French Revolution Essay Example for Free

French Revolution Essay I hold it, that a little rebellion, now and then, is a good thing, and as necessary in the political world as storms in the physical. Thomas JeffersonPolitical rebellion takes place when the people of a country feel it is essential that a change in government is made. Different nations have different ideas about the responsibilities of government, and as a result there are many possible reasons for political rebellion. John Locke, an English medical doctor and philosopher who lived until 1704, published his liberal theories about government, property, and the rights of man, in his book Second Treatise of Government. Edmund Burke, a writer with a legal background who spent his life involved in English politics, published his opinions about revolution in 1790 in his book Reflections on the Revolution in France. Both Locke and Burke support political rebellion, but Lockes belief that politics are based upon abstract natural rights drives his support for the complete dissolution of government in the event of rebellion, while Burkes belief that rights and morals are derived from the conventions of society makes his support for rebellion more reserved and conditional. This comparison is significant to any individuals considering revolution as a means of changing government. The outcomes of rebellion can depend on the underlying beliefs driving it, and both writers positions are useful to establish the underlying reasons for revolution, and some of the risks involved depending on the extent of the change. Locke believes that before we form civil society by consenting to establish government, we live in a State of Nature. He describes this pre-political state as,a state of perfect freedom to order their actions, and dispose of their possessions and persons, as they think fit, within the bounds of the law of nature, without asking leave, or depending on the will of any other man. (Locke, 1980, p. 81)The State of Nature is ruled essentially by human nature. Liberty, equality, self preservation, reason, and property are the most prominent principles that Locke feels are innate to humans. Locke explains how nature intended for all men to be equal,creatures of the same species and rank, promiscuously born to all the same advantages of nature, and the use of the same facilities should be equal amongst another (Locke, 1980, p. 8)Locke comes to the conclusion that humans are self preserving in the State of Nature, through his observations that we are attracted to pleasure and have aversions to pain. He believes that God gives us these attractions and aversions that preserve us, because we are essentially all the property of God. This limits the perfect freedom present in the State of Nature. Since we belong to God, we do not have the liberty to destroy ourselves. Although we are not all born with property (except through inheritance which Locke fully supports) the ability to acquire property is present in the State of Nature, for it is attained by our labor and resources. Our self preserving instinct produces a great desire among us to protect property that we have attained, therefore measures taken to protect our property are considered just. Since government does not exist in this state, individuals have the right to uphold the law. Locke believes that any individual, who breaks the laws of nature, proves that he is not ruled by reason and equality, as the rest of the inhabitants in the state are. Breaking the law can be defined as doing harm to innocent others, this includes stealing property or acts of physical harm. These offenders are dangerous to mankind, and their peers must invoke punishment, every man hath a right to punish the offender, and be the executioner of the law of nature. (Locke, 1980, p. 10)Punishment in the State of Nature takes on two distinct forms: reparation and restraint. Only the victim of the crime committed is entitled to reparation, to compensate for the damage he has received. Restraint is the method used to ensure that the crime will not be committed again, usually by causing repent. Since there is no judge to decide to what extent offenders should be punished, it becomes a decision based on the instinct and reason of the individuals involved. Locke outlines some details about invoking punishment to make this individual license more clear, every man, in the State of Nature, has a power to kill a murderer, both to deter others from doing the like injury, which no reparation can compensate, and also to secure men from the attempts of a criminal, who having renounced reason, the common rule god hath given to mankind, hath, by the unjust violence and slaughter he hath committed upon one, declared war against all mankind (Locke, 1980, p. 11) While Locke gives complex details about this theoretical pre-political state, Edmund Burke does not believe it exists at all. Burke believes that we are born into civil society, and that the qualities Locke describes in the State of Nature, are not innate, but are derived from societal institutions. for I have in my contemplation the civil social man, and no other. (Burke, 1987, p. 522) Since our rights develop from experience, compromise, convention, and reason (which is learned) natural and abstract rights do not exist in a universal sense. Burke believes that such abstract ideas about natural rights are too simple to fit into the real world, and if something were true, it would have to possess the ability to be contextualized. in the gross and complicated mass of human passions and concerns, the primitive rights of men undergo such a variety of refractions and reflections that it becomes absurd to talk of them as if they continued in the simplicity of their original direction. The nature of man is intricate; the objects of society are of the greatest possible complexity; and therefore no simple disposition of direction of power can be suitable wither to mans nature or to the quality of his affairs. (Ayling, 1988, p. 210)Burke also fears that abstract rights, expressed by philosophers such as John Locke, place too much emphasis