Symbolism Of Peal In The Scarlet Letter free essay sample

Essay, Research Paper The Scarlet Letter is a book of much symbolism. One of the most complex and misunderstood symbols in the book is Peal, the girl of Hester Prynne. Pearl, throughout the narrative, developes into a dynamic symbol- 1 that is ever altering. As the novel progresses, Pearl grows older, and it # 8217 ; s easy for the reader to desire to research some of the symbolism which Pearl comes to stand for throughout the novel. In the Scarlet Letter, Hester, for her wickednesss, recieved a vermilion A which she had to have on upon her thorax. This was the Puritan manner of handling her as a felon, for the offense of criminal conversation. The Puritan intervention continued, because as Hester would walk down the streets, she would be looked down upon as if she were a devil from Hell, and she would be called names. This would do her much mental torment and heartache. We will write a custom essay sample on Symbolism Of Peal In The Scarlet Letter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the other manus, God # 8217 ; s manner of penalizing Hester for her wickedness was rather different from the physical item she wore: he gave her the penalty of a really alone kid who she named Pearl. This penalty from God was a changeless reminder to Hester of what she had done incorrect, and she could non get away from her girl as she did society. In this facet, Pearl symbolized God # 8217 ; s manner of penalizing Hester for criminal conversation. The manner Hester # 8217 ; s life was ruined for so long was the ultimate monetary value that Hester paid for Pearl. With Pearl, Hester # 8217 ; s life was one about neer filled with joy, but alternatively a changeless nagging. Pearl would hassle her female parent over the vermilion A which she had to have on invariably. And, Pearl would besides do her ain A to have on, and sometimes played games with her female parent # 8217 ; s, seeking to hit it with stones, or adorning it with bristly burrs. When Hester would travel into town with Pearl, the other kids would do merriment of her and Pe arl would shout back and throw soil at them, So, in this instance, Pearl symbolized the decimation of Hester’s societal life and mental province. Although Hester had so much problem with Pearl, she still felt that Pearl was her hoarded wealth. Pearl was truly the lone thing that Hester had in life, and if Pearl wasn # 8217 ; T in Hester # 8217 ; s life, Hester would about certainly have committed self-destruction. Hester proved this when she replies to the govenors sister about an invitation to the enchantresss meeting in the forests, # 8230 ; Had they taken ger off from me ( Pearl ) , I would hold willing gone with thee into the wood, and signed my name in the Black Man # 8217 ; s book excessively, and that with mine ain blood! So, it # 8217 ; s obvious that Pearl was Hesters chief ground to remain populating. Once in a piece, Pearl would convey joy to Hesters life, and that helped her to maintain on life. Pearl truly symbolized a rose to her female parent, but at other times she could be wilting. It was these times when she was wilting that brought Hester more heartache. One concluding manner Pearl symbolized something in the novel was her association with the vermilion missive. Pearl truly was the ultimate vermilion missive, because if Pearl had neer been born, Hester would hold neer been found guilty of criminal conversation, and therefore neer would hold neer had to have on that tangilble load upon her thorax. Without load, Hester would hold led a much better life than the one she had throughout the novel. In many different ways, through the full novel, Pearl was a beginning of many different sorts of symbolism and in a manner, boding. From being a rose, like the gate of the gaol, to stand foring the vermilion missive Angstrom she was sort of a load, yet love for Hester. And as a concluding note, Pearl was more than her female parents merely beginning or key, to survival and saneness.

