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Today, the representation of gothic, horror and suspense is becoming more vivid and realistic. Audiences are more critical of how movements can catch actual events that transpired, how they can relate to such emotion of the texts. The novel “Frankenstein” Mary Shelley and television series “Stranger Things” the Duffer Brothers harness the elements of fear through allusions, symbolism, and characterisation. They have completely different themes, and completely different objectives. This article will discuss how these two texts are alike and how they differ.

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Stranger Things and Frankenstein uses allusions to reference certain parts in the texts, emphasizing the two. An example of this is in Stranger Things when it is alluding Victor Frankenstein’s monster’s events. Frankenstein’s monster sat by a lake surrounded by trees. He stared at his reflection in a pool of water in horror as he realized that he was not a creature loved by many, but a monster that will soon do terrible things because of the neglect that had been put upon him. He thought he would never know happiness now. When Victor Frankenstein created his monster, bringing it to life, Frankenstein -being the young curious scientist he is- decided to bring something back to life with electricity. He created a creature that, in the eyes of Victor Frankenstein, looked so hideous and disgusting that he could not look it in the eyes. “I know not; despair had not yet taken possession of me; my feelings were those of rage and revenge” Shelley meant this by the fact that Frankenstein neglected his creation and abandoned it as if it were nothing because of the looks. I’m sure some could understand the feeling of being abandoned and neglected, everyone has felt it once. This caused the monster to plot a revenge against his creator.

A similar scenario to the forest had happened in Stranger Things, when Eleven had walked to the lake and looked at her reflection, being displeased and upset with -what she thought- was a monster staring back at her. Both creatures had been neglected by their owners/ creators. In Stranger Things Eleven had a very similar event occur. Her mother was a part of an experiment and had no idea of her pregnancy. The government abducted Eleven, birth name: Jane Ives, when she was born and tested on her as she was born with telekinesis thanks to the MK project. Dr. Martin Brenner had become the creator of Elevens monster. The use of manipulation helped gain the trust and bond between the two, in which it quickly withered when she had been neglected by Dr.Brenner (she called him “Papa”). This causes Eleven to flee the Hawkins Laboratory in hopes of getting away. It is not a love relationship between the two, more of a test subject that cannot leave, so Brenner has to try to get her back. Since Eleven ends up hurting people and making bad choices (i.e. turning friends against each other) because of the way she had been raised, as nothing but a test dummy.

The neglect and emotionless views from both of these texts radiate relatable feelings some of us choose to hide away and hope for them to never resurface. These allusions express how creations need to be loved and handled with care so they do not become monsters. Having children and neglecting them, not giving enough attention to, and even ignoring them can result in your child growing up in one of two ways, a successful person with the manners and mindset of being something they never had growing up; a good parent. Or they could become disgusting, abusive, neglectful people that treat them future kids the same as you treated yours. These two texts “Frankenstein” and “Stranger Things” both explain why neglecting your creations can be for the worst.

Frankenstein and Stranger Things use symbolism to represent certain features and elements. An example of this is Frankenstein’s use of fire and light. Its symbolic purpose is how it represents nature. Light is bound to the themes of knowledge as enlightenment. The darkness symbolises ignorance, whilst the sun symbolises the truth. As it has gothic features, it is showing us, the audience, how Frankenstein’s life can be relenting. Fire is both used for a source of comfort and danger, the monster found this out quickly when he had sat near a fire, the warmth encasing him, but the touch of it burnt him, making him retrack his hand. Shelley also demonstrates the light as a symbol in the first few pages. This is seen when in one of the letters, Walton writes to his sister about going to a place “where the sun is forever visible”. Shelley then carries on this with Frankenstein as he experiments with the light; “so brilliant and wonderous” which then turns very bad. ‘pulling them into the dark side of mind control, like the white rabbit did to Alice with the hour glass’

Stranger Things uses symbolism in the way in which it scatters itself throughout the entirety of season one. An example of these symbolic features is the white rabbit from Alice in wonderland. A painting of the white rabbit was placed on the wall of Eleven’s intentional room -she never got to live within those walls- and its symbolic meaning was the world of mind control. The handlers of the MK (Montauk) project (development of mind control techniques) lured people; using them as test dummies and pulling them into the dark side of mind control, like the white rabbit did to Alice with the hour glass used. “I know you do experiments on kidnapped little kids whose parents’ brains you’ve turned to mush. And I know you went a little too far this time” Jim Hopper, the chief of Hawkins Police says to Agent Frazier as he is held in an interrogation room with Joyce Byers.

Within both of these textual connections , they display characterisation between both monsters. The monster is a lonely creature looking for love and appraisal that never comes. Some say the monster is based off of Frankenstein’s life and what he had gone through. Representing what he was feeling inside, how he had made bad decisions. Shelley wanted us to know that playing God was a bad idea, and this was the consequences of it. Although the monster had been mindful with good intentions, his results were evil and vile. The monster had told Frankenstein “Beware; for I am fearless, and therefore powerful,” to show that if he didn’t follow through with the monsters wishes, he could lose everything he sacrificed.

Due to Frankenstein’s consequence of using science to investigate deep into unleashing elements from the dark side, he had created an enemy, a creature feared by all. This was a warning made by Shelley to let the reader know that meddling with nature itself, is not part of nature and can end in tragedy. Just like his family and friends leaving his grasp due to the monster’s actions of killing and its emotions of anger & sadness. Victor Frankenstein gave his family a curse because of his greed and neediness to create something so bizarre. The monster’s unhappiness is brought forward by Shelley’s use of words; 'I am malicious because I am miserable. Am I not shunned and hated by all mankind?' indicating how everything is not okay with him, the emotions swirling in him have been created with so much depth than he is letting on.

Eleven is a lab experiment, like Frankenstein’s monster; the girl was lonely and trying to run from her past, from the bad men. The way the Duffer Brothers have created Eleven is as a monster that’s just a scared twelve-year-old girl. Her telekinesis and neglect are what has created the monster inside her, controlling her into doing anything to protect her friends after being neglected for so long by someone she trusted dearly. Her thoughts and intentions are good but her outcome to her actions are not as such. Her results of good intentions prevent her from actually being morally good herself, she is seen as a monster with powers as she takes down people left, right and centre to protect her friends in danger. As friends turn against each other, she figures out that she is the reason behind it. This creates a movement of anger and sadness within her as she realises that all the bad things happening around her was all her fault. As her last words were an oath “promise” with the one she trusts, grasping the closure and warmth of it before she fights the Demogorgon to keep everyone safe, vanishing in the process. The Duffer Brothers created this look for Eleven so the audience can empathise her even though she is a monster in the eyes of so many.

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The novel “Frankenstein” Mary Shelley and television series “Stranger Things” the Duffer Brothers harness the elements of fear through allusions, symbolism, and characterisation. It is safe to say that after looking at both “Frankenstein” and “Stranger Things” similarities and differences, it is obvious that they both have a lot in common, as well as a lot differed.

Documentary Analysis

“Chasing Ice” and “Semper Fi: Always Faithful” were two very affecting documentaries we had the privilege of viewing. Both films focused on serious issues well deserving of the little bit of light shed on them by the filmmakers. “Chasing Ice” focuses on the melting glaciers around the world, and is a breathtaking look at human kind’s startling effects on the environment. Through incredible imagery, the documentary is able to visually stun the audience as well as open their eyes to the devastatingly real effects of global warming. The film is put together as a journey, starting with the initiation of the Extreme Ice Survey, to then traveling across continents, leading to the eventual distribution and presentation of James Balog’s findings. There is an absolute climactic arc in the story, where the audience find themselves hoping the cameras work and anxiously wait for the presentation of footage at the end. “Semper Fi: Always Faithful” focuses on a lower scale issue, but one that still affected millions of people across the entire country. This documentary is an emotionally powerful look at the water contamination of Camp Lejeune that affected the families and children of those families who stayed at the camp over a number of years. While “Chasing Ice” was an observational piece that strived to inform its audience, “Semper Fi” was more of an exploitation piece that looked at the journey of informing the public of the problem. In conclusion, both films were similar in presenting a pressing issue, however I see “Chasing Ice” as a method of informing the public, and “Semper Fi” as the documentation of the process of informing the public.

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Both films have a central character; James Balog in “Chasing Ice,” and Master Sergeant Jerry Ensminger in “Semper Fi.” James Balog is a great character to focus around. His passion is explosive and contagious, and he is so clearly devoted to his project. His determination is illustrated by his family’s testimonies as well as the comments made by his colleagues. He drives the story, and I could not imagine a different type of person leading this documentary. “Semper Fi” has a central character, Jerry Ensminger, but also many supporting characters. Jerry’s story was driven by the tragic death of his young daughter, who passed away due to the water contamination. He is the one who initiates the investigation of the marines’ misconduct regarding the water supply in Camp Lejeune. Along his journey of locating the truth, he meets Mike. Mike is a man who contracted male breast cancer after being born at the camp. His story has a great impact on the documentary, almost as if he is a secondary central character. His testimony at the meeting where they confront a representative of the marines is extremely touching. He begins to tear up as he demands the marine representative help their cause, and I found him to be a very affecting character.

