Tips on Finding Scholarships for International Students

International students are always on the lookout for new and viable academic scholarships. However, finding such scholarships can be extremely taxing and time consuming, especially if you don’t know where to look and what to look for. Generally students turn to their high school guidance counselors, local clubs and organizations, college financial aid departments and employers for assistance in the matter. Some use the internet to browse websites that specialize in finding suitable scholarships for international students or simply Google or Bing required information to find the right scholarship. There are many avenues for finding scholarships but it takes both time and energy to sort through ones that are viable. Following are some tips that will help you move things along: Look for Subject and Country Specific Scholarships It is always beneficial to start your search by looking at scholarships specifically designed for your preferred field of study and the country/university of your choice. This not only helps you narrow down the field for the most viable scholarships available, but also saves you time and energy. By focusing your attention towards the most feasible scholarships you also increase your chances of landing it. Don’t Apply to Every Scholarship It is generally believed that applying to more scholarships increases your chances of landing at least a few. However, that is not always the case. To really increase your chances of getting your hands on a good scholarship, apply to a few really valid scholarships and make your applications shine, instead of applying to a myriad and struggling to meet the requirements for each. Following the Pareto Principle of 80/20, apply to 20% of the applications that will get you 80% chance of success. Choose scholarships that are directed towards your specific area/nationality, subject matter and set of qualifications. Not only will you be increasing your chances of getting the best scholarship, but you will be doing so without all the hassle. Search for School-Specific Scholarships Subject-specific scholarships are offered by certain departments within a university. These scholarships are usually less popular and more difficult to find since they are not widely advertised. However, these scholarships are good for you as they are targeted to your field of study and have lower competition than university-wide scholarships. Look for school specific scholarships by visiting the university website you are interested in. You can also contact the university or the department itself to inquire about the scholarships offered. Such scholarships are usually advertised on the university’s personal scholarship database or page. Remember that scholarships are not just given away, they have to be earned. You won’t get a scholarship just because you cannot afford tuition, you belong to a developing country or because you belong to a minority group. You earn it by establishing your qualifications and demonstrating your potential. By keeping these important aspects in mind, you can set yourself up to receive a scholarship which will help you achieve your academic and professional goals.

The Diversity Of Multicultural Education - 972 Words

According to (Beal Bolick, 2012), â€Å"Each day’s wave of current events reinforces our awareness that our globally interdependent world is a mà ©lange of people of different colors, religions, languages, and customs† (p. 55). Similar to the global world, classrooms across American today are beginning to look the same, raising awareness for teaching that is all-inclusive. Social studies teachers today are facing increasing difficulties with creating curriculums that meet their state’s mandated requirements and each individual learner, learning needs. A typical classroom will consist of students that may not speak English as a second language, a mixture of male and female students, and more important, children coming from several different backgrounds, having varying life experiences. Thus, the cultural differences resulted in a greater demand for today’s social studies teacher to practice culturally relevant teaching by using multicultural teaching di mensions, so that all children can achieve. Multicultural education will be successful only when the teacher understands the meaning of multicultural education, take into account results from their assessments of the children is learning styles, and then make changes to their teaching methods if necessary, by using a wide range of strategies and teaching techniques, that encourage diversity and acceptance. Multicultural education resembles instructions conveyed through content integration with real life experiences, andShow MoreRelatedEssay on Diversity and Multicultural Education in the Classroom1561 Words   |  7 Pagescan all affect the ways in which we learn. Educators must take special measures in the delivery of classroom instruction to celebrate the learning and cultural differences of each of their students. As communities and schools continue to grow in diversity, teachers are searching for effective educational programs to accommodate the various learning styles of each student while promoting acceptance of cultura l differences throughout the classroom. It no longer suffices to plan educational experiencesRead MoreInclusion Diversity