edu

education

Two Different Societies behind the Tragedy Hamlet and the Novel In the Skin of a Lion

2020-06-06 14:53:10 | 日記
 下面为大家整理一篇优秀的essay代写范文 -- Two Different Societies behind the Tragedy Hamlet and the Novel In the Skin of a Lion,文章讲述丹麦王子哈姆雷特的悲剧,通常简称为哈姆雷特,是威廉·莎士比亚在1599年至1602年之间的一个不确定的悲剧。哈姆雷特的故事最终源于13世纪传奇人物萨克森·格拉玛蒂斯(Saxo Grammaticus)所保存的安姆勒斯(Amleth)传说。随后在16世纪学者弗朗索瓦·德·贝勒森林(Françoisde Belleforest)的重演中,他的《剧场》(Gesta Danorum)受到了人们的广泛关注,有人认为这是围绕着冷血谋杀的复杂哲学和伦理问题的戏剧化表现,计谋的报复,挫败了欲望。最近,精神分析批评家们检查了哈姆雷特的无意识欲望,女权主义评论家们重新评估并修复了奥菲莉亚和格特鲁德经常残酷的性格

Two Different Societies behind the Tragedy Hamlet and the Novel In the Skin of a Lion

The Tragedy of Hamlet, Prince of Denmark, often shortened to Hamlet, is a tragedy written by William Shakespeare at an uncertain date between 1599 and 1602. The story of Hamlet ultimately derives from the legend of Amleth, preserved by 13th-century chronicler Saxo Grammaticus in his Gesta Danorum as subsequently retold by 16th-century scholar François de Belleforest.The play's structure and depth of characterization have inspired much critical scrutiny.Some argue that this is a dramatization of the complex philosophical and ethical issues that surround cold-blooded murder, calculated revenge, and thwarted desire. More recently, psychoanalytic critics have examined Hamlet's unconscious desires, and feminist critics have re-evaluated and rehabilitated the often maligned characters of Ophelia and Gertrude.
On the other hand,In the Skin of a Lion is a novel by Canadian–Sri Lankan writer Michael Ondaatje. The novel fictionalizes the lives of the immigrants whose contributions to building Toronto in the early 1900s never became part of the city's official history. The structure of the novel may be described as postmodern in that Ondaatje uses many voices, images, and reorganizes time to tell the stories. Thematically, the book may be categorized as post-colonial with its focus on immigrants and their native cultures and languages.
This article will endeavor to demonstrate two different social background in this two publications.
Introduction
The story of Hamlet is set in the late middle ages (14th and 15th centuries, or 1300 to 1499) in and around (mostly) the royal palace in Elsinore, a city in Denmark. The story dramatizes the revenge of Prince Hamlet,urged by his father’s Ghost to avenge his murder at the hands of the dead king’s brother, now King Claudius; to make matters worse, Claudius has married the widow, Hamlet’s mother, Queen Gertrude. Denmark is under threat of invasion from young Fortinbras, who seeks to regain lands lost to Hamlet’s father by Fortinbras’s father. Claudius sends word to the King of Norway (Fortinbras uncle) to curb Fortinbras’s aggression. In the meantime, Hamlet feigns madness with his family and friends, including his beloved, Ophelia, sister to Laertes and daughter to Polonius.
In the Skin of a Lion illuminates the investment of these settlers in Canada, through their labor, while remaining "outsiders" to mainstream society. In the Skin of a Lion is thus an expose of the migrant condition: "It is a novel about the wearing and the removal of masks; the shedding of skin, the transformations and translations of identity."The book follows the life of Patrick Lewis, who is born in a rural logging town outside of Toronto called Depot Creek. He grows up with only his father, who works as a cattle herder on someone else’s land. His father is a quiet man, and Patrick lives an isolated life alone on the farm, becoming an astute observer of insects and small life around him. His father teaches himself the art of dynamiting, and he gets himself a job in the logging companies helping clear log jams in the rivers by dynamiting stuck logs. Patrick helps him every step of the way, and it is only after his father dies that Patrick leaves for the city of Toronto.
The different stories in this two publications happened in two separated country,Hamlet happened in Danmark,In the Skin of A Lion happened in Canada.Therefore,the following sections of this essay will discuss the background of Hamlet and In the skin of A Lion respectively.
Sixteenth-Century Vibe in Hamlet
The story may have a specific location and time, but it's not exactly historical drama: the play has a distinct turn-of-the-17th century vibe. (Remember, Hamlet was written between 1599 and 1601).
For starters, there are several allusions to the Protestant Reformation, which wasn't initiated until around 1517, when Martin Luther laid out his beef with the Catholic Church in his Ninety-five Theses. Denmark (like England) was a Protestant nation at the time Shakespeare wrote the play and Hamlet seems to be the quintessential Protestant kid —he goes to school in Wittenberg, Germany (where Martin Luther hung out) and he's also skeptical of the Ghost, who claims to be his father's Purgatorial spirit. (Protestants rejected the notion of Purgatory as mere "superstition" —you can read more about this in our discussion of "Religion.")
There's also a whole lot of play-acting in Hamlet, including a performance of The Murder of Gonzago, which is put on by a troop of traveling players (actors) who drop by the castle to put on a little show. That's just the kind of thing that would have gone down in Elizabethan England. (Be sure to check out "Art and Culture" for more on this.)