The audiences targeted by the two films are similar in their urgency, but difference in size. “Semper Fi” is geared towards the United States, while “Catching Ice” is more of a globally focused film. The issues discussed in “Semper Fi” are those pertaining to a governmental injustice involving the Marine Corps, an institution which should be considered resolute and trustworthy. Their target audience is the country, rather than just veterans and those involved in the Marines, due to the face that it is a national issue that everyone needs to know about. When an injustice of that nature occurs without proper solution, the country needs to know about it. “Chasing Ice” was geared to the world, because it is a global issue. The entire climate of the Earth we live on has changed drastically in recent years, which is fault of no country or continent in particular. Although the documentary makes obvious the need for change, it is not particularly a call to action. It is more of an attempt at making the world aware.

The ways in which interviews are implemented in both films contribute to their success in telling their stories. The interviews used in “Chasing Ice” supplement the story of James Balog’s passion for finding the truth about climate change, as well as it informs the audience of his journey. I personally liked the interviews from the two young men who accompany James on his mission. Their stories are lighthearted and I felt more identifiable with them, perhaps because they were younger and recently students. I thought their interviews were implemented in an excellent way. They truly capture the essence of excitement that comes from a project like this. As mentioned before, James’ family’s interviews are also very telling of his clear devotion to his project. They add a bit of emotion to the film, because James had to spend a lot of time away from his family during the several years that this project spanned.

The interviews used in “Semper Fi” contribute a lot to the deep emotional nature of the film. Most of the accounts come from individuals directly impacted by the water contamination, either through their own illness or though a family member’s. Like “Chasing Ice,” family interviews are also used. Mike’s family members express their worry about his illness possibly coming back, but they also expressed their support. You could tell that they disliked the time he had to spend working on the issue, and they feared they might not be spending enough time with him. As for supporting character interviews, I was most struck by the female veteran who passed away during the making of the film. Her story was like all the others; she lived a normal life serving for the marines, passed through Camp Lejeune during her service, and continued on to lead her life afterwards. When she heard the news about her illness, she couldn’t handle even reading the diagnosis. Something about the way the filmmakers captured her account made me really think about how normal these people were. Like many others, cancer seemed like something that happened to other people and not themselves. But because of the water contamination, this was her life, and eventual death. It really illustrated the power that a strong interview can have.

In regard to theme, both documentaries are suspenseful in the sense that you needed to know what was going to happen next. Their use of storytelling was very successful in engaging the audience from beginning to end. They were also both very factual and informational. The way that the information is gradually uncovered in “Semper Fi” is one of the main pulls for the audience, aside from the emotional factor. I can see why people viewed it as a feature film. It has a sort of dull suspense throughout the film that makes the audience hope that some good will be achieved by the end. The film grabs the audience and forces them to go on this journey with Jerry Ensminger. The main suspense in “Chasing Ice” comes from wondering whether or not the cameras will work. Also, subsequent suspense is induced through the mystery of seeing what the footage looks like in the end.

Both films made me feel very deep emotions in different ways, but overall I got the idea that something in this world was wrong and needed change. Both films also left me with a feeling that change is being made and good can be achieved if people work towards it, and work together. “Chasing Ice” is a huge wakeup call to the audience that global warming is happening, and it is happening because of the people. They address the skeptics with clear-cut evidence, and make it undeniable that climate change is real. “Semper Fi” is a story of a tragic injustice done to the marines and their families who were contaminated at Camp Lejeune, which has a saddening effect on its audience. It is hard to ignore the raw emotion that the individuals in the documentary expressed. The filmmakers overall did an amazing job of capturing their audiences, and keeping them interested and engaged the whole way through.

Power and respect take years to be earned however it only takes one mistake for it to all be taken away. Ngugi Wa Thiongo’s A Grain Of Wheat and Chinua Achebe’s Things Fall Apart both capture the lives and hardships of Kenyans and Nigerians during the postcolonial era from a first hand perspective. Both Thiongo and Achebe revile to the reader that power and respect take time to be earned however a rash mistake made at a time of anger can result in the loss of authority and can cause the tragic downfall of a hero. This is show as both protagonist is the novel’s come from unstable upbringing that lead them on a quest for success and power, once the protagonists are in a position of authority and respect they misuse their power when they are filled with rage and make a grave mistake, this mistake is what leads to their own downfall as a tragic hero and both Thiongo and Achebe use irony to convey this effect. Those who come from unstable upbringing often strive to work hard to change their life path and be noticed as an important member of society. This motivation even though it can help a person succeed and meet their goals it can also cause them to be fixated on gaining power and respect.

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Throughout A Grain Of Wheat and Things Fall Apart both protagonist Mugo and Okonkwo are raised in unfavourable circumstances, and this causes them to be obsessed with the idea of being wealthy and being respected by others in society. In A Grain Of Wheat it is evident that the passing of Mugo’s parents leads him to be determined to work hard and gain a better life for himself “Mugo’s father and mother had died poor, leaving him, an only child in the hands of a distant aunt”(Thiongo,9). This experience drives Mugo to wanting wealth and authority as he does not inherit much from his parents passing, and is left to be taken care of by an aunt that he hates. Mugo’s resentment for his aunt comes from her neglect as well as feelings of being powerless to both his aunt and society as he is barely noticed by them. When Mugo’s aunt passes away, Mugo becomes fixated on working hard and gaining a better life for himself “He turned to the soil. He would labour, sweat, and through success and wealth, force society to recognize him”(Thiongo,11). This quote shows how Mugo turns his feelings of powerlessness into motivation as he turns his passion for farming as a means to gain success, and be noticed and respected by the others in society.

Similarly in Things Fall Apart Okonkwo follows a similar path of being obsessed with gaining success and authority, as he resents his father for not having any title and for caring a huge amount of debt. After his father’s passing Okonkwo realizes that he does not receive the same start in life as the others in his community as the others inherit barns, seeds and land, all which they then use to continue in their success and provide for their families. “Okonkwo did not have the start in life which many young men usually had. He did not inherit a barn from his father. There was no barn to to inherit”(Achebe,12). This quote illustrates how Okonkwo not being able to have the same advantages as the others causes him to become determined to work hard, and put himself in a place where he becomes noticed for his successes and enduvers. To Okonkwo his father is a failure as he is unable to make a proper living for himself. The fear of ending up like his father is what causes Okonkwo to become obsessed with becoming highly titled as he refuses to accept the same fate as his father. Here on can see that both protagonist Mugo and Okonkwo coming from poverty are driven by the failures of their parents to become consumed with being rich and having a high standing in society. Mugo and Okonkwo also both use farming as their way to gain wealth and standout in society. This determination to be successful and standout defiantly has a huge hold on Mugo’s and Okonkwo’s life as it is evident that will stop at nothing to achieve their goal.Once in a position of power and authority it can become increasingly easy for a person to misuse their power and make a rash decision at a time of anger.

Throughout A Grain Of Wheat and Things Fall Apart both Mugo and Okonkwo rise to positions of authority, and are highly respected within their communities for their hard work and heroism. However once at this positions when Mugo and Okonkwo feel as if their authority is being questioned, or they do not agree with the decisions of other they become enraged causing them to make a crucial mistake. In A Grain Of Wheat when Mugo returns from the detention camp he is regarded in the community as a hero for taking several beatings. Due to this Mugo is invited to take part in a movement lead by Kihika and the community to retaliate, and take sacrifices for the death of community leaders for protesting against the Europeans taking land. Mugo does not support the movement however instead of voicing his concerns he chooses to instead betray Kihika and reveal his location to the Europeans, causing his death. “I know where Kihika can be found, tonight.” And now the hatred he had felt towards Kihika roses fresh in him”(Thiongo,226). This quote illustrates how Mugo lets his anger get the better of him as he uses information he is trusted with to betray Kihika. When Mugo becomes known for his heroism and respect he lets that cloud his judgment while he is angry at Kihika. Even though Mugo thinks he is making the right decision to betray Kihika he does not know that the guilt from his betrayal will consume him, and that this will be the tragic mistake leading him on a path to his downfall. Similarly in Things Fall Apart Okonkwo also makes a rash mistake while he is angry.

When Okonkwo returns from his seven years of exile he expects to be treated again with respect and authority. However Okonkwo has a differing opinion compared to others on their course of action in response to the christian missionaries and their dwellings on the land. The community decides to work out a solution in a peaceful manner. Okonkwo however does not agree with this decision and is filled with rage when he feels that his power is being questioned by others. Okonkwo while extremely angry decides to take actions into his own hands and kills the messenger sent by the district commissioner. “In a flash Okonkwo drew his matchet. The messenger crouched to avoid the blow. It was useless. Okonkwo’s matchet decended twice and the man’s head lay beside his uniform body”(Achebe,144).

