Abstract The paper focuses on the theme of life's contrasts in "A SeparatePeace", by John Knowles. The paper portrays how these contrasts are shown by contrasting characters, contrasting seasons and good vs. evil. The paper describes the main characters, Gene and Finny and the Devon School where the novel takes place.
From the Paper "Life's contrasts could be compared to a big box of crayons. They are varied from bright colors to pastel shades, and life's colors change with each day (Smithwick). Life's contrasts help build character, help to reveal who a person really is, and is experienced by most everyone on a daily basis. In the novel A Separate Peace, by John Knowles, the main characters are two teenagers, Gene and Finny. The story takes place in the 1940's at a prep school called Devon. Gene and Finny are best friends who are trying to figure each other out. A major theme of this book is life's contrasts, which is shown by contrasting characters, contrasting seasons, and good vs. evil."
Abstract The paper outlines twelve major events in chronological order in John Knowles' book, "A SeparatePeace", and explores their significance. The paper highlights the ideas of coming-of-age as an adult, personal transformations and about friends finding fulfillment through each other. The paper shows how the story is about being forced to confront painful realities; war, human frailty and the loss of innocence being chief among them.
Outline:
First Major Event: The Return to Devon
Second Event: Climbing up the Tree (the Second Climb)
Third Event: Finny's Confession of Friendship and Gene's Hesitation
Fourth Event: Gene Flunks the Trigonometry Test
Fifth Event: Finny's Fall
Sixth Event: The Visit in the Infirmary and the Failed Confession
Seventh Event: The Confession at Finny's Home in Boston
Eighth Event: Gene's Decision to Enlist - and how It Is Interrupted by Finny's Return
Ninth Event: Gene Decides to Become an Olympic Athlete
Tenth Event: the Fight with Leper at Leper's Home in Vermont
Eleventh Event: the Tribunal
Twelfth Event: Finny's Death
From the Paper "In chapter one, the narrator of the story returns to the elite Devon school campus in New Hampshire 15 years after graduation. Upon his return, the narrator is re-introduced to the fear he felt at the time (he was a student during the height of the Second World War) and he is prompted to recollect the summer of 1942 when his room-mate, Phineas or "Finny," persuaded him to jump off the branch of a tree found on the Devon campus; the tree, as it turns out, is located right beside a river and it is into the river that one must jump. Ultimately, the act of jumping into the river, and the wrestling that Finny and the narrator do afterwards, causes them to miss dinner that evening."
Tags: war, human, frailty, innocence, friendships, fulfillment
Abstract The writer discusses the book as it traces the progression of the main character from childhood to adulthood. The paper uses passages from the book to illustrate the growth of Gene in relation to his friendship with Phineas. According to the writer, Gene is forced to adopt more mature concepts as he encounters jealousy rage, and the eventual propensity to harm his friend.
From the Paper "In the classic bildungsroman the reader follows the main character from childhood to adulthood. John Knowles? A Separate Peace manges to capture this journey as taking place within the space of less than a year. The novel describes the struggle of two prep school students, Phineas (Finny) and Gene, to deal with the treachery of one and the effects it has on both of them. Gene's envy of his friend leads him to cause great harm to Finny. Ultimately Gene is forced to accept adult notions of morality and to leave childhood behind."
Tags: growth, development, jealousy, adolescence, students
This paper details the similarities and differences in the portrayal of adolescents over the span of 400 years in William Shakespeare's "Romeo and Juliet" and John Knowles' "A SeparatePeace."
Abstract The writer of this paper examines the depiction of adolescents in two particular works of literature written within a span of 400 years. This paper explores the key emotional factors of the teenage characters of both novels and details the similarities and difference in both works of writing. The writer asserts that when Shakespeare wrote "Romeo and Juliet" the average life span was much shorter than it is today, which resulted in teens assuming more adult responsibilities at a far younger age. This paper also delves into teenage infatuation and romance and examines whether these particular emotions and feelings have changed over the years. This paper contains relevant plot and character information for both "Romeo and Juliet" and "A SeparatePeace."
From the Paper "Those who would argue that teenagers today are much different than those Shakespeare describes could point to the fact that the Renaissance adolescents took themselves much m ore seriously. Critics of my position might point out that Romeo and Juliet is about real love and A Separate Peace isn't about love at all. However, I must point out that in this modern novel, where modern teenagers interact in many ways, they never seem to think or talk much about girls, and yet there is still-without any homosexual overtones-a story of romantic passion. Gene loves Finny much as Romeo loves Juliet. As with all infatuated teenagers, much of their love is in their minds. Their feelings get confused; they act reflexively, unthinkingly, immaturely; and Romeo, Juliet, and Finny all end up dead."
