N. rights article number 11- Right to be considered innocent until proven Guilty? It is also clearly stated in the U.N. Charters of War and Crime that all arrests made in a state of war will be treated as Prisoners of War. And such prisoners have basic fundamental rights which are not being followed on these prisoners. To date there are innocent Saudis, Pakistani nationals and even French confined in these cages and whose governments are demanding their release. Since it is guarded severely in Cuba there are no exclusive pictures and footage to view for an audience however snaps and eye-witness accounts of Red Cross workers and Human Rights groups is available. â€Å"We need to think in global terms because the effects of one nation's actions are felt far beyond its borders. The acceptance of universally binding standards of Human Rights as laid down in the Universal Declaration of Human Rights and in the International Covenants of Human Rights is essential in today's shrinking world. Respect for fundamental human rights should not remain an ideal to be achieved but a requisite foundation for every human society.

Attitudes to Language Essay

Language clearly plays a major role in all aspects of society. The most obvious is its social role of allowing people to relate to each other in all facets of their lives: to share information, emotions and ways of life. We use language as a means of navigating our daily lives and it plays an integral role in most of our interactions. Perhaps for this reason, French is regarded as an elegant and romantic language, while German is considered to be guttural. Additionally, ever since mankind evolved into different language communities, it is commonplace for people to adopt various attitudes towards the language(s) spoken by others, as well as towards the dialects of the language they speak. These attitudes are motivated by different factors, including pride in or shame regarding one’s own language, confidence or embarrassment about how one sounds, nationalism and a sense of personal dignity, one’s status and values as well as the prestige some languages are given in international interactions. A well known attitude is the desire for foreign speech patterns; another is the rejection of certain dialects. People form impressions of your personality, emotional state, geographic origin, education, experiences, age or socioeconomic status from the language you use and the way you use it. We often witness the amusement of an audience when someone speaks in the creole, for not only does the system of sound evoke laughter, but the assumption that the speaker is an uneducated serf is then made. Ridicule and contempt for the vernacular, creoles and dialects are common responses from some members of society, even within the Caribbean society, where dialects are rich, strong and the first language. Dialects develop under various circumstances as well as geographical locations and are varieties of languages. A creole could be a dialect within a language. Because of our history, people of the region tend to place a high premium on the standard languages (the language of power and economic might). Many  people believe that upward mobility is largely dependent on one’s ability to fit in with the predominant socioeconomic class, and language is the main signifier of this fit. Many Caribbean writers have described scenarios of people who went overseas, were generally expected to return with a new command of the target language and often demonstrated their new found ‘status’ by emphasizing their foreign accent of ‘twang’. While some might be impress ed by the ‘twang’, others view such pretensions with derision. Attitudes to language may vary from one sector of the society to another and some people demonstrate self-conscious behavior when speaking the standard language. This is largely a result of the fact that in most societies one is often judged on the basis of the variety of language that one speaks. This is even more prevalent in societies with a colonial legacy, like the Caribbean, where certain dialects are associated with the institution of slavery or conquest. Increasingly, educators are becoming aware that a person’s native language is an integral part of who that person is and marginalizing the language can have severe damaging effects on that person’s psyche. Many linguists consistently make a case for teaching native languages alongside the target languages so that children can clearly differentiate among the codes ( a term used synonymously with language or dialect but generally refers to a linguistic system of communication. A code can also be non-linguistic such as a dress code or code of conduct) and hence be less likely to mix the two. This approach has been adopted in Haiti, where schools teach both Standard French and French Creole (Haitian) and children are expected to be fluent in both. Additional prominence has been given to Caribbean Creoles with the publication of Creole dictionaries and with the translation of the New Testament from the Christian Bible into French Creole in St. Lucia. A similar project is under way in Jamaica. While attitudes to local dialects have been slowly changing, many people still associate the use of Creole with negative images and believe that its use should be relegated to specific circumstances and occasions. However, the fact that non-standard language varieties are the most widely spoken in the Caribbean makes them the choice of persons trying to get information to large sections of the society. For example, many advertisers use the Creole language to ensure that their message appeals to most people. At the same time, because of the prestige attached to the standard language, it tends to be the language of choice on formal occasions, like church services. A language variety is usually chosen because of its perceived social functions. You may have noticed that, the more formal the occasion, the more likely the use of the standard language, while for everyday interaction, popular music or emotional appeals, people tend to gravitate towards the non-standard varieties. You would have noticed that, even in a formal situation, non-standard dialect might be used for anecdotes, to inject humour or in a quotation. In the Caribbean, people switching from one code of language to another, often without thinking. However, there are times when the use of standard langue would seem totally out of place and would even interfere with semantics. For example, folk stories, folk songs and proverbs seem to lose a certain essence when translated into standard. The role of language as a vehicle for sharing culture is indisputable. Caribbean writers, singers and oral poets have played a major part in fostering acceptance of the Creole languages of the region, by incorporating them into their work and exposing them to the world. Nonetheless, negative attitudes to these languages persist in the minds of many.

