Analysis of Dostoevsky´s Crime and Punishment Essay example

In Dostoevskys Crime and Punishment, the murder of the pawnbroker bears little significance when compared to the punishment that Raskolnikov endures. The murder is the direct result of Raskolnikovs Ubermensch theory. Though it takes a while for Raskolnikov to realize the profound mistake in his theory and in his logic, his tedious yet prolific journey eventually leads him to redemption. Suffering, guilt and societal alienation prompt Raskolnikov to reject his Ubermensch theory and ultimately achieve redemption. Through Raskolnikovs character, Dostoevsky reveals that the psychological punishment inflicted by an unethical action is more effective in leading to self-realization than any physical punishment. Raskolnikovs internal†¦show more content†¦Therefore Amoia notes that, as the implications of the deed unfold in his conscience, Raskolnikov attempts to jusitfy his actions as a rational crime (53). Though he understands that he will be able to escape the physical punishement for the crime, he has yet to comprehend the burden that comes with such an unethical action. Even when Porfiry suggests that the criminal who murdered the pawnbroker may run away but, psychologically he wont escape (287), Raskolnikov becomes infuriated and accuses Porfiry of trying to scare him. However, Raskolnikov fails to understand the meaning behind Porfirys words perhaps because he still chooses not to rely on his conscience and confess to the crime.While the superiority complex sets him apart from the society in the beginning, his piercing conscience distances him from people later on in the novel. He refuses to speak to Razumuikhin or to his family. It only before he goes to jail, that he decide s to see his mother. Even when he does so, he is relieved that Dunya is not in the room. He later admits to Dunya that he doesnt, even remember why [I] even went to meet his mother. His conscience does not allow him to face his loved ones and eventually, he tries to isolate himself from society. While Raskolnikov tries to alienate himself from his own conscience, he is alienating himself from humanity in general. Raskolnikovs suffering due to guilt causes him to reject hisShow MoreRelatedAnalysis Of Fyodor Dostoevsky s Crime And Punishment1368 Words   |  6 PagesAlexander the Seconds rule. The reforms impacted not only the culture of the time, but also the writing of many authors. Fyodor Dostoevsky was one of those authors. His book Crime and Punishment describes how life was like in the lower classes. The culture of Russia during the years 1855 to 1881 was shaped by its tsarist autocracy while the literature of Fyodor Dostoevsky evinces its cultural connection. Alex II established type of government was a monarchy. In a monarchy, which is headed by a tsarRead MoreLife Is Like A Beach And Its Sand1314 Words   |  6 Pagesthroughout history and will continue to do so until our race is extinct. The passages above show two translations of the same verse.They are from the story of Cain and Abel. Speaking to Cain after he has murdered his brother, God explains Cain’s punishment. In the American Standard Version, God commands Cain to rule over sin, while in the King James Version, God promises Cain that he will surely triumph over sin. These are two very different quotes from the same verse. 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Similarly, in Crime and Punishment, Marmeladov and Katerina have their individual miseries highlighted through both personal strife and, inevitable, their public deaths. Despite the different circumstances of their deaths, both seem to suggest that the crowd of disgusted spectatorsRead More Analysis of Dostoevsky a nd Nietzsches Literature Essay5384 Words   |  22 PagesAnalysis of Dostoevsky and Nietzsches Literature   Ã‚  Ã‚  Ã‚  Ã‚  Friedrich Nietzsche once said, â€Å"Dostoevsky, the only one who has taught me anything about psychology.† The two writers share many similarities and differences. Dostoevsky clearly had an effect on the thinking of Nietzsche. The two would be considered both philosophers and psychologists. Both writers became prominent in the late 19th century in Germany and Russia respectively. Dostoevsky was noted for his Russian literary classics and wouldRead More The Pathological Protagonist of Dostoevsky’s Notes from the Underground2598 Words   |  11 Pagestortured; it is no wonder that many have viewed his work as prophetic of the 20th century. However, though Dostoevsky, in his unflinching portrayal of depravity, gives the Devil some of his best arguments, the Gospel often triumphs. Ivan Karamazov is at least offered the possibility of repentance when kissed by his saintly brother Alyosha. Raskolnikov, the nihilistic antihero of Crime and Punishment, is eventually redeemed through the love of the pure prostitute Sonja. Notes from the Underground,Read More Dostoevsky was an Anti-Semite2271 Words   |  10 PagesDostoevsky was an Anti-Semite Literary anti-Semitism is as old as Western culture itself. A full listing of writers who have expressed hostility toward Jews and/or Judaism--from Shakespeare to T.S. Eliot, from Pushkin to Pasternak, etc.