| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CLYTAEMNESTRA KILL CASSANDRA": |
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Why Clytaemnestra Must Kill Cassandra, 1995.
Examines the central role of Cassandra in Aeschylus' "Agamemnon".
1,658 words (approx. 6.6 pages), 6 sources, MLA, $ 53.95
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Abstract
While Agamemnon is the title character of Aeschylus' play it is Cassandra who, both as prophetess and victim, stands at the play's center. This paper explores the circumstantial and symbolic background against which the events of this play are set and considers Clytaemnestra's motives for killing Agamemnon and Cassandra.
From the Paper
"Aeschylus calls his play Agamemnon, but this is not because Agamemnon is its main character; on the contrary, Agamemnon is actually a particularly flat character in the drama. He enters the play midway, makes two speeches (Agamemnon lines 794-839 and 907-924), each of which is paralleled in the text by a speech of equal length by Clytaemnestra. Then, after a quick interchange with his wife (11.925-955) Agamemnon enters his palace and is not heard from (with the exception of his death cries) or seen (alive) again. Even the Herald, whose role in the drama (unlike that of the messenger in Oedipus and Antigone) is not particularly important (since his main task is to confirm the signal fire's report of the victory at Troy), speaks many more lines than the title character. The real tragic hero of Agamemnon is Cassandra..."
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To Kill or Not to Kill: The CIA's Anti-Castro Operations, 2002.
Discusses US - Cuba relations and CIA's attitudes to Fidel Castro.
1,483 words (approx. 5.9 pages), 5 sources, MLA, $ 49.95
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Abstract
This paper discusses the methods the CIA used to try to "get rid" of Fidel Castro and overthrow the communist Cuban government. This paper gives light to some of the many plots the CIA came up with to rid the world of history's longest ruling communist dictator.
From the Paper
"To say that the relationship between the United States and Cuba is complicated is a major understatement. Ever since 1959, when Fidel Castro came into power in Cuba, the two nations have had a strained relationship at best, and a highly adversarial relationship when things got worse. Now that the Cold War is over and Cuba is no longer receiving weapons and aid from the defunct Soviet Union, relations between the two countries are much more relaxed. However, during the height of the Cold War, during the Kennedy administration and even before that, the Central Intelligence Agency of the United States developed and planned several ways to bring down the communist Cuban government; the catalyst they kept going back to in order to bring down the government was the assassination of Fidel Castro."
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Guns Kill People or do People Kill People?, 2002.
A detailed discussion on the topic of gun control.
2,250 words (approx. 9.0 pages), 14 sources, APA, $ 69.95
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Abstract
In this study on gun control, particularly in the United States, the writer explores both sides of the issue from a political as well as a moral standpoint. The writer works to present fair presentation for both sides and then draws it all together in the conclusion.
From the Paper
"As the world moves into the future it takes with it lessons of the past. Gun control is an issue that is not black and white. Those who oppose it do so for many reasons and those who support it claim to do so for the same. Gun control is not a one shot deal either. If gun control is enacted there are many options with which the bill can be written into law and fine-tuned for the individual needs or desires of that state. There will probably come a time in which the United States Supreme Court will have to decide what the constitutional authors meant when they penned the second amendment. Until then it is a stand still with both sides taking aim at the other."
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Cassandra: A Woman Scorned, 2005.
This paper examines the story of Cassandra, the daughter of Troy's King Priam as well as the love interest of the Greek god Apollo.
962 words (approx. 3.8 pages), 4 sources, MLA, $ 34.95
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Abstract
The writer of this paper contends and explains why few heroines of Greek mythology have been as mistreated as Cassandra. This writer discusses the many websites devoted to characters from Greek mythology that view Cassandra in generally negative terms. One site quotes a number of contemporary mythologists, calling Cassandra "very beautiful, but quite unbalanced," not only in terms of the way she was perceived in the eyes of others, but also in terms of her priorities as a priestess and a woman. This paper briefly examines the life of Cassandra, daughter of King Priam and Queen Hecuba, recipient of the gift of prophecy. This paper focuses on the turbulent relationship between Cassandra and Apollo. This paper also discusses Cassandra's involvement in the Trojan War, which brought about her demise.