And Its Impact On Multicultural Education Essay1838 Words   |  8 PagesAffirming Diversity The United States school districts have transitioned into a multicultural learning center supportive in the role of teaching students, families, and communities about the benefits of embracing diversity and the positive impact it stimulates in promoting equality. Schools share the responsibility to assist in preparing student development for life after school in a multicultural society. The involvement of schools to provide successful integration for students from all ethnicRead MoreMulticultural Education Is A Method For Instruction That Values Diversity Within The Classroom1227 Words   |  5 PagesIn the United States diversity will become progressively more reflected in our schools. In our school, students are becoming increasingly diverse, by assisting pupils to attaining knowledge, attitudes they need in order to become active citizens within our society. Teaching a group of diverse students from different backgrounds, ethnic, and other cultural groups in a school environmen t that supports diversity within a classroom setting incorporate teaching. More importantly, it is important thatRead MoreEssay about Improving Education through Cultural Diversity1087 Words   |  5 Pagestoday’s society, cultural diversity is important as it was many centuries ago. According to dictionary, cultural diversity is the coexistence of different culture, ethnic, race, gender in one specific unit. In order, for America to be successful, our world must be a multicultural world. This existence starts within our learning facilities where our students and children are educated. This thesis is â€Å"changing the way America, sees education through cultural diversity, has been co existing in manyRead MoreImplementing Multicultural Education Essay1113 Words   |  5 Pagesis any form of change in education that is discussed, there are always those who disagree with that change. These critics deem that they are problems that exist with the concept of multicultural e ducation. One argument against multicultural education is the fear that the lack of a clear definition will essentially confuse teachers which will affect the classroom. Professor Ryan, a professor of education at Lasalle University states that â€Å"the term multicultural education is a slogan. 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There is a need for staff developments and in-services to help educate teachers on ways to provide multicultural literacy awareness in primary schools. Objectives †¢ To heightening the awareness of the importance of multicultural literature in early grades. †¢ To prepare educators for diversity in the classroom. †¢ To encourageRead MoreThe Diversity Of Student Populations907 Words   |  4 PagesThe diversity of student populations in American schools is continuously growing. The article by Brant (2013) discusses the importance of the ways teachers and teacher educators act towards multicultural education. The study discussed pre service social studies teachers’ understanding of multicultural education. The study was based on of the ten themes of standards by the National Curriculum for Social Studies. Sixty-nine pre service teachers from a university completed a survey to rate how theyRead MoreMulticultural Education int the United States1665 Words   |  7 Pagescultural diversity. This influx has prompted school administrators to recognize the need to incorporate multicultural programs into their school environment including classroom settings, school wide activities, and curriculum as it becomes more evident that the benefits of teaching cultural diversity within the schoo l setting will positively influence our communities, and ultimately the entire nation’s future. The purpose of this paper is to share the pros and cons of multicultural education in theRead MoreThe History of Multicultural Education Essay1333 Words   |  6 Pagesespecially with the emergence of the Civil Rights Movement. Although the term â€Å"multicultural education† had not come into play yet, the idea that the U.S needed to reexamine their efforts of educating diverse groups was emerging. During this time inequality especially among minority groups in comparison to the white dominant culture became a social issue (Banks 1999). Before the arrival of this reform multicultural education was displayed in the classroom as having minorities adapt to the predominant

The Death Of Andrew Jackson - 971 Words

2) Chapter 10: Andrew Jackson was the kind of president that people either loved or hated? What is your assessment of his presidency and why? Was he a savior of the people as the Democrats believed or a tyrant as the Whigs believed? Andrew Jackson, nicknamed The People s President, was loved by common place people and hated by political enemies who nicknamed him King Andrew I. However, it can be assumed that the tide often turned due to his policies and executive actions. During his presidency he faced numerous issues affecting the nation at the time. His reactions to the issues were often enacted with good intentions but horrible results. Or more often, his reactions were often of fix it and forget it. His heavy handed Indian removal policy was quickly enacted without the initial cooperation of tribal officers. The removal policy was also one of submission rather than cooperation. To