One can see through this quote that Okonkwo while filled with rage makes a tragic mistake as this action causes him to be rebuked by others. Okonkwo does not know it at the time however this is the tragic mistake that will eventually lead to his downfall. One can see that when Mugo and Okonkwo’s gain power and respect they make rash decisions in order to keep their title and authority. They can not stand to compromise their ideas with others. As well as when they are forced to follow a courses of action they do not agree or support they both become filled with anger, and this causes them to make rash decisions that will have a negative impact on them leading them on path to their downfall.All it takes is one mistake for power and respect to be taken away from a person. Throughout A Grain of Wheat and Things Fall Apart Mugo and Okonkwo both make a tragic mistake that will eventually resulting in their downfall.

In A Grain Of Wheat Mugo can not live with his mistake of betraying Kihika and causing his death. It is evident that Mugo’s feelings of guilt greatly affect him as he is no longer able to feel pride from being called a hero. Mugo as an attempt to get rid of his guilt chooses to confess to his entire community “You asked for Judas he started you asked for the man that led Kihika to this tree. That man stands before you (Thiongo,252). Here Mugo gives up on living with his guilt, and informs his community about the mistake he makes many year ago. Even though Mugo confesses as a way to redeem himself the member of his community grow furious, and can not forgive the one mistake he made and instead vow to punish him. “Your deeds will condemn you,” General R. Continued without anger or apparent bitterness.‘You-No one will ever escape from his own actions”(Thiongo,270).

This quote illustrates how easy it is for one mistake to take away a persons standing and respect as before Mugo’s confession he is viewed by many as a hero. Mugo hopes that his confession will result in the community forgiving him. However instead it causes the community and all those who look up at Mugo to turn against him resulting in his downfall. This shows that one mistake is all it take for Mugo to become a tragic hero. Thiongo use irony to deliver this effect as before Mugo’s confesses the community believes that he is not involved with Kihika’s death, and sees him as an inspiration for taking a huge role in the movement to retaliate. After Mugo’s confession they are able to understand that they give credit and respect to Mugo for betraying Kihika. It is ironic as the entire community is shocked that they once called Mugo a hero for doing the exact opposite of what he is praised for. Similarly in Things Fall Apart Okonkwo’s mistake of going against the community’s wishes and killing the messenger soon catches up with him. Okonkwo makes a rash mistake as a means to regain his power however he soon realizes that the others are not impressed with his actions and rebuke him. In this moment Okonkwo can not live knowing that he lost all his power and authority after his return from exile.

When Okonkwo comes to terms with his reality and the consequences his actions have he knows that he will be punished for his rash desision. Okonkwo realizes that he makes a mistake when he kills the messenger and not wanting to face the retaliation Okonkwo chooses to take his own life instead “Then they came to the tree from which Okonkwo’s body was dangling, and they stopped dead”(Achebe,147). This quote shows how Okonkwo becomes a tragic hero as he makes one mistake that results in his ultimate downfall. Before this incident Okonkwo is viewed as a highly titled and important member of society, however after Okonkwo feels as if he is worth nothing to his community and takes his own life in an attempt to escape his own feelings. Achebe uses irony to convey this effect as throughout the novel Okonkwo is driven to gain success because he did not want to become a failure like his father. It is ironic as at the end of the day Okonkwo becomes just like his father even though he tried everything to avoid that path. One can see how Mugo and Okonkwo’s mistakes have a devastating effect on them, as before this they are both living their ideal lives. However as one can see it only takes one rash decision to derail all their accomplishments and have them be rejected again by society. As well as both Thiongo and Achebe use irony extremely well to capture the effect of Mugo and Okonkwo’s tragic downfall.

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At the end both Mugo and Okonkwo lose all the power and authority they worked hard to gain all caused by one devastating mistake made at a time of anger. In conclusion both Thiongo and Achebe revile to the reader that all it takes is one mistake to lose everything one worked hard to gain, and this causes the downfall of a hero. They illustrate this as both protagonist are raised in property causing them to become obsessed with gaining success and authority, once the protagonists receive the power and wealth they have been yearning for they act rashly when angered resulting in them making a devastating mistake, this one mistake is all that it takes for both protagonist to lose all they toiled hard for resulting in their tragic downfall and both authors use irony to emphasise this effect. Both Thiongo and Achebe excently capture similar traditions and conflicts between the novels and emphasizes how crucial one mistake can be even on the life of a highly respected hero.

References

1. Krishnamurthy, S. (2013). A Stylistic Analysis of the Story Element in Ngugi’s A Grain of Wheat. In Reading Contemporary African Literature (pp. 47-68). Brill. (https://brill.com/display/book/9789401209373/B9789401209373-s005.xml)
2. Harrow, K. (1985). Ngugi wa Thiong'o's" A Grain of Wheat": Season of Irony. Research in African Literatures, 16(2), 243-263. (https://www.jstor.org/stable/3819414)
3. Rhoads, D. A. (1993). Culture in Chinua Achebe's Things fall apart. African Studies Review, 36(2), 61-72. (https://www.cambridge.org/core/journals/african-studies-review/article/abs/culture-in-chinua-achebes-things-fall-apart/D123B160B650B9BE84E6E85ACF032B9A)
4. Julien, E. (1983). Heroism in 'A Grain of Wheat'. (https://scholarworks.iu.edu/dspace/handle/2022/3578)
5. Whittaker, D., & Msiska, M. H. (2007). Chinua Achebe's things fall apart: A Routledge study guide. Routledge. (https://www.taylorfrancis.com/books/mono/10.4324/9780203496404/chinua-achebe-things-fall-apart-david-whittaker-mpalive-hangson-msiska)

“Education is the sharing of Skill, knowledge, Attitude, and information from teachers to students”.

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The significance of Education in Islam:

• Are those Equal, those who know and those who do not know? (Al-Zumr 09).
• According to the saying of Last Prophet (P.B.U.H) for the sake of knowledge you can travel to the longest distance like Arabia from China. (Al-Hadith).

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Introduction

Education plays a very important role in the development of a country in every field. It plays a model role in the social and economic development of a country. The differences in the education system and the structure of countries have to lead to different economic growth rates and also affected the social-cultural structure. To maintain the pillar of development in the specific country, there is a need to standardize the education system among different countries. (Lindley, J., 2009).

There is a need for continued effort and human resources equipped with adequate manpower to transform the economy of the country. For example, Pakistan and U.K have adopted various educational policies and plans for the improvement of their education systems. There are various differences among the education system of Pakistan and the United Kingdom. Comparison of education and training with other countries are of great importance to realize the latest innovations and developments in the education systems.

Here, we compare the education systems of Pakistan and UK in perspective of seven main dimensions that are:

• Educational Objectives
• Structure of Education Systems
• Educational stakeholders and their Roles
• Curriculum Formulation
• Evaluation and Assessment
• Educational Administration and supervision
• Training and Education for teachers

Pakistan consists of four provinces Punjab, Sindh, Balochistan, and NWFP, while on the other hand, the UK consists of four countries England, Wales, North Ireland and Scotland.

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Educational Objectives in the two countries

Pakistan

• To encourage the values that are connected with the intellectual pleasures of learning, creativity, and curiosity.
• To promote the standards of written and spoken English for its citizens.
• To develop and support the Anglophone culture, understanding and sustaining it by linking the past and the present (Lall, M., 2008).
• To facilitate the social and moral developments among the students and citizens.
• To enhance the mutual understanding and cohesiveness among the multicultural framework.
• To produce more financial resources and manage them effectively to develop the educational system.
• To promote co-curricular activities at all level of education.
• To develop a good standard and acceptable instructional curriculum and implement it as one of the good practice in the educational system.
• To guide the students in higher education and career selection.

United Kingdom (UK)

• To encourage the self-development and the development of the country through the achievement of knowledge and skills (Lippi-Green, R., 1997).
• To promote love and loyalty to the country.
• To ensure the student's holistic development.
• To encourage the understanding of other cultures and guide students to identify their position in the society (Kuklick, H., 1991).
• To support conducive environment for health practices and economic growth.
• To promote the right attitude for the peaceful coexistence among the citizens.
• To encourage the cooperation through understanding the interrelationship among other countries and appreciate them.

Educational Structure of Pakistan and United Kingdom (UK):

The education system of Pakistan mainly consists of three tiers meaning that they have an elementary level (for class 1 to 8), secondary level (for class 9 to 12) and a higher education level (after grade 12). The elementary level of education is further divided into two sublevels that are primary level (Grade 1 to 5) and middle elementary level (6 to 8 class). Education is not compulsory in Pakistan even at the primary level; hence that is the reason that Pakistan faces a very low literacy rate. Almost 5.5 million children of age 5 to 9 are seen out of school (Memon, G.R., 2007).

Primary and Elementary Education:

The main difference in the education structure of Pakistan and UK is that children in Pakistan are usually enrolled in primary or elementary school at the age of five or six, while this is not the case in the UK. In England, the enrollment of 5-year-old children in elementary school is not statutory as well as in Scotland.

In the rural areas sometimes children enroll in primary school at the age of five or even more. On the other hand in some countries of UK primary level is splits in key stage 1 (year 5-6) and key stage 2 (7-11 year).