We should also point out that contemporary directors of stage and film versions of Hamlet have set the play in places and periods ranging from Elizabethan England to nineteenth century Europe to twenty-first century New York City, where Gertrude and Claudius run a high-powered New York corporation and the ghost of Old Hamlet appears on security televisions in the company's offices. The fact that this setting somehow works is a testament to the universality and relevance of the play's themes.
The Royal Court in Hamlet
Then, of course, there's the fact that the whole thing takes place at Denmark's royal court. The dynamic is high-powered and manipulative, like—well, a lot like a high-powered corporation. Public image matters. Hamlet doesn't just get to be a moody teenager in his own bedroom: he has to do his growing up on stage.
Actually, political kids might be a better analogy: Hamlet's strange behavior is a liability to his parents, who have a political interest in bringing him under control. "Madness in great ones must not unwatched go," says Claudius. It's a big political nightmare for Claudius and Gertrude.
The Immigrant Culture in In the Skin Of A Lion
The entire book is focused on giving the reader the experience of the disenfranchised immigrants who built Toronto, to give voice to their silent stories. The Bloor Street bridge and the tunnel under Lake Ontario are built by several nationalities of immigrant men working long hours, and Patrick is our entry into this world.
Patrick is not an immigrant, yet he chooses to live among immigrants, those who don’t understand him and vice versa, in language and in habit. This tendency to stay on the outside yet to long to be inside recurs in the novel, starting in his boyhood when he watched the immigrant loggers who spoke another language: "He longed to hold their hands and skate the length of the creek…" The moment that tears fall from Patrick’s eyes when the Macedonian shopkeepers understand him, is another instance of his being on the outside and then being let inside. Yet, for the most part, his urge to stay outside prevails, and causes him comfort, just as it did when he was a child: "He passes this strange community most mornings during the winter months, the companionship a silent comfort to him in the dark at five am." He is a watcher who "absorbed everything from a distance…" And even after he is taken in to become part of Alice’s family and community, she knows he is happy being on the outside and not knowing the languages spoken among her friends. The puppet show where the immigrants are shown to be persecuted and frustrated because they are immigrants shows the other perspective: wanting to be on the inside. As well, Nicholas works in a bakery all night and still goes to school with ten-year-olds to learn English so he can be on the inside of his new country.
Because there are so many immigrants to Canada during the time of the novel (1913-1940), “North America is still without language, gestures and work and bloodlines are the only currency.” The novel explores different forms of language besides words. Patrick comes to live in a Macedonian immigrant community in Toronto; even though he is a native Canadian, he is isolated by language in his own country. But he learns to relate to those around him, and at a moment when he is in the Teck Cinema watching a silent film and laughing out loud, he looks up and catches the eye of someone else laughing, and they “have the same realization – that this mutual laughter is conversation.” And before this, when Patrick first makes friends in the Macedonian community, it is through his drawing of his pet iguana, to inform the shopkeeper and her family why he keeps wanting to buy vetch every week. When the shopkeeper and her family realize that the stranger in their midst has tried to communicate, they hug him, and he cries with the elation of letting people into his private world in friendship. His tears are communication, and bring him closer to the people around him. When Patrick lives with Alice, she “speaks with her friends slipping out of English into Finnish or Macedonian.” She knows she “can be unconcerned with Patrick’s lack of language, that he is happy.” Patrick has attained contentment and companionship in a world without language.
Yet, the immigrant workers are a different story. They must learn English. Nicholas realizes that "if he did not learn the language he would be lost." He thinks “language is much more difficult than what he does in space,” hanging from the tiers of the bridge as he practices English phrases. The immigrant workers are given English names: "Charles Johnson, Nick Parker…The names strange in their foreign language were remembered like a number, much like the numbering in prison." The puppet show at the Waterworks enacts the frustration of the immigrants, when an actor dressed as a human-sized puppet plays the role of an immigrant in Toronto. The puppet cannot speak and is buffeted around in the crowd, then accused by the police, then finally, collapses in frustration pounds a fist on the floor over and over because it has no words.

