Divorce Essay -- Social Issues, Children

Divorce is viewed differently by many people. Sometimes this is due to experiences, what others have said, or looking at studies that are not always accurate. However, not everyone can have the same views about marriage ending in divorce. In the article, â€Å"No Easy Answers: Why the Popular View of Divorce Is Wrong† by Constance Ahrons she shows her view on divorce. Ahrons believes that divorce does not have long-lasting damaging effects on children (65). Divorce can affect children in the family but the way the decisions are made is what will change the way the kids are influenced. First of all, opposing viewpoints say that divorce can cause the child to feel like their life is not going to be the same. In contrast, this is not a highly supported statement. One thing that is commonly stated about divorce is, once two married parents with children decide to divorce, that they are no longer a family (66). Although, they may not be living together in the same house it does not mean they are still not a family. No matter what, the parents will always be linked to each other because of the children. Is that not the definition of a family? In addition, assumptions are made that if people are married with kids that they are an ideal family This is not the case, if the marriage is not working out and is only causing problems amongst the parents and kids than that is not considered a family either. Divorce does not cause children to lose their family, if anything it helps to fix them. Moreover, people say that kids feel like their life will have to change drastically because; they will have to lose one of their parents. Divorce does not mean that the children will drop a relationship with one of their parents. Some divorces may be like... ...e fairly small or big but either way the child is changed in some way. No matter how people view divorce, there is no wrong viewpoint. In the end, the effects are rarely long-term on the children. In conclusion, divorce is an extremely diverse subject, and it is going to be viewed in a different way by many individuals based on their experiences. Sometimes divorce can be the best thing for the couple as well as the child. If a marriage is only there for the child then that could affect them just as much as a divorce (65). The outcome on how serious the effects are on a child after divorce can vary. It is all revolved on how the parents handle the divorce; what decisions and choices they chose to make will change the way the child is affected. When it comes down to it, â€Å"you can choose to see your family as rearranged, or you can choose to see it as broken† (62).

National Identity in Film

The Piano, by Campion, and Truman Show, by Weir both interact with concepts of national identity in separate ways.   Both of these films are products of New Zealand culture, either through production or in cultural discourse.   Both films have also been well received and heavily awarded. The Piano tells the story of Ada McGrath.   She is a Scotswoman from New Zealand who is sold into marriage.   The film is staged in 1851. She doesn’t speak throughout the majority of the film, but expresses herself through her piano playing; this is until her husband leaves her piano on a beach.   This is symbolic of his lack of love for her and an example of the emptiness in Ada’s life.   The piano is then sold to their neighbor George Baines who convinces Ada to give him piano lessons and eventually sexual favors.   As Ada gradually falls in love with Baines through their connection of the piano, she finds meaning for her life. The Truman Show is directed by Australian Peter Weir and written by New Zealander Andrew Niccol.   The story follows Truman Burbank who is unaware that his entire life, since birth, has been an organized farce for a television series/project.   He is luckily chosen, out of a group of five baby orphans, to be the star of the show.   The Truman Show represents Truman’s life.   Viewers are told that Truman’s birth was broadcast live on television, but his child rearing is not presented in the film. The idea behind national identity is that one defines their self through the identity of their nation.   In their article, National Identity and Self-Esteem, Jeff Spinner-Halev and Elizabeth Theiss-Morse analyze the nature of national identity.   They adopt the theory that if the self-esteem of an individual is tied to their nation than it’s the perfect proponent to maintain safe and secure nations.   They feel that there is an immediate connection between self respect and group identity; so much so, it could lead to one sacrificing their own personal needs for the good of the group. They also acknowledge that there is a competitive nature within group self esteem; this meaning that most groups want their group to do better than others.   This is often seen in the patriotic nature of political propaganda, carried out by many countries to convince soldiers to go to war.   This system of control is one known for cajoling groups to fallow a certain program or way of thinking by catering to individuals’ wants, needs, or taking advantage of their fears. This complex of national identity is a major aspect of a government’s societal control, as well as a significant ideal satirized in The Truman Show.   It is most visibly personified in the character of the show’s producer Christof.   He argues that human beings accept the world in which they are presented, and uses this to justify why Truman hasn’t figured out his predicament up to this point.   All of the employees, of the studio, acting as Truman’s family, friends and extras living within the town, can all be viewed as nationalists to the studio’s regime. The National Identity of these films can be directly corresponded to the culture and history of New Zealand.   