From the Paper
"Such a misogynist view reflects the modern association of chastity or sexual continence with repression, forgetting that chastity in the Greek world was often a contingent quality and status for remaining a priestesses. The oracle at Delphi was chaste, as were the follower of Artemis, goddess of the moon-thus by asking her to give up her chastity, Apollo was essentially asking Cassandra to give up her holy status as a religious priestess and oracular voice, by sacrificing her continence to him. Granted, Apollo was the source of Cassandra' gift. But remember that Apollo's sister, Artemis was chaste, as was the goddess of wisdom Athena. Chastity enabled a woman to be free of the burdens of childbearing and keeping a home for a husband, thus Cassandra's desire to remain chaste was only understandable, for an intelligent and articulate woman possessing an extraordinary religious gift of insight and interpretation."
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War and Mass Killing, 2005.
This paper discusses the individual-level factors in war and mass killing.
1,125 words (approx. 4.5 pages), 5 sources, APA, $ 39.95
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Abstract
This paper examines what motivates people to kill. The author relate how many people actually take part in mass killing and killing in war. The paper explores specific conflicts and killings.
From the Paper
"Semelin examines the motives of the individual for participating in mass killings and notes that there are many reasons but most revolve around prestige and looking good in the eyes of ones neighbors friends and coworkers. He looks at the killing of the Jews in World War II often by neighbors or friends or at least fellow countrymen like the Poles and notes that people went along with the tide of what was happening. They justified what they did by believing they were obeying their superiors ..."
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Cassandra in "Agamemnon", 2005.
An analysis of the character of Cassandra as a crucial catalyst in Aeschylus' "Agamemnon".
1,070 words (approx. 4.3 pages), 0 sources, $ 37.95
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Abstract
This paper examines how the character of Cassandra in the ancient drama "Agamemnon", first in the Oresteia trilogy written by the Greek playwright Aeschylus, initially may seem relevant only as a secondary character who appears in a minor scene. It attempts to show how Cassandra provides very necessary, crucial elements to the plot and dramatic action which help to portray Aeschylus' messages concerning justice and vengeance. It also looks at how one of the most important aspects of Cassandra's character is her unique style of prophetic vision, which allows her to foresee the past, present and future, yet denies her the luxury of actually being believed in her predictions.
From the Paper
"One basic reason why Cassandra apparently does not actively assist the play in advancing its dramatic action is that she does not actually act at all. Her character only speaks and passively conveys information to the chorus and audience about what will happen, instead of aggressively making things happen. Despite this fact, the information with which she provides us is crucial to our comprehensive understanding of the entire Oresteia trilogy and its background. In particular, Cassandra aids us by developing the theme of justice as well as by informing the audience of essential background knowledge."
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Teaching Schoolhouse Killing, 2002.
This paper argues that television violence is causing the extreme violence, killing, in the schools.
1,800 words (approx. 7.2 pages), 5 sources, MLA, $ 57.95
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Abstract
This author believes that the question regarding the growing number of schoolhouse killings is not how the children get the weapons that kill but rather why they use them. This paper presents many studies that indict the violence on television. The author concludes that we can stop, or reduce, the killing in the classrooms by turning off the television and campaigning for a reduction of violence on television.
From the Paper
"Long-term consequences of violence are seldom portrayed on television?children often do not get to see the end result of violence such as death, injury or incarceration. This sends the meaning to viewers that violence goes unpunished and that it is a successful method of handling conflicts. From this, children learn inappropriate behaviors and poor conflict resolution skills. The vast majority of violent scenes demonstrate that there is either a winner or a loser in life?s situations; the winner is the person who uses his or her weapon more effectively?that is, kills the opponent. ... illustrates that 25% of violent interactions among youth involve the use of handguns, the popular choice in recent publicized ?kid killings.? "
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"Waiting for Lefty" - "To Kill a Mockingbird", 2001.
This paper compares the play "To Kill a Mockingbird" to the novel "Waiting for Lefty", both set in the 1930's United States.
