Not Celebrating Christopher Columbus Essay - 1370 Words

Christopher Columbus should not be considered a hero because he took advantage of the generosity of the natives to achieve his greedy ambition. Even though he is celebrated in the United States, Christopher Columbus should not be considered a hero. He took advantage of the generosity of the American natives he found. His greedy ambition had horrible results that most Americans do not even realize. Christopher Columbus was born in about 1451 in the Italian city of Genoa. He was the son of a wool merchant, and spent most of his childhood working as a part-time weaver. (Zinn) During his teenage years, Columbus got job on a merchant ship and stayed mostly at sea until 1470, when French privateers attacked his boat. Unfortunately the†¦show more content†¦(Rouse) The Taino natives had been living off the islands for over 1,500 years and developed a set of strong values, consisting of generosity, kindness, and gentle personalities. Their culture was so intricate and multifaceted, and the Taino fed millions of people. In addition to feeding everyone, the Taino also maintained a spirituality that encompassed the respect of their animal and other natural food sources. (Barreiro) The Tanios all lived together in little villages and had a developed agriculture of corn, yams, and cassava. They could spin and weave, but they had no horses or other work animals. They had no iron, b ut they wore tiny gold ornaments in their ears. The word Taino in the Arawak language meant men of the good, and based on what the historians have seen these Taino people seem to be inherently good. (Barreiro) Well known for their remarkable hospitality, their belief in sharing, the native people were open, friendly, and welcoming to Columbus and his crew from the moment they stepped foot on the Taino’s island. To the Taino people, Christopher Columbus and his crew were complete strangers who arrived carrying swords and speaking an unfamiliar language. Yet the Taino men, women, and children quickly emerged from their villages and ran onto the islands beaches to welcome these unwanted guests with food, water, and gifts. (Zinn)Show MoreRelatedChristopher Columbus : The Greatest Failure995 Words   |  4 Pagesperfect. Every great man has had or has enemies. Christopher Columbus was this man. It is Christopher Columbus that sailed around the world and accidently discovered the â€Å"New World† in 1492 according to an article by frontpagemag.com. This was no ordinary man, Christopher was brave and willing to take risks. Keep in mind Christopher Columbus was living in a world where â€Å"a lot of ordinary people thought the world was flat (Almasy, CNN). Christopher may not have been the first person to discover theRead MoreArgumentative Essay On Columbus Day1400 Words   |  6 Pages2017 Columbus Day: Celebrating Genocide, Rape, and Enslavement Since 1492 Columbus Day! The second Monday in October. A day celebrating Christopher Columbus, which everyone rejoices because no work! A cherished day off. However, keep in mind what we are celebrating on this day. The man who this day honors, celebrates, glorifies, is no hero. He did not discover America. He was not, in any way, a person who should be respected or honored. In celebrating Columbus Day, we are celebrating a man whoseRead MoreEssay On Christopher Columbus1530 Words   |  7 PagesHinga, Dinga, Durgen! (Spongebob) We were taught in school the saying, In 1492 Columbus sailed the ocean blue, to help us remember when Christopher Columbus discovered America. We learned the Spanish monarchy funded him and he set sail on the Nina, the Pinta, and the Santa Maria in hopes of finding a route to the riches that were in the west indies. He landed on an island, and this was how what we know as America was discovered and referenced as the New World. We even have a day set asideRead MoreWhy We Shouldnt Celebrate Columbus Day Essay1187 Words   |  5 PagesViolet Greeley College Paper Persuasive Paper March 29, 2010 Why Columbus Day Should Not Be a Holiday Christopher Columbus has been viewed as a hero for several centuries. Children in elementary schools all over the nation are taught that he discovered America. However, there were many other people who were indigenous to the land already and the Vikings arrived in America almost 500 years before Columbus. Christopher Columbus, as it turned out, was responsible for widespread genocide; he permittedRead MoreThe Discovery Of Christopher Columbus1474 Words   |  6 Pagesfamous quote â€Å"Fourteen Hundred Ninety-Two, Columbus sailed the ocean blue†. What most children aren’t taught is that Christopher Columbus left an extremely violent and tragic legacy that is not worthy of an annual celebration. Every year, America devotes a holiday to a man who tortured, raped and murdered innocent people. Granted, the expedition Columbus embarked on brought a whole new understanding of the world to the Europeans. However, Christopher Columbus cared very little about establishing tradeRead MoreEssay on Christopher Columbus539 Words   |  3 PagesIn 1492 Columbus sailed the ocean blue. But should America really celebrate Christopher Columbus? Was he really responsible for finding America