Abstract This essay looks at people who have turned trauma and pain into a positive experience. It discusses the work of Mairead Corrigan Maguire who organised peaceful demonstrations in N.Ireland, wrote poetry that inspired millions and through her efforts to develop a "politics of mercy and forgiveness," won a Nobel Peace prize. The author goes on to discuss the wording of Martin Jordan's poem "The changes in our lives".
From the paper:
" Everyone wants peace in his or her everyday live. Sometimes peace is hard to come by for some people. However, Some individuals react to their pain in a positive way. For example, Irish writers Mairead Maguire and Martin Jordan write poetry about peace due the tragedies for the world and in their lives. So, in Misread Maguire's ?The Vision of Peace? and Martin Jordan's "the changes in our lives" the main goal is to remind everyone that there should be peace all over of the world despite all of the pain we encounter."
Abstract This paper discusses obnoxious negative peace and substantive positive peace. These terms are found in a letter by Martin Luther King, Jr. expressing his opinion on direct action. Martin Luther King believed it was important to fight for substantive and positive peace for African Americans and it is important for Americans to continue to fight the battle for substantive and positive peace not only in America but throughout the world.
From the Paper "Injustice anywhere is a threat to justice everywhere" (King 1963). What does this quotation mean? What is the difference obnoxious negative peace and substantive and positive peace? Why are these important today? These were important terms for Martin Luther King and they are important terms today. Martin Luther King believed that whatever affects one person actually affects every one else (King 1963). Many people living during the lifetime of Martin Luther King was willing to close their eyes to the violence and terrorism happening to African Americans. They believed that African Americans were wrong in taking a stand toward wanting their independence. Martin Luther King believed it was important to fight for substantive and positive peace for African Americans and it is important for Americans to continue to fight the battle for substantive and positive peace not only in America but throughout the world."
Abstract Woodrow Wilson did not possess the will to maintain peace after the Great War. The writer asserts that there were three ways in which Wilson contributed to the build-up of tensions before WWII. First was Wilson's failure in responding to the members of the Peace Accords in relation to the redrawing of German boundaries; his influence in tearing away predominantly German areas resulted in the planting of seeds for future war. The second reason that Wilson could not maintain peace was his inability to remove himself from partisan politics in America. The third reason was in relation to Wilson's "Fourteen Points", more specifically, the point of ?self-determination.? Close examination of these three points shows why Wilson is partly responsible for WWII.
From the Paper "The Great War was a war of attrition. Many brave men on all both sides of the conflict, Axis and Allied Powers, met their fate fighting for their homelands during the years of 1914-1918. Never before had the world seen such a horrid war fought in the grand scope and magnitude of nations versus nations. Great sacrifices were made in part to the loss of human life through mechanization of artillery to the inception of chemical warfare. (Would such a tragic lesson be reason enough for peace among sovereigns?) Unfortunately, the peace was not afforded to the constituents of the Paris conference, nor those that threw away their lives in the second war that shortly followed in 1939. While there were many causes for the Second World War, it would be a herculean effort to name and attribute them all. A few of the major causes included the onset of war reparations since repayment would be next to impossible for the Germans to meet in the allotted time. Secondly were the sanctions imposed upon the size of the German military which was considered a measure of further alienation, and thirdly were territorial settlement disputes. All three factors were great causes that angered the Nazis to disregard the Peace Accords in the early 1930's with Hitler's rise to power."
Abstract This paper examines how, after more than a quarter-century after the end of American military involvement in Vietnam, the Vietnam War remains a great unsettled question in American public life. It focuses in particular on the peace negotiations that eventually bought the war to an end when agreement was finally reached, in 1973, in the form of the Paris Peace Accords. It analyzes how the United States in effect accepted formal victory with the likelihood of deferred defeat, while North Vietnam accepted formal defeat with the likelihood of deferred victory.
Outline
Looking For a Way Out
The Options
Early Negotiation Efforts
From Johnson to Nixon
Endgame
From the Paper "Thus, in the case of Vietnam, when the United States signed the Paris Peace Accords in 1973, it did so in the face of two alternative options that resembled each other only in being undesirable. One option was continuing direct American military involvement for the foreseeable future; the other was withdrawal of American forces without negotiations. The first entailed an indefinite continuation of American combat casualties and consequent (and probably growing) domestic unrest and political dissension. The second implied the probable near-immediate collapse of South Vietnam (as well as possible abandonment of American prisoners of war), with its own set of international and domestic consequences."