on individualism, restricting essential human affections. Burke believes that affections preserve society; for it is the respect, love, and admiration of the past, those around us, and those who are not yet born that solidifies traditions and institutions. On the scheme of this barbarous philosophy laws are to be supported only by their own terrors and by the concern which each individual may find in them from his private speculations or can spare to them from his own interests our institutions can never be embodied, if I may use the expression in persons, so as to create in us love, veneration, admiration, or attachment. But that sort of reason which banishes the affections is incapable of taking their place. (Burke, 1987, p.68) Burke does believe that we posses liberties, but that they are flexible and particular to each society. These liberties are exercised through societal institutions, so if the institutions are erased then so are our liberties. In the following quote, Burke explains his conception of the rights of man, by listing rights that are specifically satisfied by institutions such as law courts, hospitals, and educational facilities. Men have a right to do justice they have a right to the fruits of their industry, and to the means of making their industry fruitful. They have a right to the acquisitions of their parents; to the nourishment and improvement of their offspring; to instruction in life, and consolation in death. (Burke, 1987, p. 51)Burke and Locke agree that humans have a need for government. Locke explains chaotic anarchy as the dark time in the State of Nature, the tragedy of the commons. This situation occurs after currency has been created in the State of Nature, leaving individuals free to accumulate money. The demise of the golden age (the era of harmony) is brought about by property disputes, greed, and insecurity. When the inhabitants of the State of Nature realize that they will not be able to cure the inconveniences of the state (the insecurity of property and inability to settle disputes due to lack of impartial judges) they realize the need for government and learn a system of political rationality. Burke uses the example of the French revolution to illustrate the need for organized government. He believes that the state is an organic body; it can be adjusted but if it is destroyed total chaos is likely to result. Although the French attempted to set up new governments such as the National Assembly and later the National Convention, they were short lived and unstable. The French revolution brought about periods of anarchy, a state of a suspended constitution, overturned laws, destabilized economy, and the closing of essential institutions. The violent era known as the Reign of Terror is certainly comparable to Lockes tragedy of the commons. When Napoleons Coup detat took place in 1799, the French people were desperate for an organized government to bring an end to the terror and re-build their society. Locke stresses the importance of the social contract that occurs during the transition from the tragedy of the commons to civil society. Political power is manifested peacefully by a voluntary agreement between the people and the sovereign or ruling body. Burke does not acknowledge this specific moment of consent that Locke professes, but Burke values a consent of a more tacit nature. Burke attributes given consent far back in history, At some time or another all the beginners of dynasties were chosen by those who called them to govern. (Burke, 1987, p. 13) and he implies that consent to the government is inherited though generations. we transmit our government and our privileges in what we improve we are never wholly new; in what we retain we are never wholly obsolete adhering in this manner and on those principles of our forefathers In this choice of inheritance we have given to our frame of polity the image of a relation in blood, binding up the constitution of our country with the dearest domestic ties, adopting our fundamental laws in to the bosom of our family affections, keeping inseparable and cherishing with the warmth of all their combined and mutually reflected charities our state, our hearths, our sepulchres, and our alters. (Burke, 1987, p. 30)Burke might say that by being born under any government, we are naturally subjects to it since we inherit the choices of our forefathers. Locke disagrees with this, taking into account that children can not be completely free, yet he still insists that there is a specific time in each persons life where they must give consent to the government in order to become part of the body politic. a child is born a subject of no country or government. He is under his fathers tuition and authority, till he comes to the age of discretion; and then he is a free man, at liberty what government will he put himself under, what body politic he will unite himself to (Locke, 1980, p. 63)Property is sacred to both writers. Locke and Burke agree that the main function of government is for the protection of our property. The government is also responsible for protection from external attack and from each other. Locke speaks of why men give up some of their natural liberties, such as punishing offenders, to the government, for the mutual preservation of their lives, liberties, and estates, which I call by the general name property. (Locke, 1980, p. 66) Burke also defends property as an important liberty, it is the property of the citizen, and not to the demands of the creditor of the state, that first and original faith of civil society is pledged. (Burke, 1987, p. 94) Locke believes that government, the protector of our property, has no right to confiscate it, The supreme power cannot take from any man any part of his property without his own consent: for the preservation of property being the end of government (Locke, 1980, p. 73) And Burke agrees with him by expressing his distaste for the massive amounts of church property that were confiscated by the National Assembly in the French Revolution. we do not approve your confiscation of the revenues of bishops, and deans It is