or was he just simply lucky? The real question is, should the American people praise a man who had killed many innocent people? Though Columbus Day is celebrated no one really knows for what reasons. Most Americans just enjoy their day off. Would they celebrate Columbus Day if they really knew the facts? Christopher Columbus was an explorer funded byRead MoreChristopher Columbus, An Italian Explorer1827 Words   |  8 PagesChristopher Columbus was an Italian explorer that sailed across the Atlantic Ocean in search of a westward route to Asia. During the time of Christopher Columbus, the late 1400’s to early 1500’s, land across the Atlantic Ocean was yet to be discovered. Though, it was believed that there was a route across the Atlantic Ocean that would lead to Asia. Christopher Columbus took interest in searching for a route across the Atlantic Ocean. With the help of the Spanish government, Columbus was granted withRead MorePersuasive Essay On Christopher Columbus Day718 Words   |  3 PagesWhat is Columbus day? Columbus Day is a United States holiday that celebrates the landing of Christopher Columbus in the Americas on October 12, 1492. It was celebrated in a number of cities and states in the 18th century,but it was not a real holiday until 1937. For some peop le the holiday is a way of honoring Columbus’ achievements and celebrating Italian-American heritage.Columbus Day and Christopher Columbus himself has generated controversy, and many different ways to celebrate have been proposedRead MoreArgumentative Essay On Christopher Columbus Day1630 Words   |  7 PagesIn 1492, Christopher Columbus sailed the ocean and discovered what we now know as the Americas†¦ or so it’s been taught. In all actuality, there were already Native people who had been living in the continents for thousands of years. Since 1937, the US has used this â€Å"discovery† as a holiday known as Columbus Day to celebrate a man who established the beginning of colonization of the New World. While Columbus did begin the colonization of the Americas, he was not the one who discovered them. HistoryRead MoreColumbus Day and Christopher Columbus Essay611 Words   |  3 Pagesâ€Å"In fourteen hundred ninety-two, Columbus sailed the ocean blueâ⠂¬ , starts the beginning of one of history’s biggest fabrications. We teach our children to be honest and truthful, but then lie to them for the first six to eight years of their educational lives about their own history. For in fact, Columbus did not discover America and did not unveil the myth regarding the world being flat. At the moment, I have yet to discover if Christopher Columbus ever discovered anything at all. Knowing the meaning

Merchant of Venice (Anti- Semitism) Free Essays

Questioning Humanity The Merchant Of Venice In the Merchant of Venice by William Shakespeare, Shylock is portrayed as a manipulative, greedy, and money hungry man who, throughout the book, is consumed with the deterioration of his enemies. Because of the prevailing anti- Semitic sentiment in Shakespeare’s time, you would naturally assume that the Merchant of Venice is an anti- Semitic play. However, as you continue to examine the text, Shakespeare portrays Shylock in a much more human way than was generally done in those days and he shows that Shylock is, in fact, a part of humanity. We will write a custom essay sample on Merchant of Venice (Anti- Semitism) or any similar topic only for you Order Now Shakespeare challenges anti-Semitism by showing that Jews are just like Christians. He does this by proving how the imperfections that people have are what make us human. Even today, Shakespeare shows the world how hypocritical people can be, no matter their religion, race, or personal beliefs. Shakespeare uses irony in this play to illustrate that the bad things that Shylock (the Jew) has done are no worse than what Antonio (the Christian) has done in his lifetime. Therefore, this creates the effect of humanizing the characters and demonstrates that regardless of religion or race, people have both good and bad sides. Although Shylock’s Jewishness is made apparent from the very moment he is introduced, and thus seems to reinforce Shakespeare’s work as being anti-Semitic, it is in fact Shylock’s wit and humanity that reveal how Shakespeare challenges such bias. Before Shylock even enters the play, the scene introduction mentions that he is a Jew ­Ã‚ ­ and immediately sets your mind against him, especially in Elizabethan England when Jews were alienated. Shylock quoted, â€Å"[Antonio] hath disgraced me [Shylock] and hindered me half a million, laughed at my losses, mocked at my gains, scorned my nation, thwarted my bargains, cooled my friends, heated mine enemies—and what’s his reason? I [Shylock] am a Jew. (3:1:52). † While Jews were scorned because of their religious beliefs, Shakespeare made it clear that each religious group hated each other. For example, Shylock says, â€Å"I hate him for he is a Christian (1:3:40). † Therefore, although Shylock is made the â€Å"bad guy† in this play, he isn’t the only one guilty of religious discrimination. Shakespeare makes it clear that both Antonio and Shylock have no religious tolerance for each other and are prejudicial toward each other’s religion. Although William Shakespeare leads you to believe that Shylock is prejudiced toward Christians, the reason for his hatred becomes clear when you learn that he is a man who is abused by the Christians surrounding him. Shylock has a reason for his hatred, â€Å"You call me misbeliever, cut-throat dog, And spit upon my Jewish gaberdine. 