References
Alexander, Peter. 1964. Alexander's Introductions to Shakespeare. London: Collins.
Brown, John Russell. 2006. Hamlet: A Guide to the Text and its Theatrical Life. Shakespeare Dennis Duffy (Summer 2001). "Furnishing the Pictures: Arthur S. Goss, Michael Ondaatje and the Imag(in)ing of Toronto". Journal of Canadian Studies. Retrieved 2013-01-26.
Handbooks ser. Basingstoke, Hampshire and New York: Palgrave Macmillan. ISBN 1-4039-2092-3.
Susan Spearey.Mapping and Masking: The Migrant Experience in Michael Ondaatje's in the Skin of a Lion.The Journal of Commonwealth Literature 1994 29: 45
Thompson, Ann and Taylor, Neil. 1996. William Shakespeare, "Hamlet". Plymouth, UK: Northcote House. ISBN 0-7463-0765-9
———. 1930. William Shakespeare: A Study of Facts and Problems. Oxford: Clarendon Press, 1988. ISBN 0-19-811774-4.
———. 1974b. Shakespeare: The Critical Heritage. Volume four (1753–1765). New ed. London: Routledge, 1995. ISBN 0-415-13407-2.
———. 1974c. Shakespeare: The Critical Heritage. Volume five (1765–1774). New ed. London: Routledge, 1995. ISBN 0-415-13408-0.
———. 1934. The Manuscript of Shakespeare's "Hamlet" and the Problems of its Transmission: An Essay in Critical Bibliography. 2 volumes. Cambridge: The University Press.
Pennington, Michael. 1996. "Hamlet": A User's Guide. London: Nick Hern. ISBN 1-85459-284-X.
Wofford, Susanne L. 1994. "A Critical History of Hamlet" In Hamlet: Complete, Authoritative Text with Biographical and Historical Contexts, Critical History, and Essays from Five Contemporary Critical Perspectives: 181–207. Boston: Bedford Books of St. Martins Press. ISBN 0-312-08986-4.

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

Three guidelines for employees to respond to change

2020-06-06 14:51:59 | 日記
下面为大家整理一篇优秀的essay代写范文 -- Three guidelines for employees to respond to change,文章讲述随着当今经济竞争的日趋激烈,工作场所的领导者或老板必须灵活应对变化,这是必要且重要的。面对变化时,员工可以遵循以下三项准则来应对变化:制定良好的计划,与他人进行良好的沟通以及保持积极的态度。