Primary education in Scotland takes seven years and Matheson (2007) even supports that there are no middle schools for Scots and the primary takes seven years. In comparison to Scotland, England has six years of primary with an additional middle school in the educational structure.

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Secondary Education:

In Pakistan, duration of secondary education is four years that start from grade 9 to grade 12 (Khalid, S. M., & Khan, M. F., 2006). It is catered in government secondary schools and secondary education centers. The same type of school and colleges exist in all provinces to cater the secondary classes. While in the United Kingdom, secondary schools cater to the education of age groups 12-16 or sometimes it is 12-17, Whereas at the age of 18 students join A-levels.

In the Northern Ireland country, different religious parties and communities bring the educational differences. The schools and education basically managed by three groups (Lindley, J., 2009); that are:

• Catholic
• Protestants
• Community supported schools or parent-community integrated schools.

Dunn (2000) stated that The “Segregation” by religion basis is the only distinguishing characteristic of the education system of Northern Ireland, which is not seen in the other countries of the UK. While some schools in Northern Ireland have adopted the English education system where children of Jewish, Muslims, Roman Catholic and Anglican are allowed to study. The private sector schools of Pakistan and Wales have little diversity and more similarities. In Pakistan, all the state schools are generally primary, elementary, secondary or higher secondary. There are few comprehensive pilots and secondary school in Pakistan but they are in little proportion as compared to state schools just like in Wales. In fact, the proportion of these schools is approximately 1% in Pakistan and Wales, while in England they consist of 4% (Halpin et al, 1997).

The United Kingdom has a compulsory education for 14-16 years, while Pakistan has not any compulsory years of education at any level.

One more prominent difference between Pakistan and the UK education system can be seen in regard to resources in state schools. Pakistan has very few teaching resources in the state school in contrast with the UK. (Malik, S., & Courtney, K., 2011).

Pakistani educational system has a lack of trained teachers, handful teaching and physical resources as compared to UK educational institutions.

Higher Education:

The Higher education in Pakistan has started after the successful completion of grade 12 education. It is catered in colleges and universities. The universities and awarding degree colleges are very autonomous. They are characterized by provincial governments and Higher Education Commission in Pakistan.

Similarly, in the UK, students can join the higher institutions after the achievement of secondary education. Some students join professional colleges while other joins universities for the attainment of higher education.

The duration of degree program varies in Higher education institutions depending upon the country of study and the type of the program. For example in England, the duration of three years is required to complete a degree program on a full-time basis (Van Ark, B., 2008). While the part-time students might take five years to complete their first degree. Scotland takes four years of duration to complete an Honor’s degree program.

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According to the conventional system in Pakistan, Higher education has a duration of two years but now this conventional system has been replaced and the span of the degree becomes four years. In addition, medicine program and pharmacy have five-year span, while agriculture engineering has four or five years span depending on the university.
Master degree in Pakistan takes two years, while in the UK it is a one year program. The Duration of the Ph.D. program is at least three years in both Pakistan and UK.

To analyze the bright examples of war poetry, "Poppies" and "War Photographer", a comparison of the two poems will be presented in this essay.

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In Poppies, Jane Weir uses color and texture imagery to symbolize how she reminisces of her son and her experiences in past times. 'An ornamental stitch' gives connotations of clothing and textiles. 'Stitch' is a metaphor which illustrates how closely bonded the mother and son were together, as their bond stitches together and they grew so close to each other during her son's childhood. Furthermore, the poet uses textile imagery throughout the poem to tell the reader how she is constantly remembering his uniform. A quote that shows this is 'spasms of paper red' which is another metaphor which uses color imagery to present an image of blood and gore. 'Paper' could insinuate how disposable the soldiers are by the perspective of civilians who take them for granted.

In War Photographer, Carol Ann Duffy uses similar techniques to emphasize the suffering in the photos he has taken. 'All flesh is grass' also uses a metaphor which presents a comparable connotation. This quote refers to the numerous amounts of death and destruction that take place in war, and how the dead bodies layer the earth in comparison to grass, this is related to the connotations of blood and gore displayed in Poppies. Weir frequently combines domestic language and military imagery in order to incorporate her grief into everyday actions, which conveys how this has overtaken her life and that this is how she views simple domestic actions.

Dramatic monologue is used in order to explore the mother's thoughts and feelings and grab the readers attention. 'Sellotape bandaged around my hand' highlights how such simple tasks can be given military connotations. 'bandages' suggest wounded soldiers, which could insinuate the mother's emotional wounds. The poet also effectively conveys how damaging the son's exit is from her mother's life by using military imagery such as 'spasms' and 'graze' to connote suffering. This, however, is contrasted in War Photographer as Duffy presents how isolated people can be from the emotions felt by the photographer. 'he earns his living and they do not care' conveys how the public separates themselves from the horror and conflict of war, this is supported by the quote ' Rural England' which uses caesura to emphasize the shift in pace as the focus turns on the reactions of the public, who are negligent and nonchalant. The mood and tone in the two poems are similar as they convey feelings of grief through imagery and rhythm throughout both poems.

Overall, despite the fact that both War Photographer and Poppies show to the reader that the effects of war and conflict are uncontrollable, War Photographer focuses less on how emotions can overcome your conscience, and more on the idea that people are separating themselves from the suffering and struggles, whereas Poppies focuses on how those who are not directly involved in war are emotionally monopolized by the effects of conflict. Nevertheless, both poems successfully highlight the significant influence of remembering such sombre events in history.

References

1. Dowson, J., & Dowson, J. (2016). Voices from the 1980s and After. Carol Ann Duffy: Poet for Our Times, 87-121. (https://link.springer.com/chapter/10.1057/978-1-137-41563-9_3)
2. Hughes-Edwards, M. (2006). ‘The House […] has Cancer’: Representations of Domestic Space in the Poetry of Carol Ann Duffy. In Our House (pp. 121-139). Brill. (https://brill.com/display/book/9789401202817/B9789401202817_s010.xml)
3. Dimarco, D. (1998). Exposing Nude Art: Carol Ann Duffy's Response to Robert Browning. Mosaic: A journal for the interdisciplinary study of literature, 25-39. (https://www.jstor.org/stable/44029809)
4. Schweik, S. (1987). Writing war poetry like a woman. Critical Inquiry, 13(3), 532-556. (https://www.journals.uchicago.edu/doi/abs/10.1086/448407?journalCode=ci)

Table of contents

1. Abstract
2. Introduction
The Advanced Microgrid's Key ElementPrimary ControlSecondary ControlTertiary ControlDERMSReliability Enhancement of The Distributed MGMS
3. Conclusion

Abstract

The advanced microgrid is pictured to be an essential part of the long run good grid attributable to its native intelligence, automation, ability, and distributed energy resources (DER) hosting capability. The enabling technology of advanced microgrids is that the microgrid management system (MGMS). during this article, we tend to discuss and review the idea of the MGMS and progressive solutions relating to centralized and distributed MGMSs within the primary, secondary, and tertiary levels, from that we tend to observe a general tendency toward decentralization. The distributed MGMS framework delivers not solely equivalent management functions because the centralized MGMS however conjointly bigger measurability, responsibility, and resiliency. we tend to severally discuss and demonstrate the distributed MGMS’s well-recognized improvement of responsibility and resiliency, mistreatment quantified indices, and numerical examples.

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Introduction

As outlined by the U.S. Department of Energy, a microgrid could be a cluster of interconnected hundreds and DERs at intervals clearly outlined electrical boundaries that acts as one manageable entity with relevancy to the grid. A microgrid will connect and disconnect from the grid to modify it to control in either a grid-connected or islanded mode. However, because the industrial physics field acknowledges additional of this technology’s advantages, like DER integration, expense reduction, market participation, and increased responsibility and resiliency, the microgrid idea has evolved into what we tend to decision the advanced microgrid. With relevancy to the initial definition, rather than that specialize in its islanding capability to safeguard itself from outages and interruptions, the advanced microgrid more includes stress on generation and cargo management.

The advanced microgrid is in a position to actively balance the generation and demand, economically schedule and dispatch its generation resources, and attain high responsibility and resiliency. With these additional capabilities, the advanced microgrid are able to do multiple operational goals, like responsibility improvement, value reduction, and market participation. The vision is that advanced microgrids are going to be deployed within the distribution system to serve customers and host DERs. because the DER penetration level incessantly will increase, advanced microgrids can become an essential a part of the virtual power plants (VPPs) that backfeed power to the transmission to participate within the energy market. what is more, the advanced microgrids within the same distribution circuit may exchange power among themselves to extend responsibility and avoid transmission losses. The advanced microgrid can sure enough modification however the heritage transmission–distribution system interacts and have a good impact on the business model of utilities and aggregators.

