Learning to Love the Bomb Essay

From the outset to the unskilled filmgoer this film appears as though a mid 70’s faltering endeavor to show the unbelievable side of war. I was set up from something marginally comical and somewhat engaging. Nonetheless, I was stunned to find that I was bolted to the storyline during the whole film, retaining such a large number of emblematically charged characters and discoursed that I was essentially transfixed while I worked out the implications and messages that Stanley Kubric was shrewdly handing-off to me thanks to film. Kubric’s film, Dr. Strangelove: Or How I figured out how to Love the Bomb, is a dark satire with some extremely intriguing messages about men, sexuality and war. Imagery had large amounts of an assortment of structures and was so keenly camouflaged that it took a few minutes for the watcher to feel the full effect of Kubric’s message. Think about the initial scene, set to the ambient melodies of exceptionally sappy sentiment music we are acquainted with two goliath warplanes in the demonstration of refueling during flight. The initial introduction is that of disagreement. War-time airplane and sentiment music in a scene that keeps going what appears likes five entire minutes. The chief draws out the scene long enough for the crowd to get dubious of the fundamental sexual imagery of two planes mating before he slices to his next quickly explicitly charged scene of an ideal personification of a US Army official, with a colossal stogie jutting revoltingly from his mouth. As the film proceeds, so do the sexual allusions. Before the finish of the film Kubric’s message is clear, however it takes some effort to develop us before we arrive at complete acknowledgment of his motivation, which in itself is likewise fascinating. The main convincing character that we are acquainted with is the US Army General and his ever present stogie. The stogie is clearly a phallic image. It rises when the General is energized and hangs weakly when the mistake of his men conquers him. He is a fascinating character chiefly due to his fixation on â€Å"bodily fluids† and what he feels to be the penetration of his â€Å"pure essence†. This is the viewer’s first genuine piece of information to the ties between men, sexuality and war that Kubric is attempting to hand-off. The General’s name is Jack D. Ripper. Taking his name from a sexual psychopathic was no misstep. Ripper is fixated on the way that he can't discharge during sex and attempts to discover the response to this problem by reprimanding the Russians for fluoridating the American water flexibly. There are a few intriguing cartoons here start with the outward appearance of extreme manliness, that of an American Army General, his ever present stogie, and the huge firearm he pulls out as he begins taking shots at the fighters that are attempting to spare him. He is each inch a sexual sociopath. Ripper is all the more fascinating when seen from the perspective that men and their fanatical sexual issues unleash destruction on the remainder of the world. Ripper’s psychopathic conduct persuades that he should assume control over issues and pronounce war on Russia, regardless of whether that implies abrogating the President of the United States. He is mentally set in stone to demolish any individual who disrupts the general flow of his sexual brokenness. The General moves easily from accusing others, to subduing himself, directly into fierce repercussions for himself and every other person. Firmly associated with Jack D. Ripper is an English Officer in the US on an Officer Exchange Program. Despite the fact that the exaggeration of the English Officer is diverting, his name, Mandrake, keeps us on Kubric’s way. Mandrake root is a herb that is regularly utilized in male barrenness, for virility and as a Spanish fly. This is intriguing a direct result of the interchange among Mandrake and Ripper. Strict, remote or unique, and somewhat female Mandrake is the direct inverse of Ripper. He likewise attempts to reassure Ripper that his â€Å"bodily fluids† are entirely ordinary and that he has no issue utilizing them. A few times Ripper requests that Mandrake assist him with taking care of the colossal firearm he is employing about, and Mandrake’s reaction is very female when he lays prostrate on the floor defenselessly. The sexual images develop progressively various and less covered up as the film advances. We are acquainted with the little gathering of men on the plane who are sent to complete the requests. The pilot in control, Major Kong, assumes a fascinating job with regards to conveying an alternate kind of exaggeration of men. Rather than Ripper who was psychopathic and explicitly broken, Major Kong was the All-American cattle rustler. Respectable, innocent, and not hesitant to take care of business. There are a few scenes wherein the significant attempts to drop the bombs he is conveying and finds that they are trapped. Despite the fact that his men can't figure out how to take care of the issue Major Kong leaves his post at the planes steerage and goes to the underbelly of the plane to attempt to fix the wiring. He succeeds however when the bomb drops he is riding it, the bomb between his legs. This is the biggest phallic image