Three guidelines for employees to respond to change

With the increasingly competitive development of today’s economy, it is necessary and important for workplace leaders or bosses to be flexible to change. When facing changes, employees can take the three guidelines as follows to cope with the changes: making good plans, communicating well with others, and keeping positive attitudes.
Making good plans. Every employee should make plans in the workplace at any time. Making plans can maintain people go into the same direction all the time. Even if changes happen, those who make plans can always be aware of the surroundings and recognize the changes flexibly. For example, ….
Communicating well with others. No communication, no opportunity. Communication may make you know the changes in advance, or give you details about the changes. Communicating with others who have experienced the changes can minimize the fear of changes, as change means unknown. Here is a good example of good communication to deal with changes. …
Keeping positive attitudes. Change is inevitable nowadays. Keeping positive attitudes towards change can help facilitate it. During the period of change, positive attitudes can help employees realize their strengths and weaknesses and thus face the changes flexibly. For example…
Facing the changes to adapt to competitive society, workplace leaders or bosses should take some measures to help employees to facilitate changes, and make the transition smoothly. Here are two suggestions for them: planning and communicating.
Planning. Leaders should plan well when and how to change. The time to change should go along with the development of the company. Leaders should build some awareness for employees, provide some documentation for changes, or even offer some training before the changes happen. All these cannot leave the plans.
Communicating. When taking the changes, leaders should listen to employees well to know whether they are available to the company. They should ask for feedbacks from employees to collect better ways to change. All in all, communication is a good way for leaders to take changes to go toward a better future.

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

Three fundamental solutions to convince teenagers to drive safely

2020-06-06 14:50:58 | 日記
下面为大家整理一篇优秀的essay代写范文 -- Three fundamental solutions to convince teenagers to drive safely,文章讲述每年,美国有14%的驾照驾驶员被归类为青少年,特别是18岁以下的青少年(霍利斯特)。尽管这一数字相当小,但在许多人中,青少年驾驶是青少年杀手之一,这一点已被广泛接受发达国家。青少年驾驶员撞车是导致青少年永久性伤害和死亡的主要原因。在美国,每年有超过5,000名青少年因撞车丧生,另有40万人受伤。加拿大有比例的数字,几乎每个工业化国家都一样。”(贾纳)原因是“在涉及青少年的所有严重撞车事故中,有75%与缺乏对危险的扫描(并做出响应)有关,对于道路状况而言太快了(Jana),因此,现在该采取一些措施说服青少年更加安全地驾驶了。