date, his administration is the only one to have paid off the national debt. However, this only la sted one year and was followed by a four year long depression. Another important reaction was the nullification crisis or the succession crisis. Due to the Tariff of Abominations the southern states felt as though they were being punished by the taxes and the northern states rewarded. President Jackson threatened military action to enforce the law, which may be considered as one of the initial roots of the coming civil war. Andrew Jackson s presidency was not one of saviorShow MoreRelatedEssay about Andrew Jackson: War Hero or Tyrant?653 Words   |  3 PagesAndrew Jackson was, and still is a beloved president to many people. The common person might look at our seventh president as a true war hero, when in fact Andrew Jackson was like a tyrant in many ways. He was the reason for about 7,000 Cherokees deaths, and violated many laws. The only reason Andrew Jackson was not impeached was because the senate did not provide a two thirds vote. 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Resolving Dispute

Question: Discuss about the Resolving Dispute ? Answer : Introduction The complaint was placed by a client who wanted a refund since a phone they bought had crashed and stopped functioning even before he had completed his $60 per month plan. Having filed the complaint in writing as required by the organization, the second stage was to look in to it according to the organizational policies. The organization states that a complaint should not take more than 24 hours of receipt without a reply. My response was as follows: Response According to Corones (2013) Australian consumer law state that every service and product will always have guarantees by default. In line with these national policies, our organization acknowledges that each and every customer is entitled to a refund. This, however, applies when the problem regarding the product is major as stipulated by the (Corones, 2013). Our organizational policies are in line with the Australian customer that; a customer must confirm that the product matches the description of advertisement as well as labels and packaging. The customer should also verify that the product is in line with the model of demonstration and not a replica of the original. Our organization insists that you understand all policies before signing the contract (Perera, Simpson, and Lipianin, 2015). On acceptance, our organizational policy states that the customer should be supplied with technical support for 24 months, a policy that is only applicable only to a technical problem. In the case of an accident which leads to malfunctioning of the gadget, our organization is not to be held reliable. If the gadget fails due to such accidents before clearing the plan, our organizational policy states that the customer should clear their plan regardless. However, the company policy guarantees a refund or replacement with the exact product in cases of major problems due to technical failure. We are sincerely sorry for any inconveniences. For more clarifications, please feel free to contact us. References Corones, S. G. (2013).The Australian consumer law. Thomson Reuters, Lawbook Co.. Perera, A., Simpson, L., Lipianin, Y. (2015). Dont Just S

The 1st Stasimon in Sophocles play Oedipus the King is mainly showing the Chorus Essay Example For Students

The 1st Stasimon in Sophocles play Oedipus the King is mainly showing the Chorus Essay The 1st Stasimon in Sophocles play Oedipus the King is mainly showing the Chorus confusion in regards to Tiresias accusations made towards Oedipus. The Chorus seem terrified and powerless, and, like Oedipus, do not want to believe the accusations. They feel that the gods know the truth, yet will not reveal it, thus feeling as though the gods are of no real help. There are many issues and techniques to be discussed in regards to the 1st Stasimon, one of these being the significance of the section. The real significance of the 1st Stasimon is that it shows the reader how much of a respected role model Oedipus is to the community of Thebes; they will not accuse him until true proof has been revealed about the incident. This can be shown from the third quote in the 1st Stasimon handout. It reads: No, not till I see these charges proved will I side with his accusers. This shows that the Chorus considers Oedipus to be a true leader, and hence will follow him regardless. We will write a custom essay on The 1st Stasimon in Sophocles play Oedipus the King is mainly showing the Chorus specifically for you for only $16.38 $13.9/page Order now Another factor of significance in the first stasimon is that it shows the audience how the Chorus believes that Oedipus was brought to Thebes for a reason; this being to bring joy back into the city. The fourth quote in the handout is a good example of this: We saw him thenà ¢Ã¢â€š ¬Ã‚ ¦with our own eyes his skill, his brilliant triumph à ¢Ã¢â€š ¬Ã¢â‚¬Å" there was the test à ¢Ã¢â€š ¬Ã¢â‚¬Å" he was the joy of Thebes! Through this quote we can see admiration shown towards Oedipus due to his defeat against the Sphinx, and ridding the city from the curse. This brought joy back into the city, and turned Oedipus into a hero. Another issue raised in the 1st Stasimon was gender representation. Gender representation played a minor role in the First