in the principle of injustice that the danger lies (Burke, 1987, p. 133) He explains how the governments violation of property rights can lead to failure of government by angering the people. if governments provide for debts by heavy impositions, they perish by becoming odious to the people. (Burke, 1987, p.136) Tyranny is condemned by both Locke and Burke. Both support a system with a division of power in the he government. When a government has power divided into different bodies it is forced to be held responsible for decisions made to the other branches of government, and to the body politic. This system of checks and balances makes arbitrary rule unlikely to occur. Citizens feel more secure and protected form the government, and since they are given a chance to assert their concerns (for example, Englands House of Commons) drastic action like revolution becomes unnecessary. Revolution to Locke means the dissolution of the government in power. The citizens then return to the State of Nature until they choose to give consent to create a new government. He supports revolution in two possible instances he describes the first, governments are dissolved, when the legislative, or the prince, either of them, act contrary to their trust. (Locke, 1980, p. 111) Locke gives examples of the government breaking the trust of the body politic as tyranny, usurpation, or the violation of the social contract that was established between the people and the government when civil society was formed. This social contract enabled the government to have power, and the people agreed to obey the laws in return for government protection of property and rights. The second instance in which rebellion is likely to occur is,When so ever the legislative put into the hands of any other, an absolute power over the lives, liberties, and estates of the people; by this breach of trust they forfeit the power the people had put into their hands and it devolves to the people, who have a right to resume their original liberty (Locke, 1980, p.111) Since the social contract that created the government commits the people only to the government they have chosen to lift them from the tragedy of the commons, the government does not posses the right to forfeit the body politic to another power by conquest. It is the responsibility of the government that was peacefully formed to protect the people from the conquest of arbitrary outside powers. To Edmund Burke, revolution is the last resort to be used as a solution to a problem with the ruling body. The line of demarcation where obedience ought to end and resistance must begin is faint, obscure, and not easily definable. It is not a single act, or a single event, which determines it. Governments must be abused and deranged, indeed, before it can be thought of; and the prospect of the future must be as bad as the experience of the past. (Burke, 1987, p. 27)His opinions differ from Lockes regarding the way that effective revolution should initiate change. Burke agrees that the government should be responsible for protecting its citizens, however in the event that the government breaks this trust we do not return to our natural liberty, as Locke believes. Burke finds this return to natural liberty impossible, not only because of his disbelief in the existence of the State of Nature, but also because Burke flatly denies the peoples right to form government for them. He believes that we inherit liberties and government from our previous generations, and government contains more wisdom, captured through the state institutions, than one human is ever capable of possessing. He speaks of England, our constitution preserves a unity in a so great a diversity of its parts. We have an inheritable crown, and inheritable peerage, and a House of Commons and a people inheriting privileges, franchises, and liberties form a long line of ancestors A spirit of innovation is generally the result of a selfish temper and confined views. People will not look forward to posterity who never looks backward to their ancestors. (Burke, 1987, p. 29)Burke believes that completely dissolving government and starting over with a blank slate is bound to fail, because a blank slate leaves no elements to form ideologies from, and is ignorant to the trials and errors of past governments. He uses the French revolution as an example, you chose to act as if you had never been molded into civil society and had everything to begin anew. You began ill, because you began by despising everything that belonged to you. You set up trade without a capital Respecting your forefathers, you would have been taught to respect yourselves. (Burke, 1987, p. 31)To clarify his expectations about successful and justified revolutions burke uses the example of the Glorious revolution of England in 1688. King James the Second was a Catholic king. He was accused of not representing the interests of the majority, since England was primarily of Protestant religion, and the King showed favoritism to Catholics. Burke explains the accusations against the King as,They who led the revolution grounded the virtual abdication of King James upon no light and uncertain principle. They charged him with nothing less than a design, confirmed by a multitude of illegal acts, to subvert the Protestant church and state, and their fundamental, unquestionable laws and liberties; they charged him with having broken the original contract between king and people. (Burke, 1987, p. 24)Burke admires this revolution because it was bloodless reform as opposed to violent rebellion. However, he admits that violence can be used to achieve change in government but only if absolutely necessary. In England it had become obvious that a change was needed in the government, and the people took only the necessary actions to complete the change and return the country to normal. King James abdicated the throne, and was replaced by a Protestant king. An irregular convulsive movement maybe necessary to throw off an irregular convulsive disease (Burke, 1987, p.22) the glorious revolution made great improvements in English government. Burke approves