Use of Propaganda in the Iraq War

Use of Propaganda in the Iraq War Free Online Research Papers When most people think about propaganda, they think about the enormous public relations campaigns that were waged by Hitler and Stalin in the 1930’s. Since nothing comparable to the posters produced at that time is used in our society today, many believe propaganda is no longer an issue. Although other modern-day mediums are used, propaganda is still present and equally effective in our everyday lives as we are currently deep into the War in Iraq. The Institute for Propaganda Analysis suggests that propaganda has six techniques that are used to strategically warp the thoughts of the American public about the widespread nature of the often political issue at hand. The use of these techniques is evident in the propaganda of World War I, World War II and in the propaganda of today’s War in Iraq. In this paper, I will show the effectiveness of these six techniques through examples of propaganda used in the world wars of our past and the war of which we are currently involved. The first technique used in propaganda is the idea of name-calling. The name-calling technique links a person, or idea, to a negative symbol (Propaganda Critic Online, name calling). The propagandist who uses this technique hopes that the audience will reject the person or the idea on the basis of the negative symbol, instead looking at the available evidence. Some of the most obvious types of name-calling that is used involve bad names. Some examples of these names include the terms Commie, Fascist, Pig, Yuppie, Bum, Queer and Terrorist. A more subtle form of name-calling that often possesses a negative emotional charge is names that involve carefully selected words or phrases. Those who oppose budget cuts may characterize fiscally conservative politicians as â€Å"stingy.† Supporters might prefer to describe them as â€Å"thrifty.† Both words refer to the same behavior, but they have very different connotations. One example of the name-calling technique is the WWI propaganda poster titled Destroy This Mad Brute. The poster, one of most vicious and hate-filled posters of WWI, depicts a German soldier as a â€Å"long fanged, open mouthed primate striding onto America’s shores† cradling a white woman (Ross, 251). Another adjective could have been used to describe the German soldier, but the word brute was strategically used. The word brute means somebody who is very cruel, ruthless or insensitive (Websters Dictionary). It can also mean an animal other than a human. The image with the text instills urgency and the need to fight to destroy these ruthless animals that are carrying away our helpless women. The negative connotation is effective in fulfilling the objective of the poster and getting men to enlist in the US Army. The second technique in propaganda is the idea of glittering generalities. Glittering generalities are very dangerous when used in propaganda, because they mean different things to different people and they can be used in different ways (Propaganda Critic Online, glittering generalities). This is not a criticism of these words, as we understand them. It is a criticism of the uses to which propagandists put the cherished words and beliefs of unsuspecting people. For example, when someone talks about democracy, we immediately think of our own definite ideas about democracy. We think about the ideas that we learned at home, at school and in church. Our first and natural reaction is to assume that the speaker is using the word in our context and that he believes as we do on this subject. This in turn lowers our ‘sales resistance’ and makes us far less suspicious than we ought to be when the speaker begins telling us the things ‘ the United States must do to prese rve democracy’ (Snow, 124). The glittering generality is, in short, name-calling in reverse. While name-calling seeks to make us form a judgment to reject and condemn without examining the evidence, the glittering generality device seeks to make us approve and accept without examining the evidence. While we become familiar with the glittering generality device it is important for the viewer of the propaganda to keep in mind what was said about the name calling technique. An excellent example of this technique can be seen in the poster titled End Global Terror. The poster was created in 2001 soon after 9/11 and suddenly we found ourselves taken back in time to the age of the propaganda posters. Different people can interpret the text on the poster in different ways. With all of the events surrounding 9/11, the context of the word ‘terror’ was changing with every event that was occurring. Previous experiences of ‘terror’ that someone from the 1940’s experienced with WWII would lead to a different idea of the word then someone from my generation who really hasn’t seen a war first hand. The generality of the word ‘global’ again implies that different people will have different perceptions of the word. What part of the globe would one consider? Were some Americans so narrow minded to initially think only of America with the term? If you lost someone in the attacks of 9/11, does your depiction of the world ‘global’ change? Considering the previous questions, the poster could have been depicted by many different people with many different perceptions of the text used in the poster. The third technique is the use of euphemisms. When propagandists use glittering generalities and name-calling symbols, they are attempting to arouse their audience with vivid, emotionally suggestive words. In certain situations, however, the propagandist attempts to pacify the audience in order to make â€Å"unpleasant reality more pleasant and acceptable† (Propaganda Critic Online, euphemisms). This is often accomplished by using words that are bland and euphemistic. Since war is particularly unpleasant, military communication is full of euphemisms. In the 1940’s, America changed the name of the War Department to the Department of Defense. Under the Reagan Administration, the MX-Missile was renamed â€Å"The Peacekeeper.