In 1945, the New Zealand Film Critic Gordon Mirams argued that if there was a New Zealand culture, it was a mostly a Hollywood creation. The only thing more popular than going to the movies, in New Zealand, was drinking tea, during that time period. This idea is supported by the statistic that for many years New Zealanders were the most frequenters of the movie world. In their book New Zealand Film 1912-1996 Helen Martin and Sam Edwards analyze the filmography of many films produced during this century in New Zealand.   This book basically analyzes the entire history of film in New Zealand.   The two authors managed to find more than 162 films.   In formulating their list and deciding on what they would identify as New Zealand Films, they decided the film had to have a significant connection to the location in terms of the film’s creators, cast, copyright holder, financiers, production team, and technical equipment. They also felt that a film that holds a sociological connection to New Zealand should be categorized as a New Zealand films as well.   Thus, they included The Piano in their list of films pointing out that though it was not filmed in New Zealand, its story was still set there.   The authors also felt it the film addressed social issues pertaining to the history of New Zealand within the time frame it was set. The Piano, identified as a socially conscious New Zealander film, it is identified as such through its understanding of national identity and the plight of the New Zealand people.   This can be seen in the fact that the film is a historically place romance, and has much cultural significance.   The film is often credited for its style, in that it is deemed as a historical romance and a contemporary romance in a historical setting. In his article, Lost causes: the ideology of national identity in Australian cinema, John Slavin does an in-depth analysis of the cultural connotations present in cinema when using it to understand a nation.   His stance is that cinema as well as reality have an interweaving relationship with each other that ultimately define the national identity of a nation.   He further explains this in his closing statements when he says, Ideology transforms individuals into constitutive social subjects by interpelation, the Althusserian term for the seductive mirror images of coherent identity promoted by cultural artifacts such as the popular cinema. But this thesis follows the suggestion that it is the purpose of ideology to represent an imaginary relationship of the cinematic viewer to his/her real conditions of existence. Those real conditions, based on psychic and social displacement are symptomatic of the Marxist definition of alienation†¦ In other words, representations of identity, both national and individual, are thrown into critical doubt within the mythic narratives. (Slavin, 2002). Slavin’s view that though ideology is used in film, national identity is virtually dependant on film narrative is very ironic, considering that he uses ideology by connecting his argument to Marxism.   In the end, the interpretation of his argument, just like national identity, are both dependant on the work and views of their creator, no matter how drenched in history they. Even within this corruption of the true nature of things, Slavin acknowledges that the transitional tendency of film images, etiquette and social relations over the years is a perfect source for study of socio-economic change.   Once one grasps a clear understanding of cinema’s use of ideology to mold national culture, the only question left is, how is ideology used, and national culture shaped, specifically within these two films? In their novel, Piano Lessons: Approaches to the Piano by Felicity Coombs and Suzanne Germmell, the authors work to claim a better understanding of The Piano.   They point out the films originally human nature in the fact that there is no main villain.   The audience is often incited to pity, empathize and despise all three main characters. Baines, Stewart, and Ada can all be viewed as human because they all have their flaws.   It is wrong for Stewart to disregard his wife they way he does, though the nature of his arrange marriage is a notable statement pertaining to the era of the film’s plot.   The audience is allowed to relate to this sociological circumstance, while at the same time despise Stewart for his treatment of Ada.   Whereas Ada is presented as a victim of the cultural norms of her time period, she still transcends beyond this, to adopt contemporary ideals and relate to the audience.   The fact that she cheats on her husband is a motive for dislike, but it is also key to the liberation she achieves from her mundane existence. The fact that she does not embody the role of the victim throughout the entire film is testament to the film’s reality.   Baines also becomes an equally likeable figure in that his sexual advances evolve from something seemingly corrupt to an actual full blown love affair.   This triangular relationship between the three main characters says a lot about male and female relations during the time.   The authors also correspond to Ada’s relationship with men to the nature of post-colonialism, which was also a big part of New Zealand at this time and also a big part of this film. The relationship between the oppressor and the oppressed is a key theme in the relationships Ada has with men.   The colonial history of 1850’s New Zealand is encompassed within the plot.   This is an example of how ideology is used in narrative to enhance the value of a message more relevant.   In confronting these ideals of colonization, the film came under much scrutiny.   Many felt the film gave a false presentation of race.   