of the fact that the revolution did not begin until the leaders had accumulated evidence and facts that the King was irresponsible. The spirit of the revolution was not to dissolve society and begin anew, but had a more realistic spirit of eliminating the specific problem in the government while preserving societal institutions. they regenerated the deficient part of the old constitution through the parts that were not impaired. (Burke, 1987, p.19). This type of revolution provided stability for the English people; their rights were re-asserted in Declaration of Right, and the government was made more responsible to the people. They secured soon after the frequent meetings of parliament, by which the whole government would be under constant inspection and active control of the popular representatives and of the magistrates of the kingdom. (Burke, 1987, p. 24) Burke contrasts this example of effective revolution with The French revolution of 1789, which he believed was ill spirited and caused further problems in French society. He feels that the French did not have just cause to rebel,The French rebel against a mild and lawful monarch with more fury, outrage, and insult than ever any people has been known to rise against the most illegal usurper or the most sanguinary tyrant. Their resistance was made to concession, their revolt was from protection, and their blow was aimed at a hand holding out graces, favors, and immunities. (Burke, 1987, p. 34)Burke feels that their cause for revolution was unreasonable and foolish, rash and ignorant counsel in a time of profound peace. (Burke, 1987, p. 34) The National Assembly, the government created upon the execution of the King of France, had the potential to become tyrannous. Burke believes that since the assembly had been created form a blank slate it was a danger to society. That assembly, since the destruction of the orders, has no fundamental law, no strict convention, no respected usage to restrain it. Instead of finding themselves obliged to conform to a fixed constitution, they have a power to make a constitution which shall conform to their designs. Nothing in heave or earth can serve as a control on them. (Burke, 1987, p. 39)Locke feels that people will impose restraints of power on their government as they see fit. He fully supports the division of powers, and believes that tyranny is a worse state for society to be in than the tragedy of the commons. The reason behind this being that a tyrannical government may force its citizens to live a life without liberties, but the tragedy of the commons although a dark and unstable time, is a time without government, where each man has natural liberties by the law of nature. One of the commonly known reasons that the French people rebelled against their monarch, was because of the poor economy. However, Burke makes it clear that a poorly planned revolution can bring worse times than those of the past. They have found their punishment in their success: laws overturned; tribunals subverted; industry without vigor; commerce expiring; the revenue unpaid, yet the people impoverished; a church pillaged, and a state not relieved; civil and military anarchy made the constitution of the kingdom; everything human and divine sacrificed to the idol of public credit, and national bankruptcy the consequence (Burke, 1987, p. 34)People who are dissatisfied with their government, and considering revolution as a means of change must take both Burkes and Lockes positions into account. The individuals must define the rights that they feel entitled to, and decided if the government and society can reform to assert these rights. If they find revolution to be necessary, these individuals must decide what type of political situation would embody these rights through institutions and government actions. Both Burke and Locke see a need for revolution when government is ineffectual. However, they differ in opinion on how and when revolution should take place, because of their beliefs on what society is like without established government. Locke feels that the peoples return to the State of Nature is a chance to build a new civil society when they see fit, based on their desire to have their natural rights protected. Burke believes that there is no State of Nature for us to return to, escaping civil society is not possible. In order to preserve the lives of the people and the establishments that have been built by past governments, the government must be reformed rather than abolished. Thus summing it up I would say that the reflection of the ideas of Burke and Locke can definitely be seen today especially in democratic form of governments like our India. Both Burke and Locke talk on the aspects of Liberty, equality, self preservation, reason, and property. They believe that these aspects are a must for governments in order to sustain continuity and thus we do see all these aspects in a modern democratic system of a government. Burke and Locke believe that revolution is not the correct method to achieve things in a democracy. They say that governments shouldnt be thrown out by means of a revolution. Revolution to them is merely a way of bringing about a change in government by exercising out rights and privileges that the democratic government system offers to us and not by dissolving a government by means of revolution as per the meaning during the 17th century. Therefore Burke and Lockes ideas fit very well for new emerging, growing and existing democratic systems of government today and must be reviewed upon before taking extremist decisions like abolishing a government completely. And thus I see their ideas and views on revolution did have immense influence during the period they lived in and the importance of ideas and views of Burkes and Lockes continue to be of immense importance to governments today and tomorrow. BibliographyAyling, S. (1988). Edmund Burke: His life and opinions. New York: St. MartinsBurke, E. (1987). Reflections on the revolution in France. (reprint) Indianapolis: HackettLocke, J. (1980). Second treatise of government. (reprint) Indianapolis: Hackett.