Stasimon. In this section, all well respected people or gods were men; the only woman mentioned in the text was the Sphinx, whom was rather referred to as the she-hawk. This can be seen in quote 7 in the 1st Stasimon handout. Hawks are considered to be evil birds, and are often in some texts considered to be possessed by the Devil, which shows that the Sphinx was not respected whatsoever, and was considered evil. Also, when the Chorus was trying to solve the question of who killed Laius, they basically ruled out the thought that the killer could be a woman. This can be seen in quote 6, which reads: Who is the man the voice of god denounces? This shows that nobody believes that a woman could ever have killed Laius, perhaps because physical strength would have been needed, and women were not expected to carry any physical strength. Had the chorus had thought that a woman may have killed Laius, they probably would have asked who is the person the voice of god denounces? The issue of Inequality of Power was also raised in the 1st Stasimon. The great gods were considered to have the highest level of power, Oedipus being next, and the prophets and seers being the lowest of powers along with the Chorus. This can be seen in quote 8 on the 1st Stasimon handout, when the Chorus was trying to prove that Tiresias could not know the real truth. Quote 8 reads: Zeus and Apollo know, they know, the great masters of all the dark and depth of human life. But whether a mere man can know the truth, whether a seer can fathom more than I This shows that the Chorus feels as though seers have the same power as the chorus, and therefore would know no better. However, they also see the gods to be of high power, and so would believe anything they say. The chorus sees Oedipus to be of higher power than them, as they call him their king. This can be seen through quote 9 on the handout, which reads Never will I convict my king, never in my heart. Another issue to be discussed in the 1st Stasimon is Accusation, Distrust and Denial. The whole Stasimon is based around the one main accusation; this being the accusation made towards Oedipus by Tiresias. The chorus is unsure of whether to believe the accusation, or to follow their king, which brings the issue of distrust into the text. The Chorus are unsure as to whether they can trust what the prophet has said to them, as they cannot see how a murder could be brought between Laius and the son of Polybus as they know Oedipus to be. This can be seen through a number of quotes within the 1st Stasimon, two of these being quotes 10 and 11 on the handout given. Quote 10 reads: The skilled prophet scans the birds and shatters me with terror! I cant accept him, cant deny him, dont know what to say. This explains how the prophet has searched for the murderer of Laius, and has found the person to be Oedipus, which shatters the Chorus with terror. The Chorus do not want to accept the prophets findings, yet cannot ignore them, and so are unsure of whether Oedipus did in fact murder Laius. Quote 11 reads: and what could breed a blood feud between Laius house and the son of Polybus? This shows that the Chorus cannot see what conflict between Laius and Polybus could have ever brought upon a murder such as this, and so are once again unsure as to whether they should believe the prophets words. .u7b810b7c32778756c9e94c3116439092 , .u7b810b7c32778756c9e94c3116439092 .postImageUrl , .u7b810b7c32778756c9e94c3116439092 .centered-text-area { min-height: 80px; position: relative; } .u7b810b7c32778756c9e94c3116439092 , .u7b810b7c32778756c9e94c3116439092:hover , .u7b810b7c32778756c9e94c3116439092:visited , .u7b810b7c32778756c9e94c3116439092:active { border:0!important; } .u7b810b7c32778756c9e94c3116439092 .clearfix:after { content: ""; display: table; clear: both; } .u7b810b7c32778756c9e94c3116439092 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7b810b7c32778756c9e94c3116439092:active , .u7b810b7c32778756c9e94c3116439092:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7b810b7c32778756c9e94c3116439092 .centered-text-area { width: 100%; position: relative ; } .u7b810b7c32778756c9e94c3116439092 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7b810b7c32778756c9e94c3116439092 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7b810b7c32778756c9e94c3116439092 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7b810b7c32778756c9e94c3116439092:hover .ctaButton { background-color: #34495E!important; } .u7b810b7c32778756c9e94c3116439092 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7b810b7c32778756c9e94c3116439092 .u7b810b7c32778756c9e94c3116439092-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7b810b7c32778756c9e94c3116439092:after { content: ""; display: block; clear: both; } READ: Great Expectations By Charles Dickens Essay ThesisThe issue of Denial is brought into the first stasimon when the Chorus comes to the conclusion that they should follow their king, as they see him as a well-respected role model. Hence they wish to deny the accusations, and try to ignore the bad that has been brought upon their king. This can be shown from quote #13 on the handout, which reads: Never will I convict my king, never in my heart. This basically shows that they will never turn upon Oedipus, and hence will deny all accusations turned to him. The role of beliefs is a very important issue in the 1st Stasimon. During