Piece of irony Essay Example for Free

Piece of irony Essay His odyssey then comes to a halt, as he perceives his friend, Henry Clerval. Coming across this memorable person allows him to forget his horror and misfortune; it allows him to feel calm and serene joy. They exchange stories and Victor reveals the scenario of his created monster. Henry believes it is a disturbed imagination, but the pertinacity of the story allows it to become believable. Where will Frankenstein go from here? This chapter is of pure significance to how the story is concluded. It creates suspense, knowing there is a vile monster on the loose. Where will it go? What will it do? This chapter allows new themes to be created. Death! Love! What will this mean for Frankenstein? Will he live or will he die? How will this gothic novel conclude and what effect will this monster have on the communities welfare? The character of Frankenstein should be immensely appreciated. Is Frankenstein who we think he is? From previously read chapters, we see the emotional and diligent side of Frankenstein. He is seen to be energetic, beneficial, well-mannered; a man of determination who would in capacitate at the thought of failure. However, chapter 5 emphasizes the indolent and non-progressive side of Dr. Frankenstein. We see this by the way he reacts to the form and appearance of his unforgettable monster. For example, he uses a great phrase: With anxiety that almost amounted to agony. This suggests that the amount of fear and worry was immensely increasing. Victors feelings towards his creature are negative, consequently his use of irony emphasizes this. One piece of irony used is: I had selected his features as beautiful. Beautiful! Great God! Victor doesnt mean what he says so he uses sarcasm to overlap his disappointment. Victor also uses a rhetorical question to make himself and the reader think. He asks himself: how can I describe my emotions at this catastrophe? . This once again clarifies his negativity towards the monster. In this chapter, Victor has two main dreams, one being of relevance. His first dream is about the outcome of his creation; the beauty that had encountered to disgust and breathless horror. The second of the two dreams is the most abnormal. Victor dreamt that his wife Elizabeth had wandered the streets of Ingolstadt in the bloom of health; once embracing her, he kisses her dainty lips and somehow her body reforms to that of his dead mother, wrapped up in cloth, covered scarcely in graveworms. This is of pure relevance to the rest of the novel as they are seen as signs for what is to come in the future. As it happens, his dream in some phases becomes true. Elizabeth, Victors wife gets killed by his vicious creature. From this stage, Victor is forced to create a companion for the monster; not consenting to this would lead to more homicides within Victors family. In the novel, Mary Shelley illustrates a poem to correlate with Victors retreat from home. The first line of the poem reads: Like one, on a lonesome road. Using this sentence suggests that Victor is walking by himself; disassociated with anyone. At this moment in time, he is feeling poorly and anxious about what the consequences hold. The second line reads: Doth walk in fear and dread. This emphasizes the fact that he is scared as he triumphants through the streets. The next line reads: And having once turned round, walks on. This phrase states that he turns around to see his surroundings, and then continues his journey. Victors feels as if the monster has banished him from Ingolstadt. The following line reads; And turns no more his head. This tells us that Victor doesnt want to come in contact with the monster again. At this point, Victor still has the feeling of disappointment and embarrassment in himself. Next the poem reads; Because he knows a frightful flend. This means he knows a frightful demon, of whom to him is the monster he created. The final line of the poem reads: Doth close behind him tread. This means that the monster is perhaps close behind him. At this moment, Victor feels paranoid and weary. Within this gothic novel, Victor includes 3 themes: dark science, isolation and weather. Dark science is used to indicate the creation of the fiend, made from scarce rotted bodily parts. His thoughts are deep and out of this world. His knowledge takes him so deep into science that his tutor tries to prevent him passing a certain stage in his medical degree. His aim is to infuse life into an inanimate body. He succeeds, however is disappointed with his result. During this theme, it is intercepted by weather. During the lonely nights and experimental days, the dark science compacts with horrid weather. For example: it was on a dreary night of November that I beheld the accomplishments of my toils. This tells us that the night the monster was finalised, the night and atmosphere was very dull. Another example of the weather.