utilized in the film and the considering the pilot’s name, Major Kong, it is nothing unexpected. Be that as it may, Kubric has the Major ride the bomb to its objective where it at that point detonates in a colossal mushroom cloud. The blast which is clearly emblematic of the irrevocability of climax and the lunacy that drives men to accomplish that end seems, by all accounts, to be an intermittent topic. The male sex drive as associated with war is again determined home by Kubric. In addition, he expands on this topic and gives us a reason for comprehension with the characters and plotting that happens in the War Room. It is here that we meet the President, whose explicitly unlawful name alludes to sexual zones of a lady, and the frank Buck Turgidson. The personification of Buck is consummately summarized in the importance of his name. The term buck implies stud while the word bloated implies swollen. These two primary characters do a large portion of the talking in an enormous room. The President mirrors the qualities of his female name and is agreeable and ladylike. His discourse is whiny and self-reproachful on the telephone and the vast majority of his contending is with Buck. They contend over an enormous table and are so distant they for all intents and purposes need to holler to be heard. Buck possibly gets energized whenever he sees open doors for annihilation while the President is prepared even to obliterate his own aircraft to keep the harmony. The jobs of these two characters are emblematic of the male versus female points of view. Indeed, even the huge span over the room from which they talk adds to the inclination that they are originating from various perspectives. The female point of view of harmony and amicability rather than the male viewpoint of mastery. As a character study Buck depicts a few qualities of male mastery. He is consistently the first to talk, tyrannical when he imparts, frequently inconsiderate and frivolous, continually stuffing wads of gum into his mouth and smacking vulgarly, and sulks like a little child when he is approached to act. He utilizes strategies to overwhelm the others by remaining on his seat, glaring insubordinately with the individuals who dissent, and getting genuinely rough to get his direction if all other strategy come up short. Of the considerable number of characters he is generally burning to do the war plans, for no other reason than to win. The sexual insinuations related with Buck identify with the main female in the film who we meet quickly before he is called into the War Room. Kubric’s decision to make Buck’s love intrigue a secretary a lot more youthful than himself and who is constantly demonstrated inadequately clad in a swimsuit and high heels cooperates with the regular male generalization. At a certain point in the film Buck gets a call from his special lady. He attempts to guarantee her that he doesn’t need her for her body however â€Å"deeply regards her as a person. † He at that point guarantees he’ll be back soon to â€Å"take care of her needs† in the blink of an eye. Buck likewise couldn't engage in sexual relations with his special lady before the gathering as he was occupied with heading off to the restroom and afterward was summoned. Kubric is ridiculing the male need to substitute sex for war. Another fascinating viewpoint about the war room is the â€Å"Big Board† that is set up as the scenery. It is a colossal guide of Russia with the areas of the considerable number of planes bleeping around the outskirts of the nation. As the planes are totally given the â€Å"go† code, the glimmering lights start their course toward the outskirt of Russia. The primary plane to cross the fringe will at that point trigger the undesirable response of the Russians. This is representative of the sperm’s hustling to the egg. All the sperm hustling to be the first to attack the egg. One of the last characters presented is Dr. Strangelove. Despite the fact that he has little do in the film his representative introductions are truly Kubric’s hidden message. Initially, the name Strangelove is an exact depiction of what’s been occurring in the film from the earliest starting point. This weirdness or depravity of affection is the substance of Kubric’s topic. Dr. Strangelove himself has a few emblematic issues as a character. Right off the bat is his powerlessness to keep his arm from automatically saluting Hitler. Second is his abrupt fix from idleness from his wheelchair when he stands erect from so much fervor. Albeit both of these demonstrations are explicitly representative, the reason for the fervor is the disclosure. As the men sit in the War Room they talk about the potential outcomes and repercussions of atomic war with Russia. Dr. Strangelove recommends taking a little network of individuals and living in underground mines. This possibility doesn’t appear to be engaging until he makes reference to that so as to reproduce all the lives lost from the destruction of atomic war each man should have ten female accomplices. The conversation turns out to be energetic and energized as the men envision the conceivable outcomes and afterward begin to assign engaging sexual qualities the ladies must have. Out of nowhere the inherent fate that anticipates them