Observation of a Track and Field Coach Essay -- Papers

Observation of a Track and Field Coach I chose to observe the practices at State College for Track and Field. I primarily focused on the distance team with John as the coach. When I arrived at the first practice I observed Coach John talking to the team at the beginning of their practice. He was going over what they should focus on during their first track meet, which was coming up. His positive attitude stood out the most. He put his emphasize on having fun. He stressed the importance that they work as hard as they can to achieve their best performance but his final words were, "Have fun!" I started to realize what he stressed most for his team and that was to achieve the goals they set for themselves. For both practices I attended the athletes started out with a warm-up run. They then met as a group and had the team captain lead in their stretches. I noticed strong team cohesion as they stretched talking about their activities from the previous weekend and the work out that they were going to have. After the stretching Coach gathered them together to explain the workout (both days a speed workout). As he explained he made sure each of the team members understood the exact instructions for the speed drills. One of the athletes had a question and he patiently answered it and encouraged more questions to make sure the team knew the exact workout. He had the lone male distance runner do 2 sets of 4x200 meter sprints on the track. He had the women's distance team go out to the pond's to run a 20-minute fartlek in which they ran a minute hard and a minute easy. I observed the male distance runner and when he finished his second set of 200's, Coach suggested he run one more set of 200's. Chris was tired and was he... ...en a coach and a friend and he recognizes that there needs to be a level of respect from the athletes. Reflecting on my interview with Coach comparing and contrasting his stated philosophy on coaching and what I have observed from practices and meets I saw that his goals as a coach are being met at practices and his interactions with his team. He knows what he wants to get out of his coaching experience and he achieves that by working hard at demanding respect and hard work from his team while still ensuring that they have fun. From what I have observed from Coach it seems as if he has taken this class. He knows so much about performance strategies as well as athlete motivation techniques and coach and athlete issues such as respect, safety, and personal relationships. Overall I was very impressed with Coachs coaching strategy, and his team performance.

Elements of Literature Essay

Many literature students are expected to be familiar with the basic terms listed below (and discussed in more depth in your text). Keep this study guide with your text. At the beginning of each reading assignment, write the elements of literature pertaining to the particular type of literature at the beginning of the short story or poem. After reading, define them in your text for class discussion, quizzes, and test preparation. To understand literature, it is necessary that you ask yourself certain questions, such as â€Å"what is the theme of this story? † or â€Å"why does the author use this particular type of imagery? † You are not necessarily reading for pleasure–although it is sincerely hoped you will derive pleasure from your assignments–but for the development of critical analysis skills, so observe the author’s style and intent carefully. Short Stories/Novel Theme–The idea or point of a story formulated as a generalization. In American literature, several themes are evident which reflect and define our society. The dominant ones might be innocence/experience, life/death, appearance/reality, free will/fate, madness/sanity, love/hate, society/individual, known/unknown. Themes may have a single, instead of a dual nature as well. The theme of a story may be a mid-life crisis, or imagination, or the duality of humankind (contradictions). Character–Imaginary people created by the writer. Perhaps the most important element of literature. †¢ Protagonist–Major character at the center of the story. †¢ Antagonist–A character or force that opposes the protagonist. †¢ Minor character–0ften provides support and illuminates the protagonist. †¢ Static character–A character who remains the same. †¢ Dynamic character–A character who changes in some important way. †¢ Characterization–The means by which writers reveal character. †¢ Explicit Judgment–Narrator gives facts and interpretive comment. †¢ Implied Judgment–Narrator gives description; reader make the judgment. Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character’s history, what the reader is told (and not told), and what other characters say about themselves and others. Plot–The arrangement of ideas and/or incidents that make up a story. Causality–One event occurs because of another event. †¢ Foreshadowing–A suggestion of what is going to happen. †¢ Suspense–A sense of worry established by the author. †¢ Conflict–Struggle between opposing forces. †¢ Exposition–Background information regarding the setting, characters, plot. †¢ Complication or Rising Action–Intensification of conflict. †¢ Crisis–Turning point; moment of great tension that fixes the action. †¢ Resolution/Denouement–The way the story turns out. Structure–The design or form of the completed action. Often provides clues to character and action. Can even philosophically mirror the author’s intentions, especially if it is unusual. Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. Setting–The place or location of the action, the setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Point of View–Again, the point of view can sometimes indirectly establish the author’s intentions. Point of view pertains to who tells the story and how it is told. †¢ Narrator–The person telling the story. †¢ First-person–Narrator participates in action but sometimes has limited knowledge/vision. †¢ Objective–Narrator is unnamed/unidentified (a detached observer). Does not assume character’s perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning. †¢ Omniscient–All-knowing narrator (multiple perspectives). The narrator takes us into the character and can evaluate a character for the reader (editorial omniscience). When a narrator allows the reader to make his or her own judgments from the action of the characters themselves, it is called neutral omniscience. †¢ Limited omniscient–All-knowing narrator about one or two characters, but not all. Language and Style–Style is the verbal identity of a writer, oftentimes based on the author’s use of diction (word choice) and syntax (the order of words in a sentence). A writer’s use of language reveals his or her tone, or the attitude toward the subject matter. Irony–A contrast or discrepancy between one thing and another. †¢ Verbal irony–We understand the opposite of what the speaker says. †¢ Irony of Circumstance or Situational Irony–When one event is expected to occur but the opposite happens. A discrepancy between what seems to be and what is. †¢ Dramatic Irony–Discrepancy between what characters know and what readers know. †¢ Ironic Vision–An overall tone of irony that pervades a work, suggesting how the writer views the characters. Poetry Allegory–A form of narrative in which people, places, and events seem to have hidden meanings. Often a retelling of an older story. Connotation–The implied meaning of a word. Denotation–The dictionary definition of a word. Diction–Word choice and usage (for example, formal vs. informal), as determined by considerations of audience and purpose. Figurative Language–The use of words to suggest meanings beyond the literal. There are a number of figures of speech. Some of the more common ones are: †¢ Metaphor–Making a comparison between unlike things without the use of a verbal clue (such as â€Å"like† or â€Å"as†). †¢ Simile–Making a comparison between unlike things, using â€Å"like† or â€Å"as†. †¢ Hyperbole–Exaggeration †¢ Personification–Endowing inanimate objects with human characteristics Imagery–A concrete representation of a sense impression, a feeling, or an idea which appeals to one or more of our senses. Look for a pattern of imagery. †¢ Tactile imagery–sense of touch. †¢ Aural imagery–sense of hearing. †¢ Olfactory imagery–sense of smell. †¢ Visual imagery–sense of sight. †¢ Gustatory imagery–sense of taste. Rhythm and Meter–Rhythm is the pulse or beat in a line of poetry, the regular recurrence of an accent or stress. Meter is the measure or patterned count of a poetry line (a count of the stresses we feel in a poem’s rhythm). The unit of poetic meter in English is called a â€Å"foot,† a unit of measure consisting of stressed and unstressed syllables. Ask yourself how the rhythm and meter affects the tone and meaning. Sound–Do the words rhyme? Is there alliteration (repetition of consonants) or assonance (repetition of vowels)? How does this affect the tone? Structure–The pattern of organization of a poem. For example, a sonnet is a 14-line poem usually written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form is a poem in which the author uses a looser form, or perhaps one of his or her own invention. It is not necessarily formless. Symbolism–When objects or actions mean more than themselves. Syntax–Sentence structure and word order. Voice: Speaker and Tone–The voice that conveys the poem’s tone; its implied attitude toward its subject. Elements of Literature. Literature is a reflection of the society. A writer appeals to our feelings, emotions through various elements of literature, such as plot, character, theme, etc. Read more to know about the elements of literature. We can summarize literature in the words of Ezra Pound that great literature is simply language charged with meaning to the utmost possible degree. Every race has its own literature, for example, English literature, American literature, German literature, etc. Various types of literaturesuch as story, novel and drama delight us through the elements of literature. In literature, theme is important to reveal the story. An author depicts the ups and downs of the protagonist with the help of characterization. The story progresses through various plots. There