1:3:121)† Shylock defends his hatred when he says, â€Å" Hath not a Jew Eyes? Hath not a Jew Hands, organs, dimensions, senses, affections, passions? Fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison us do we not die? And if you wrong us, shall we not revenge? If we are like you in the r est, we will resemble you in that. If a Jew wrong a Christian, what is his humility? Revenge. If a Christian wrong a Jew, what should his sufferance be by Christian example? Why, revenge! (3:1: 52)† Therefore, it is Shylock’s human nature that leads him to despise Christians, not because of their religious beliefs directly, but because of their hatred of him simply because of his religious beliefs. Shylock defends his humanity by showing the Christians that they are no different from the Jews they treat with such disrespect. Shylock has a desire for revenge, which further humanizes him and connects him with Antonio. Because of Shakespeare’s choice of words, he leads you to believe that he is an anti-Semitic. However, a closer look at how Shakespeare shapes the play illustrates a deeper theme—that people are people, no matter their religion, race, or beliefs. Shylock doesn’t preform his actions because he is a Jew, he is simply mean because of the way the other characters treat him. Shylock says, â€Å"I have sworn an oath that I will have my bond. Thou call’dst me dog before thou hadst a cause, But since I am a dog, beware my fangs. † Shylock’s actions are justified because of the way the other characters treat him. . Christian revenge is typical; therefore, Jewish revenge can’t be faulted. While Shylock is mean because of the cruel treatment he has received throughout his life, Antonio has no excuse. Shylock makes you realize that while Shakespeare may give the appearance that he is an anti-Semitist, he really believes that all people are equal and hatred is universal. At the end of the day, Shakespeare proves that it is Shylock’s humanity that makes him just like everyone else. He shows that the conflicts in The Merchant of Venice may start out because of religious differences; however, the actual message is more how the desire for revenge is something all people have in common, despite any other differences in their lives. Shylock challenges the stereotypes given to him in the beginning of the book and creates a complex character whose behavior is justified because of the way the other characters treat him. The Merchant of Venice demonstrates that no writers have to be bound by the prejudices of their time. While Shakespeare probably never met a Jew in his lifetime, he showed that religion doesn’t define who a person is. Some people may argue that because Shakespeare gives Shylock the stereotypical Jewish characteristics, he is obviously anti-Semitic. However, Shakespeare proves through Shylock that his intention wasn’t to emphasize anti- Semitism, but to show that all people have both good and bad sides to them. How to cite Merchant of Venice (Anti- Semitism), Papers

Processes of Standardization Influenced

Question: Discuss about the Processes of Standardization Influenced. Answer: Introduction: In general, the standardization of English can be conceptualized as a process through which the language came to achieve a unified form of writing, spelling and speaking in the world. As a matter of fact, the process of standardization spans over a long period of time. In other words, in the history of English language, there is no specific event that can be attributed to the standardization of the language (Bauer, 2014). The standardization has taken place throughout many centuries and in the Germanic language which has continually spread throughout the world. Nonetheless, the changing of Middle English to Early Modern English appears like the final stages of English language standardization. Bauer (2014) argues that some numerous factors including social, intellectual and contributions from different scholars played significant roles in the development of English language. In this sense, the paper discusses how the processes of standardization influenced the form and attitude towar ds Englishes. In respect to this view, the essay will approach the question regarding discussing the inception of standardization and choosing of a standard variety, functions of the language, codification, and attitudes towardsEnglish and Englishes in different parts of the world today. Standardization and Choosing of a Standard Variety There are four known periods through which the English language underwent (Bauer, 2014: Bolton, 2004). The first period, Old English period, occurred between 400AD and 1100AD. Middle English followed between 1100 AD and 1500 AD whereas the thirds stage, Early Modern English dates between 1500AD and 1800AD. The final period that marks the formation of the modern English begun in 1800. Essentially, England, by the