Virtue Ethics free essay sample

Albanian’s have a convention where if a man submits a homicide the victim’s family can execute any of his male family members in backlash. On the off chance that a kid is naturally introduced to a family where his sibling/child was a killer he needs to seek total isolation; leaving appropriate training sufficient human services. Would we be able to contend that Albanians are ‘morally off-base to have organized their general public in this way?’ and ‘are their qualities are substandard compared to our own? ’ Can we contend whether, experimentally, one life is superior to another? Contends that human prosperity consistently depends of occasions on the planet and conditions of the human brain †must be logical realities behind it Mistaking no answers by and by for no answers on a basic level is an incredible wellspring of disarray †e. g. 21 US states despite everything permit flogging in schools (dominant part in the south) Morality ought to be viewed as a lacking part of science scientific networks hesitance to take remain on moral issues causes science to seem separated from the most significant inquiries of human life We should recognize that the scholarly territory really exists to accomplish a study of human prospering Hypothetical space called the ‘moral landscape’ †tops related to statures of potential prosperity valleys speak to the most profound conceivable misery. We will compose a custom article test on Prudence Ethics or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Numerous individuals think an all inclusive origination of ethical quality requires us discovering moral rules that concede no exemption in the event that it is genuinely off-base to lie, it should consistently not be right to lie. In the event that one can locate a solitary special case, any idea of good truth must be surrendered. Chess the sovereign (now and then something to be thankful for to lose your sovereign) Human information and human qualities can never again be kept separated David Hume †‘no depiction of the manner in which the world is (realities) can disclose to us how we should carry on (ethical quality). G. E. Moore †any endeavor to find moral facts in the regular world was to submit a ‘naturalistic fallacy’

A gift of love!

A gift of love! Can I see my baby? the happy new mother asked.When the bundle was nestled in her arms and she moved the fold of cloth to look upon his tiny face, she gasped. The doctor turned quickly and looked out the tall hospital window. The baby had been born without ears.Time proved that the babys hearing was perfect. It was only his appearance that was marred. When he rushed home from school one day and flung himself into his mothers arms, she sighed, knowing that his life was to be a succession of heartbreaks. He blurted out the tragedy. A boy, a big boy called me a freak. He grew up, handsome for his misfortune. A favorite with his fellow students, he might have been class president, but for that. He developed a gift, a talent for literature and music. But you might mingle with other young people, his mother reproved him, but felt a kindness in her heart. The boys father had a session with the family physician. Could nothing be done? I believe I could graft on a pair of outer ears, if they could be procured, the doctor decided.Whereupon the search began for a person who would make such a sacrifice for a young man. Two years went by. Then, You are going to the hospital, Son. Mother and I have someone who will donate the ears you need. But its a secret, said the father. The operation was a brilliant success, and a new person emerged. His talents blossomed into genius, and school and college became a series of triumphs.Later he married and entered the diplomatic service. But I must know! He urged his father, Who gave so much for me? I could never do enough for him. I do not believe you could, said the father, but the agreement was that you are not to know not yet. The years kept their profound secret, but the day did come one of the darkest days that a son must endure. He stood with his father over his mothers casket. Slowly, tenderly, the father stretched forth a hand and raised the thick, reddish-brown hair to reveal that the mother had no outer ears. Mother said sh e was glad she never let her hair be cut, he whispered gently, and nobody ever thought Mother less beautiful, did they?Real beauty lies not in the physical appearance, but in the heart. Real treasure lies not in what that can be seen, but what that cannot be seen. Real love lies not in what is done and known, but in what that is done but not known.