† During times of war words like â€Å"collateral damage† and â€Å"liquidation† were used instead of â€Å"murder.† All of the changes and synonyms that area used make the impression of the war more pleasant for the audience. The term â€Å"shell shocked† was used to describe the trauma that the veterans of WWI and the term â€Å"combat fatigue† was later used in WWII to characterize the same condition. Both terms convey the horrors of battle as one can practically hear the shells exploding overhead. Both descriptions also still convey the discomforts of war. In the wake of the Vietnam War, people referred to â€Å"post traumatic stress disorder†: a phrase that is completely disconnected from the reality of war altogether. Another current poster that is powerful and a great example of a euphemism has an image of a dead Iraqi civilian with text saying, â€Å"5000 ‘Liberated’†¦ and counting†. The word ‘liberated’ is used to characterize the United States actions in Iraq as our army is over seas to unshackle the Iraqis from their controlling government. In our actions to ‘liberate’ thousands of civilians are being killed. Through this poster the word â€Å"liberate† is seen as equivalent to death. The fourth technique is the use of the transfer device. Within the transfer device, symbols are constantly used. The cross represents the Christian Church. The flag represents the nation. Cartoons like Uncle Sam represent a consensus of public opinion. Symbols like these often stir the emotions of the audience. The transfer device is used both for and against causes and ideas. When a political activist closes her speech with a public prayer, she is attempting to transfer religious prestige to the ideas that she is advocating (Snow, 247). The point that is made about the transfer device is that an idea or program that is linked to such topics as Medicine, Science, Democracy, or Christianity should not be accepted or simply rejected because the topics are often credible. A poster from WWII used the patriotic symbol of the American flag to remind citizens of their obligation to the nation and to promote unity between races during the war. With the American flag in the background, two men, one black and one white, are working on an airplane. As they work together to fix the plane for the use in the war, as the poster states, ‘United We Win.’ Although there were still strong negative feelings against blacks at the time, the American flag in the poster had the ability to calm and encourage races to work together for the good of the war. The flag was effective in transferring its patriotic symbol to Americans being Americans, joined by the stars and stripes of fabric not separated by color of skin. The fifth technique is the idea of the bandwagon. With the aid of all the other propaganda devices, the artifices of flattery are used to harness the fears and hatreds, prejudices and biases, convictions and ideals common to a group (Propaganda Critic, bandwagon). With this said, emotion that is felt is made to push and pull us as members of a group onto a bandwagon. The basic theme of the bandwagon appeal is the common â€Å"everyone else is doing it, and so should you† theme. However, as the IPA points out, â€Å"there is never quite as much of a rush to climb onto the bandwagon as the propagandist tries to make up think there is† (Propaganda Critic). The best example of the bandwagon technique can be seen in the famous Rosie the Riveter propaganda posters. During WWII women were recruited to work in the manufacturing plants, which produced munitions and material because the men who typically would work those jobs were fighting in the war (Gavine, 129). Rosie is now considered a feminist icon in the US and a herald of women’s economic power to come. In a workman’s shirt and her hair pulled back by a red bandanna, Rosie is ready to work. With her arm at an angle and then text coming from her mouth, â€Å"we can do it!† she can be depicted as either showing her strength encouraging women to join in the work force. Because of the strong character that Rosie was, she made it easy for women to break the traditional norms of society at the time and work for their men in the factories. The sixth and final technique is the use of fear. When a propagandist warns members of her audience that disaster will result if they do not follow a particular course of action, they are using the fear appeal. By playing on the audiences deep-seated fears, practitioners of this technique hope to redirect attention away from the qualities of a particular proposal and toward steps that can be taken to reduce the fear (Propaganda Critic, fear). There are four elements to a successful fear appeal. The steps being a threat, a specific recommendation about how the audience should behave, audience perception that the recommendation will be effective in addressing the threat, and audience perception that they are capable of performing the recommended behavior. When fear appeals do not include all four elements, they are likely to fail. In contemporary politics, the fear-appeal continues to