During this time there were many Maori, who argued they were the product of White New Zealanders’ social injustice. They felt the film’s disregard for their cultural relevance was a form of national mythmaking, in avoiding the argument that whites staked claim on their land. This conflict is overlooked by the plot, but the nature of its severity is still implied through the topic being completely disregarded. It is also a common controversy within the land that many foreign investors come and buy land, from potentially the wrong owners. By disregarding their true history, the national identity presented for New Zealand is that of a small land with a history for sale. The connection with national identity here is cultural.   This differs from the connection visible in The Truman Show. Just like The Piano, The Truman Show poses an argument larger than itself in respect to national identity, only this film speaks more metaphorically.   The idea previously posed in National Identity and Self Esteem, was that national identity is largely the product of a model that is followed by a group of people.   These people are so caught up in the ideals of the group, they rather sacrifice their own individual comforts for the good of the team. The authors found that these groups are also very competitive with one another, identifying their identity with that of the group and basing the groups identity on their contrast from other groups.   This becomes very relative to some of Rene Girard’s views.   In his seminal theory of mediated desire Rene Girard argues that human desire is imitative.   His views is that the goals we hold most personal are actually the desires of others which we want to achieve because others want to achieve them. This is very compatible with the ideals of national culture and the cult group fallowing it incites.   This is also seen constantly in The Truman Show, the main motivation for Truman to escape the studio/town is to travel to Fiji after his one true love.   If the character personifying his school crush had never desired to move there, Truman would have never desired to follow.   This is a direct personification of Girard’s theory, as well as an example of Morse and Halev’s version of national identity.   Here it is easy to see the differing way in which The Truman Show represents national identity from how it is used in The Piano. In sum, through an understanding of identity theory and New Zealand culture, we can develop a better understanding of the directors’ use of national identity in the films The Piano, and The Truman Show.   National identity is depicted in The Piano through its cultural connotations, historical representation, and it authenticity to social norms. Despite all of its awards, the films inability to stay true to the ethnic history of the town is proof that it attempts to mold national identity through its filmic ideals.   The directors pick and chose the ideology they identify with and disregard the other aspect of New Zealand culture.   Whereas The Truman Show does not attempt to shape the national culture of New Zealand, it is virtually unidentifiable as a New Zealand film, except for the fact that is written by a New Zealander. What the film contributes to national identity is its use of the theories backing it, and its own underlying message on the nature of the conflict. What the film reveals about national identity is its dependency on the narrative of a film.   The ironic fact is that it does this through its own abuse of the power.   Truman represents everyman against the crowd.   The complex world he interacts with is very similar to the real world, only in his world he really is the center of attention.   The most intimate aspects of an individual’s life, like marriage, personal goals and beliefs are all a product of a false reality. This concept is very similar to Freudian theory, Marxist theory, biblical references and even many science fiction narratives.   What the films reveals about national identity is its core nature.   The entire town operates in one direction and for one purpose.   Truman is the only one who is unaware of this purpose, but he still seems to follow along contributing to what he feels is the best interest of the group.   His desires are compatible with his nation’s desires, until he breaks free from this methodology of control.   Both of these films interact with national identity theory; both are products of New Zealander culture, and both are great films. Work Cited Adorno, Theodor W. and Max Horkheimer. Dialectic of Enlightenment: Philosophical Fragments. 1947. Trans. Edmund Jephcott. Stanford: Stanford UP, 2002. Chatman, Seymour (1978) Story and Discourse: Narrative Structure in Fiction and Film (Ithaca, NY: Cornell University Press). Cheshire, Ellen. Jane Campion. Great Britain: Pocket Essentials, 2000. Eric Young (Executive Producer). (1998). â€Å"How's It Going To End? The Making of The Truman Show, Part II† [DVD (Special Feature)]. Paramount Pictures Home Entertainment. Girard, Renà ©. Deceit, Desire, and the Novel: Self and Other in Literary Structure. Trans. Yvonne Freccero. Baltimore, MD: Johns Hopkins UP, 1965. Helen Martin and Sam Edwards, New Zealand Film, 1912-1996. Auckland: Oxford University Press, 1997. vi+215 pp. Illustrations, bibliography, index. Kaufman, Cynthia. â€Å"Colonialism, Purity, and Resistance in The Piano.† Socialist Review 24 (1995): 251-55. Sanes, Ken. Truman as Archetype. Transparencynow.com. 1996-2001. 29 July 2004. . Slavin, John (2002) Lost causes : the ideology of national identity in Australian cinema. PhD thesis, Department of English, University of Melbourne. The Piano. (2007, January 18). In Wikipedia, The Free Encyclopedia. Retrieved 22:37, January 22, 2007, from http://en.wikipedia.org/w/index.php?title=The_Piano&oldid=101515698 The Truman Show. (2007, January 19). In Wikipedia, The Free Encyclopedia. Retrieved 22:33, January 22, 2007, from http://en.wikipedia.org/w/index.php?title=The_Truman_Show&oldid=101870034 The Truman Show (1998) Directed by Peter Weir, screenplay by Andrew Niccol (Hollywood, CA: Paramount).