The Revolutionary Life of Che Guevara

The Revolutionary Life of Che Guevara Ernesto Che Guevara is universally renowned for his critical involvement in the success of the Cuban revolution. Venerated for his cause, he is considered by many to be a legendary hero whose name is equivalent to rebellion, revolution, and socialism. Others, however, see him as a ruthless murder. Regardless, his life as a revolutionary leader is an appealing subject that has been portrayed in a variety of books and films. This paper explains the story of Che Guevara, including his early life in Argentina, his motorcycle trips, his joining Fidel Castros army, his commitment to the revolutionary cause and the day he met his end in Bolivia. The paper also synthesizes and analyzes his contributions not only to the Cuban revolution but also to the world as a whole. Additionally, an investigation into his sinister part of life is also explored. Ernesto Guevara de la Serna, commonly referred to as El Che, Che Guevara, or just Che, is undoubtedly one of the most well-known and distinguished revolutionaries who ever lived. Famous for his legendary revolutionary life as well as his utter willingness to fight and die for his beliefs, Che Guevara has become the worlds icon of rebellion and struggle against social injustice, slavery, and ethnic discrimination. As a matter of fact, he was selected by Time magazine as among the most influential people of the 20th century, according to the website www.globalresearch.ca (December 19, 2010). Throughout history, few has died yet never ceased to have a profound impact on the living like he did, especially now that his revolutionary ideals, which he once lived by and died fighting for, have made their way to attract the contemporary men and women of the 21st century all over the world with the help of a variety of easily accessible means. It is the aforementioned reasons that formed the basis of numerous studies on Che Guevaras revolutionary legacy. However, rarely has any researcher included in their studies the approach from the opposite point of view. That is, although universally admired, exceptionally by people in Latin America, Che Guevara also receives serious vilification and criticisms from people in high places and in Cuban-exile communities throughout the Americas who still have deep hatred for Cuban socialist government in general and for Guevaras critical part in this system in particular (Harris, 2010, p.xiii). Some do not even hesitate to portray him as a ruthless dictator and opponent of freedom (Vega, 1997). This research paper analyses the legendary revolutionary life of Che Guevara, from the early days when he set out to pursue his adventurous dream on a motorbike till the very end when he was mercilessly yet valorously executed. But more importanly, a quantitative analysis of how his devotion ultimately affects Cuban society and the worlds perpective as a whole is presented. In addition, as aforesaid, a darker and more sinister side of Che Guevaras so-called legacy in which he is hated and reviled will also be discussed. Discussion Biography Ernesto Guevara, or Che Guevara as we all know him, was the Argentinean-born leader of the Cuban revolution. Born on June 14, 1928 in Rosario, Argentina, Che was the eldest of five children of a liberal, middle-class family. However, according to a different source, Julia Constenla, Ches actual date of birth was May 14 which was a month prior to the date stated in his birth certificate (Anderson, 1997, p. 3769). Constenla, who claimed she was told my Ches mother, Celia de la Serna y Llosa, strongly asserted that when Che was conceived, Celia and Ches father, Ernesto Guevara Lynch, were not married; therefore, they had to alter the certificate and kept this a secret in order to avoid criticisms not only for themselves but also for their dear son. As an infant, Che Guevara, or Tete as he was called by his family at the time, had suffered from serious asthmaticcondtionssince 1930, which kept haunting him interminably throughout his revolutionary life. His family was then, at his fathers suggestion,relocated to Alta Garcia, a mountain resort town near Cordoba. Full of hope that the new placesdrier climate would help improve Ches health, his father, thought that it would be best if he stayed and spent his youth there, and so he did. Moreover, it was this severe illness that drove him to be homeschooled, in 1934, by his mother who maintained left-wing political views just like his father (Bethel, 2003). Being closely attached to his mother from day till night, Che was gradually subject to her radical left-wing political perspectives. Deeply influenced by his parents views, alongwith an enormous library containing a plethora of controversial and leftist works available at home, Che soon discovered his political beliefs as a naturally developed interest.Of all the leftist literature, he showed particular interests in the works, especially poetry, of Walt Whitman, Federico Garcia Lorca, Antonio Machado, and especially Pablo Neruda (Hart, 2004, p. 98). It was later confirmed by his father that he began to explore Marxist and other socialist literary works at home (Bethel, 2003), during the presidency of Juan Peron, who ultimately was the greatest inspiration of Che. However, his homeschooling finally came to an end i n 1937, when the 9-year-old Che Guevara was able to enrol in a primary school and continued his education at the third grade. Sick as he was, Che Guevara was described tobear a restless characteristic, which his father referred to as the blood of the Irish rebels (Lavretsky, 1976, p. 5). It was this trait that boosted his will to conquer his ailment by occupying himself with tense physical exercises. As a result, he became a superb athlete, distinguished himself at swimming, football, golfing, and shooting, and was widely recognized for his outstanding rugby performance as well as his aggressive style of play for the sports club CUBA, or Club Universitario de Buenos Aires (Cain Growden, 2006, p. 293), in turn giving him the nickname Fuser, which is a contraction for El Fuibundo and de la Serna, which is his mothers first name. After graduating from Colegio Nacional Dean Funes high school in 1946, the Guevara family again relocated to Buenos Aires, where Che Guevara, at the age of 20,got accepted into the University of Buenos Aires a year later.In order to get a better understanding of asthma, the very ailment that plagued him for all his life, as well as cancer, the disease that led his grandmother to death, Che Guevarawas set on studying for a degree in medicine. However, this determination did not last very long. As the study went on, there was an overwhelming desire to take a break and travel the world that eventually caused him to put his education on hold until 1953 when he returned to finished his medical degree. Details of these trips, which play a vital part in forever changing his point of view in the society, along with his revolutionary activities, will be covered later in the following section. Che Guevara had two marriages, the first being with Hilda Gadea Acosta, an exiled Peruvian Marxist. The wedding took place in August 8, 1955, while Hilda was carrying their first and only offspring, Hilda Beatriz. They soon went their seperate ways after 4 years of marriage, which in turn led Che Guevara to have a destined encouter with Aleida March, who