Three fundamental solutions to convince teenagers to drive safely

To the editor of NY Times:
Annually, the United States has 14% of their licensed drivers being classified as adolescents, specifically under the age of 18 years old (Hollister) Although this number is rather small, it has been widely accepted that teen driving is one of teenager’s killers in many developed countries. “Teen driver car crashes are the leading cause of permanent injury and death in teens. Each year in the United States more than 5,000 teens lose their lives in motor vehicle crashes and another 400,000 suffer injuries. Canada has proportional numbers, as does virtually every industrialized nation” (Jana) The reason is that “75 percent of all serious crashes involving teens have been related to the lack of scanning for (and responding to) hazards, going too fast for road conditions, and distractions” (Jana) Therefore, it’s time to make some measures to convinced teenagers to drive more safely.
Parents should play significant role in this movement. Parents should set as examples, everyone knows that parents serve as first teachers to tell their children which behavior is proper or not. Thus, in order to have careful teen drivers, parents should firstly restrain themselves from reckless driving by putting down their cellphones and wearing seatbelt while driving, since acting as a model is one of the most convincing and silent arguments to persuade their children to drive carefully. Otherwise, it is impossible to imagine how a careless mother could convince her children sitting at the seat to be a careful driver, when she is smoking and texting behind the wheel. Secondly, parents should also indoctrinate their children with careful driving and show which behavior are careless driving before they become a licensed driver. It’s important to emphasize that indoctrination of careful driving should be conducted as early as possible, since it is the best way to help children to have impressive knowledge about careful driving. Thus, it is kind of late to wait until their children have become a driver to teach them have to drive carefully. What’s more, parent should exemplify careful driving whenever and wherever they find good cases of mistaking driving. For instance, when the mother spots other drivers are driving improperly and cause horrible aftermath, it is the best chance to show how to drive in a proper way.
In addition, the school’s role is to spread the harms of careless driving. As we know, the school has always played indispensable role in educating students academically and morally. However, it’s time for school to enhance students’ awareness of the dangers of careless driving. As students’ spend most of their time on campus at their teenage period, exposing careful driving information with vivid pictures on the roadside billboard on campus would be efficient way to educate students. Just like public service advertising, this billboard would serve as the invisible advertisement to inform student subconsciously, since every time students pass the billboard, they would be exposed to those information. As we know, repetition makes persistent memory. As time goes by, students would keep them in mind. Moreover, school should also talk the truth of careless driving to students by invite traffic police to give lectures on campus. Traffic police are a group of people who rush to the scenes of traffic accidents and take pictures of traffic tragedy. Thus, they have tons of cases of careless driving and are the most professional ones to tell students the truth of death in car accidents. Since evidence are they most convincing tool to persuade students to drive carefully, traffic police should bring pictures of the scenes of accidents and accident aftermath films to help students to learn lessons from them. Those pictures might be bloody and horrible, and might arouse some uneasiness. However, they are the most persuasive evidence to tell teen drivers the truth of death.
Another way to convince students to drive carefully is to show them the benefits of the decrease in driving private cars. Students think it convenient to drive to school when the public transportation system is poor. However, once public transportation and infrastructures are built and school buses would serve as substitute for private cars, they are less likely to drive cars, since going to school on buses, students do not have to find place to park their cars anymore and it is more convenient. As time goes by, students would find that car accidents caused by their classmates are cut because of their reduced frequency of driving cars, they would learn that they are the main sources of car accidents. There might be two results of this awareness. The first one is that they would reduce their frequency of driving cars to a sharper extent. The second one is that they would be convinced to drive more carefully once they think it necessary to drive cars by the fact that teenage are the main sources of car accidents and.
In order to show the advantages of the above solutions, it is better to consider the inefficiency of other solutions. The first one lies in the argument that inexperience is the cause of accidents and that a teen’s greatest lifetime risk of crashing is in the first 6 months after getting a driver’s license. Thus, the solution is to require teen drivers to practice driving as much as possible. According to this solution driving skills is the best way to convinced teenagers to drive safely, and when teenagers are experienced enough, adults don’t have to supervise their children any more. I think this solution is dangerous. Firstly, the main cause of car accident involving teen drivers lies not skills but rather their inclinations. The youth are more likely to exaggerate their ability, thinking them to be bulletproof and invincible, which motivates them to drive carelessly. Secondly, it is dangerous to claim that the risk of crashing lies in inexperience, since once adults find their children are experienced, they would not pay attention to supervise their children any more. However, once we recognize that careless driving lie in other factors, it is dangerous. As a result, this solution is disadvantageous.
The second solution is to raise the legal age of driving or prevent teens from driving at night. For instance, the Graduate Driving Bill restricts “drivers under age 17 from operating a vehicle between the hours of 1:00 a.m. and 5:00 a.m. unless accompanied by a parent, guardian or custodian who holds a valid license and is at least 21 years old” (Weisberg).
Actually, days ago, I agree with such a measure. However, after days of research, I find it a bad measure, since this measure is not to convince teens to drive carefully, but to forbid them from driving once for all. As we know, teens are not babies anymore, it is time for them to practice their ability to take responsibility for their behaviors and I think they have enough rationality to do such a thing. However, forbidding children from driving would not only ignore the rationality, but also infringe their freedom to do things as they want, which would go against the spirit of our free-minded society. According to the great thinker, John Rawls, everyone has a capacity to set their goals and take responsibility for their actions, “This capacity is earlier defined as a capacity to form, to revise and rationally to pursue a determinate conception of the good.” (John Rawls, 312). Applying this notion to the issue of teen driving, this means that teens have a capacity to form their goal to drive, and to revise their goal once they find that driving at that period of age is unfit for them. During this process, teenagers practice their ability of prudence. However, if teens are prevented from driving, they lose this chance.
To sum up, I’m not going to exaggerate that the first three solutions are immune from disadvantages. Family education of careful driving would not be practiced by their parents, since, not every father or mother would have the awareness of significance of careful driving and to educate their children, and children might not abbey their parents rules because of their parents are not acting as a convincing model. In addition, not every school would like to invite traffic police to convince their students to drive carefully and traffic police might be busy with their job. Lastly, public transportation would not be improved overnight and students do not necessarily stop driving cars to school once school bus is available, since students have inclinations to show off themselves while driving. However, this combination of these three solutions would convince teen drivers to drive carefully in the long run, which is need of the society as a whole to realize.