be widespread and used often. Adolf Hitler was a master in effective use of the fear technique. Hitler used this tactic often to rally the emotions of the German people to support his Arian-dominant belief system and denigrate other races and religions. Through the use of fear he was able to persuade Nazi Germany and its collaborators to murder approximately six million Jews (Propaganda Critic, Hitler). The holocaust would not have been possible without Hitler’s use of the fear technique in his propaganda campaigns. The streets of our country are in turmoil. The universities are filled with students rebelling and rioting. Communists are seeking to destroy our country. Russia is threatening us with her might, and the Republic is in danger. Yes danger from within and without. We need law and order! Without it our nation cannot survive. Adolf Hitler, 1932 Since the end of the World War II, social psychologists and communication scholars have been conducting empirical studies in order to learn more about the effectiveness of fear appeals (Propaganda Critic, appeals of fear). Some have criticized the conceptualization of the studies, and others have found fault with the experimental methods. The general conclusions, however, are worth considering, if not accepting. Fear appeals are more likely to succeed in changing behavior if they contain specific recommendations for reducing the threat that the audience believes are both effective and doable. Hitler’s speeches to Nazi Germans did just that. His words were strong and persuasive with the specific recommendation that reducing the threat of Jews was to kill them. Propaganda is a certain type of message presentation directly aimed at manipulating the opinions or behavior of people, rather than impartially providing information. The six techniques discussed in this paper have been shown to be effective across many generations. The analysis of the use of propaganda in World War I, World War II and the War in Iraq has helped to illustrate the use of these six techniques and their relative effectiveness to accomplish the users’ objectives. A review of these specific techniques and new understanding of the effectiveness of the propaganda, illustrates the power of propaganda to manipulate the feelings, sentiments and beliefs of the target audience. Bibliography Braybon, Gail. Women Workers in the First World War. New Jersey: Barnes Noble Books, 1981. Gavin, Lettie. American Women in World War 1: They also served. Colorado: University press of Colorado, 1997. Propaganda Critic. Ed. Institute For Propaganda Analysis. 1998. 24 November. 2006 Propaganda. Ed. Wikipedia: The Free Encylopedia. 2006. 3 December. 2006 Ross, Stewart Halsey. Propaganda for War: How the United States Was Conditioned to Fight the Great War of 1914-1918. North Carolina: McFarland Company Inc, 1996. Smith, Angela K. The Second Battle Field: Women, Modernism, and the First World War. New York: St. Martin’s Press Inc, 1988. Snow, Nancy. Selling America’s Culture to the World. New York: Seven Stories Press, 2002. Rosie the Riveter. Ed. Wikipedia: The Free Encyclopedia. 2006. 3 December. 2006 Websters Dictionary Online. Defination of brute. 2006. 5 December. 2006. Research Papers on Use of Propaganda in the Iraq WarQuebec and CanadaAnalysis Of A Cosmetics AdvertisementAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is ArtThree Concepts of PsychodynamicMind TravelRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalGenetic EngineeringMarketing of Lifeboy Soap A Unilever Product

Analyze Essay Example | Topics and Well Written Essays - 750 words - 1

Analyze - Essay Example It worth noting, that the film explores the theme of sexual relationships in the context of exploitations, despite such relationships having moments of happiness (Alaa 70). The film presents a scandalous and shocking homosexual relationship between Le Caire’s editor, Hatim, and Abduh, who is a Nubian officer married (Hamed Film). Hatim is depicted as having an affluent background. Hatim’s father was an intellectual and rich Egyptian, while his mother was a French national. It is noted that Hatim was introduced into homosexuality at a tender age of nine by their family’s Nubian servant. The film also indicates that Hatim made the first move to seduce Abduh. Hatim later fondled and offered money to Abduh to keep the relationship despite Abduh’s displeasure with the relationship as he tries to end it. Abduh’s reasons for attempting to end the relationship are the religious guilt (Alaa 70). The film indicates that Hatim sexually enslaved Abduh. Hatim offered monetary rewards to Abduh and employment promises to enable him support his family. The film further indicated the tragic end of the homosexual relationship between Hatim and Abduh, when Abduh killed Hatim in rage over the guilty-conscious feeling he had after the death of his son, whom he believed was because of God’s anger over their homosexual relationship (Hamed Film). The film depicts how the Egyptian parliament seeked to ban the Yacoubian Building terming it as possessing obscene scenes â€Å"..that needed to be deleted† (Kate 110). This indicates that there were certain ills in the Egyptian society that were kept away from the public by the government. The film also explores the sexual relationship between Hagg Azzam and Souad Gaber. A Sheikh also depicts this relationship as a rather exploitative one as the Hagg Azzam, an old man, decides to marry an attractive young woman Gaber after an approval. The exploitative nature of this relationship depicts the selfish nature of Azzam (Alaa