The Commonality and Differences of the Hispanic Culture in the United States - Free Essay Example

Sample details Pages: 3 Words: 998 Downloads: 7 Date added: 2017/09/19 Category Environment Essay Type Argumentative essay Did you like this example? The Commonality and Differences of the Hispanic Culture in the United States Hispanics represent a variety of cultures from Mexico, the Caribbean Islands, Central and South America. Of the many Hispanic cultures now living in the United States, four will be used to examine the political, linguistic, religious, and socio-economic behavior of Hispanics. Mexican-Americans: Mexican-Americans have either had families that have lived within the United States for over 400 years, some not as long, and others have just recently emigrated to the U. S. from Mexico. The Spanish of Mexicans is influenced by the Spaniards who occupied Mexico and a heavy Latin influence as the policy of linguistics, a sort of lingua franca, was greatly influenced by the Spanish Crown who was often at odds with the Catholic Church in this regard, which also reveals quite a bit about the religious influences of Mexican-Americans, who are primarily Catholic, although there is a variety of religious sects wi thin that culture, such as the Santero tradition, and many others. 1) (2) Because Mexican-Americans are one of the most economically disadvantaged groups in the United States, (3), religion plays a big part in how they cope with this disadvantage, and while there are claims that they are underrepresented in politics, there is The League of Latin American Citizens, a political rights advocate group for all Hispanics, founded by Mexican Americans in 1929. Puerto Rican-Americans: The language of Puerto Rico is considered to be a Caribbean variant of Spanish that is a combination of Spanish, Taino, (the indigenous language), and Kongo, which was imported from West African Slaves. (4) However, Puerto Rican-Americans also can be people who only speak English, are bilingual, or only speak Spanish. While Puerto Ricans can have a variety of genetic influences and not at all look â€Å"Hispanic†, it is not how they look; however, that is a determination for many Puerto Rican-America ns as to who is Puerto Rican as much as it is their ability to speak Spanish. 5) Since the passage of the Jones Act of 1917, when Puerto Ricans were made American citizens, a cycle of immigration has developed where Puerto Ricans will immigrate to the U. S. to improve their economic status, stay as long as there is improvement, and when not, move back to their homeland, and as is with most Hispanics, their religion is primarily Catholic, but also heavily influenced by the Santeria, and voodoo cults. (6) Cuban-American: Of all the Hispanic cultures within the U. S. Cuban-Americans are perhaps the most affluent and politically connected. After Castro’s coup the first wave of Cuban immigrants did very well economically, assimilated easily, thus the language of many Cuban-Americans from that first wave is primarily English, with subsequent waves of Cuban families not as successful economically, partially because they lacked the financial acumen of the first wave who were not r aised under a communist regime. (7) Cuban-Americans are perhaps the most conservative of Hispanics in the U. S. , mostly Catholic, although due to the anti-religious bias of Castro’s Cuba, there are some who do not claim any religion at all, and a emphasis on their children’s learning English, even at the expense of Spanish fluency common, although the women of middle class Cuban families view a competency in Spanish as essential for themselves. (8) Uruguayan-American: Because the economic and political status of Uruguay was very westernized and strong for many years, Uruguayans did not really begin immigrating to the U. S. ntil about the 1960’s. Even then, many Uruguayans were more inclined to immigrate to Argentina, due to its proximity and shared language. Spanish is the language spoken of most Uruguayans, although many are bilingual due to the excellent education provided in Uruguay, and there is a slight difference in pronunciation in their Spanish than other Hispanics. Uruguay is also a fairly secular state, so those who are not Catholic or Christian tend to be secular in their religious views, and their political status within the U. S. is indiscernible currently as they represent a much smaller portion of Hispanic immigrants who have only recently begun to immigrate. (9) The obvious commonality between these groups is the Spanish language, although there are differences in that language depending upon the founding effect, and the region of which they came. Catholicism also tends to link these groups together, although not so much for Uruguayans, and of course, there are differences there as well, as not all are Catholics. There are far more differences than common features of each culture, and while many of each prefer to view themselves as simply Americans, those who do identify as hyphenated Americans tend to illustrate the variety of differences between each culture, which are vast and as wide as the mileage between the ir homelands, and what is clear is that Hispanics are not simply just one united culture, but are a disparate mixture of many cultures. References: Espinoza, Gaston Garcia, Mario T. 2008). Mexican-American Religions: Spirituality, Activism and Culture. Durham, NC: Duke University Press. Ballestra, Alejandra, Martinez Glenn, Moyna, Maria I. (2008). Recovering the U. S. Linguistic Heritage: Socio-historical approaches to Spanish in the United States. Huston, TX: Arte Publico Press. Public Policy Institute of California. (2002). The Economic Progress of Mexican-Americans. San Francisco, CA: Grogger, Jeffery Trejo, Stephen J. Center for Applied Linguistics. 