The Advanced Microgrid's Key Element

The enabling technology that produces advanced microgrids potential is that the MGMS. the most MGMS management principles area unit model prophetic management, a multiagent system, distributed network management, cooperative management, and droop management. These techniques are enforced within the corresponding control layers and manage the microgrid’s parts, i.e., DERs, controllable hundreds, protection devices, and power quality devices. Microgrids area unit are usually hosted by the present distribution system through AN electrical association purpose called the purpose of con, the MGMS can economically operate common coupling (PCC). once the switch at the PCC is on, the MGMS can economically operate the microgrid by showing intelligence commercialism or importation power from the utility or can even participate within the energy market as a part of the VPP. During normal operation, the distribution management system (DMS) will request disconnection from the MGMS for load shedding or demand response purposes. Such missive of invitation can even be initiated by the MGMS to avoid disruptions caused by utility grid faults or natural disasters. once the switch at the PCC is off, the MGMS will coordinate the offered DERs to balance local generation and demand, while monitoring the host grid standing for reconnection.The main MGMS functions area unit summarized in Table one, whereas Figure one highlights the duration and hierarchy of each control operation. per their necessities, these management functions are usually categorized into three levels: primary, secondary, and tertiary, that is mostly referred to as a ranked MGMS. The fast response, device-level management tends to have a lower management hierarchy, whereas slower, system-level controls tend to own higher management hierarchies.

Primary Control

The primary control directly interacts with the devices within the microgrid and responds to system dynamics and transients. It is the bottom management layer that features the quickest response. Since the DERs square measure geographically distributed, the communications at the first level square measure typically unbroken to a minimum. Typically, for associate degree ac microgrid, the inertia characteristic of synchronous generators is electronically emulated in these VSIs to face up to frequency and voltage deviations.

The VSI has 2 management stages: electrical converter output management and power-sharing management:

1. electrical converter output management: The electrical converter output control directly manages the voltage and current output of the electrical converter. a typical approach is to implement associate degree outer voltage loop and inner current loop with proportional and integral controllers to control the voltage and current output.
2. Power-sharing control: the facility sharing control manages the output of individual energy resources within the microgrid to serve the , whereas keeping the system frequency and voltage in a suitable vary.

Secondary Control

The MGMS’s secondary control is accountable for the economical and reliable operation of the microgrid. The most management functions embody automatic generation management and therefore the microgrid energy management system (EMS). The secondary controller resets the frequency and voltage deviations of the droop-controlled VSIs and generators, then assigns to them new optimum long-run set points calculated from the microgrid EMS. The main objective of the EMS is to reduce the microgrid’s operational value and maximize its responsibility. In terms of the economic toll, the value operate typically consists of all or a set of the fuel cost, power bill, maintenance value, closure and startup value, emissions, and welfare and battery maintenance value, closure and startup value, emissions, and welfare and battery constrained improvement typically contains the cost of the loss of load. and therefore the needed responsibility indices square measure typically developed as constraints of the improvement downside. These square measure typically the generation and demand balance, power cable limit, energy storage capability limit, responsibility indices demand, and power ratings of the manageable generations. The manageable variable of the improvement downside is that the power output of the dispatchable units and therefore the call variables that mirror the unit’s on-off standing.

Tertiary Control

Tertiary management is that the highest MGMS level. It coordinates with neighboring microgrids, DERMSs, and DMSs. Typical tertiary management functions embody transmission system real power and reactive power support, subsidiary services, intentional islanding, and so forth. The duration of tertiary management is on the order of minutes or is event-driven. Conventionally, tertiary control is recognized as a scheme of the utility DMS, thus it's not thought-about a part of the MGMS.Within the distribution system, the microgrids, grid-hosted DERs, and manageable hundreds are mass to create a VPP that interfaces with the transmission through its feeder head, conjointly referred to as a grid support purpose (GSP), and provides real power and reactive power support to the majority grid. The VPP will give transmission primary frequency support, reactive power support, and energy market participation. The VPP is primarily managed by the utility-side

DERMS

The DERMS in associate degree of itself solves an improvement downside to maximize the profit by collaborating within the energy market, that is typically a centralized management answer. However, because the range of DERs, manageable hundreds, and microgrids continues to grow, this centralized controller can eventually be full. within the close to future, the MGMS is predicted to possess a bearing counterpart within the tertiary level to collaboratively solve the VPP improvement downside during a distributed manner.

Reliability Enhancement of The Distributed MGMS

The responsibility and resiliency advantages of microgrids square measure well known, and researchers ubiquitously report within the literature an equivalent superior qualities of the distributed MGMS. however the definitions of responsibility and resiliency square measure rather ambiguous. Moreover, the advantages ensuing from microgrid energy adequacy and from the distributed MGMS framework square measure often left dedifferentiated. The idea of responsibility places additional stress on the probability of device failure and therefore the resultant incidents. higher responsibility indicates the system is a smaller amount possible to fail or malfunction. and therefore the idea of resiliency emphasizes the system’s ability to mitigate associate degree live through adversity. during this section, we tend to discuss severally the ideas of responsibility and resiliency, and we distinguish and demonstrate the additional responsibility and resiliency options of the distributed MGMS mistreatment quantified indices and numerical examples. Current microgrid responsibility analysis is mostly targeted on the physical layer parts e.g., overhead lines, cables, transformers, circuit breakers, and therefore the DER itself. Investigators typically study microgrid responsibility during a renewable-based and islanding environment. These works in the main relate to the adequacy of DERs to balance the load. However, the controller failures within the centralized and distributed MGMS frameworks square measure nonetheless to be analyzed. In alternative analysis, like and, responsibility is often thought-about and developed as a part of the constraints for microgrid style and designing. For distributed MGMS analysis, responsibility enhancements square measure typically qualitatively conferred. Hence, this section aims to use a numerical example to quantify and demonstrate the responsibility variations between centralized and distributed MGMSs within the microgrid.

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Conclusion

The distributed MGMS framework delivers not solely equivalent management functions because the centralized one however conjointly offers nice measurability, reliability, and resiliency. Moreover, we tend to mention the ideas of responsibility and resiliency and incontestable the additional responsibility and resiliency options of the distributed MGMS mistreatment quantified indices and numerical examples. In terms of responsibility, the numerical examples that we tend to conferred within the section “Reliability and Resiliency improvement of the Distributed MGMS” incontestable that, employing a controller with an equivalent responsibility level, away superior system-level responsibility is achieved with the distributed MGMS framework. in addition, the distributed MGMS answer will deliver an equivalent system-level responsibility because of the centralized answer, with a lot of less reliable controllers. For resiliency, we tend to incontestable associate degree attack-resilient distributed management technique that ensures resilient operation within the presence of sudden adversaries. Thus, system-level resiliency is achieved below the distributed MGMS framework.

Introduction: The debate over political philosophy has long been centered around the conflict between the ideal and the reality. One of the most interesting debates is between Machiavelli and Aristotle. While both philosophers aim to achieve an ideal state, they differ in their approaches. Background: Aristotle believes that the ideal state is the final goal of human society, and that investigating this final goal is more important than any other topic. On the other hand, Machiavelli questions the feasibility of ideal states, and focuses on developing reliable methods for achieving practical goals. For Machiavelli, practical methodology is more important than the ideal model, as it is something that can be controlled and experimented on. By comparing the different roads taken by Aristotle and Machiavelli in their political thoughts, we can gain insight into their views on achieving the most important goal in politics. Therefore, exploring the topic of "Machiavelli vs Aristotle" in this essay is essential in understanding their political theories.

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Topic sentence: Among these practical thinkers, Machiavelli has the greatest influence on later generations. He believes that people do not follow philosophers’ prescriptive instructions on what they should do, but act according to their own interests. Evidence & citing: He says in The Prince that “the gap between how people actually behave and how they ought to behave is so great that anyone who ignores everyday reality in order to live up to an ideal will soon discover he has been taught how to destroy himself, not how to preserve himself” (48). Commentary: This quote arises from his belief that men in nature are selfish and strive only for their own interest. Life is a process of pursuing one’s own desires; once one stops pursuing, his life comes to an end. Evidence & citing: He bitterly satirizes men’s nature that “men are quicker to forget the death of their father than the loss of their inheritance” (52). People will not forget the wrongs they suffered from you even when you are doing good to them (38). Men are less nervous of offending someone who makes himself lovable, than someone who makes himself frightening (52). He thinks that what people want is, on the condition that they are safe, to preserve their own property and acquire more things that people “are ungrateful, fickle, deceptive and deceiving, avoiders of danger, eager to gain” (52). Commentary: Machiavelli concludes that men’s desire for power and property is infinite, while actual power and property are limited by natural conditions; therefore, people are always in a condition of competition. To some extent, individual interest is the highest value in the society he lived; everything other than the end interest of his extreme individualism is meaningless. Machiavelli’s political philosophy and policies are all based on the premise that men in nature are selfish and wicked. This view also lays one of the foundations of Hobbes’ philosophy system that the right of nature is “the liberty each man hath, to use his own power, as he will himself, for the preservation of his own nature” (Chap XIV, 1) and the state of nature is the state of war.