end of the Middle English had five distinct dialects. The Northumbrian Old English dialect later developed into the Northern and Scots English. Similarly, the West Midlands and the East Midlands dialects resulted from the Mercian dialect of the old English. According to Bolton (2004), the old English was an inflectional language that chiefly used symbols. Bolton also maintains that the symbols and the structure of the ancient English did not resemble the modern English. The standardization of English language involves a number of stages. The first one is the selection stage. Selection is necessary because the English language has numerous dialects. For instance, there are situational varieties, class dialects and regional dialects. It involves the selection of an already existing dialect. Therefore, the dialect chosen for English standardization was the Middle English which was a dialect of the East Midlands. Second, is the acceptance stage. This stage involves the acceptance of the selected variety by the community. Acceptance is enhanced by ensuring promotion, spread, establishment, and enforcement of the language norms. The third stage is known as the elaboration stage. In this stage, the selected dialect is elaborated and expanded further to serve the needs for its selection. Elaboration and expansion entail the enrichment of the language by elaborating the grammatical structures and addition of vocabulary (Lass, 1999). Thus, the east midland English was elaborated through borrowing or importation of lexemes from Latin and French. Additionally, there was also the elaboration of the structure through the incorporation of the Latin structure. The fourth stage is known as the codification stage. The stage, thus, involves making of both vocabulary and grammar explicit. The (vocabulary and grammar) are written down as well. Once the language is codified through writing, it is acknowledged by vast population and is use spreads widely (Lass, 1999). Lass (1999) notes other changes can be done through regulation upon the codification of English. A particular community can initiate the changes. The final stage is known as the implementation stage. Here, the chosen English variety is implemented within a community. For instance, English is made the medium of instruction in learning institutions and the adoption of the language by other institutions such as media, law, and government. These are the defining factors that enhanced the spread of English to a global level (Northrup, 2013) Soon after the selection and elaboration of the Standard English, the language was then codified in dictionaries and grammar (Lass, 1999). Primarily, the social institutions such as media, printing, and law adopted the use of the Standard English. Therefore, the first grammars and dictionaries of English language were purposely written so as to identify and spread the new form of English. As a result, there rose the perception that the new form of English, which was also considered as the best English was the language of the best people (Crystal, 1997). According to Crystal (1997), anything outside the best English was morally, linguistically and socially lesser. In other words, all other varieties of English are considered as dialects. They are implicitly stigmatized as less significant and usually associated with the speakers who belong to a lower social class (citation). As a result of standardizing English, other dialects including the western, northern and southern dialects were highly ignored hence they were classified as second class languages. Nonetheless, the dialects were not fossilized since they were still used by the persons in those areas. A period towards the end of the Early Modern English was marked by an attempt to set up an academy in England as it was in Italy and France (Crystal, 1997). Nevertheless, the idea was not implemented since there was a general view that French did not stick to the language despite having an academy. The resistance, however, did not hinder the codification of English by means of grammar and dictionaries. Attitude towards English and Englishes in Different Parts of the World Today The attitude towards English and Englishes has dramatic effects in most parts of the world today (Bragg, 2003). Notably, there has been a tremendous increase in the number of people who use English across the world today. Consequently, more countries are continuously making changes in their language policies so as to incorporate English language (Schneider, 2014). Previously, English was held as a language of the English speaking countries. Nonetheless, today, the language is increasingly used not only by these countries but also by the non-native speakers (Crystal, 1997). In this view, therefore, English is used as a foreign or a second language. Galloway and Rose (2015) contend that there have been different attitudes towards English and Englishes across the world. For instance, the attitude towards the use of English in India varies across different people. There are some varying reactions towards the use of English in India and more particularly, based on the colonial grounds (Bragg, 2003). Nonetheless, the use of English in this content has received