later became his second wife onJune 3, 1959. The couple was so in love that they traveled together, fought together, and more importantly, had a close-knit family with four children together. Throughout his revolutionary life from 1955 to 1967, the career of Che Guevara had varied greatly (Bethel, 2003). After joining the Cuban revolutionary army led by Fidel Castro in 1955, Che Guevara quickly got promoted to head of the industrial department of the Instituto Nacional de la Reforma Agraria, or the Cuban National Institute of Agrarian Reform on October 7, 1959, which was not long before he was made president of the Cuban National Bank on November 26. Appointed as head of the Ministry of Industry of Cuba in 1961, Che Guevaras career seemingly advanced non-stop until 1965, when he suddenly forsook all of his duties and decided to stay out of sight. A year later, however, Che continued on his revolutionary quest in Bolivia as a guerilla leader, which was a complete failure leading to his capture and execution on October 8, 1967. Che Guevaras Revolutionary Activities Despite being born and growing up in Argentina, Ernesto Che Guevara associated with Fidel Castro and the Cuban revolution in the armed struggle as well as in the construction of Cubas socialism. In 1967, Che Guevara died while leading the guerrilla movement in Bolivia at the age of 39. Then, he has become an immortal legend, a symbol of revolutionary heroism and international spirit, as well as a symbol of national liberation struggle of the oppressed peoples of the world. Thus, there are many legendary stories about his revolutionary activities. On January 1, 1950, Che Guevara began his first journey with a bike mounted motor. The journey, which crossed the Pampas plains in the north, has a length of 4,500 km. In this area, he had lived and assisted those who got infected by leprosy for a period of time, and worked in a group to build national highways in Argentina. According to the Che Mot hanh trinh cuoc doi (2012), in October 1951, Che reunited with a close friend Alberto Granado in Cà ³rdoba, then he suggested they made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹the trip to North America together. Not long after that, on December 29, 1951, they started their journey to other Latin American countries with Albertos motor (Poderosa II 500 cubic centimeters). They went through most of the countries in this region. Two months later, they were in Chile and continued to go through Bolivia and Peru. In Peru, Che Guevara, together with Alberto, visited the people living with leprosy. After that, they went along the Amazon River to go to Colombia and Venezuela on the raft named Mambo Tanga. In Venezuela, they separated. Alberto stayed for caring leprosy patients while Che returned to Argentina to complete his college program. In his travelling diary named Motorcycle Diaries, Che showed his huge changes within himself. The journey formed his compassion for the poor people and the spirit of fierce anti-imperialism. After his college graduation on June 16, 1953, Guevara continued his journey back to Latin America with Carlos Calica Ferre, one of his childhood friends in Cà ³rdoba. The trip started on July 7, 1953. They took the train to go to Bolivia before coming to Lapaz capital on the 24th of the month (Ferrer Smith, 2005). At that moment, the political situation in this country is very tense. A few months later, they traveled around Peru, Ecuador, Costa Rica, and then stayed in Guatemala for about 9 months. There, he met Hilda Gadea, an exiled Peruvian woman, who became his wife later. She introduced Guevara and his friend to a group of Cuban exiles in the revolutionary group M-26-7 (26 of July Movement), in which Nico Lopez was a person who later gave him the nickname Che. After the time working in a hospital, Guevara moved to Mexico. There, in July 1955, he was introduced to Fidel Castro Ruz, and not long after that meeting, he voluntarily participated in the expeditionary group of the C uban. In April 1956, he began the military training along with other Cuban people and was one of the best students. Two months later, on June 24, Che and Fidel and other Cuban exiles were arrested by Mexican authorities and detained in Miguel Schultz. On July 31, they were released from prison and resumed the training. Subsequently, Che, as a member of the guerrillas general staff, together with 82 others, returned to Cuba on the ship named Granma on November 25, 1956. After that, on December 2, they had secretly landed on the island of Cuba. After arriving in Cuba, they won many crucial victories. On July 21, 1957, Che was promoted to Major by Fidel Castro, and was assigned to establish one of the Army rebels. Only a month later, on August 30, he led his troops to the victory of the battle of El Hombrito. In the article Che Ernesto Guevara (Nosotro, 2010), it was mentioned that in August 1958, Che Guevara and Camilo Cienfuesgos led their troops to launch the invasion from the west of the island. They marched 554 miles in 47 days with the lack of the military. According to an agreement later, to keep the forces, Che had to unify the command of the troops against the Batista regime. They began to attack on Santa Clara, an economic center as well as an important transport hub. On August 31, 1958, the rebels captured Santa Clara. This led Batista regime quickly into doom. Batista had to flee abroad and start an exile life. On January 4, 1959, Che, along with other rebel commanders, entered La Havana as the winners. After his great contributions, Ernesto Che Guevara was awarded the Cuba citizenship. This decision was supported by Cuban people. After the new revolutionary government was established, he was chosen as one of the three leaders (Che Guevara, Fidel Castro and Raul Castro) of this country. On October 8th, 1959, he was appointed to the head of the agriculture of the National Institute of Agrarian Reform. In this position, Che decided to confiscate all of the private property land. On November 26, he was selected as a chairman of the National Bank. The first position of Che, before becoming the chairman of the Cuba National Bank, after the national liberation in 1959, was the commander of the Havana Prison. According to the article named Che Guevara: A cold killing machine motivated by hate (Rollings, 2008), during six months, he gave the death penalty for between 180 and thousands of Batista prisoners. In April 1960, he concurrently held the commander of the revolutionary armed forces training. In February 1961, after being the Minister of Industries, Guevara decided to put hundreds of state-owned enterprises under the control of the government. At that time, he also resolved lots of matters affecting Cuba. In March 1963, when serving as a key leader in the Cuba state apparatus, Che decided to resign from all his positions including the Cuban citizenship to continue to devote his life to the fighting for freedom of oppressed people (Guevara, 1965). This decision was given at the right time when his career was at the peak of success, so there was some doubt. There were many ideas that behind Ches leaving was the coercion of Fidel Castro and Raul Castro. However, in the letter sent to President Fidel which was read in the establishment ceremony of Communist Party of Cuba, Che Guevara made à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹it clear that his resignation