1,650 words (approx. 6.6 pages), 3 sources, $ 53.95
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Abstract
This paper compares and contrasts "To Kill a Mockingbird" with "Waiting for Lefty". They were both set in the 1930's in the United States, but they are addressed from very different points of view - one through the eyes of adults in New York and the other told by children in the deep South. This paper analyzes these different perspectives.
From the paper:
While both Waiting for Lefty and To Kill a Mockingbird are set in the United States during one of the poorest times in American history - the 1930s - both the locations in which the play and the novel are set, as well as the perspectives from which the stories are told are vastly different. The physical setting of Waiting for Lefty, a relatively short but intense play written by Clifford Odets, is New York. His play is told through the eyes of several adults. The setting of Harper Lee?s equally intense To Kill a Mockingbird is a rural, deep-south county in Alabama. Her story is told through the very credible eyes of several children. Although one might presume that the adults would fare better during this trying time of the ?have-nots,? it is, instead, the children who seem better able to cope with circumstances. Both play and novel contrast and compare the manner in which the time of the Great Depression affected the lives of not only the poor, but those of all backgrounds. ?Atticus said professional people were poor because the farmers were poor?."
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"A Time to Kill", 2002.
Examines the difference in the versions of John Grisham's novel and Joel Schumacher's movie "A Time to Kill".
1,712 words (approx. 6.8 pages), 2 sources, MLA, $ 55.95
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Abstract
John Grisham's "A Time to Kill" is a powerful courtroom drama that examines the difference between social justice and moral justice in a small town in Mississippi. The paper explains that, given the legacy of segregation and racism in the south, it describes both the emotional and complex legal issues of fairness and equality in the eyes of the law. The story is about a young white lawyer, who successfully defends a black man, clearly guilty of killing the two white men who raped his ten year old daughter. This paper shows how both the novel and film version are riveting dramas, and compares and discusses their major differences which lie in the context of the two mediums.
From the Paper
"The basic difference between a novel and a screenplay is that the former can indulge in the luxury of full descriptive passages and the latter must adhere to a very specific structure. Novels give us the opportunity to meet the characters and create a relationship with them. The details of who they are can be developed. We learn about their past. We see them in the context of where they live. The events in a novel move in linear time and with a novel, we have all the time in the world."
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"To Kill a Mockingbird", 2002.
A look at the topic of discrimination in "To Kill a Mockingbird".
650 words (approx. 2.6 pages), 4 sources, $ 26.95
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Abstract
This paper is a literary analysis on discrimination in the book "To Kill a Mockingbird". The thesis is that To Kill a Mockingbird not only reveals racial prejudice, it pivots a discussion concerning discrimination.
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"To Kill A Mockingbird", 2003.
Compares Harper Lee's actual life with that of the character of Scout Finch from Lee's novel, "To Kill a Mockingbird".
1,180 words (approx. 4.7 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper discusses the novel, "To Kill a Mockingbird," written by Harper Lee. The paper specifically focuses on the similarities that seem evident between the life of Harper Lee herself and her character of Scout Finch. It looks at the parallels between the trial of Tom Robinson in "To Kill a Mockingbird" and one of the most notorious series of trials in the nation's history, the Scottsboro trials.
From the Paper
"How would you write a book about your childhood memories, let's say at six years old, some thirty years later, without ever writing a diary? You would need to know specific dates, important events, your favorite places to go, and other important things that had happened while growing up. Well, Harper Lee, wrote To Kill a Mockingbird, some thirty years after her childhood. Lee had many childhood experiences which are similar to those of Scout Finch, the narrator of the novel To Kill a Mockingbird."
" Harper Lee was making use of a history as she knew it, and in the back of her mind was her knowledge of the Scottsboro Trials, based on the arrest of nine young African-American men in Alabama in the l930s. During the l950s when she was writing To Kill a Mockingbird, the Civil Rights movement was an active force in American life, especially in the south. But it was her imaginative gifts as a storyteller that enabled Harper Lee to move beyond the factual circumstances of history and to write an original and compelling novel with moral meaning
(http://www.co.forsyth.nc.us/library/book/author.html.)."