1974). A Socio Linguistic Study of Assimilation: Puerto Rican English in New York City. Washington, D. C. : Wolfram, Walt. Garcia, Jessica Nieves-Ferris, Kristin. (2001). Hablas Spanish? : The Linguistic Culture of Bronx Puerto Ricans. Retrieved from https://www. nyu. edu/classes/blake. map2001/puertorico. html Green, Derek. Puer to Rican Americans. Retrieved from https://www. everyculture. com/multi/Pa-Sp/Puerto-Rican-Americans. html Buffington, Sean. Cuban Americans: History, Slavery, Revolution, Modern Era, Significant Immigration Waves, Settlement Patterns, Acculturation and Assimilation, Education. Retrieved from https://www. everyculture. com/multi/Bu-Dr/Cuban-Americans. html Lambert, Wallace E. Taylor, Donald M. (2010). Language in the Lives of Ethnic Minorities: Cuban-American Families in Miami. Oxford Journals, volume 17(issue 4), pages 477-500. Spear, Jane E. Uruguayan Americans. Retrieved from https://www. everyculture. com/multi/Sr-Z/Uruguayan-Americans. html Don’t waste time! Our writers will create an original "The Commonality and Differences of the Hispanic Culture in the United States" essay for you Create order

Running Room Case Study - 1298 Words

Running Room Case Study 10/21/14 T/TH 9:30 AM Present Strategy The Running Room company has been a successful and profitable business since its inception, catering to both avid runners and more casual joggers by selling high end running shoes. Its owner, Raina Cisco, used her background as a nationally ranked runner to establish credibility as a running shoe authority, especially for higher end products. In order to maintain this image of quality, Cisco chose to primarily sell Nike shoes. The Nike brand is associated with performance in the minds of her customers, and she was able to make a $5-$7 premium per pair of Nike shoes. Despite this success, after about 10 years of steady growth, profits began to decline due primarily to†¦show more content†¦Cisco’s current strategy attempts to do too much and appeal to a much too broad target market, and thus needs to consider different strategies. Alternative Strategies Based on The Running Room’s current situation, Cisco considers a number of alternatives to her present marketing strategy. On one hand, she could continue to maintain a broad target market to appeal to both casual athletes--with more fashion-conscious products that aren’t necessarily running shoes--and serious runners, while attempting to tap into the growing market for women’s athletic shoes with expanded product lines for female athletes. This strategy would help her maintain her aging loyal customers, as she could offer athletic shoes that reflect the new exercise programs that they are becoming involved in instead of running. Conversely, she could narrow her target market to just serious runners, by investing in the high-end molded running shoes and the additional training and promotion that would be required to sell them. An analysis of The Running Room’s strengths and weaknesses can help her determine that the second strategy i s the most worthwhile to pursue moving forward. As a former nationally-ranked runner herself, and with both a proven track record for catering to serious runners (who make up a majority of her sales) as well as the flexibility to switch product lines fairly easily, Cisco’s business strengths would support a shift to a more serious runner target market with relativeShow MoreRelatedA Study On Child Development Essay1715 Words   |  7 PagesIntroduction Observing a child will increase the knowledge on how child react in different situations; also, comparing to other cases, there might be some similarities, but there must be differences. In these observations, we are focused on the social relationships, reactions, language, and emotion. Based on what we have learned in the class, I know children a bit more than usual. 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School Uniforms And Public Schools - 1547 Words