was completely voluntary, following his heart of freedom, peace and dedication for the revolution of human liberation from oppression and injustice. In early April 1963, Che and some others left Cuba and came to Congo. There, they pulled out after their failed plans (November 1965). In March 1966, he went to Prague (Czechoslovakia), and then secretly returned to Cuba (July 1966) to plan the campaign for Bolivia. In November 1967, Che and his comrades used fake passports to go to La Paz (the capital of Bolivia). In La Paz, they secretly formed a guerrilla group, with the aim of creating a pilot nuclear struggle for liberating Latin America. After 11 months of the campaign, whose details were recorded in his diary which was later popularized as The Bolivian Diary of Ernesto Che Guevara, his organization was gradually exposed, which finally led to failure. With the ambush tactics, Ches organization won some small battles. However, the head quarter and activities of the organization were exposed because of the insiders. Thus, to avoid the enemy raid, the organization decided to relocate the base, so his organization was isolated. Due to the disease and lack of food, they had to kill horses and donkeys, which were previously their means of transport, to eat. Ches comrades eventually died while he was living with asthma and was always in danger because of the lack of medicine. Finally, he was captured on October 7, 1967 when trying to find the way out of the forest in the Quebrada del Yuro. On October 9, he was executed by a joint CIA-Bolivian task force. Subsequently, Barrientos government buried his corpse, and thirty years later, on October 17, 1997, his body and six others were found and exhumed in a mass grave. Then, they were brought to Cuba and buried in Santa Clara, where Che had crucial victories that decided the success of the C uban Revolution (Llosa, 2007). The main causes that led to the failure of the Bolivian campaign were probably that Ches organization was not believed and supported by Bolivian people, and did not actually link the struggles. In addition, the forces were weak, the equipment was rudimentary, and the strategies and tactics were not appropriate, while the enemy was powerful. Furthermore, the time was not ripe for a widespread and successful revolution. In spite of this defeat, the reputation of Ernesto Che Guevara and his influence spread throughout not only Latin America but also the world day by day. He has become a symbol of the struggle, of the kindness against poverty and oppression in order to bring justice to other people. Che Guevaras Contribution to the Society For centuries, the hero Che Guevara is considered as a living legend, a symbol of the revolutionary hero of all peoples in the world, not just in Cuba and other Latin American countries. After being executed by the Bolivian army, he was regarded as a martyr by generations of leftist worldwide, and his image became an icon of leftist radicalism and anti-imperialism. He is always a true revolutionary, a true man of the 20th century and much later, for today and the future generations to follow. Guevaras contribution to the Cuban Revolution. Che Guevara was the leader of the Communist Revolution in Cuba, and also the hero of the most prominent leaders of the country Cuba attached to him. In a review of the book Che Guevara: A revolutionary life (n.d) by Jon Lee Anderson, the author emphasized that Che Guevara played a vital role not only in the seizure of power in 1959 but also in the social revolution which ultimately turned Cuba into a communist nation. It was his tactical mastermind, his experience in guerrilla warfare, his brilliant leadership of the guerrilla force and his socialist ideologies that lead to the success of the Cuban revolution. In 1950, Che Guevara decided to go on his first trip through Latin America to explore different parts of the continent. In this trip, Che witnessed many people who had to live in severe poverty and atrocious medical conditions, without any interference from the government. He also experienced the sight of exploitation, inequality, marginalization and penetration of mainly the United States. From these experiences, Che decided to seek the truth and fight for justice. He believed that the task was to turn these people into people with weapons in their hands to liberate themselves. No weapon cannot do anything This thinking of Che Guevara was confirmed and approved by the Cuban rebel Fidel Castro, a political exile who was preparing a plot to overthrow the Cuba dictatorship of Fulgencio Bastista, in their long-awaited meeting at Mexico city in 1955 (Richards, n.d.). Fidel and Che shared their revolutionary ambitions. They were set against the tide of revolution that swept across the wo rld during the middle of the twentieth century. It was the story of two men who shared a common goal, became brothers in arms, and finally made an epic decision between their friendship and beliefs. After this meeting, Guevara decided to embark upon Fidel Castros quest to overthrow the corrupt dictatorship of Batista in Cuba. Guevara began his career as a revolutionary in earnest when he signed up with Fidel to serve as a physician in the invasion army of 82 men (Richards, n.d.). Of these, Guevara was the only person who was not a Cuban native He assumed a position of influence which, together with his revolutionary goals and tactical brilliance, served to greatly support the revolutions cause. Guevara became Castrols chief lieutenant and distinguished himself as a resourceful and fearless tactician who not only was capable of ordering the execution of traitors and spies but also deeply cared for the welfare of his troops (Guevara, 2008). It was also mentioned in the article that with Castros forces pressing in, Bastista had to flee the country on New Years Day. It was the result of defeating a 30,000 strong and professional army by Castros 3,000 guerrillas. The rebel force gradually gained in strength, took the weapons and ammunition from Batistas troops, won the support of the local and got new recruits . At the time, Guevara became Castros right hand, one of the few who got his complete trust. Che Guevara was one of the first of the rebel forces to arrive gloriously in Havana on January 4, 1959, and claimed the capital for the revolutionary forces (Bethel, 2003). After this, Castros victorious troops entered Havana, and established a Marxist government; Guevara officially became a Cuban citizen. As one of the best lieutenants in the Cuban revolution, Guevaras reputation expanded very fast, not only in Cuba but also all over the world. He became a symbol of struggle for freedom and justice. Stories of his courage and leadership spread so rapidly that he was considered to be one of the most important figures in the revolution itself. In the new government established by Castro, Guevara served in a number of important positions. It was mentioned in a research named Ernesto Che Guevaras contribution to socialist political economy, industrial organization and economic development in Cuba 1959-1965 (n.d.) by Helen Yafe that in this period, Che Guevara was central in driving the structural changes which transformed Cuba from semi-colonial underdevelopment to independence and integration into the socialist bloc. Helen Yafe also listed some important positions and contributions of Che Guevara to the Cuban government system: Purging the old army; Agrarian Reform Law; Forging unity between internal revolutionary forces a process leading to the creation of what is today the CCP and UJC. Additionally, he was the first one to lead an overseas mission to expand trade and relation, according to Helen Che went to Yugoslavia and described it as decision-making imperialism with socialist allocation of the earnings and the rivalr y among companies would alter the socialist fortitude. Che Guevara became Head Department of Industrialization during nationalizations; Head of the National Bank all financial institutions were nationalized. He prepared in secret to change the countrys banknotes to prevent the financing of the counter-revolution and control inflation. In February 1961, he became Cubas first Minister of Industries. The objective of Ernesto Che Guevara in the economic reform of Cuba was obvious: to stir the financial system of Cuba away from its reliance on the trade of sugar with the United States particularly and on the export of sugar, generally (Bethel, 2003). This clear objective itself helped Cuba to be independent and started integration into the socialist bloc. To emphasize this remarkable step, in a speech by him, Guevara eloquently stated that the socialist learned and gained knowledge due to the struggle, and they developed into revolutionaries because of revolution, they became aware of the reality all the way through the experience. The socialist also read the situation in Cuba where must be having a popular armed force to stand up fighting against the armed puppets of the imperialist and called people upon to join the force and crush the oppressors. His spirit of fighting encouraged not only Cuba but also all the peoples in the world. Besides, it is clear that Guevaras contributions to the Cuban revolution were very considerable. With just a limited number of guerrilla soldiers, Che Guevara helped Fidel Castro to take over an entire country. After the old government was overthrown, Che continued to help Castro make his mind that communism was the right path for Cuba. He assisted Castro in quickly industrializing the country, setting up social reforms to try, and essentially making Cuba a better place to live for its citizens. He became the icon of the Cuban revolution; the architect of the Cuban Stalinist counter-revolution; the ruthless anti-imperialist fighter who was willing to sacrifice his own life for the sake of another country. The name Che Guevara will always be the pride of Cuba. Guevaras contribution to Latin American and the world. Before Che Guevara joined the Cuban revolution with Fidel Castro in Mexico, he gained a great amount of experience during his trips through Latin America and associated with many leftist movements. Observing the poverty, exploitation, inequality, marginalization here, Che Guevara was urged to find the truth and fight for justice. His disgust at the inequality and strong desire to fight for its eradication was indisputably an honorable and admirable cause. The duty of a revolutionary was to make revolution (Che Guevara about Cuban Revolution, 2003), Che liked to say. Indeed, his passion for balancing inequalities throughout Latin America is honorable and worthy of praise. After glorious victories in Cuban Revolution, Che Guevara still attempted to spread revolution. As the new Cuba is isolated on the world stage, and increasingly comes to rely on Soviet aid, Che looks to spread the Latin American revolution. In 1966, Guevara traveled on to Uruguay, Brazil, Paraguay, Argentina and Bolivia, where he joined and became a leader of a communist guerrilla movement attempting to overthrow the countrys military government (Bethel, Kari, 2003). Sadly, his strategy that was so fortunate in Cuba, failed in both Congo and Bolivia. In 1967, Che Guevara was murdered by state forces as US representatives look on. His last words are reported ro be, I know you have come to kill me. Shoot, coward, you are only going to kill a man (Bethel Kari, 2003). Although the two rebellions which he tried to make in Congo and Bolivia was failures, Ernesto Che Guevara has become the great representation of a enthusiastic revolutionary, willing to give his life to find success for the rebellion. Moreover, Che Guevaras contributions played an essential parts to the socialism and imperialism, as well as his enduring political legacy and his involvement to the speculation and strategy of guerrilla warfare. Che Guevaras ideas is said to be having the crucial relation on the Cuban rebellion and all the revolutionary events following in Latin America and some parts of the word (Saunois, 1997). Ches protection of these ideas as a means of struggle to be taken up all over Latin America placed them right at the centre of a discussion in the revolutionary socialist movement throughout that continent and beyond. The Cuban rebellion, particularly the parts of it contributed by Ernesto Che Guevara, has numerous lessons for the insurrection in opposition to the over utilization, or exploitation in other words, which is happening commonly today, in almost every part of the world. In addition, Che Guevara also happened to be renowned in the West for his disagreement to every type of neocolonialism, and the attacks on United States foreign strategy (Saunois, 1997). Che Guevara created an international proletarian spirit that had motivated the desire for freedom of Latin America and all countries over the world. Until now, more than forty years after Che Guevaras death, his name and image remain popular. To some Che Guevara is idolized as a man of the people, a freedom fighter for the downtrodden, who gave his life in the struggle to free peoples of the world to live in a better civilization. In 1997, Che Guevaras T-shirts which demonstrated his portraits had been worn widely by lots of people in Europe and South America, especially the Latin America, and it turned out to be very well-liked these days all over the world. He is an icon for millions people who want a world free of poverty and oppression, the symbol of struggle and justice, and some even considered him as a modern day Robin Hood. Che Guevara is, as confirmed in the Time magazine, included in the list of the most 100 powerful persons in the world. His legend has continuously rising since his passing away in 1967, and the revolutionary ideals he spent most of his life on at the present appeal to a young generation of the twenty-f irst century. When speaking about that revolutionary legend, Nelson Mandela expressed his admiration and respect to Che, as his life inspired every human being that has the love for freedom. Che Guevaras Negative Sides Che Guevara is widely known as a generous, romantic and compassionate hero and he is also idolized by many people all over the world. According to Jean-Paul Sartre, Che was the most comple and perfect man of this era (Rawalpindi, 2006). However, there are arguments whether he only had the positive effects on humans lives or Che Guevara had his negative side. Although he was widely known to be a doctor from his mother country Argentina the author of several books and articles, Justin Stamm (2009) has given his ideas that Ernesto Che Guevara never actually did graduate from any medical school or university. In reality, he quitted school to take part in the fomenting Marxist rebellion in Cuba funded by Soviet communist Russia. The complex character