the whole text of Oedipus the King, prophecies have always been trusted and acted upon, and never questioned. However, as the 1st Stasimon reads on, the Chorus starts to believe that what Tiresias accusation states may not be true. The Chorus hears of the prophecy about Oedipus, yet still says that they will never convict their king, which basically shows that they are turning away from the prophecy, and are instead suggesting that the role of power in Greek society is more important than prophecies. Because Oedipus is of high power, he is respected, and the prophecies made against him are ignored. Although the prophecies are not trusted, the great gods still remain important and well trusted. The Chorus believes that the gods know the truth as to who killed Laius, yet will not reveal it. Hence the gods are not thought of as helpful to the city as they were previously considered, yet are still considered to know the truth. This can be seen through quote 15 on the handout, which reads: Zeus and Apollo know, they know, the great masters of all the dark and depth of human life. This shows that the Chorus sees the gods as to know the dark and depth of all human life, yet still keep the truth hidden. Another issue discussed in the text is Elements of a Greek Tragedy. Three elements of a Greek Tragedy discussed in the 1st Stasimon are hamartia, peripeteia, and nemesis. The issue of hamartia was brought into the text, as the accusation made towards the protagonist brought a downfall of character. Oedipus was accused of killing his father, which in turn affected his loyalty and trust according to some characters. The Chorus can see the downfall of character, as described in quote 17 on the handout, which reads: The dark wings beating around him shrieking doom, the doom that never dies, the terrorà ¢Ã¢â€š ¬Ã‚ ¦ This shows that the Chorus can see evil catching up on Oedipus, and bringing doom to him, which will never end. Peripeteia is mentioned, as the Chorus can see Oedipus future changing. Oedipus has not yet been exiled from Thebes, yet the Chorus can see his luck and fame changing. This can be seen in quote 18 on the handout, which reads: to attack his fame that rings around Thebes. This shows that the Chorus can see something changing what the community thinks about Oedipus; the accusation will attack his fame that rings around Oedipus. Like the issue of peripeteia in the 1st Stasimon, the issue of nemesis has not yet been brought up, but the Chorus can see the gods falling down on Oedipus, and can see them changing his luck to bad. This can be seen through quote 19 on the handout, which reads: Apollo son of the Father lunges on him, lightning-bolts afire! The Chorus can see the anger within the gods, as they hunt down on the killer of Laius, whom is Oedipus. Another point of discussion within the 1st Stasimon is the attitudes portrayed by the Chorus towards Oedipus. The Chorus gives a very loving affect/attitude towards Oedipus. They seem as though to feel sympathetic towards him, and in their hearts hope that the accusations made towards Oedipus are not true. They also show a very loyal attitude to their king, as they say that they will never side with him until real proof has been shown about the incident. The Chorus also shows admiration towards Oedipus, when describing his defeat against the Sphinx, and saved the city of Thebes from its curse. Quotes 20, 21 and 22 on the handout relate to the attitude portrayed by the Chorus, in regards to Oedipus. Quote 20 reads: Never will I convict my king, never in my heart. This shows the loyal and loving affect given to Oedipus, as the Chorus do not want to leave his side, even though he is accused of murder. Quote 21 reads: No, not till I see these charges proved will I side with his accusers. This also shows loyalty and respect to Oedipus, as they are saying that they will not leave him until true proof has been revealed. Quote 22 reads: we saw him then, when the she-hawk swept against himà ¢Ã¢â€š ¬Ã‚ ¦his skill, his brilliant triumphà ¢Ã¢â€š ¬Ã‚ ¦he was the joy of Thebes! This shows the admiration shown towards Oedipus, as they admired his skill and triumph, and they basically said that he was the person who brought joy back into Thebes. Symbolism, metaphors and similes play a rather crucial role in the structure of the 1st Stasimon. The words chosen in the text help describe the occurrences, which give a deeper impact on the audience. .ud5f62f92b72252afc0cbbd2fb36cec53 , .ud5f62f92b72252afc0cbbd2fb36cec53 .postImageUrl , .ud5f62f92b72252afc0cbbd2fb36cec53 .centered-text-area { min-height: 80px; position: relative; } .ud5f62f92b72252afc0cbbd2fb36cec53 , .ud5f62f92b72252afc0cbbd2fb36cec53:hover , .ud5f62f92b72252afc0cbbd2fb36cec53:visited , .ud5f62f92b72252afc0cbbd2fb36cec53:active { border:0!important; } .ud5f62f92b72252afc0cbbd2fb36cec53 .clearfix:after { content: ""; display: table; clear: both; } .ud5f62f92b72252afc0cbbd2fb36cec53 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud5f62f92b72252afc0cbbd2fb36cec53:active , .ud5f62f92b72252afc0cbbd2fb36cec53:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud5f62f92b72252afc0cbbd2fb36cec53 .centered-text-area { width: 100%; position: relative ; } .ud5f62f92b72252afc0cbbd2fb36cec53 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud5f62f92b72252afc0cbbd2fb36cec53 