paramount support. For instance, while Gadhi termed English as an alien language and a form of slavery (Crystal, 1997), President Nehru felt the need to continue using English since it would enhance some developments in science and technology as well boost Indias industrialization. Nevertheless, it is evident that the attitude towards English is becoming more favorable across India (Jenkins, 2014). According to Jenkins (2014), its use has penetrated fields such as the mass media, administration, commerce, judiciary, science, and technology. He also connotes that its use has not affected aspects such as religion, social functions, cultural customs and festivals as well as interpersonal relationships. Additionally, there is a varying view about the Indian English. Jenkins (2003) again says t hat the Indian English is seen as a nativised or Indianized form of English. The Indian variety, therefore, has its distinct rules of grammar, vocabulary, syntax and phonology (Jenkins, 2003). Different scholars express different attitudes towards the world's Englishes. Among the contributors are Quirk and Kachru. The former's attitude towards Englishes was mainly based on their use in the outer-circle countries. According to Quirk, the use of Englishes in the outer circle countries was rather some form of interference (Quirk, 1990). In this case, therefore, he advised the teachers of English to maintain a focal point on the native norms and the native performance. He also stressed on the need to not only use English within the inner circle countries but also in others. Thus, Quirk (1990) saw the need to uphold a common standard that would be used in writing and speaking. The adoption of a common standard would thus help in the regulation of the use of English in diverse contexts. His opinion was driven by the perception of the possibility that English would be divided into different forms hence resulting in the loss of the function of international communication. Kachru, on the other hand, was opposed to Quirks view. He held that the norms, when used as speech acts and registers were not relevant to the sociolinguistics especially to the people of the outer circle (Kachru, 1985). In addition, Kachru (1977) also postulated that the acknowledgment of a variety of norms would not result in lack of intelligibility of the different users of English. Essentially, he pointed out that majority of the bilingual users of English acquire English in learning contexts. He maintains that these contexts do put substantial emphasis on certain standard thus ensuring that there are some unifying forms. The attitude towards English and Englishes has raised questions towards teaching as well as the teacher education (Bolton, 2004). For instance, there is the question about the form of English that is appropriate for teaching in the expanding circle. For example, a Turkish student in the United States would be taught the American English. Alternatively, the stude nt ought to be taught the Standard English if she/he wishes to communicate across other cultures (Hsu, 2016). In conclusion, the paper has outlined the process of the standardization of English. It is through the process of standardization that there arose the Standard English. Essentially, the rise and the spread of the Standard English did not result to the fossilization of other Englishes. In this case, therefore, there has been varying attitudes towards both English and Englishes. Thus, it is arguable that the process of standardization has had great influence on both the attitude and form towards Englishes. References Bauer, L. (2014). Watching English change: An introduction to the study of linguistic change in standard Englishes in the 20th century. Routledge. Bolton, K. (2004). World Englishes. In A. Davies C. Elder (Eds.) The handbook of applied linguistics (pp. 367-396). Oxford, UK: Blackwell Publishing. Bragg, M. (2003), The Adventure of English, London, Hodder and Stoughton Crystal, D. (1997). English as a Global Language. Cambridge: Cambridge University Press. Galloway, N., Rose, H. (2015). Introducing Global Englishes. Routledge. Graddol, D. (2006). English Next. British Council. https://www.britishcouncil.org/learning-research-english-next.pdf Hsu, T. H. L. (2016). Removing bias towards World Englishes: The development of a Rater Attitude Instrument using Indian English as a stimulus. Language Testing, 33(3), 367-389. Jenkins, J. (2014). Global Englishes: A resource book for students. Routledge. Jenkins, J. (2003), World Englishes, London: Routledge. Kachru, B. B. (1985), "Standards, Codification and Sociolinguistic Realism", in: Quirk, Randolph (ed.), English in the World, 11-34, Cambridge: Cambridge University Press. Kachru, B. B. (1997). World Englishes and English-using communities. Annual review of applied linguistics, 17, 66-87. Lass, R. (1999), The Cambridge History of the English Language, vol.III, Cambridge, Cambridge University press. Northrup, D. (2013). How English became the global language. Springer. Quirk, R. (1990). Languge varieties and standard language. English Today, 21, 3-10. Schneider, E. W. (2014). New reflections on the evolutionary dynamics of world Englishes. World Englishes, 33(1), 9-32.