Topic sentence: In contrast to Machiavelli’s theory of human nature, Aristotle states “a human being is by nature a political animal” (1253a2-3), meaning an animal with an innate propensity to develop complex communities. Evidence & citing: He also thinks “a human being is more of a political animal than a bee” (1253a8-9) because they are naturally equipped for life in a type of community that is itself “more quintessentially political” than a beehive, namely, a household or city-state (Politics, xlviii). What enables human beings to live in such communities is the ability for rational speech, which is peculiar to human beings. For rational speech “is for making clear what is beneficial or harmful, and hence also what is just or unjust… and it is community in these that makes a household and a city-state” (1253a16-7). Also in The Nicomachean Ethics, Aristotle suggests that the defining character of human beings is rationality, as he states “the function of man is an activity of soul which follows or implies a rational principle” (1098a2-4).

Commentary: As a political animal, man thrives in his rationality—most fully in the making of laws and traditions, which means sacrifice one’s own interest to help others. Aristotle points out that people naturally form a city-state in order to achieve self-sufficiency and live well. In a community, individuals must care about others and sometime even lay down his own rights for the good of the community. It is rationality that tells one to make such altruistic sacrifice since one knows he depends on the community. This sacrifice, which arises from self interest and develops beyond self interest, forms the most primitive and innate goodness of human nature in Aristotelian theory.

Topic sentence: It is worth noting that Machiavelli thinks that the power of rulers is given by election of his subjects, and later becomes hereditary. Commentary: There is no divine right of kings. He gets rid of Augustine and Aquinas’ political theory of divine power, expelling the Catholic philosophy out of the regime of politics. He applies his theory of human nature to find out the natural order of states through rational deduction and empirical evidence. Evidence & citing: Throughout The Prince, he uses over 78 different examples to prove his political theory, ranging from Carthage to Turkey, from ancient Greece to modern Italy, from small military leader to Roman Emperors. Moreover, in each of his claims, he starts from analysis to certain situation and develops his theory by applying psychoanalysis. Sometimes he even applies game theory when discussing the behavior of two opposing sides, due to his assumption that people act on their own interest and care about their preservation. When he talks about why rulers do not need to fear assassination of their conspirators, he applies game theory to the issue of whether a conspirator’s associate should betray him and whether the people will turn on him even if the conspiracy succeeds. He abandons the incomplete induction and harangue without logic of Aquinas and Augustine in favor of strictly scientific process of reasoning. This is one of the reasons why Machiavelli’s theory is so popular.

Topic sentence: Behind the difference of Aristotle and Machiavelli’s human nature theory lies a more fundamental conflict. Machiavelli’s political philosophy is based on his own experience of affairs, concerned to set forth the means to assigned ends. He believes that we should be concerned more about the means rather than ends, since it is futile to pursue a political purpose by methods that are bound to fail; “if the end is held good, we must choose means adequate to its achievement” (Russell, 510). Moreover, the question of means can be treated in a purely scientific manner, with little regard to the goodness or badness of the ends. Evidence & citing: In Chapter Seven of The Prince, Machiavelli describes in detail how Cesare Borgia comes to power and carefully examines every step that Cesare Borgia has undertaken. From the passage, we can tell Machiavelli acknowledge that the Duke is bloody and harsh, but he still praises him unrestrainedly that he “cannot think of any better example [he] could offer a new ruler than that of [Cesare Borgia’s] actions” (22). It must be supposed that Machiavelli’s admiration of Cesare Borgia was only for his skill, not for his purposes. The stories of Agathocles and Oliverotto also exemplify Machiavelli’s admiration of skillful means to acquire power, though he regards their means as “wicked actions” (27). Commentary: Machiavelli feels that as long as the end is justified, one can choose whatever means to achieve the goal. On the other hand, whatever means that can help achieve the end are justified. He comments on political conspiracy and violence positively and proves any means, however ferocious, brutal and wicked, can be used to acquire and preserve power. He depicts the pope Alexander VI thusly “now look at how this honorable pope pays his debts: he simply cancelled them all” (37) and suggests that nobody thinks the pope’s action is despicable. He also shows that ruling is a kind of art and that in order to unite Italy, one has to rely on power to overcome the obstacles.

Topic sentence: As a teleologist, Aristotle was concerned more about ends instead of means. Politics begins by pointing out the importance of city-state, the highest kind of community aimed at the highest good. To him, every form of community and government aims for some good. Evidence & citing: Aristotle in Book III Chapter Nine claims: “households and families live well as a community whose end is a complete and self-sufficient life” (1280b33-4) and “the city-state must be concerned with virtue” (1280b6-7). Aristotle further shows the end of virtue in Book VII Chapter Eight that “happiness is the best thing, however, and it is some sort of activation or complete exercise of virtue” (1328a36-7). Happiness, or eudaimonia, is regarded by Aristotle as “final and self-sufficient, and is the end of action” in The Nicomachean Ethics (1097b20-1) and politics is the science of the good for man to achieve eudaimonia as in Politics, “the greatest and best good is the end of the science or craft that has the most authority of all of them, and this is the science of statesmanship; but the political good is justice, and justice is the common benefit” (1282b14-7). Commentary: It’s not hard to see that Aristotle’s politics for virtue has several meanings. First, in ethics, politics is the science to attain happiness for the majority, which is opposite to violent and evil rule Machiavelli suggests. Next, in ideal, politics strives for justice, which is the sole measure of the government, rather than the acquisition of power for Machiavelli.

Topic sentence: In addition, Machiavelli believes situationalism, which is opposed to Aristotle’s theory of moral character. Commentary: Machiavelli thinks that people react to situations where they find they are in, rather than to some internal state. He is always prudent not to give general conclusions, but to discuss each possible situation and analyze its outcome. When talking about how to avoid hatred and contempt, he divides the situations into whether one is a new ruler or has inherited power, whether the soldiers are more stronger or the populace, and whether one has a large territory or not. He is careful that political policies are determined by many factors and one should “adapt himself to changing circumstances” (75). Commentary: However, Aristotle thinks people’s actions are not random. Evidence & citing: People habituate themselves and become virtuous by doing virtuous actions, as in The Nicomachean Ethics, he says “to virtue belongs virtuous activity” (1098b31-2). Thus he believes it is people’s moral character that determines their behavior rather than inconstant external situations.

Topic sentence: Nevertheless, the two great philosophers hold something in common, partly because Machiavelli, especially his Discourses, was largely influenced by Aristotle. Evidence & citing: First, their methodologies are both scientific and concerned with reasoning. Second, Machiavelli seems to agree upon some ends that are worth pursuing—national independence, security, and a well-ordered constitution. Commentary: The two things, love of skill and patriotic desire for Italian unity, existed side by side in his mind, which can be seen from the final exhortation to unite Italy in The Prince.

Topic sentence: Aristotle also differs from his teacher Plato in that he is more concerned with the feasibility of a political theory. Evidence & citing: In Politics, he emphasizes that “what is the best constitution, and what is the best life for most city-states and most human beings, judging not by a kind of education that requires natural gifts and resources that depend on luck, nor by the ideal constitution, but by a life that most people can share and a constitution in which most city-states can participate” (1295a25-30). Commentary: This is totally different from Plato’s utopia designed for “philosophy kings”. In this sense, Aristotle can be called the founder of practical and realistic political philosophy and a critical heir of his teacher’s rational and idealistic political philosophy.

Having examined all these similarities and differences of the two philosophers, it is time to discuss the question raised in the beginning of this essay about whether political philosophy should care more about reality or ideal models. Aristotle and Machiavelli’s divergence on the ends or the means also derives from this question. In Machiavelli’s view, the means pave the road towards the end and its consequences are foreseeable. However, since we can only conduct thought experiment on the ideal model of states, we cannot apply scientific methodology to examine its correctness; thus it is rather risky to follow the guide of an ideal model. Therefore he gradually neglects the transcendental moral requirements behind the political theory and emphasizes the procedural justice of government, rather than substantial justice, cutting off the relationship between politics and ethics. This moral indifference leads astray modern politics into pettiness. In this sense, it is essential to recover the transcendental role of virtue in politics. To Aristotle, only the concept of virtue can give a republic substantial justice in addition to procedural justice and free individual human rights from the political interests. Compared to Machiavelli, Aristotle’s political philosophy is between ideal and reality. His political ideal was quite at one with Plato’s in setting up an ethical purpose as the chief end of the city-state, but Aristotle suggests that the ideal need be embodied in practice to be valid. He is trying to reconcile the discrepancy between ideal and reality in order to find a political philosophy that can truly guide the Greeks.

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Conclusion paragraph: It is surprising to see Aristotle and Machiavelli have developed different paths of their philosophy noticing that Renaissance Italy is so much like the classical Greece both with warring principalities and cities. Thus the Greek philosophers owe their theoretical education to the wars of petty states just as Machiavelli learned his lesson in the ceaseless conflicts among the five States of Italy and foreign powers. Among the many reasons Machiavelli and Aristotle differ in their political philosophy while sharing similar political environment, the most important one is due to the influence of the Renaissance. With the diminishing authority of the Church, and the increasing authority of science, Machiavelli’s scientific and empirical political philosophy earns its fame. In Machiavelli’s time, there was a growing cynicism, which makes men forgive anything if it pays money to them. The Italian Renaissance awakens the bright side of humanity as well as the dark side as “people tend to become unscrupulous egoists” (Sabine 321). “Admiration of skill, and of the actions that lead to fame, was very great at the time of the Renaissance” (Russell, 507). The universal egoism of that period resulted in Machiavelli’s moral indifference.