--would add up to a Whos Who of Western literature.1 Undoubtedly, Dostoevsky follows in this tradition. It is disparaging, however, that as the true novelist of ideas and Christian love, Dostoevsky could harbor such ill will towards the Jews. Does this notRead MoreUniversal Values : Universal Moral Principles Essay1073 Words   |  5 Pagesfactors contributed to the creation of universal and moralistic principles. Morals owe their existence to tendencies within nature. Morals did not just simply stem from right or wrong, but arose from differing traits, like loyalty. Consider the analysis of a wolf pack, in which â€Å" a pack mentality of extreme loyalty and devotion to the group binds the wolves together as a unit, despite times of scarce prey or violence† (Conger, Cristen. â€Å"What is a wolf pack mentality?†). Loyalty did not originateRead More Prohibition Essay1362 Words   |  6 Pagesineffective and caused more corruption in America with the rise of organized crime and the increase in alcohol consumption. nbsp;nbsp;nbsp;nbsp;nbsp;Prohibition had many different purposes; one was to reduce the consumption of alcohol by Americans. This was going to fail no matter what because if you are told not to do something only going to want to do it more. That is just human nature. It also focused on reducing crime, corruption, poverty, death rates, solve social problems, reduce the tax burdenRead MoreLiterature and Politics the Impact of Dostoevsky9582 Words   |  39 PagesLITERATURE AND POLITICS: THE IMPACT OF FYODOR DOSTOEVSKY Dostoevsky and the Legend of the Grand Inquisitor, by Vasily Rozanov. Translated and with an Afterword by Spencer E. Roberts. Ithaca and London: Cornell University Press, 1972. Pp. xi. 232. $12.50. Political Apocalypse. A Study of Dostoevskys Grand Inquisitor, by Ellis Sandoz. Baton Rouge: Louisiana State University Press, 1971, Pp. xviii. 263. $13.50.* ostoevskys great novels have spawned a vast library of critical 1/literature

The Current System Of Education - 1139 Words

Imagine a world without the abilities to feed or drink, count, or speak. Imagine a world without the knowledge of health and wellness, problem solving, or the ability to interact with one another. Education is important to know yourself and the world around us, prepares us for what the future holds, and teaches us the skills we need in order to survive. But what is an education without the right methods of teaching? Without the motivation and encouragement? Without the funds to increase help for students? I believe that the current system of education fails to prepare our children for the future. We live in a country where equality of educational opportunities is deficient, test taking defines students’ standards and replaced the†¦show more content†¦Ã¢â‚¬Å"Billions of billions of dollars. For data that is too late to use,† says Canada. The test results would unquestionably benefit students if they were at least received before that school year had started, ther efore students can determine the specific problem solving and skills they need to work on in order to be successful that year. Regular testing, being the trusted method that defines a student’s success, is also found unreliable. â€Å"Today’s schools fail, the Caines explain, because they concentrate only on memorization instead of building on the multiple and complex powers of the human brain† (Boggs, 141). Stuck in the world of biased and opinionated point of views and class topics, we forget about the world of creativity where we can expand and explore on our own thoughts, opinions, and ideas. Schools are seeking knowledge of basic ideas, including identifying main idea or what the author is trying to persuade in their text, while avoiding teaching meaningful lessons that will actually be useful and benefit students. It is up to the students to work hard on assignments and study for tests with a positive class attitude, however the teacher’s techniques applied in the classroom play a role in student’s success and improvement. â€Å"†¦Testing has become more frequent and more punitive, forcing teachers to teach to a sterile and often meaningless test, suppressing the creativity of committed teachers†

Coca Cola Manufacturing Free Essays