Labour education crisis Essay

The man who promised us, ‘Education, education, education,’ as the main priority of his government has failed again. Blair along with forever changing line up of education secretaries has again been branded a hazard to our children. The new crisis in hand for our Labour government evolves our youngsters within Primary education. The recent report has revealed that the number of children who can read and write properly has fallen in the last three years, as almost 250,000 seven year olds are not hitting required standards, for the second year running. In English only 75% have reached the required standards, leaving government hopes of 85% English pass rate for 11 year olds by 2002 in tatters. The report has shown three tenths of Primary school children are behind in reading from as young as seven. Four tenths our poor at writing, leading to one quarter of eleven year olds being classed as semi-literate! Chief school inspector Mr David bell has described the situation as disastrous and has said, ‘I don’t think we could possibly be happy with what primary schools are achieving. ‘ These chilling figures reported by Ofsted are causing concern amongst parents throughout the country. Although Mr Bell is claiming the route of this problem is due to the teachers and Heads of the schools. As it has been suggested that one in ten of our head teachers are ‘weak’, that’s a figure just over 2,000 that are simply not up to the job. If the leaders of the schools are ‘weak’ what hope does it hold for our teachers? Although Heads are saying they are being used a scapegoats Mr Bell insists that they are to blame, ‘They lack knowledge and skill. ‘ This standard is simply not adequate as the government has admitted. This has left other parties, including the Liberals suggesting an education reform and the Tories claming the situation has reached crisis level. Although PM Tony Blair has barely mentioned the report, and went ahead with a speech on education standards. This new crisis has fallen into the hands of Estelle Morris’ successor Charles Clarke. The Education Secretary has been told by Ofsted the targets set for 2004 will not be achievable. This will make his job even harder as situations are just being passed on with each new education secretary. Along with Primary education being seen as a shambles Ms Morris has left the problems of AS and A level system with Mr Clarke. After last years mark fixing fiasco new guide lines need to be set to stop this embarrassing situation recurring. That saw up to 4,194 candidates having their A-level grades increased in 2002. As well as the A-level marking situation causing problems it now seems that AS and A-level lecturers are unhappy with the system. They are calling for a return to a system such as the old one qualification of the A-level over two years. Suggesting that it’s simply too much for students. These measures come just two years after curriculum 2000 was introduced, bringing in the AS and A2 exams. Although now former chief inspector of England schools, Mr Tomlinson, has been asked to make a report suggesting ways of maintaining the A-levels standards and credibility. Universities are unhappy with a possible move to re-secure the A-level as they feel by keeping the name it will cause confusion. The A-level was first introduced in 1951 and has changed dramatically. This in turn effects what people feel constitutes as an A-level in standards they require, which worries the Universities. Who have also been affected by Labours education crisis due to the clearance procedure after the mess-up with A-level marking. The last thing on the agenda for Labour in terms of education is the staffing shortage in Primary and Senior schools. At the start of the academic year many school remained closed due to staffing shortages. And it appears this situation to is getting worse. As a survey for the National Association of Schoolmasters Union of Women Teacher suggested that nearly 63% of teachers have considered leaving their jobs within the past 5 years. And in another survey for the National Opinion Poll of 1,007 NASUWT members discovered that 30% felt that no political party had the right education policies. In conclusion it seams that all areas of or education system our in danger and have been effected, all that is left to say is good luck Charles Clarke, who now has the mammoth task of getting things on track. A job that both David Blunkett and Estelle Morris have failed to achieve.