of Che Guevara has been shaped by the contradictions of his philosophy at different points in his life. So, what do we really know and understand about Ernesto Che Guevara? Is he really that complete and perfect hero of humanity? The answer i s definitely no to the persons who regard him as a brutal killer and a racist. Ernesto Che Guevara a brutal murderer? Crazy with fury I will stain my rifle red while slaughtering any enemy that falls in my hands! My nostrils dilate while savoring the acrid odor of gunpowder and blood. With the deaths of my enemies I prepare my being for the sacred fight and join the triumphant proletariat with a bestial howl! (Guevara, 2004) Ernesto Che Guevara wrote the above statements in his famous The Motorcycle Diaries, and their effects are not quite similar with the former statements. There are many opinions which criticize Che Guevara to be a coldblooded killer. In 2005, Alvaro Vargas Llosa stated in his article that Che Guevara was not ever afraid of his death, and he took other peoples deaths as lightly as his (Llosa, 2005). According to the article Che Shows Only Glorifies Portrait of a Ruthless Killer (Vega, 1997), Ernesto Che Guevara cannot be considered as a hero, because he ordered the death sentence of incalculable human beings while he is in control of the prison in Havana, and moreover, Ernesto Che Guevara denied the freedom to thousands of citizens, whom are considered by Che to be deviants or anti-revolutionaries. Those acts of Che Guevara cannot be accepted under any circumstances, as said by the author of this article. Che always believed that rebellion cannot happen without violence. When Granado, Ches young friend, told Che about his idea to create a pro-Indian political party by fairly winning election, in order to develop the Latin American politics, he responded to his young fellow that to have revolution, it is impossible if there are no gun shots (C. Guevara, 2004). This answer can be regarded as the signal of the upcoming things in the future. Ches belief had been reinforced by his sincerity that because Arbenz had unsuccessful in killing and eliminate his potential enemies, he had lost all his power. When he arrived in Cuba, the president of Cuba was Fulgencio Batista. Fidel Castro was the leader of the rebellious left; he and his comrades were ready to overthrow the Batistas corrupt regime. Followin

Extremely Loud And Incredibly Close Analysis

Extremely Loud And Incredibly Close Analysis While writing about Oscar, Foer drew upon the emotions Oskar faces after his fathers death. He writes about an anger, fear, confusion, love, grief, hope, and uncertainty with unflinching clarity. In my opinion, Foer realizes that although the details of intense experiences vary between people, the emotions behind them are universal. The crossroads between hope and grief are at their most poignant long after Oskar has started looking for the lock to the key he discovered in his fathers closet. In Oskars vocabulary, the words extremely and incredibly occupy a great deal of space. For instance, Oskar turns the dials on Abe Blacks hearing aid extremely slowly (Foer 165). The birds fly by the window extremely fast and incredibly close (Foer 165). Oskar has an extremely important rehearsal for Hamlet (Foer 168). He tells his mother he is extremely brave (Foer 169). He writes EXTREMELY DEPRESSED and then INCREDIBLY ALONE to describe his feelings (Foer 171). All of this describes a boy who i s living in a heightened state of anxiety. Events do not just happen in Oskars world. They take on an exaggerated sense of importance or nearness or loudness; he is overreacting in the face of a terrible tragedy that is also a very personal one. He worries that his mother will not be there in the morning. Try as she might to convince him otherwise, he knows from experience that the possibility of her not returning from work one day is real. So everything in his life is critical because it may be the last time and thus Oskar transfers this to his feelings of grief, not recognizing that others, especially his mother, might have similar feelings and be of some comfort to him. That is why he feels incredibly alone or, to use his metaphor, has heavy boots. In the same section as above, his mother mentions that she cries too. Oskar asks her why she rarely lets him see her cry, a question that really means he needs to know that she hurts as much as he does (Foer 171). Oskar is refusing to let go of his dad because of his emotional attachment to his father. I opened the coffin. I was surprised again, although again I shouldnt have been. I was surprised that Dad wasnt there. In my brain I knew he wouldnt be, obviously, But I guess my heart believed something else. Or maybe I was surprised by how incredibly empty it was. (Foer 320) Even with his intelligence level Oskar is not able to get over the emotions running his head because of this tragedy. He cant let go of father and when he goes to dig up his grave with the renter he is hoping that somehow his dad will magically appear in front of his eyes or yet thats what his heart believes. Digging up his fathers empty coffin constructs the climax of the story as it centers around Oskars sadness and reaction to the loss of a loved one. The empty coffin shows how symbolically he cannot accept his father not being in the coffin. When Oscar digs the grave he is surprised at how the coffin is damaged already and knows that his father would not like his coffin to be in this condition. One thing that surprised me was that the coffin was wet. I guess I wasnt excepting that, because how could so much water get underground? (Foer 320) Another thing that surprised me was that the coffin was cracked in a few places, probably from the weight of all that dirt. If Dad had been in there, ants and worms could have gotten in through the cracks and eaten him, or at least microscopic bacteria would have. I knew it shouldnt matter, because one youre dead, you dont feel anything. So why it feels like it mattered? (Foer 320) Another thing that surprised me was how the coffin wasnt even locke d or even nailed shut. The lid just rested on top of it, so that anyone who wanted to could open it up. That didnt seem right. Oskar is starting to accept the fact that his dads body could have been in the coffin, and comes to realize that he isnt because of how they coffin is treated already. The physical and emotional journey Oskar goes on in order to connect once more with his father demonstrates how intertwined hope and grief are regardless of the age at which one experiences loss. Oskar states: I turned on the radio and found a station playing Hey Jude. It was true, I didnt want to make it bad. I wanted to take a sad song and make it better. Its just that I didnt know how (Foer 207). This is an incredibly heartfelt moment: Oskar wants to feel good again, but he does not know how to do so. He does not know how to be happy but remember his father; he does not know how to forgive his mother for trying to move on; he does not know how to live anymore. Everything he had known up until September 11th is foreign to him. Such feelings are not only poignant, but empathetic. Foer tries to portray that Oskars and everyone experiences are unique to their life, but that their emotions are universally inescapable. Everyone goes through a trying time in life, regardless of age, nati onality, wealth, or title.