are prologues and epilogues in Shakespearean drama. Facts on Elements of Literature: Elements of literature denote the things that are used to make up a work of literature. There are different types and forms of literature. They are novel, drama, poetry, biography, non-fictional prose, essay, epic and short story. All these types of literature have some elements. To complete a piece of literature, a writer, dramatist or a novelist need to use certain elements like plot, character, theme, etc. However, elements of fiction and elements of drama differ from elements of poetry. These elements are discussed below: Elements of Fiction and Drama : Literary types such as fiction; drama and short story have some elements. These include †¢ Plot †¢ Character †¢ Setting †¢ Theme †¢ Structure †¢ Point of view †¢ Conflict †¢ Diction †¢ Foreshadowing Plot: Plot is the serial arrangement of incidents, ideas or events. In literature, the plot encompasses all the incidents and provides aesthetic pleasure. The story of the novel progresses through various plots and conflicts. Plots of dramas are divided into â€Å"Acts† and â€Å"Scenes†. Drama has five essential parts. These are: †¢ Introduction of the story where the characters and setting are introduced †¢ Rising action †¢ Climax †¢ Falling action †¢ Denouement Playwrights use dialogue to develop their plots. They reveal information about their characters such as their background and personality. Character: Character plays a pivotal role in a drama, novel, short story and all kinds of narratives. In drama, character reflects the personality of the protagonist and other related characters. The method of conveying information about characters in art is called characterization. Characters can be fictional or based on real, historical entities. It can be human, supernatural, mythical, divine, animal or personifications of an abstraction. There are round characters, flat characters, stereotypical stock characters, etc. In Marlowe’s drama â€Å"The Tragical History of Dr. Faustus†, Faustus is the main character of the play. Setting: It refers to geographical location of the story, time period, daily lifestyle of the characters and climate of the story. In a novel, the setting plays an important role. In short stories, sometimes it plays an important role, while for others it is not. Settings of literary forms have been changing according to theme of the literary piece, for example, Shakespeare’s tragedies and comedies have the setting of palaces, castles whereas modern and post-modern dramas have setting of houses of common people. There were supernatural elements in earlier literature and nowadays absurdity rules the literature. Setting can take place in a house, school, castle, forest, hospital or anywhere that the writers want to extend their scenes. Theme: Theme is another prime element of literature, which contains the central idea of all literary forms such as a novel, drama and short story. It reflects innocence, experience, life, death, reality, fate, madness, sanity, love, society, individual, etc. Thus, it reflects the society as a whole, for example, the theme of Hardy’s novel â€Å"The Mayor of Casterbridge† reflects the role of fate in our life. Likewise, in a drama, theme represents the brief idea of the drama. Structure: Structure is another important element of a drama, novel or short story. In dramas, there are plots and subplots. These also are divided into acts and scenes. Here the contrasting subplots give the main plot an additional perspective. Likewise, novels have different chapters and scenes. Point of view: Point of view is another element of the narrative, through which a writer tells the story. Authors use first-person point of view or third-person point of view. First-person point of view indicates that the main character is telling the story, whereas the third-person point of view directs that the narrator is telling the story. A novel can be written in the first-person narrative, third-person narrative, omniscient point of view, limited omniscient point of view, stream of consciousness and objective point of view. These points of view play an important role in the distinct structure of the story or a play. Conflict: Be it a short story, drama or novel, conflict is the essential element of all these literary forms. A plot becomes interesting and intriguing when it has its share of inbuilt conflict and twists. Conflict can be internal conflict or external. It can take place between two men, between the character and his psychology, between the character and circumstances or between character and society. Use of language or diction: Diction is another essential element of drama. A playwright exhibits the thoughts of characters through dialogue. â€Å"Dialogue† has come from the Greek word â€Å"dialogosa† which means â€Å"conversation†. Shakespeare used this to portray the thoughts, emotions and feelings of the character. This also provides clues to their background and personalities. Diction also helps in advancing the plot. Greek philosophers like Aristotle used dialogue as the best way to instruct their students. Foreshadowing: Foreshadowing is another important element of literature that is applied as hints or clues to suggest what will happen later in the story. It creates suspense and encourages the reader to go on and find out more about the event that is being foreshadowed. Foreshadowing is used to make a narrative more authentic. Elements of Poetry : Poetry is literature in a metrical form. However, free-verse became the popular style towards the modern and post modern age. Like fiction, it may not have plots, setting, etc, yet it has a structured method of writing. There are various kinds of poetry such as ballad, sonnet, etc. All these forms have some elements such as style, theme, rhyme, rhythm, metaphor, etc. that are described below: Style: Style refers to the way the poem is written. Poems are written in various styles, such as free verse, ballad, sonnet, etc. , which have different meters and number of stanzas. Symbol: Symbol represents the idea and thought of the poem. It can be an object, person, situation or action. For example, a national flag is the symbol of that nation. Theme: Like other forms of literature, poetry has a theme of its own. Theme contains the message, point of view and idea of the poem. Imagery: Imagery is another important element that a poet often uses in poems that appeal to our senses. In the age of modernism, T. S. Eliot used images of urban life in his poems. Wordsworth used nature as poetic images in his poems. Rhyme and rhythm: Rhyme is an element that is often used in poetry. It’s a recurrence of an accented sound or sounds in a piece of literature. Poets and lyricists use this device in various ways to rhyme within a verse. There is internal rhyme, cross rhyme, random rhyme and mixed rhyme. It gives the poem flow and rhythm. It contains the syllables in a poem. Every poem has a rhythm in it. It’s about how the words resonate with each other, how the words flow when they are linked with one another in a poem. Meter: This is an important rhythmic structure of poetry. It is described as sequence of feet, each foot being a specific series of syllable types – such as stressed/unstressed and makes the poetry more melodious. Alliteration: Alliteration is another element used in poetry for the sound effect. It indicates two or more words with same repetition of initial letter, for example, â€Å"dressy daffodils†. Here the sound of the letter ‘d’ is repeated. Simile: A simile is a figure of speech used for comparison in the poetry with the words ‘like’ or ‘as’, for example, â€Å"as black as coal†. Metaphor: Metaphor is used in poetry to make an implicit comparison. Unlike simile, here the comparison is implied, for example, ‘Her laughter, a babbling brook’. Onomatopoeia: This is one important element of poetry, which refers to words that sound like their meaning, for example, buzz, moo and paw. Element of literature includes all the elements that are essential to create a piece of literature. These elements help a writer to create splendid poetry, superb drama and soul-touching novel. These elements are used to form the structure of a literary piece. | |

The Human Effect on Coral Reefs Essay - 989 Words

Reefs are complex and diverse habits. Perhaps one of the major and important marine biomes. Yet they are relatively a small biome, roughly about 25% of the marine species that belong to the oceans live in the coral reefs. Coral reefs are an underwater structure composed of calcium carbonated, a secretion from corals. A significant portion of the world’s coral reefs forms close to the equator along the coastlines and locate themselves around islands throughout the world. Coral reefs come in a variety of shapes, size, and color yet the coral reefs are recognized by three main types Fringe reef, Barrie reef, and Atoll. Besides being beautiful and interesting colorful ecosystem or a tour attraction, the coral reefs are an important element of†¦show more content†¦214). Coral bleaching is describe to be a stress condition that occurs among the coral reefs. Coral bleaching involves a breakdown of mutual relationships between corals and unicellular algae known as zooxanthel lae. The most common symptom of bleaching is when the coral turns completely white. The cause of coral turning white is when water temperature becomes warmer which results in coral releasing the algae (zooxanthellae) that lives in the tissues. When a coral bleaches, initially they are not dead and able to survive the conditions of bleaching. However, if they under go even more stress, the coral are subject to mortality. Around the last 30 to 40 years, corals located in the Caribbean have dropped by the 80 percent. Today, species like Elkhorn and Staghorn corals are consider to be rare and patch together in quantities size of a small desk. Unlike in the early 1980s, the Caribbean has huge stands of these corals and generally founded in patches the size of a city block. Not long ago but to be exact 34 years ago, these two corals were the most abundant corals recognized along the coast of the Caribbean. How much can we do to protect these beautiful species. 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