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud5f62f92b72252afc0cbbd2fb36cec53 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud5f62f92b72252afc0cbbd2fb36cec53:hover .ctaButton { background-color: #34495E!important; } .ud5f62f92b72252afc0cbbd2fb36cec53 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud5f62f92b72252afc0cbbd2fb36cec53 .ud5f62f92b72252afc0cbbd2fb36cec53-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud5f62f92b72252afc0cbbd2fb36cec53:after { content: ""; display: block; clear: both; } READ: Pointless characters to play EssayThe Chorus speech within the 1st Stasimon is full of images of caves, darkness, lightning, and wings. By reading these terms used, the audience is given an image of darkness, the unknown, and most significantly, terror of the gods. These terms were used as to show the bad occurrences that were to come of the killer of Laius, the anger of the gods to the murderer, and also gives a more mystified approached as to who actually killed Laius. An image of darkness can be shown in quote number 23, which reads: the dark wings beating around him shrieking doom, the doom that never dies, the terror. By reading the words dark, shrieking, doom, and terror, we are automatically given a bad feeling towards the quote, and we could sense that bad was going to come. Also, in quote 24, which reads: Apollo son of the father lunges on him, lightning-bolts afire! And the grim unerring Furies closing for the kill. , the words lunge, lightning-bolts, grim, and furies, give yet another deep impact on the audience, and we an automatically sense the anger within the gods, and can see the desperation to catch the killer of Laius. In quote 25, which reads: Now under bristling timber up through rocks and caves he stalks like the wild mountain bull, the words rocks, caves, stalks, wild and bull are used, which once again gives a negative impact on the audience. From these words the reader senses darkness and mystery, which gives a deep impact and further enhances the text. Metaphors and similes were used effectively when describing a variety of issues brought up in the text. A good example of this is quote 26 on the handout, which reads: when the she-hawk swept against him. By using the word she-hawk to describe the Sphinx, a bad image is instantly cast on the Sphinx, and the audience is led to think that she is evil. A good use of similes is also used when describing the killer hiding in mystery, in quote 27, which reads: Like a wild mountain bull. By the using the word wild we think of the killer being set as an outcast leaving society as to hide from the gods. Another technique to discuss in the 1st Stasimon, is diction. The diction used in the 1st Stasimon is very important. Its powerful tone and emotion emphasised the Chorus speech, enabling the Chorus to give a large impact on the audience. By using words such as darkness, doom and terror, the Chorus is able to give a dark and mysterious atmosphere to the play, whereas by using the words skill, brilliant, triumph, and joy, the Chorus sent a light and positive atmosphere to the audience. An example of powerful tone and emotion is quote 29 on the 1st Stasimon handout, which reads: beating around him shrieking doom, the doom that never dies, the terror. By using the words doom and terror there is a deep and dark impact on the audience, creating a very powerful atmosphere. The last technique to discuss relating to the first stasimon is structure and syntax. The structure of the 1st Stasimon has very little difference as to the rest of the play. Some minor differences in the first stasimon is the fact that there are no stage directions etc, but this is because there is only one part in the text; no characters move during the text. There are some minor roles of sentence structure within the first stasimon, these being the use of à ¢Ã¢â€š ¬Ã‚ ¦, exclamation marks, and the use of short paragraphs. à ¢Ã¢â€š ¬Ã‚ ¦s were used as they gave a sense of uncertainty in the text, and also shows that what the speaker is saying is not yet finished, however perhaps he/she does not know anything else to say. An example of this is quote 30 on the handout, which reads: I cannot see whats to come, whats still to comeà ¢Ã¢â€š ¬Ã‚ ¦ By using the à ¢Ã¢â€š ¬Ã‚ ¦ at the end of the speech, you can sense uncertainty in the chorus, as they are unsure as to what may happen next to Oedipus, they are uncertain about his future. Exclamation marks are used to create depth in the text, and to show excitement in the speakers voice. An example of this is quote 31 on the handout, which reads: he was the joy of Thebes! Through the use of the exclamation mark, you can see that the chorus is happy with what he had just spoken, as there is excitement in his words. Short paragraphs were used once again create depth. Through the use of short paragraphs, the facts are given and are to the point, which shows exactly what is needed to be said, without elaborating too much. An example of a short paragraph is quote 32 in the handout, which reads: Cased in armour, Apollo son of the Father lunges on him, lightning-bolts afire! and the grim unerring Furies closing for the kill. As you can see, this is a very short paragraph, however simply states the anger of the gods, and shows that they are searching for the killer of Laius. The main points are spoken and are to the point, without it being too overelaborated.