Discovering the Relationship Between the Law and Your School Essay

For this Benchmark I had to research the law and how it is applied to special education issues that were covered in this class.. I looked at my state departments of educations website to view the laws of my state of Oklahoma and Texas and Arkansas to see how they cover special education issues. I had also had to interview a lawyer who is well-versed in school law. I interviewed Ms. Andrea Kunkel, she was a wealth of information. She is well-versed in Special Education law, she was an attorney at Rosenstein, Fist and Ringold, where she represented Oklahoma Public Schools. She handled many Due Process Cases, she advised school staff on their legal responsibilities under the Section 504, Title II of the ADA and IDEA. She also was the legal advisor of the Oklahoma Directors of Special Services and is now the staff attorney of CCOSA (Cooperative Council of Oklahoma School, where she is currently training school administrators on special education law and issues and is the liaison to ODSS group. The first topic we discussed was how has the legal system evolved, as it applies to special education, over the past 20 years, and how has that affected the legal framework for special education today? Ms. Kunkel said that in the 2004 Reauthorization of the IDEA, Congress  added a requirement that, when a parent files a due process hearing complaint, the district and parent must promptly participate in a resolution session, unless they agree in writing to waive the resolution session. The purpose of the resolution session is to provide a forum at which the parent  explains the complaint and what s/he is seeking through the process so that the district has an opportunity to resolve the complaint. Parties who resolve some or all of the complaint issues through a resolution session must spell out the terms of their agreement in writing, and that writing is enforceable in court. Ms. Kunkel injected that the resolution session alone is of questionable value in resolving cases. Those same cases would likely be resolved in an IEP team meeting held after the complaint was filed. However, in Oklahoma, the entity that runs our dispute resolution and hearing processes – the Special Education Resolution Center at OSU – makes available without charge, with the parties’ agreement, trained resolution session facilitators, who assist the parties in attempting to resolve the complaint issues. Resolution sessions that include facilitators are effective in resolving due process hearing complaints in Oklahoma. She pointed out that although the IDEA does not require parents and districts to participate in mediation, it encourages alternative dispute resolution processes. SERC offers mediation services without charge to resolve disputes between parents and districts that agree to participate. Mediation is available whether or not the dispute has resulted in a due process hearing complaint. Ms. Kunkel said that most recently, SERC has started to offer facilitation services at IEP meetings. Again, this service is free to parents and schools that agree to participate. SERC cannot make facilitation broadly available, due to limited resources, but it is likely to be available in situations in which parents and schools cannot make it through IEP meetings due to mental health issues or other major obstacles. She went on to point out that the availability of alternative dispute resolution options has improved the legal framework for special education in Oklahoma. Although Oklahoma has never been a state with large numbers of  due process hearing complaints, the timing of SERC’s taking on the state’s due process hearing and alternative dispute resolution systems coincides with the filing of fewer due process hearing complaints. At a time when OSEP is emphasizing avoiding disputes and resolving disputes at the lowest possible level, Oklahoma is already a leader in those areas. Greater access to alternative dispute resolution processes seems to indicate that even fewer cases will result in administrative hearings, appeals and requests for judicial review. That indicates greater collaboration between parents and schools and improved services for students. How does the legal framework differ for special needs students and regular students in private and public schools was the next question that I asked her. She said that the IDEA applies to local education agencies (LEAs) like public schools, but not to private schools. Students with disabilities may be placed by their parents unilaterally in private schools or IEP teams in LEAs/public schools may place students with disabilities in private schools to receive FAPE. For unilaterally placed students, the private school may or may not provide the child with special education or related services and may or may not write an IEP or similar document. That is up to the private school. The parent has no access to due process procedures against a private school to challenge educational services provided or not provided to a private school student. She went on to say that for private schools that accept placements of students on IEPs to receive FAPE, then the placing LEA/public school has the legal obligation to provide the student with FAPE, to ensure that procedural safeguards are followed and that an appropriate IEP is developed and implemented. The private school does not become subject to the IDEA by accepting the student. The parent’s due process rights are against the LEA/public school, not the private school. Public schools have child find responsibilities as to students attending private schools, even unilaterally  placed students. At most, the private school has a moral obligation, not a legal one, to refer parents to LEAs/public schools for IDEA evaluations when private school personnel suspect a disability. Parents who believe that the LEA/public school has failed in its child find obligation or obligation to evaluate or reevaluate a student have access to IDEA due process procedures. I posed the question, â€Å"Who monitors the implementation and evaluation of IEPs in private and public schools?