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Shelley?s "Frankenstein" and Lee?s "To Kill a Mocking Bird", 2004.
This paper compares the writing styles of Mary Shelley?s "Frankenstein?" with Harper Lee?s "To Kill a Mocking Bird" to demonstrate the way both authors used language by taking different approaches.
1,520 words (approx. 6.1 pages), 4 sources, MLA, $ 50.95
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Abstract
This paper explains that Harper Lee?s "To Kill a Mockingbird" is well-crafted, using language that suits the mind of child. The author points out that, in contrast to Lee?s style in "To Kill a Mocking Bird", Shelley has a more complex style of writing as demonstrated in her language use, sentence structure, and higher-level vocabulary. The paper shows that both Shelley and Lee make use of quotations; however, Lee?s descriptions of scenes and the metaphors she uses indicate a skill that she exhibits to a greater extent in her book.
From the Paper
"Harper Lee?s descriptions in ?To Kill a Mockingbird? are quite plain as compared to those of Shelley?s. In her following words this fact is exemplified when she describes Maycomb as ?an old town, but it was a tired old town when I first knew it. In rainy weather the streets turned to red slop; grass grew on the sidewalks, the courthouse sagged in the square?. The words that she has used here are direct and straightforward. They are easy to comprehend, even for school-aged children."
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Honor Killings, 2005.
An examination of honor killings in Pakistan.
1,339 words (approx. 5.4 pages), 7 sources, MLA, $ 44.95
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Abstract
This paper describes the problem of honor killings and looks at the history of honor killings in Pakistan. The paper then explains that the establishment and strict enforcement of laws protecting women from this kind of abuse and violence, as well as the cultural pressure to make change, are the basic approaches to rid the world of this kind of murder.
From the Paper
"Women throughout the world have long suffered at the hands of their husbands, fathers, and other male relatives. Why would a father, husband, or brother kill his daughter, wife, or sister? In some parts of the world, including Pakistan, India, Bangladesh, Brazil, Uganda, and many countries in the Middle East, when a woman's family believes that her behavior has threatened the "family honor," killing her is seen as the only alternative . The practice of "honor killing", which is the murder of a (generally) female relative who is perceived to have brought dishonor to the family (which can be defined in terms as broad as looking at a man in a sexual manner, adultery, refusing a marriage proposal, refusing to have sex, or even being raped) by a male member of the family, has the highest level of reported incidence in the nation of Pakistan."
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"The Man He Killed", 2002.
An analysis of Thomas Hardy's poem, "The Man He Killed".
1,010 words (approx. 4.0 pages), 0 sources, $ 35.95
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Abstract
The paper discusses how Thomas Hardy?s poem ?The Man He Killed? focuses on the author?s disdain toward war and senseless killing of people who are similar to him. It shows how Hardy uses descriptive terms and detailed language to evoke emotion in his reader and the emotion he is most likely hoping for is that of empathy toward other soldiers and dislike toward war.
From the Paper
"When the narrator uses the word ?quaint? to describe war, it sticks out like a sore thumb. (L17) For the most part, quaint means that something is pleasing to you, and war certainly isn?t pleasing to the narrator. It could be sarcasm at work, and that is a very effective tool. It could be that quaint is meant to actually mean something else. By adding ?curious? to the description, you can almost see the man sitting with a confused look on his face. (L.17 It is not so much about the man dying, but what it has done to make the war much less glamorous for the guy."
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"Ulysses" and "To Kill A Mockingbird", 2002.
An analysis of symbolism in James Joyce's "Ulysses" and Harper Lee's "To Kill A Mockingbird".
1,150 words (approx. 4.6 pages), 2 sources, $ 44.95
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Abstract
This study will cover the symbolism in James Joyce's Ulysses and Harper Lee's To Kill A Mockingbird. By understanding the deeper ways that these authors communicate their meaning, usage of the symbolic value in the tales will be brought forth. To decode certain stories, this method will uncover certain meanings that the authors may not have wanted to be seen, but included to show a subconscious meaning.
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