Biography of Sir Seretse Khama, African Statesman

Biography of Sir Seretse Khama, African Statesman Seretse Khama (July 1, 1921–July 13, 1980) was the first prime minister and president of Botswana. Overcoming political resistance to his interracial marriage, he became the countrys first post-colonial leader and served from 1966 to his death in 1980. During his tenure, he oversaw Botswanas rapid economic development. Fast Facts: Sir Seretse Khama Known For:  First prime minister and president of post-colonial Botswana  Born:  July 1, 1921 in Serowe,  British Protectorate  of  BechuanalandParents: Tebogo Kebailele and  Sekgoma Khama IIDied:  July 13, 1980 in Gaborone,  BotswanaEducation: Fort Hare College, South Africa; Balliol College, Oxford, England; the Inner Temple, London, EnglandPublished Works: From the Frontline: Speeches of Sir Seretse KhamaSpouse: Ruth Williams KhamaChildren: Jacqueline Khama,  Ian Khama,  Tshekedi Khama II, Anthony KhamaNotable Quote: It should now be our intention to try to retrieve what we can of our past. We should write our own history books to prove that we did have a past, and that it was a past that was just as worth writing and learning about as any other. We must do this for the simple reason that a nation without a past is a lost nation, and a people without a past is a people without a soul.   Early Life Seretse Khama was born in Serowe,  British Protectorate  of  Bechuanaland,  on July 1, 1921. His grandfather Kgama III was paramount chief (Kgosi) of the Bama-Ngwato, part of the Tswana people of the region. Kgama III had traveled to London in 1885, leading a delegation which asked for Crown protection to be given to Bechuanaland, foiling the empire building ambitions of Cecil Rhodes and the incursions of the Boers. Kgama III died in 1923 and the paramountcy briefly passed to his son Sekgoma II, who died two years later. At the age of 4, Seretse Khama effectively became Kgosi and his uncle Tshekedi Khama was made regent. Studying in Oxford and London Seretse Khama was educated in South Africa and graduated from Fort Hare College in 1944 with a Bachelors degree. In 1945 he left for England to study law- initially for a year at Balliol College, Oxford, and then at the Inner Temple, London. In June 1947, Seretse Khama first met Ruth Williams, a WAAF ambulance driver during World War II who was working as a clerk at Lloyds. Their marriage in September 1948 threw southern Africa into political turmoil. Repercussions of  Mixed Marriage The apartheid government in South Africa had banned interracial marriages and the marriage of a black chief to a British white woman was a problem. The British government feared that South Africa would invade Bechuanaland or that it would immediately move for full independence. This was particularly a concern for Britain because it was still heavily in debt after World War II. Britain could not afford to lose the mineral wealth of South Africa, especially gold and uranium (needed for Britains atomic bomb projects). Mixed Marriage Controversy Resolved Back in Bechuanaland, the regent Tshekedi, Khamas uncle, was annoyed. He attempted to disrupt the marriage and demanded that Seretse return home to have it annulled. Seretse came back immediately and was received by Tshekedi with the words, You Seretse, come here ruined by others, not by me. Seretse fought hard to persuade the Bama-Ngwato people of his continued suitability as chief. On June 21, 1949, at a Kgotla (a meeting of the elders) he was declared Kgosi and his new wife was warmly welcomed. Fit to Rule Seretse Khama returned to Britain to continue with his law studies, but he was met with a Parliamentary investigation into his suitability for the chieftaincy. While Bechuanaland was under its protection, Britain claimed the right to ratify any succession. Unfortunately for the British government, the investigations report concluded that Seretse was eminently fit to rule. The British subsequently suppressed the report for 30 years. Seretse and his wife were banished from Bechuanaland in 1950. Nationalist Hero Under international pressure for its apparent racism, Britain relented and allowed Seretse Khama and his wife to return to Bechuanaland in 1956. They could return on the condition that both he and his uncle renounced their claim to the chieftaincy. What the British did not expect was the political acclaim that six years of exile had given him back home. Seretse Khama was seen as a nationalist hero. In 1962 Seretse founded the Bechuanaland Democratic Party and campaigned for multi-racial reform. Elected Prime Minister High on Seretse Khamas agenda was a need for democratic self-government and he pushed the British authorities hard for independence. In 1965, the center of Bechuanaland government was moved from Mafikeng, South Africa, to the newly established capital of Gaborone. Seretse Khama was elected as Prime Minister. When the country achieved independence on September 30, 1966, Seretse became the first president of the Republic of Botswana. He was reelected twice and died in office in 1980. President of Botswana Seretse Khama used his influence with the countrys various ethnic groups and traditional chiefs to create a strong, democratic