The Coca-Cola Company (KO) is the world’s largest beverage company, and it owns or licenses more than 500 nonalcoholic beverage brands. The company owns four of the world’s top five nonalcoholic sparkling beverage brands: Coca-Cola, Diet Coke, Fanta and Sprite. The prototype Coca-Cola recipe was formulated at the Eagle Drug and Chemical Company, a drugstore in Columbus, Georgia, by John Pemberton, originally as a coca wine called Pemberton’s French Wine Coca. We will write a custom essay sample on Coca Cola Manufacturing or any similar topic only for you Order Now He may have been inspired by the formidable success of Vin Mariani, a European coca wine. In 1886, when Atlanta and Fulton County passed prohibition legislation, Pemberton responded by developing Coca-Cola, essentially a nonalcoholic version of French Wine Coca. When launched, Coca-Cola’s two key ingredients were cocaine and caffeine. The cocaine was derived from the coca leaf and the caffeine from kola nut, leading to the name Coca-Cola (the â€Å"K† in Kola was replaced with a â€Å"C† for marketing purposes). Coca – cocaine Pemberton called for five ounces of coca leaf per gallon of syrup, a significant dose; in 1891, Candler claimed his formula (altered extensively from Pemberton’s original) contained only a tenth of this amount. Coca-Cola once contained an estimated nine milligrams of cocaine per glass. In 1903, it was removed. After 1904, instead of using fresh leaves, Coca-Cola started using â€Å"spent† leaves – the leftovers of the cocaine-extraction process with trace levels of cocaine. Coca-Cola now uses a cocaine-free coca leaf extract prepared at a Stepan Company plant in Maywood, New Jersey. In the United States, the Stepan Company is the only manufacturing plant authorized by the Federal Government to import and process the coca plant, which it obtains mainly from Peru and, to a lesser extent, Bolivia. Kola nuts – caffeine Kola nuts act as a flavoring and the source of caffeine in Coca-Cola. Kola nuts contain about 2. 0 to 3. 5% caffeine, are of bitter flavor and are commonly used in cola soft drinks. In 1911, the U. S. government initiated United States v. Forty Barrels and Twenty Kegs of Coca-Cola, hoping to force Coca-Cola to remove caffeine from its formula. The case was decided in favor of Coca-Cola. Subsequently, in 1912, the U. S. Pure Food and Drug Act was amended, adding caffeine to the list of â€Å"habit-forming† and deleterious† substances which must be listed on a product’s label. Coca-Cola contains 34 mg of caffeine per 12 fluid ounces (9. 8 mg per 100 ml). How is the most widely recognized product in the world made? How are the required quality standards met for every single unit of that product? Coca-Cola’s bottlers and canners are concerned with a range of processes involved in transforming resources into the bottles and cans of dr ink that we are familiar with. The transforming resources are the managers, employees, machinery and equipment used by The Coca-Cola Company and its franchisees. Primarily, Coca-Cola is manufactured by franchisees who are the world’s leading bottling and canning companies. This franchise business is strictly controlled by The Coca-Cola Company. The production of Coca-Cola involves two major operations: 1) Creating the packaging material 2) Bottling and canning the finished drink For many years, Coca-Cola was produced in glass bottles. Because of the high cost of distributing bulky bottles, they had to be manufactured close to where the bottling took place. Today, this is no longer so important since new packaging methods have revolutionized the process. Advanced bottling and canning technology makes Coca-Cola cans and bottles very light but extremely strong. The Company has invested a lot of time and money in research and development to ensure the most effective life cycle impact of its packaging. By using the minimum quantities of materials in packaging, the cans and plastic bottles are simple to crush or to reprocess at the end of the initial life cycle. Cans are delivered in bulk to a canning plant. At this stage the cans are shaped like an open cup ready to receive the liquid drink. They are not fully formed because the ring pull end has still to be fitted. After they have been inspected to check that there are no faults, each can goes through a rinsing machine to make sure it is clean and ready for filling. Coca-Cola consists of a concentrated beverage base and a liquid sweetener which are combined to form the syrup from which the drink is made. The Company ships the concentrate to bottling and canning plants where the franchisees mix it with sugar and local water. The water is passed through a number of filters to make sure it is absolutely pure. Carbon dioxide, which makes it fizzy, is also delivered to the canning plant where it is stored and then piped into the manufacturing process through a carbonator and cooler. The Company specifies what equipment franchisees will use to carry out these processes. Samples are taken regularly for chemical analysis, and staves make frequent spot checks to ensure that plants are maintaining the Company’s standards of cleanliness and quality. The Company provides its franchisees with the most up-to-date technology available and many of them use the latest computer technology and statistical process control methods. The packaging and the finished drink are combined by a rapid filling process. Every minute hundreds of cans pass along an automated production line and are filled with a precise amount of Coca-Cola. As the cans move along the production line, they are seamed to include the ring pull end and produce the finished can. The