Works Cited

• Machiavelli, The Prince, Hackett, 1995
• Aristotle, Politics, Hackett, 1998
• Aristotle, The Nicomachean Ethics, Oxford, 1998
• Hobbes, Leviathan, Oxford, 1996
• Sabine & Thorson, A History of Political Theory, Dryden Press, 1973
• Russell, A History of Western Philosophy, Simon & Schuster, 1972

Introduction

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Background

Provides a foundational overview, outlining the historical context and introducing keyinformation that will be further explored in the essay, setting the stage for the argument to follow.

Thesis statement

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

Topic sentence

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

Evidence & citing

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

Commentary

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Conclusion paragraph

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad aboutthe topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

Introduction: A hero is an individual who is prepared to risk his own life for the greater good. Background: In the poem Beowulf, the main protagonist Beowulf himself has demonstrated qualities of what makes a great epic hero. On the other hand, Sir Gawain, the main protagonist of Sir Gawain and the Green Knight exhibits traits that hail a chivalric hero. These poems reflect the character’s heroism through the rich culture their society possess as shown throughout the progression of their respective stories. Thesis statement: Both poems start with a necessity to face an opponent who is very strong and powerful and with their virtues, they are able to defeat them in ways that are both extraordinary. Although “Beowulf” and “Sir Gawain and the Green Knight” have different notions of a hero, both Beowulf and Sir Gawain possess multiple similarities in their virtues that refines and encourages their characters to pursue the challenges they encounter.

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Topic sentence: Beowulf is introduced with respect and high regard. Evidence & citing: The narrator introduces Beowulf as a “noble and mighty” warrior (Beowulf 198) which indicates that his legacy is worth the praise. As a hero, loyalty is one of the virtues that affirms that of an individual. This is a trait that Beowulf definitely displays corresponding his first meeting with Hrothgar and so, he proves that such virtue cannot be measured even by blood relations. Beowulf assures Hrothgar that he “shall grapple with the fiend and fight for life, foe against foe” (Beowulf 439-40). Commentary: His promise displays a deep commitment so much as claiming the enemy of someone else’s as his own. This loyalty becomes moral support between him and Hrothgar, strengthened by loyalty that is unbreakable and as strong as kinship itself. Pledging his allegiance to the king shows that Beowulf manifests selflessness in order to fulfill his promised task.

Topic sentence: Like Beowulf, Sir Gawain shows that it takes sincere loyalty to be able to put his own life in danger to protect his king. As a knight coming from the reputable Round Table, Sir Gawain takes pride in being a member and lives by the code of a chivalric hero. His loyalty is tested when the Green Knight visited their feast and taunted Arthur’s house to take a blow against him (Sir Gawain and the Green Knight 309-15). As their king, it is Arthur’s duty to protect his people. Evidence & citing: Sir Gawain recognizes the immediate danger their kingdom is in because if Arthur’s life is put at risk, so is his people’s lives. Sir Gawain offers his own life for Arthur saying that “many brave men sit about you in their places . . . unrivalled in temper of mind, and without equal of as warriors on field of battle. I am the weakest of them, I know, and the dullest minded, so my death would be least loss” (Beowulf 343-61). Commentary: In his speech, he claims that since his life is not as important as the king’s and he welcomes the consequence that he might face him as he takes on the responsibility of facing the Green Knight. His speech also displays his humility, a trait that is also apparent throughout the poem. He recognizes that he does not deserve any special attention just because he is related to the king by blood; therefore being regarded as a knight who is willing to sacrifice his life for the good of his people.

Topic sentence: Both of these heroes’ loyalty has guided them and set a moral standard for their characters. A promise is a contract made as an assurance to the deliverance of a certain act that has to be accomplished. In Beowulf, the hero boasts his successes and vows his ability to fight his opponents. In his time where oral contracts are regarded as important as the man’s reputation himself, Beowulf never fails his followers no matter when he declares his intention. Evidence & citing: Before he fights Grendel with his allegiance for Hrothgar, he promised that he “would entirely fulfill the wishes of your [Hrothgar’s] people, or fall slain” (Beowulf 634-35). He declares that he is prepared to give his best to this battle even with the fact of risking his own life. This promise, if not fulfilled however will tarnish his name and honor even if he manages to live, like Unferth’s attempt to humiliate and discourage him by recounting Beowulf’s “loss” to competition with Breca (Beowulf 449-528). Notwithstanding, Beowulf exhibits his loyalty and trustworthiness by killing the enemies that terrorize the Danes. Commentary: Although it may be seen as Beowulf is being boastful, he is genuinely creating an oral contract between him and to his followers. He is reassuring them that he has the strength and experience with battles to fulfill his promise. Evidence & citing: Sir Gawain also features the importance of honoring verbal contracts. After his fateful encounter with the Green Knight, the rest of the year went by swiftly, especially for him. Tension grows not only within himself but also with the people surrounding him as the match comes nearer day by day. Despite the pressure, he showed the other knights that the promise he has made is something that he needs to face “for whether kind or harsh/A man’s fate must be tried” (Sir Gawain and the Green Knight 564-65). Commentary: He acknowledges that even when he is about to face death, it is the duty of a knight to execute his promise. He commits to his obligation to represent the Round Table, affirms their reputation, and serve as a model to display the ideal qualities of a brave knight.

Topic sentence: Courage is persistent throughout the stories. It gives heroes the strength to face challenges in all forms. Beowulf’s adventures start with the willingness to face the uncertain with great faith that he will stand a chance. Evidence & citing: Without courage, Beowulf would not be regarded as a hero because to be a hero is to be selfless, regardless of the consequences. Near the end of Beowulf, the hero’s abilities are once again challenged. As their king, Beowulf promises that he will “seek out a feud and do a glorious deed” (Beowulf 2513-14 ) to his people. Commentary: He shows bravery despite his old age and willingly went out to fight the dragon himself. Thus, always pursuing the best for his people. When Sir Gawain steps up for Arthur, he is already showing great courage. Evidence & citing: Throughout the poem, Sir Gawain’s virtues are challenged especially his courageousness. Resulting from his giving in to the temptation to use the girdle to protect himself from the blow of the ax, his courage and bravery are severely confronted. In the end, what made him overcome his loss is the courage to admit his wrongs and confess his deception. He admitted that “for fear of your blow taught me cowardice . . . now I am false and unworthy . . . let me regain your trust” (Sir Gawain and the Green Knight 2379-88). He demonstrates remorse for his action and cowardice that led him to lose his faith and honor. Commentary: His ability to gather strength in spite of his situation is inspiring in a way that courage does motivate an individual to find honesty and humility within himself to overcome the challenges they are facing no matter how frightening it is. Certainly, courage is one of the most definitive characteristics of a hero.

Conclusion paragraph: Therefore, both characters went through unsurmountable battles and temptations—with Beowulf facing strong enemies and Sir Gawain fighting temptations internally. Both poems, Beowulf and Sir Gawain and the Green Knight avow various important notions of a hero. Three of the main qualities that stand out most are their loyalty, respect to oral contracts, and courageousness and these are the virtues that help them overcome their respective battles.

References

1. Jambeck, T. J. (1973). THE SYNTAX OF PETITION IN" BEOWULF" AND" SIR GAWAIN AND THE GREEN KNIGHT". Style, 21-29. (https://www.jstor.org/stable/42945149)
2. Burrow, J. A. (2019). A reading of Sir Gawain and the Green Knight. Routledge. (https://www.taylorfrancis.com/books/mono/10.4324/9780429060557/reading-sir-gawain-green-knight-burrow)
3. van Meeuwen, R. S. (2018). Monstrosity in Beowulf and Sir Gawain and the Green Knight (Bachelor's thesis). (https://studenttheses.uu.nl/handle/20.500.12932/30271)
4. Thomas, A., & Thomas, A. (2018). Writing, Memory, and Revenge in Beowulf, Sir Gawain and the Green Knight, and Hamlet. Shakespeare, Catholicism, and the Middle Ages: Maimed Rights, 113-147. (https://link.springer.com/chapter/10.1007/978-3-319-90218-0_4)
5. Hunter, S. M. (1984). TALES, TELLERS, AND AUDIENCES: NARRATIVE STRUCTURE AND AESTHETIC RESPONSE IN" BEOWULF"," PEARL"," CLEANNESS"," PATIENCE", AND" SIR GAWAIN AND THE GREEN KNIGHT". University of California, Riverside. (https://www.proquest.com/openview/d6dcc469b38fea5f718bc195f8ec9e14/1?pq-origsite=gscholar&cbl=18750&diss=y)

Introduction

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Background

Provides a foundational overview, outlining the historical context and introducing keyinformation that will be further explored in the essay, setting the stage for the argument to follow.