Differences Between Quantitative And Qualitative Research

To begin with, sociology is the systematic study of groups and group interactions, society and social interactions from small and personal groups to very large groups(cite). Sociology is considered a science being that it is the study of not only the behavior of different groups within these societies but also, the social movements that happen within these societies and analysis of large social factors which help with having a better understanding of the people who live within these societies. There are many differences between both Quantitative and Qualitative research. First starting with what quantitative research is data that uses statistical methods such as surveys dealing with large numbers of participants within a study is collected†¦show more content†¦There are different needs for each method and usually the scientist tends to go with the best one that will help find the most data for their study. Research ethics are the formal guidelines that researchers must follo w when conducting not only sociological research but usually any research in general that consist of principles and ethical stands to be used in the discipline. The reason these ethics exist is because researchers who conduct the studies must make sure they are ensuring the safety and accounting for any risk that the study they are conducting do not influence or harm any of the participants who are in the study and if there is a possibility for harm they are accountable and offer help with offering outside services like therapy and or counseling. Some ethical concerns of the Stanford Prison experiment that were major is that there was lack of fully informed consent by the participants of the experiment, there were no protection of the psychological harm, when the students who were playing inmates were humiliated and distress. The researchers did not account for the students falling into the roles of prisoner and officers guard so good. Some long term negative effects that could hav e transpired from this experiment is emotional distress or post-traumatic stress disorder due to the experiment realness. As this showed when one of the participants ended up leaving when only participating in theShow MoreRelatedDifferences Between Qualitative And Quantitative Research Essay1510 Words   |  7 PagesQualitative research, still called in-depth study or study of motivation. The studies on expectations, motivations, images and other value judgments of the consumers while giving results which we cannot quantify. According to Choy this type approach is highly self-aware acknowledgment of social self, or of a research’s position in society (Choy, 2014:99). A quantitative research is a market study which the results can be quantified and the representativeness can be exactly measured. 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A brief elaboration of the definition of science and research methods INTRODUCTION Science is a complex activity, which may be defined in a number of ways. To unite both the process and the product of science, one way to define science is as a process of constructing predictive conceptual models (Gilbert, 1991). Gilbert (1991) states, when referring to Kuhn (1970, Lunetta Hofstein (1981), Miller (1978) and Stevens Collins (1980) that in essence, ‘’the definition of science

“Back to China” the Reverse Brain Drain in China Free Essays

string(112) " presented a better appearance to overseas scholars every time they came back to China \(Liu Li, 2010\)\." â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. We will write a custom essay sample on â€Å"Back to China†: the Reverse Brain Drain in China or any similar topic only for you Order Now Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries. But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholars and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace. Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004). As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study. In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking their way back to China. Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund. He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â€Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities. Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition. And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel’s coefficient is one of the index numbers. Engel’s coefficient means the proportion of spending on food in total spending. A decreasing Engel’s coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel’s coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is stil l not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees. When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappointed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu Li, 2010). You read "â€Å"Back to China†: the Reverse Brain Drain in China" in category "Essay examples" Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China. For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, Engardio, 2009). In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international compa nies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world. As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed in international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government. Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chinese overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006). Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and research fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in vari ed field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1). The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, Liu, Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from. According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were founded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China. In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012). It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, Zhao, 2008). This will lead to an increasing number of overseas students to come back to China. Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered problems more or less (as cited in Liu Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 Liu Li, 2010). On the other hand, their situation in China is different from that abroad. An oversea s scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently. That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China. His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high position faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, Li, 2010). As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992). Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, Li, 2010). However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging. Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home. The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. , Engardio, P. (2009). China’s Reverse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education Society, 33(5), 8. Kellogg, R. (2012). China’s Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ban she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press. Settles, B. , Sheng, X. , Zang, Y. Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012). Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China’s strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1 How to cite â€Å"Back to China†: the Reverse Brain Drain in China, Essay examples â€Å"Back to China† the Reverse Brain Drain in China Free Essays string(112) " presented a better appearance to overseas scholars every time they came back to China \(Liu Li, 2010\)\." â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. We will write a custom essay sample on â€Å"Back to China†: the Reverse Brain Drain in China or any similar topic only for you Order Now Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries. But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholars and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace. Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004). As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study. In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking their way back to China. Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund. He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â€Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities. Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition. And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel’s coefficient is one of the index numbers. Engel’s coefficient means the proportion of spending on food in total spending. A decreasing Engel’s coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel’s coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is stil l not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees. When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappointed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu Li, 2010). You read "â€Å"Back to China†: the Reverse Brain Drain in China" in category "Papers" Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China. For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, Engardio, 2009). In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international compa nies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world. As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed in international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government. Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chinese overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006). Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and research fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in vari ed field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1). The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, Liu, Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from. According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were founded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China. In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012). It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, Zhao, 2008). This will lead to an increasing number of overseas students to come back to China. Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered problems more or less (as cited in Liu Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 Liu Li, 2010). On the other hand, their situation in China is different from that abroad. An oversea s scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently. That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China. His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high position faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, Li, 2010). As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992). Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, Li, 2010). However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging. Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home. The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. , Engardio, P. (2009). China’s Reverse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education Society, 33(5), 8. Kellogg, R. (2012). China’s Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ban she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press. Settles, B. , Sheng, X. , Zang, Y. Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012). Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China’s strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1 How to cite â€Å"Back to China†: the Reverse Brain Drain in China, Papers