Sincerely,
Yours

签名栏:
应该由作者自己填:包括个人姓名、所属组织、地址、电话、邮箱、主页,以下是一个例子(从那个Pdf中复制过来的)
Peter Connor
Owner/Managing Editor
The Write Company
Bellvue, CO 80512
Voice: 970.493.84XX
Fax: 970.493.84XX
Email: peter@write-company.com
Web site: http://write-company.com

Works cited:
Hollister, Tim. Not So Fast: Parenting Your Teen Through the Dangers of Driving. Chicago, IL: Chicago Review Press, 2013. Print.
Dr. Laura Jana, “Helping Teens Drive Safely”, Published on May 10, 2011 
http://blogs.livewellnebraska.com/2011/05/10/helping-teens-drive-safely/
Weisberg, Patricia F. "Restrictions in Ohio for Teen Drivers." Your Teen 2008: 24. Web. 3 May 2014. .
John Rawls, Political Liberalism, New York: Columbia University Press 1993, 312

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

The role of armed struggle

2020-06-06 14:48:33 | 日記
下面为大家整理一篇优秀的essay代写范文 -- The role of armed struggle,文章讲述他们曾经生活在殖民者和定居者的控制和统治之下,遭受着痛苦和痛苦的政府和经历。 他们也渴望和平与正义,并通过诸如武装斗争等手段寻求理想的生活。 就像这本小说中所说的“一个被和平带束缚的人在哪里可以找到这个世界上的真相和正义?”-我相信书的几乎每一章都回荡着这句话。
The role of armed struggle
They are someone who once lived under the control and domination of the colonists and settlers, suffering from the deeply painful government and experiences. They also are eager for the peace and justice and seek for the ideal life via certain means such as the armed struggle. Just as what was said in this novel 'Where can a person girded with a belt of peace find truth and justice in this world?'-----what I believe is the line that was echoed in almost every chapter of the book .

For some of them, they need to be confronted with the cruel fact---they were exploited brutally by the settlers who owned the machines and some other resources. They could do nothing except for bearing such colonial government and work for the colonists. Where the justice and peace can be find in this way just as what were described in the book. 'I build my house with my own hands . But the Settler Williams slept in it and I would sleep outside on the vernada.I tended the estates that spread around the house for miles. But it was Settler Williams who took home the harvest. I was left to pick anything he might have left behind. I worked all the machines and in all the industries but it was Settler Williams who take the profits to the bank and i would end up with the cent that he flung away. ' thus , without the enough means of production, it might be difficult to achieve a equal distribution and thus this injustice seems to be more justice and reasonable.

Also, besides such economic invasion, the spoil for the dignity and the crucial rule means is another story. The ruled have to endure the inhuman treatment from the ruler while the ruler almost could do anything they want to seek for the crucial happiness . Therefore, in the book, it was described that the two policemen set the dogs on a woman and the woman kneel on the ground because she was too weak to resist for the two ' birds and beasts' . It could be hard to image how inhuman they are-----' the dog would leave towards her, but each time its muzzle came close to her eyes, the policeman who held the lead restrained her. Each time she stood up to retreat , the dog jumped at her, barking and growling as though it smelled blood ' . Bloody though the scene is , others respond to the fact in a more surprising way ' some people laughed ,seeming to find the spectacle highly entertaining' . Therefore, under that social backgrounds , anything could be found without any surprise because of the lose of humanity of the rulers and the lose of the peace and justice.

However, how to deal with such injustice from the colonial government and seek for the peace? Possibly the armed struggle might be exact answer through the Ngugi’s suggestions. That might be implying that we have to use force while we are faced with the injustice. And in the end of the book,when the hero and heroine die, can we imply that anyone who want to chase for the peace and justice need to be well prepared for the death?

It is my contention in this article that Matigari addresses the urgency of the polarised situation of post-colonial Kenya, not only by transgressing his former, materialist discourse, but by having only one story to tell and thereby distancing his narrative from the multiple stories of post-modern fiction. The final part of this article discusses the relationship between Matigari’s role as a prophet and the decentred, fragmentary voice of post-modern Literature.