Thesis statement

Cornerstone of the essay, presenting the central argument that will be elaborated upon and supported with evidence and analysis throughout the rest of the paper.

Topic sentence

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

Evidence & citing

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

Commentary

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Conclusion paragraph

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad aboutthe topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

Literary analysis

In the stories of “Cask of Amontillado”, “Tell of Tale Heart” and “A Rose for Emily” the main characters have killed someone close to them. These stories have some differences but also some similarities. Montressor it’s a smart guy and he has some knowledge about wine. He engaged Fortunato by his expertise in wine. Fortunato is an expert in selling wine in Italy he would never expect the ideas of his friend. Montresor is evil because he started to plan how he going to kill Fortunato.

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He has the need for revenge. He stated “A thousand injuries of Fortunato I had borne as best could, but when he ventured upon insult, I vowed revenge” These words, are unclear how Fortunato insulted Montressor making a plan for his death but his mad. In addition, Montressor has no sympathy and he has some set of rules about how he will get revenge on his friend, “I must not only punish, but punish with impunity” and “the avenger must make himself felt as such to him who has done the wrong.”

Montressor has a master plan of how he will bring Fortunato to his house. Montressor “lives in a palazzo beneath which lie extensive catacombs.” They were in the carnival and Montressor bringing Fortunato into the basement when are a bunch of skeletons linger around and he knows Fortunato drank some wine and is already drunk. Montressor decide to chain up Fortunato and he is going to bury him alive. Montressor, speaks about his family and ancestry and how his fate was shaped by them but to be so cruel no one would kill his friends the way he did.

According to, the story “The Tell-Tale Heart.” by Edgar Allen Poe, this old man appeared to be in a complete distress, he alway was dreadfully nervous and he mentions, “why will you say that I am mad” he appeared to be nervous he watched this old guy and this guy had a blue vulture eye and he watched him every single night at the same time around 12.

Sadly, he kills the guy and he dismembered him and decided to hide his body. After, the murder “the fear, outrage, and paranoia” this guy reveals that he killed the old man because he still was hearing the old man’s heart pounding and he thought the polices will be able to listen to the old man heartbeat. As he mentions I am not mad and he keeps repeating over and over. At some point, it seems it has a moral of insanity or just really the paranoid smart him.

Moreover, in the story of “A Rose for Emily” Emily Grierson was a young girl but her father kept captivated and isolate from the outside world. “She lives on into old age in the house” and “filled with dust and shadow.”. Her house was old and never was fixed. Emily’s father passed and she was having a breakdown due to his death but in her mind, she continues to believe her father still alive and she kept his body for a couple of days.

Emily was single until late thirty. She was having a lot of problems with the town peoples to pay for her taxes. Finally, she met Homer Barron when they were building the sidewalk and Emily caught some interest in him until the point she married him. Although, everyone disapproved of this relationship because he is too low class and Emily belongs to high class.

One day, Emily decided to buy some arsenic which she never explained for what. Years later, When she passed away they find a man skeleton in her room which appear to be Homer Barron’s body. That is to in the three-story to say they have some similarities, for example, Emily not only killed her husband but she was egocentric about her feeling. Emily couldn’t stand the idea to pitch herself alone. Like, Montressor, couldn’t take the insult by Fortunato but all reality he just imagines this insult.

This persona is preoccupied with their own feeling and emotional expectations. No one really cared about what they did wrong but neither has any sympathy for their close one. Additionally, the three main characters have something in common they killed their victim in grotesque and heart-rending. In “The Tell-Heart’ is a wacko guy he decided to dismember this old man. Benjamin Rush analyzed the essay and he developed theories of insanity. He believed this guy was insane. Although he confessed to killing the old man he does recognize good and evil.

Works Cited

1. Amper, Susan. “How to Write about ‘The Cask of Amontillado.’” Bloom's How to Write about Edgar Allan Poe, Chelsea House, 2017. Bloom's Literature, online.infobase.com/Auth/Index?aid=17443&itemid=WE54&articleId=45566.
2. Baraban, Elena V. “The Motive for Murder in ‘The Cask of Amontillado’ by Edgar Allan Poe.” Rocky Mountain Review of Language and Literature, vol. 58, no. 2, 2004, pp. 47–62. JSTOR, www.jstor.org/stable/1566552.
3. Benton, Richard P. 'The Cask of Amontillado: Overview.' Reference Guide to Short Fiction, edited by Noelle Watson, St. James Press, 1994. Literature Resource Center, https://link.gale.com/apps/doc/H1420006471/GLS?u=edis78478&sid=GLS&xid=eb48bcd6.
4. Matthey Bynum, Paige. “‘Observe How Healthily—How Calmly I Can Tell You the Whole Story’: Moral Insanity and Edgar Allan Poe's ‘The Tell-Tale Heart.’” 'The Tell-Tale Heart' and Other Stories - Edgar Allan Poe, New Edition, Chelsea House, 2009. Bloom'sLiterature, online.infobase.com/Auth/Index?aid= 17443&itemid=WE54&articleId=46911.
5. Priddy, Anna. “How to Write about ‘A Rose for Emily.’” Bloom's How to Write about William Faulkner, Chelsea House, 2017. Bloom's Literature, online.infobase.com/Auth/Index?aid=17443&itemid=WE54&articleId=45934.
6. Stone, Edward. “Usher, Poquelin, and Miss Emily: the Progress of Southern Gothic.” Bloom's Literary Themes: The Taboo, Chelsea House, 2010. Bloom's Literature, online.infobase.com/Auth/Index?aid=17443&itemid=WE54&articleId=2765.

It is common to read a word and predict its superficial meaning from its context. Instead of analyzing its implicit meaning, humans tend to take words as general, as if it synonyms and itself were the same. This happens with the terms disagreement and dissent. At first glance, they may sound as if it they had identical meetings, but do they? Daniel J. Boorstin argues that there’s a distinction between these terms in the decline of radicalism (1969), and undoubtedly, he does make sense in differentiating these words not by their appearance but by their meaning. Boorstin states that these terms differ because of its roots, its effects on humans, and its consequences of societies.

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The meaning of a word is determined by its history. According to Boorstin,”disagreements” and “dissent” differ because the latter comes from the Latin dis and sentire, which literally means to feel apart from others. In contrast, disagreement means having a lack of consensus or having a different or contradicting opinions about a subject. Because Therefore, historically these words differ in their meaning.

From another perspective, the words produce different effects amongst small groups. “People who disagree have an argument, but people who decide have a quarrel,” states the author as he distinguishes the effects of the words. Because of this, people who disagree are more likely to discuss to to come consensus, to find a better solution. However, people who dissent are more likely to end broken physically, emotionally, or spatially. For example, when a small group of friends or family members debate about a controversial topic, let’s say LGBT rights, people state their opinions. If some people disagree with others’ opinions, they will address what they think could be ameliorated about their opinion. However, if people dissent, they will be completely intolerant about others’ opinions and will probably end up in a fight. Consequently, the terms have different meanings because they exert different pressures and cause different outcomes.

Similarly, the terms have different effects on formal societies. Boorstin states, “A liberal society thrives on disagreement but is killed by dissension. Disagreement is the life blood of democracy, dissension is its cancer.” Like blood is pumped and detoxified through the vessels, arguments are debated and ameliorated to perfection by members of a society. Like cancer destroys healthy cells into minute malignant cells, dissension divides and influences so that the outcome is a polarized society with greedy intentions to make others join their side to fight against the other one. This happens all around the world within governments: usually, in first-world countries, people disagree on laws but tailor them until they are just while in third-world countries, the citizens that are against laws dissent, and the nation becomes polarized. Due to the different, complex consequences these terms have on a society, the words have different meanings.

Although some may think that because one term may lead to another, they mean the same, they are still on different levels and exert different forces. Even though some may think that they mean the same because they are synonymous, not all sentences have the same definitions. Synonyms may resemble an original word, but they will always have different meanings.

In conclusion, dissent and disagreement have different meanings because they exert different pressures that lead to different consequences and have historically segregated.

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Works Cited

1. Boorstin, D. J. (1969). The decline of radicalism: Reflections of America today. Random House.
2. Dewey, J. (1916). Democracy and education. Macmillan.
3. Kaczynski, T. (1995). Industrial society and its future. Feral House.
4. Rawls, J. (1999). A theory of justice. Harvard University Press.
5. Sunstein, C. R. (2003). Why societies need dissent. Harvard University Press.
6. Tannen, D. (1998). The argument culture: Moving from debate to dialogue. Random House.
7. Zinn, H. (2005). A people's history of the United States. Harper Perennial Modern Classics.
8. Dalton, R. J. (2014). Citizen politics: Public opinion and political parties in advanced industrial democracies. CQ Press.
9. Fiske, S. T. (1993). Controlling other people: The impact of power on stereotyping. American Psychologist, 48(6), 621-628.
10. Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological review, 98(2), 224.