government. During his rule, Botswana had the most rapidly growing economy of the world (starting from a point of great poverty). The discovery of diamond deposits allowed the government to finance the creation of new social infrastructure. The countrys second major export resource, beef, allowed for the development of wealthy entrepreneurs. International Roles While in power, Seretse Khama refused to allow neighboring liberation movements to establish camps in Botswana but permitted transit to camps in Zambia. This resulted in several raids from South Africa and Rhodesia. Khama also played a prominent role in the negotiated transition from white minority rule in Rhodesia to multi-racial rule in Zimbabwe. He was also a key negotiator in the creation of the Southern African Development Coordination Conference (SADCC) which was launched in April 1980, shortly before his death. Death On July 13, 1980, Seretse Khama died in office of pancreatic cancer. He was buried in the Royal Cemetery. Quett Ketumile Joni Masire, his vice president, took office and served (with reelection) until March 1998. Legacy Botswana was a poor and internationally obscure country when Seretse Khama became its first post-colonial leader. At the time of his death, Khama had led Botswana to become more economically developed and increasingly democratic. It had become an important broker in Southern African politics. Since Seretse Khamas death, Botswanan politicians and cattle barons have begun to dominate the countrys economy, to the detriment of the working classes. The situation is more serious for the minority Bushman peoples, which form 6% of the countrys population, with pressure for land around the Okavango Delta increasing as cattle ranchers and mines move in. Sources Khama, Seretse.  From the Frontline: Speeches of Sir Seretse Khama. Hoover Institute Press, 1980.Sahoboss. â€Å"President Seretse Khama.†Ã‚  South African History Online, 31 August 2018.â€Å"Seretse Khama 1921–80.†Ã‚  Sir Seretse Khama.

Political Fiction Essay Example | Topics and Well Written Essays - 2500 words

Political Fiction - Essay Example It can serve as a weapon towards change in a prevailing social system, tackle direct social and political repercussions, and discuss social struggle. Fiction can employ a particular topic and convey meaning and symbol related to an existing social and political system. The significance of fiction in history is not only confined within the realm of literature, but also explores the domain of politics. Fiction is seen to have worked its way in the political domain when Ignacio Salome's novel; Fontamara (1933) became popular upon gaining a favourable opinion of Mussolini's Fascism (Hanne 1994). Likewise, Alexander Solzhenitsyn's One Day in the Life of Ivan Denisovich (1962) personally authorized for publication by Soviet leader Khrushchev in order to discredit Stalin, is another example of fiction being influenced by politics. However, this connection is not limited to external influencing but extends to the more important functions of fiction and politics - that of the conveyance of meaning and symbol of political phenomena through their depiction of the fiction. Likewise, the realm of politics is likened to a fiction, including all its elements from plot to setting, characters, and scenes. Such is made possible through political representation embo died in the fiction, especially when it is a political novel. The Problems with Political Representation It is from assumptions, biases, and news reports from which political beliefs are normally spring, which makes politics a drama that takes place in an assumed world in which people as spectators, do not directly observe or touch. Politics is a domain that consists of images and models wherein people usually translate the reported news, a task considered a necessary undertaking (Edelman 1995). Edelman says that this translation is seen in an example in which a report about American missiles were launched against Baghdad to punish the Iraqi dictator which creates meaning for everyone's repertoire on the images of images of military actions, Arabs, and how war brings devastation even to civilians. Political phenomena are thus not taken as they are without any political representation involved. More so, political representation is an essential part of how symbols and messages are conveyed, in that in another example set by Edelman (1995), a report about an increase or reduction of welfar e benefits brings images of cheaters and victims, as well as the possible consequences of such increase or reduction in relation to tax rates, and so on. These are examples of political images being drawn on the minds of people caused by attached meanings and assumptions on them. Political fiction often offers direct criticism of a present government, society, or political figure and presents an alternative of a sometimes fantastic reality, to what is being criticized (Edelman 1995). In doing such, political fiction often employs satire like The Simpsons in its depiction of the Western culture. It may be inferred that beliefs about politics and political discourse are products of art in which complex causal connection is drawn. This being said, Edelman states that art is a