ends are inspected to make sure they are smooth and do not have any gaps or leaks. An individual code is stamped on the cans so that each one can be traced back to the point and time of production. A date code ensures product freshness. The manufacture of Coca-Cola is carried out by a set of processes called continuous flow production. On a production line, a process is continually repeated and identical products go through the same sequence of operations. Continuous flow production takes this one step further by using computer-controlled automatic equipment to produce goods 24 hours a day. Throughout the production process, quality control personnel monitor the product and take test samples. To guarantee that there are no errors, quality control inspectors take statistically selected samples at the end of the production line. Using chemical analysis, these inspectors can guarantee that the product meets the exact specifications; they also check that there are no faults in the packaging. A ‘fill height detector’ uses an electronic eye to ensure that the cans are filled to the right quantity. Cans that are not properly filled are rejected. The canners then prepare the cans for distribution to retailers such as supermarkets, shops and garages. A machine called a case former creates the casing that protects the cans as they are sorted onto pallets. The cans are stored temporarily in a warehouse before they are collected by large distribution trucks. The bottling process, whether in glass or PET (plastic), is very similar. Each plastic bottle starts as test-tube size and is blown up like a balloon into the final bottle shape. Whereas franchisees receive cans that already have the logo and any promotional details on them, bottlers apply the labels from large reels once the bottles have been formed. At the end of the bottling line, bottles are automatically sealed with a cap immediately after they have been filled. How to cite Coca Cola Manufacturing, Essay examples

The formal education of women artists in the United States has taken quite a long journey Example For Students

The formal education of women artists in the United States has taken quite a long journey Biography The formal education of women artists in the United States has taken quite a long journey. It wasnt until the nineteenth century that the workings of a recognized education for these women finally appeared. Two of the most famous and elite schools of art that accepted, and still accept, women pupils are the Philadelphia School of Design for Women and the Pennsylvania Academy of the Fine Arts the PAFA. Up until the early nineteenth century, women were mostly taught what is now called a fashionable education Philadelphia School of Design for Women 5. Their mothers raised them to be proper, young ladies and expert housekeepers in expectation of marriage. If these women were fortunate enough to receive some kind of formalized schooling, they were to study penmanship, limited aspects of their mother language, and very little arithmetic Philadelphia School of Design for Women 5. Unfortunately, this small degree of education was extremely constrictive to women. If they never married or were widowed at a young age, they really had no place to go. This form of womens education created generations of women that were almost entirely dependent on their husbands and male relatives. During the nineteenth century, when the feminist movement was beginning, many schools were established specifically for the education of women, such as the Philadelphia School of Design for Women, and also for the education of both. In the beginning, womens art schools mostly taught pupils practical applications of art. For example, female art students often studied drawing and lithographing, in hopes that they would be hired by industrial companies as designers. The Philadelphia School of Design for Women was one of the first all womens art schools to establish this form of education. Founded in 1844 by a woman named Sarah Peter, the Philadelphia School of Design for Women was a school like none that had come before it. Peter was a wealthy woman of stature and decided to start this school in one of the rooms of her mansion and to hire a teacher to hold regular classes for women in art and design. As a wonderful incentive for all women, tuition was free for the poor and the wealthy paid a very small sum. Sarah Peter saw how truly poor the traditional education for women was and she strongly believed that every woman should stand by her sex, thus her reasoning for establishing this soon to become famous art school. As Peter saw it, she wished to give young women some practical training,à ¢Ã¢â€š ¬Ã‚ ¦should so desire or the necessity arise, for well paying self support, qtd. in Philadelphia School of Design for Women 6. In addition to her personal feelings, she had a very specific reason for starting the Philadelphia schoolà ¢Ã¢â€š ¬Ã¢â‚¬ train women to create designs for the citys industrial lines, such as textiles, lithographing, wood