King George III Essays - House Of Hanover, Royal Botanic Gardens

King George III England has never produced a ruler quite like King George III. Often called the mad king. George III is one of the most interesting figures in history. One of the most active rulers in his time, George III, despite his disabilities, has seen England and America through the French Indian war, and the American Revolution. Unlike his grandfather George II, George III actively participated in the running of Great Britain. Government was one of his great passions in life. He owed much of his involvement in politics to his mother, Princess Augusta of Saxe-Gotha, who raised him to be an active king, a ruling power, rather than a head figure. ?Be a King, George!? his mother said. Never having a chance to be a queen herself, Princess Augusta, tried to rule through her young son. Her husband, Frederick, died while still holding the position of, Prince of Whales. Princess Augusta tried to rule through her son, after all, when he became king, in 1760, he was only 22. She saw the power of government slip into the hands of Parliament, during the reign of George I, and George II. This was in part a result of lack of communication. George I spoke French and made little effort to learn the English language, and his son George II made no effort at all to learn English. They were both content to leave the workings of government to their ministers, while they remained king in name only. But now came this young George III, setting out ?to eradicate the deep system of ministerial power?and to fulfill the executive trust vested in him by the laws He wanted to take the reins of government, and put the power back into the royal family. He did not eliviate the ministers, and Parliament entirely, but they did have to go through him whenever an important decision was to be made. Of course the ministers did not like this new approach to things. George III lead an active life, he enjoyed outdoor activities such as farming, horse back riding, and hunting. Another unusual characteristic of this new king was his loyalty to his wife, Charlotte of Mecklenbu-Strelitz. It is very common for English kings to have many mistresses throughout the course of their reign. Queen Charlotte was not the woman that George wanted to marry, his heart belonged to Lady Sarah Lennox, but he remained loyal to his wife even though she was not the woman he loved. George?s advisor, John Stuart, Earl of Bute, advised that George not marry for love, but instead marry royalty. George followed his advice, and became devoted to Queen Charlotte. He gave her six daughters and nine sons, a total of fifteen children. George was only 26 when he had his first attack of insanity. Historians now believe that George III wasn?t mad at all; he had a physical disease know as hepatic porphyria. Porphyria is a genetic metabolic anomaly ?due to overproduction of the porphyrin precursors?An increased quantity of porphobilinogen (and porphyrins) accumulates in the liver.? Porphyria is chronic, it is hereditary, and has side effects such as delirium, hallucinations, psychoses, anxiety, irritability, confusion, and restlessness. In other words George may have been a victim of a physical disease, but he was still a madman. George was very upset by the colonists reaction to the stamp act. He took their defiance personally, thinking that it was him they hated. George did not see why the colonists refused to pay this extremely low tax. He was infuriated by their subordinate behavior. His anger mounted with the Boston Tea Party in 1773, the battles of Lexington and Bunker Hill 1775, the Declaration of Independence in 1776, and the entrance into the war, on the colonists? side, of France, Spain, and Holland in 1778, 1779, and 1780. However, the loss of the American Revolution was not responsible for George?s insanity. As I?ve mentioned before, George suffered from Porphyria, and although certain aggravating events in history did enrage him they had nothing to do with his madness. George refused to speak to America?s new ambassador, John Adams. King George did not show the first signs of insanity until 1788. Such fits of insanity became the talk of England, especially

Stoppard, Tom The Real Inspector Hound

Stoppard, Tom The Real Inspector Hound The Arrogance of Reality Heidi-Jo Fonley English 254 Dr. Ken Pellow 5 March 2002 The Arrogance of Reality In his stage play, The Real Inspector Hound (1968), Tom Stoppard criticizes western society's inheritance from logical positivism and Aristotelian philosophy that claims it is possible to know what is real and what is illusion. He sets up a definitive boundary between reality and make-believe then destroys it, thereby throwing his audience into uncertainty. He does this by using the play-within-a-play method of absurdist drama but then adds a twist; he changes the identity of the players. Thus, Stoppard illustrates that reality is not the fixed boundary that Aristotelian philosophy has taught modern, western society to believe, but it is rather a fluid, conditional quality, and illusion is more difficult to distinguish than originally thought.As would happen in any realist play, Stoppard begins by allowing the audience to compartmentalize his two main characters.1998 Programme.