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。

The life of President Clinton

2020-06-06 14:46:38 | 日記
下面为大家整理一篇优秀的essay代写范文 -- ,文章讲述威廉·杰斐逊·克林顿(William Jefferson Clinton),也称为比尔·克林顿(Bill Clinton),是美国第42任总统。克林顿(Clinton)担任总统期间,试图将自己与传统民主党人区分开。他称自己为“新民主党”。但是他究竟如何区别于传统民主主义者呢?列出以下三个观点可以得出这个原因。

The life of President Clinton

President Bill Clinton called himself a “New Democrat.” How did his policies and goals differ from those of the Democrats in the past?

William Jefferson Clinton, who is also known as Bill Clinton, was the 42nd American president. During his service of president, Clinton tried to distinguish himself from the traditional Democrat. He called himself a “New Democrat”. But how exactly did he distinguish himself from the traditional democrat? Three perspectives listed as following may conclude this reason.

Firstly, Bill Clinton and other politicians in the Democratic Leadership Council focused on the interests of the middle class in order to gain their supports. Bill Clinton’s politic focus was so obvious and it could be shown in the 1968 Democratic Party convention held in Chicago, Illinois. Clinton also shaped the party with according identification and put the domestic focus considering middle class’s interests, including stimulating the national economy and enhancing fiscal restraint. In a word, Bill Clinton differed from the previous Democrats by focusing his policies on middle class of United States.

Secondly, Bill Clinton shifted the policy toward helping the middle class, which resulted in the fact that Bill Clinton reduced the welfare expenditures. Clinton’s policy differed from the Democrats in the past that devoted themselves to eliminating the poverty and objecting to extreme privation. For example, Roosevelt’s New Deal, a series of domestic programs enacted in the United States between 1933 and 1936, focused on what historians call the “3Rs”: Relief, Recovery, and Reform. Also, Johnson’s Great Society was another example that democrats opposed extreme privation. Clinton, on the other side, reduced the federal social welfare spending by signing the Personal Responsibility and Work Opportunity Reconciliation Act in 1996. PRWORA was a United States federal law considered to be a fundamental shift in both the method and goal of federal cash assistance to the poor. The bill added a workforce development factor to welfare legislation, encouraging employment among the poor. This actually helped the middle class in the other way, which was the result that Bill Clinton would like to achieve. However, Earned Income Tax Credit system in the United States helped to encourage the low-income earners to participate in labor market. Low-income families and needy children were able to fight poverty with handing in lower implementation cost.

Thirdly, Bill Clinton committed to restrict fiscal spending. America had been suffering from a massive deficit for a long time. Even the last American president before Clinton, George Herbert Walker Bush, tried to empower government with more control over the private sphere to encounter the national deficit. After Bill Clinton became the president of United States, he restricted the fiscal expenditures and made it a key feature of his presidency. He focused on the deficit reduction and it turned out to stimulate the economy. Also, Clinton tried to encourage the American citizens to consider domestic concerns, especially the maintenance of long-term domestic economy when voting.

Bill Clinton tried to distinguish himself from previous democrats through three perspectives. However, these three perspectives all concentrated on the interests of middle class. Bill Clinton’s party had a clear identification among American people and Bill Clinton contributed a lot during his service. At the beginning of his service as a president of the United States, he tried to reshape the society of ideal freedom, which was the reason that he tried to free the homosexuals in the army. But it was opposed by the military and ended with “don’t ask, don’t” policy. Overall, under his lead of America, the economy of America was stimulated. Now, he is the president of the Clinton Foundation that convenes businesses, governments, NGOs and individuals to improve global health and wellness.

51due留学教育原创版权郑重声明:原创优秀代写范文源自编辑创作,未经官方许可,网站谢绝转载。对于侵权行为,未经同意的情况下,51Due有权追究法律责任。主要业务有essay代写、assignment代写、paper代写、作业代写服务。
51due为留学生提供最好的作业代写服务,亲们可以进入主页了解和获取更多代写范文提供作业代写服务,详情可以咨询我们的客服QQ:800020041。