Abstract This paper explains that Leo Tolstoy, in his novel, "War and Peace", emphasizes the underlying theme of freedom through the character of Pierre. Specifically, the paper points out that Tolstoy illustrates through Pierre how people come to discover the truth of life through experience. The paper concludes that Pierre discovers that, while peace, freedom and happiness are attainable, they are not always easy to get.
From the Paper "Another aspect of Pierre's life that illustrates his transformation form war to peace with his own internal war that coincides with the actual around him. Pierre looses his grip on reality and begins to drink. In this way, we can see how his life has entered into a "war" phase. He not only witnesses a physical war, he undergoes a mental one as well. He looses faith in mankind and is on a downward spiral. He drinks to escape his mental oppression. His mental state worsens as he becomes convinced that he must assassinate Napoleon."
Abstract A very thorough book review of "War and Peace" by Leo Tolstoy.The paper is divided into 2 sections. The first section provides a summary of the book and the second provides the writer's opinion. The writer feels that the book provided such a feeling of satisfaction upon completion that it is recommended to all.
From the Paper "The story of French, Russian, and Austrian History all condensed, starting in 1805, is what this novel is about. It starts out at a soir?e hosted by a woman named Anna Pavlona, who is the confidante to the empress, Marya Fyodorovna. She enjoys throwing parties for Russia's "top dogs". Factually, Russia's most influential people are attending this soir"e, and this is essentially where all the main characters are introduced. Lastly, there is Nikolai Ilych Rostov, who gets married and eventually becomes a farmer. Also in attendance is Natasha, a woman of extreme beauty and intelligence. Princess Marya is also contributing to the soir"e. And a man named Pierre, who goes many different ways before he reaches what he has been looking for."
Abstract This essay analyzes African author, Chinua Achebe's short story "Civil Peace," The paper specifically interprets the symbolism of the bicycle and the protagonist, Jonathan Iwegbu, as well as his demeanor in the wake of the war.
Abstract This paper presents an evaluation of the democratic peace theory. It contends that in modern times there is no unambiguous case of a war between democratic states, even in situations where great-power rivalry was to be expected.
From the Paper "Since the end of the Cold War a good deal of attention has been given to the so-called DPT or democratic peace theory. This theory proposes that states with democratic political ..."
Tags: democratic, peace, international, relations, war, realist, theory
Abstract This paper discusses the feasibility of developing a peace education curriculum. It explains that the curriculum would be based on the concepts of holistic education and critical pedagogy to counter the adverse effects of militarism on society without indoctrinating students.
From the Paper " The purpose of this paper is to suggest an approach for the development of a manifestation of peace education designed to counter the adverse effects on society ..."
Abstract This paper discusses how the book "Frankenstein," by Mary Shelley relates to the cosmopolitan ideal that Kant articulates in his text "Perpetual Peace."
From the Paper "The perpetual peace that Kant envisions in his essay can be interpreted as an ideal form of geopolitical organization. In Section II of the essay Kant insists that the law of nations will be an attribute of a federation of free states. All of these states will be republican rather than monarchical, governed by the rule of law rather than factional strength and or despotism and mediated by a super sovereign league of peace to see that nations adjust themselves to the constraints of public law."
Abstract In this essay, the writer notes that there is consensus from academic as well as popular sources that the Oslo peace process ended in failure. However, as this study discusses, the perceived intentions and aims of the Oslo Accords were not always seen by the different parties as a formula for the complete cessations of all conflict and disagreements. This paper provides an overview of the Accords and explores the central reason for the failure of these Accords. Another aspect that is touched on is the relative paucity of analysis of the lessons that have been learnt from the failure of Oslo. The writer concludes that there is little doubt that a central aspect that contributed to this failure was loss of faith and trust in the process and fundamentally a suspicion of intention from various quarters.
Outline:
Introduction
A Brief Background of the Oslo Accords
The Oslo Accords
The Promise and Failure of the Oslo Accords
The Results of Failure
Conclusion
Bibliography
From the Paper "However, as this study discusses, the perceived intentions and aims of the Oslo Accords were not always seen by the different parties as a formula for the complete cessations of all conflict and disagreements. Nevertheless the hope and confidence that was publicly displayed and engendered by the Oslo Accords not only failed in terms of the goals and time constraints but also failed to a large extent to create a more promising environment for the solution of the Israeli-Palestinian problem."
"There are a plethora of debate, studies and dissertations which deal with the aspects that resulted in the demise of the Oslo Accords."