The Classification And Formation Of Crystals :: essays research papers

The Classification and Formation of Crystals Introduction Purpose   Ã‚  Ã‚  Ã‚  Ã‚  My purpose of this experiment is to find out how crystals are formed and how they are classified. For a long time, I’ve been interested in crystals, so I’ ve decided this experiment would be perfect for me! Crystallography   Ã‚  Ã‚  Ã‚  Ã‚  The study of the growth, shape, and geometric characteristics of crystals is called crystallography. When the conditions are right, each chemical element and compound can crystallize in a definite and characteristic form.   Ã‚  Ã‚  Ã‚  Ã‚  Thirty-two classes of crystals are theoretically possible, almost all common minerals fall into one of about twelve classes, and some classes have never been seen. The thirty-two classes are grouped into six crystal systems, based on the length and position of the crystal axes. Crystal axes are imaginary lines passing through the center of the crystals. Minerals in each system share certain proportions and crystal form and many important optical properties.   Ã‚  Ã‚  Ã‚  Ã‚  The six crystal systems are very important to a mineralogists and geologists; specification of the system is necessary in the description of each crystal system. Isometric   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with three axes, all perpendicular to one another and all have equal length. Tetragonal   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with three axes, all perpendicular to one another; but only two are equal in length. Orthorhombic   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with three mutually perpendicular axes, all of different lengths. Monoclinic   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with three axes, all unequal in length, two o which are not perpendicular to another, but both of which are perpendicular to the third. Triclinic   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with three axes, all unequal in length and is not perpendicular to one another. Hexagonal   Ã‚  Ã‚  Ã‚  Ã‚  This system comprises crystals with four axes. Three of these axes are in a single plane, proportionally spaced, and of equal length. The fourth axis is perpendicular to the other three. Some crystallographers split the hexagonal in two, calling the seventh system trigonal or rhombohedral. Formation of Crystals   Ã‚  Ã‚  Ã‚  Ã‚  Crystals are formed when a liquid becomes solid or when a vapor or liquid solution becomes supersaturated. Some substances tends to form seed

Essay --

Ethics in School Psychology School psychologists are presented with making ethical decisions on a daily basis due to the delicate balance between the needs of schools, parents, and children. What may be in the best interest of the child may conflict with the desires of the parents or may require services the school would rather ignore. Ethical dilemmas become increasingly complicated when state or federal laws conflict with ethical principles that could result in legal consequences. Ethical issues are a critical component for both the training and professional guidelines for the American Psychological Association (APA) and the National Association of School Psychology (Nagle, 1987). The current paper will provide an overview of the four overarching NASP ethical principles alongside examples of common ethical dilemmas faced by school psychologists. Respecting the Dignity and Rights of All Persons The first principle outlined by NASP (2010) states that: School psychologists engage only in professional practices that maintain the dignity of all individuals. In their words and actions, school psychologists demonstrate respect for the autonomy of persons and their right to self-determination, respect for privacy, and a commitment to just and fair treatment of all persons. (p. 302). Additional principles subsumed under this overarching principle include: (a) autonomy and self-determination; (b) privacy and confidentiality; (c) fairness and justice. Autonomy and self-determination respects each individual’s right to make decisions that affect him or herself including consent and assent processes. There are ethical exceptions to parental consent, such as consultation services to a teacher regarding interventions with a child tha... ...e of school psychologists’ responsibilities demands an effective strategy to approach ethical dilemmas. Conclusion Ethical considerations are an integral component to every school psychologists’ job. NASP (2010) outlines four overarching ethical principles including: (a) respecting the dignity and rights of all persons; (b) professional competence and responsibility; (c) honesty and integrity in professional relationships; (d) responsibility to schools, families, communities, the profession, and society. These principles elucidate the complex nature of possible ethical dilemmas that can arise across the diverse range of school psychologists’ roles. A thorough knowledge of ethics and law make up the foundation for providing effective services to students, families, and schools. Without an understanding of ethics, school psychologists could do more harm than good.