engraving, floor coverings, and furniture. From this point on, Peter devoted the rest of her life to overseeing the School and also traveled around the U. S. o establish art schools, like the Philadelphia, in other cities Philadelphia School of Design for Women 6-11. The Philadelphia School of Design for Women originally had three departments from which young women could take classes: drawing, industrial, and wood engravings/lithography. The majority of the women were instructed within the drawing department, in which pupils made copies of original compositions and applied coloring and shading. From here on, depending on the instructor, they would progress toward drawings from casts and life Philadelphia School of Design for Women 23-24. The industrial department showed the women applications of drawing, shading, and coloring to the art of design. Surprisingly, these designs and patterns created by the women of the Philadelphia School were secured under copyright law for some time Philadelphia School of Design for Women 24. In the third department, lithography/wood engraving, women were taught drawing on stone and carving in wood. During the first years of the school, the actual printing was done on school grounds. However, in later years, most printing was done outside the school by contract. An Education In Liberal Arts EssayThe Academys primary instruction when it was first incorporated was the study of casts of classical statues in the Louvre Pennsylvania Academy of the Fine Arts. It continued educating its students in a classical manner and drawing from the live nude model was introduced around 1812, followed in succeeding decades by figure modeling and portrait classes. One of the most famous aspects of the Academys drawing and sculpture program began in the 1880s, by the hands of a man named Thomas Eakins McKinney 16. A new kind of study was introduced to help the pupils with their instructionà ¢Ã¢â€š ¬Ã¢â‚¬ anatomy. The Academy was very well known for is anatomy program, which had pupils dissecting cadavers and animals in order to gain a truly comprehensive knowledge of life from which to draw and sculpt from McKinney 16. A most interesting fact surrounding the Pennsylvania Academy of the Fine Arts concerns the start of drawing from life, from the nude. During its beginnings, there was significant controversy surrounding the allowance of nudes for life drawing at the Academy, especially for women. Male models were allowed to pose completely nude for mens drawing classes but had to wear a loincloth when posing for womens classes. And the women who stood for life drawing classes were always made to wear a mask over their faces, so as to sustain morality. Thomas Eakins, who was a student at the Academy and later a teacher and director completely ignored this fact. A Philadelphia newspaper from 1886 once said that, Mr. Eakins has for a long time entertained and strongly inculcated the most advanced viewsà ¢Ã¢â€š ¬Ã‚ ¦teaching large classes of women as well as men, he holds that, both as to the living model in the drawing room and the dead subject in the anatomical lecture and dissecting room, Art knows no sex, Porter 23. Eakins taught many life drawing classes for both women and men, often receiving much criticism from the public. He wanted to give his students as much knowledge of the human body and anatomy as possible McKinney 16. Around 1886, Eakins was teaching a womens life drawing class and wished to show them the origin of a certain muscle in the male bodyà ¢Ã¢â€š ¬Ã¢â‚¬ thus, he removed the loincloth from the posing male model. Afterwards, Eakins was confronted by the other directors of the Academy, due to their belief that exposing the female students to such immortality devastated their femininity, and asked to justify and apologize for his behavior. He refused to and was thus forced to resign from the Academy Porter 22-23. However, after his resignation, many of Eakins pupils followed him including women to be instructed solely by him. The Pennsylvania Academy of the Fine Arts, although not as customized for women as the Philadelphia School, had much influence over the formal education of women artists, especially in the area of life drawing. There are many famous women artists who were taught at and inspired by the Academy during the nineteenth and twentieth centuries, such as Mary Cassatt and Cecilia Beaux Pennsylvania Academy of the Fine Arts. The nineteenth century brought many changes to the world of art for women. A formal education for future women artists finally became available, and many new opportunities for careers in art were unleashed. Two of the most prominent art schools that catered to female pupils are the Philadelphia School of Design for Women and the Pennsylvania Academy of the Fine Arts, which both still exist today. These two schools introduced women artists to drawing, sculpture, lithography, life drawing, and even anatomy. The mark that these two fine schools made on the womens world of art will never be forgotten.