Friday, January 24, 2020

Clarissas Way of Death Essay -- Samuel Richardson Clarissa Essays

Clarissa's Way of Death In Clarissa, Samuel Richardson finds "an exemplar to her sex." But her story does not provide a model to live by, as such a qualification may lead one to expect. Only in the afterlife does Clarissa presumably receive what she deserves. The life suggested by her example is untenable. Clarissa's death is the inevitable result of her unrealistic, unimpeachable virtue  ­ a virtue that is defined less by what she does than by what she will permit. Her death serves not only a narrative end in the novel, but the demands of psychological realism. Richardson respects the conclusion made inevitable by the very "divinity" of Clarissa's personality. This heroine can have no other conclusion. Her death-drive is a fundamental aspect of her character, one present since the very beginning of the book. Though she is an extremely rational heroine, she is not necessarily reasonable. Like all young people, she wants happiness  ­ but her idea of it is impossible to live, an almost childish fantasy. Her devotion to "the single life" is not only a resistance to an unwanted match, but a refusal to have her purity blemished. Her purity and her virtue are the building blocks of her selfhood, but these elements have been formed in her childhood, and thus are not directly transferable to the exigencies, and duties, of adult life. In defense of this virtue, Clarissa has an almost morbid streak that prefigures her conclusion. There can be no worldly happiness for Clarissa. Lovelace's crime, in a certain sense, is only incidental. Clarissa can never be married, as she can never accept its corollary, adulthood. Growing up implies a change of state that she cannot reconcile with her established identity. It is a shock, upon... ...these "trials" is the confirmation of her "divinity". "The fall of a regular person, no doubt, is dreadful" she writes to her uncle Antony (426). But this is not her situation, not her crime. She herself is not a "regular person", and her fall was not a typical fall: "would to Heaven," she implores later in the letter, "that I had had the circumstances of [my fall] inquired into!" (426-7). Her death is the manifestation of her blamelessness. Death recreates her as immaculate, by proving that a blemished existence is not consistent with her nature. Though she asserts, "I am ruined in my own eyes; and that is the same to me as if all the world knew it" (316), it becomes proof of her transcendence that "all the world" know it. By agreeing to publish her tale after her demise, she has transformed the circumstances of her disgrace into a proof of her greater purity.

Wednesday, January 15, 2020

Compare and contrast mongol rule Essay

During the 12th and 13th centuries the Mongols swept across Eurasia and conquered various peoples, including the Persians and Chinese. There are many slmllarltles and differences In the political and economic effects of Mongol rule on the Abbasid Empire In Persia and on the Yuan Dynasty In china. In both regions, the Mongols were relatively tolerant of all religions. However, they differed in that the Mongol’s allowed Persia to have native administrators but did not allow China to. When the Mongols ruled in Persia and China, they respected all the religions they encountered. In Persia, the Mongols were attracted to Islam and overtime they ssimilated to it. The Mongols were intrigued by Muslim society and by the year 1295, the Persian khanate had converted to Islam. They built mosques throughout the region and returned Islam toa privileged position of Persian society. The Mongols were also tolerant of the other religions in Persia including. Nestorian Christianity, Buddhism and Judaism. In China as well, the Mongols respected all cultural and religious traditions. They began to adopt some of Chinese culture, like ancestor worship. Khubilai Khan even built temples for his predecessors, so he could practice ancestor worship. The Mongols tolerated religions and belief systems such as, Confucianism, Daoism, Buddhism and Christianity. They allowed churches, temples and shrines to be built, because they wanted to maintain a good relationship with the people ot the region. Although the Mongols tolerated Confucianism, they did not allow It to have official support. The Mongols effects on rellglon In Persia and china were quite similar. The Mongol’s ways of governing In Persia differed from how they governed In China. In Persia, the Mongols ruled using ideas from Persian bureaucracy. They set up many district and appointed provincial governors. The highest government positions were held by Mongols, but Persians were allowed to be government offcers at lower levels. Persians served as state officials, ministers and provincial governors. The Mongols allowed the Persians to govern the ilkhanate because they knew the Persians had a successful government and would be able to maintain order. However, the Mongols required the Persians to deliver tax receipts as a way of limiting Persian power. The Mongols set up government in China very differently than they had in Persia. The Mongol’s pushed native Chinese people to the bottom of the hierarchy. The Mongols got rid of Civil Service Exams because they thought there was no need for them. They did not make use of Chinese administrative talent; instead they had foreign administrators govern China. The governing staff included Persians, Arabs and some Europeans. The Mongols didnt want Chinese people to rule because all they wanted from China was to generate revenue and have the people be cultivators. The Mongols governed and treated the Chinese and Persian people very differently. The Mongols political and economic control on Persia and China were alike In some ways and unalike in others. The treatment and tolerance of religions in China ere very similar to that In Persia. Yet, the administrative control in Persia differed than the administrative control In China. The Mongols had multiple methods of ruling conquered regions, none 0T wnlcn were very successTul. However, tnrougnout the Mongols rule, they facilitated trade and encouraged long distance communication throughout Eurasia, which led to cultural diffusion that can still be seen today. Additionally, the Mongols support of Islam helped establish its popularity and encouraged its spread, which has contributed to Islam being the fastest growing and second largest religion.

Tuesday, January 7, 2020

Ict Information And Communication Technologies - 1350 Words

ICT stands for Information and Communication technologies; it is a notation used to summaries technologies, which consist of devices to collect, store, edit and transfer information in various forms. I am writing this report to inform the importance of ICT in different sectors; such as education, health and banking. In addition to this, I would like to inform about the development of technology over the years. I am going to carry out this research through the use of online sources and textbooks. Importance of ICT in education ICT has become essential in education as it contributes to the achievement of a student’s education in many ways. 1. Increases source of knowledge ICT allows students to access to information online shared by people all around the world, this allow them to get a better understanding. Also, allows students to research and have more understanding of certain topics, which allows them to get more learning. 2. Use of packages ICT allows the use of different software which helps change data in various forms such as statistical and graphical. This allows tasks to be done automatically such as calculating VAT. Further, it reduces grammatical and calculations errors. Likewise, it also speeds data entry as it is fast and straightforward and data will be entered only once. 3. Communication ICT allows information to be shared with other learner and teachers by creating networks. Additionally, communication is needed to make sure students are achieving in theirShow MoreRelatedInformation And Communications Technologies ( Ict )1576 Words   |  7 PagesGreyling, 2014). Information and Communications Technologies (ICT) education is our society’s efforts to teach its current and emerging students valuable knowledge and skills around computing and communications devices, the software that operates them, the applications that run on them and the systems that are built with them (mpict, 2008). 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