Better Community and Build a Healthier Life Essay

Better Community and Build a Healthier Life,† yesterday. Habitat for Humanity, a non-profit, ecumenical Christian community, has been created to make adequate housing a matter of conscience and action. Since its creation in 1976, it has built and improved more than 300,000 houses, sheltering more than 1,500,000 people in thousands of communities in North America, Latin America and the Caribbean, Africa, Eastern and Western Europe, and throughout the Asia-Pacific region. Habitat’s work is made possible by affiliates or people who are dedicated to the cause of eliminating poverty housing. As of this writing there are 132 affiliates in the Asia-Pacific region and 2,291 worldwide. Habitat’s work is far greater than the current number of affiliates and supporters nonetheless. Hence as it continually strives to achieve its mission Habitat is likewise constantly calling more volunteers to take their part in re-building the world. Anchoring on a statement made by Dr. Stephen Post, a professor at the Case Western Reserve University School of Medicine and co-author of the forthcoming book Why Good Things Happen to Good People: The Exciting New Research That Proves the Link Between Doing Good and Living a Longer, Healthier, Happier Life that, â€Å"There is now a convergence of research leading to the conclusion that helping others makes people happier and healthier. So the word is out – its good to be good. Science increasingly says so,† former President and co-founder of Habitat for Humanity, Jimmy –more– relates volunteering to building a healthier life. For more details on how to participate to the Habitat’s action for a cause, please visit http://www. habitat. org/. Contact Name: Phone: Website: E-mail: ###

Reality of School Violence in US

On January 18, 1993, Scott Pennington, a seventeen year-old student from Kentucky, shot and killed his East Carter High School teacher Deanna McDavid and janitor Marvin Hicks, and then held his twenty-two classmates at gunpoint for about fifteen minutes. On September 15, 1995, Daniel Watson, eighteen, was charged with one count of kidnapping, two counts of unlawful possession of a weapon on school property, and fifteen counts of first degree endangerment after holding a fellow student at gunpoint at his high school. Watson had been in a fight before school, and then went home and returned with two handguns. In November of 1996, Drew Golden, 11, and Mitchell Johnson, 13, opened fire on their fellow students and teachers in Jonesboro, Arkansas, killing four students and an English teacher. Is this what should be happening in America†s schools? Should students have to be more concerned with their safety, rather than obtaining a good education? Incidences similar to the ones just described occur every year in school systems across the country. According to the National Center for Education Statistics, fifty-seven percent of public elementary and secondary school principals reported that one or more incidents of crime/violence occurred in their schools during the 1996-1997 school year. The center also reported that ten percent of all public schools experienced one or more serious violent crimes (defined as murder, rape, or other type of sexual battery, suicide, physical attack or fight with a weapon, or robbery) during the 1996-1997 school year. Physical attacks or fights led the list of reported crimes in public schools, with about 190,000 reported incidences in 1996-1997. Schools should be places where the objective is to give students the skills and knowledge to help them with their future; they should not be havens for violent acts. Something obviously needs to be done to decrease and hopefully one day eliminate violence in America†s school systems. There have been numerous proposals made to help the problem, but there still has not been a significant improvement in the problem nationwide. Several recent reports-one by the American Psychological Association and another by the National Education Association-show a dramatic increase in the incidence of school violence. It is going to take a team effort by the government, communities and the schools to help reduce violence in America†s school systems. The government has attempted to address the issue of school violence. In 1994, President Bill Clinton signed the Gun-Free School Act, mandating a one-year expulsion for students who bring weapons to school. The Act also promoted the â€Å"zero tolerance† for weapons policies of some states and school districts. Currently, the federal government and most states also make funds available for prevention activities through anti-crime and education legislation. This year, money was allotted in the federal budget for the hiring of more teachers in the schools. Although the government has put some effort into helping the schools, is it enough? The problem of violence of schools is often overlooked by the government and instead more emphasis is put on political scandals, foreign policy, and welfare. It seems unfair for the students who fear going to school each day that the government concentrates more on the private relations of the president and the status of people from other countries, than on the future of its own citizens. The government needs to grant more money for the improvement of schools, both externally and internally. This money needs to be put toward the hiring of more teachers, violence prevention programs in the schools, and improvements on the school buildings. The government also should be monitoring the schools† use of the â€Å"zero tolerance† policies, making sure that they are strictly enforced in every school across the country. The second ingredient to solving the problem of violence in schools is community initiatives. An important one is providing an assortment of out-of-school programs to students. It is important that these programs keep youth constructively engaged when their families are unavailable, and provide them with attention from caring adults and good role models. They also need to encourage teamwork, respect, and positive personal relationships. These programs keep kids away from negative influences on the street and in the media. Helping youth find employment in the community is another important way for communities to help build the self-esteem and sense of responsibility among adolescents. Having a job also helps youth appreciate how important staying in school is to their future career plans. The most important element to the solution of violence in schools is the improvement surrounding the actual schools. The first key is to reduce violence through personalization. Overcrowded schools and classes hurt both the educators† efforts to know their students and students† efforts to know one another. The result from this is often misunderstanding, frustration, and increasingly, violence. Smaller classes can enable schools to become communities in which students know and value one another as individuals. They would also allow educators to form steady caring relationships with the students most likely to start or suffer from physical and psychological violence. School violence frequently results from conflicts that are inappropriately managed and therefore intensify. Conflict resolution programs should be offered in schools to both students and educators to give them skills to effectively and constructively handle the controversies that naturally arise in learning environments. Schools should also promote the development of good character. The missing piece in violence prevention programs is character development though the skills of empathy and self-discipline,† write character education experts Diane G. Berreth and Sheldon Berman. â€Å"Without these skills, we run the risk of schools becoming locked-down and oppressive institutions built around fear rather than responsiveness. † Teachers also play an essential role in dealing with school violence. Studies have shown that children consistently admire and respect those teachers that are strict in setting high standards for behavior and academic performance, and who demonstrate a personal interest in their students. It is also important that teachers follow strict codes of conduct throughout the whole school. This code of conduct should be shared with the students, and should not be altered by the teachers. Students should never have the feeling that they might be able to get away with something, because a teacher rarely enforces the rules. It is with longing that teachers remember the days when disruptive behavior in school meant running in the halls, throwing spitballs and pulling ponytails. Today, the disruptive behavior is much more frightening. It takes the shape of brutal beatings, stabbings, and shootings. Youth violence disrupts schools and is taking its toll on students, teachers, parents, and communities. Youth violence is threatening the entire structure of public education. The issue of school violence needs to be attended to quickly. This problem cannot be solved by the efforts of one force, but rather it will take the teamwork of the government, communities, and the schools to help reduce the violence. If policies such as the ones described are not implemented, students will continue going to school in fear.