† Ms. Kunkel stated that private schools that voluntarily develop IEPs for their students with disabilities who are unilaterally placed by their parents monitor their own IEPs. There is no state or federal oversight. IEP development and implementation by LEAs/public schools is monitored by the Oklahoma State Department of Education, which  reports the results to the U.S. Department of Education/OSEP. LEAs/public schools face various consequences for IDEA violations. The last question that I asked her was â€Å"In the legal expert’s opinion, are there any elements of special education law that need refinement?† Ms. Kunkle said that, â€Å" As to the legal system, I would prefer mandatory mediation when a due process hearing complaint is filed.† I researched how mediation works in my schools district website. The website stated that a trained mediator works with both of the parties involved. The Special Education Resolution Center (SERC) is the one who appoints a mediator when needed, these mediators are neutral. The mediator is neutral facilitator to help the family, students and the school staff to reach an agreement. The mediator is in control of the session they parties involved makes all of the decisions regarding the case. The mediator permits both parties to voice their points and tries to help both parties to come to a mutual understanding and find the best solution to the problem that best suits the problem and best services that student. Parents and the school system also have a role in the mediation, their role is to be active during the session and help to develop an agreement along with the mediator. Both  parties can bring an attorney, but they are responsible for all fees. Mediation is free and not mandatory for any party to participate in. Mediation can be asked for at any time and if an agreement is made both parties get a copy of the agreement. If the agreement is not followed the case can go to court. (http://ok.gov/sde/faqs/special-education-mediation ) My state has policies that ensure that the funds that the state gets from IDEA (section 608 (a) ) There is a policy by the Oklahoma State Department of Education (OSDE) establishes that secondary transition services be started at the start of the students ninth grade year or when they turn 16. There is a policy that makes sure that classroom sides are not big. Initial eligibility determination must be completed within 45 school days of receipt. In Oklahoma Due Process is managed by The Special Education Resolution Center (SERC) SERC has expanded with programs to help assist families and school districts to resolve disputes at the earliest possible time. This service is done for free to families and the district. The mediators are well trained. Mediation in Oklahoma is totally voluntary. If a parents wants to have mediation, they have to fill out a form, sign and return it to the SERC and the SERC will inform the other party involved in the dispute. After both parties agree to attend the mediation, a mediator will be assigned, there is a mediation manual on the states website. . In Oklahoma a Due Process hearing proceeds mediation when the disputes cannot be worked out during mediation. There are special rules for the conduction of the hearing. There is a hearing officer that proceeds over the hearing. Both parties have thirty days to try to settle once again on a resolution. A hearing will go ahead at this point. These options for parents and districts are funded by the Oklahoma State Department of Education. As a paraprofessional I have luckily never had to go through a Due Process Hearing, but I have worked with a few parents that I was  wondering if we were going to have to. I have worked with some wonderful families who truly worked with the school in making sure their child go the best education possible. In conclusion, through this course I have learned a lot about Special Education and law. The law is made to help people but I find that sometimes that is not case, through this class I have learned more about law and how it might help my special needs students. It is important as a teacher to be up on law. I might be the only one who can help my students and families. I want to be source of help and safety for my students and their families. As a special education teacher I will try to stay up on laws and stay educated myself. Resource Page http://ok.gov/sde/faqs/special-education-mediation (N.D) retrieved on August 5, 2014 http://ok.gov/sde/sites/ok.gov.sde/files/OSDE%20SES%20Policies.pdf (N.D.) retrieved on August 5, 2014 Personal Interview with Ms. Andrea Kunkel on August 3, 2014

Explain the Characteristics of the Local Business Environment Essay

Introduction I am going to talk about characteristic of the local business environment in the Leicester. My chosen business is eastern European restaurant. Product Market This restaurant will be aimed at a niche market for European people who live in Leicester. They are a lot of people from Eastern Europe like Poland, Latvian, Lithuanian and it will help to me make a profit. I look for European public, because I see there are lots of Asian restaurants in Leicester and not many European. Sector and industry changes This business falls into the tertiary sector which is growing faster than primary or secondary as many companies decide to provide service because it brings more profit than manufacturing. People pay more money for ready goods and services than they do for raw materials. At the moment many people haven’t got a job which helps to me to chose more options of quality staff and wages. Tertiary sector is growing fast and took over most of the industry. Primary and Secondary sectors not growing and not expanding as need of it isn’t big. Legal Frame Work I have researched about the types of health and safety that I would need in a restaurant and have found out that for my business which is a restaurant business I would need at list level 2 of food hygiene certificate for health and safety and health and safety certificate for the workplace. As I would be the only owner – Sole-trader so I do not need to register my company as a company LTD and do not need a registration with company house. I will be personally responsible for accounts and paying tax of the profit I’ll make each year. Planning and Employment I am thinking to open my restaurant in Narborough road, because it is strategically advantageous position. I would like to recruit two bartenders and six waiters, due to shift change. Economic trends and Income Recession is in the all world and touches all business sectors in UK. Currently people stop going to the restaurants. The government increasing VAT which affects small businesses and they income. Opening new business can be really risky especially new restaurant. People spending more money for goods they really need and not leaving any money for entertainment. If we will have a look at hierarchy of Moslow restaurant business is on the top needs for people and humans

Jamie Oliver †Spoken Language Essay

Jamie Oliver is a chef who has made a number of television programmes for Channel 4; in most of these programmes he is cooking and instructing the audience, although he is sometimes part of documentaries about food, for example in schools. His style of speech is very different to many of his contemporaries: he uses his distinctive style to present himself as a down to earth, friendly TV chef. Oliver is the only person talking in this transcript because he is cooking and explaining his actions for the TV show. The fact that he is cooking while talking means that there are numerous pauses in the transcript, for example ‘†¦Your burger (2) and then some rosemary’. The two second pause indicates that he is demonstrating this action on the programme; it is important in his role as a TV chef that he doesn’t just sit and talk through a recipe because viewers want to see the recipes being made and they also want to be entertained and kept interested by Oliver moving around in the kitchen. Other pauses suggest that, although this programme is probably scripted to some degree, Oliver is not reading from an autocue but retains an element of spontaneity to his speech. The pauses at the start of the transcript, ‘Hi guys (.) welcome to ministry of food (.)’, are indicators of this spontaneity, as is the non-fluent ‘er’, which is present ed later on in the show. Although sometimes a sign of nervousness, in this case I think the pauses help Oliver to appear normal, like his viewers, so they are more likely to attempt his recipes and, of course, buy his books. Jamie Oliver’s Estuary accent and his accompanying use of London slang are also distinctive features of his talk. A Word such as ‘bash’ is a colloquial and is not a word we expect to hear on a cooking programme. We are used to words from the cooking semantic field such as ‘whisk’, ‘bake’, ‘stir’ but Oliver’s language use again makes him seem very normal, approachable and relaxed. As well as specifically accented words such as the dropping of the ‘h’ in ‘orrible’, Oliver’s elisions ‘gonna’, ‘wanna’ and ‘kinda’ demonstrate his relaxed tone. As well as using these to build a successful TV persona, Oliver could be using this informal language because he is concentrating more on the actual cooking and explaining the key details of the recipe rather than the functional language he uses. It is important that Oliver does not appear too bossy to his audience: they need to feel like they can relate to him; it is therefore important that he moderates his use of imperatives. Throughout the transcript, he softens his instructions to viewers: ‘†¦about a tablespoon of oregano (1) you want about’; ‘an egg some rosemary some (.) mustard’; this lack of precision is encouraging to people watching his because it suggests this recipe is easy to follow. The self-deprecating suggestion that Oliver is not entirely sure of what he is doing, just guessing, means that he does not assume a too-powerful position in relation to his viewers. The word ‘;literally’ implies that the solution is simple and easy, so Oliver maintains his persona as the ‘friendly, easy’ TV chef in contrast with someone like Gordon Ramsay and his very technical, scientific recipes that cannot be replicated in ordinary kitchens. In conclusion, Jamie Oliver uses many features of talk that are typical of TV chefs, such as numerous pauses and imperative instructions which are essential in his role, but he also has a very distinctive personal style of talk, characterised by his accent, use of slang and colloquial vocabulary. He uses his own idiolect to create a successful TV personality that viewers can relate to and follow as a cooking role model.