â€Å"If it means that the schoolrooms will be more orderly, more disciplined,† President Clinton said, â€Å"and that our young people will learn to evaluate themselves by what they are on the inside instead of what they’re wearing on the outside, then our public schools should be able to require their students to wear school uniforms.† President Clinton is referring to the outfits or sets of standardized clothes that are worn primarily for an educational institution, usually in primary and secondary schools in various countries. When used, they form the basis of a school’s dress code, which is a set of rules, usually written and posted specifying the required manner of dress at a school. It began when schools had issues with grades and behavioral problems, but they didn’t want uniforms because it infringed upon individuality. The commotion began when the uniform movement began nearly four years ago when Long Beach, California became the nationâ₠¬â„¢s first public school district to require elementary and middle school students to wear uniforms. Since then, public schools from east to west have debated whether they’re beneficial or not, which has caused the controversy to heat up significantly. Even though requiring uniforms in public schools have been controversial throughout history, it continues to be an area of debate for school communities because research shows that uniform policies do provide benefits to schools, but there are also disadvantages that create unfavorable conditionsShow MoreRelatedSchool Uniforms And Public Schools1303 Words   |  6 PagesUniforms are an identifying outfit or style of dress worn by the members of a given profession, organization, or rank. (Dictionary.com) A typical uniform consist of dark pants or shorts for boys, skirt for girls, and a shirt or a blouse. 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He stated that , If it means that juvenile will stop bloodshed each o ther over designer outfits of clothing brand, thenRead MoreUniforms in Public Schools1787 Words   |  8 PagesUniforms in Public Schools: A Positive Approach Towards the Future Since the late 1990s many public schools across the nation have opted to implement a stronger dress code policy which have involved the addition to a specific mandated uniform policy. While some critics of mandatory uniform policies believe that there is no justification for change, school uniforms offer educational benefits, improve student behavior, social interaction, and are more cost effective and durable than traditional streetRead MoreSchool Uniform Is Not A Public School Tradition Essay1359 Words   |  6 PagesSchool uniform has been a rising issues throughout the country and the issue has been getting only bigger with the internet and social medial. School uniform was not a public school tradition but it was first famous among English charity schools in England. It was a blue coat like the one worn at christ’s hospital and it is known to be one of the earliest examples of school uniforms. They took â€Å"fatherless and poor children from the parish and educated the m(Scott). After a while it became aRead MoreSchool Uniforms Should Be Public Schools968 Words   |  4 Pages School Uniforms Parents around the globe have emphasized the controversy over school uniforms. During the school year of 2011-2012, one in every five school required students to wear school uniforms. America s first documented schools to inaugurate uniforms were in Maryland and Washington. Throughout the previous years in America, there have been numerous disputes whether school uniforms should be in public schools. In the last 30 years, public schools have often been hostilely compared to privateRead MoreSchool Uniforms And The Success Of Public Schools1099 Words   |  5 Pages School uniforms are beneficial to students at all grade levels and can be a contributing factor in improving test scores, attendance and the graduation rate, while decreasing school violence and behavior issues. Research has proven significant connections between school uniforms and the success of public schools. In 1996 approximately three percent of all schools in the United States had a school uniform policy (Gentile Imberman, 2009) . In 2015 23% of schools reported a uniform policy (StatisticRead MoreMandatory School Uniforms For Public Schools2112 Words   |  9 Pagesbenefits is what mandatory school uniforms in public schools enforce. They take away the choice for young adults to express themselves through clothing styles. Uniforms are also costly due to not initially owning them, then the children not wishing to wear them or even being able to wear them outside of school grounds. These aspects are enforced because the administration believes it will benefit the students, but studies show otherwise. The use of mandatory school uniforms is not a progressive or usefulRead MoreSchool Uniforms are an Unnecessary Addition to Public Schools1060 Words   |  5 PagesSchool Uniforms are an Unnecessary Addition to Public Schools School Uniforms are being pushed more and more in schools, but what is commonly thought of when the words â€Å"school uniform† is said? For most people the picture of children in the same colored uniforms gathered in front of a Catholic Church or a private school is displayed in their mind. This picture is one of the many problems with school uniforms. Instead of being seen as an individual, students are seen as just another kid in aRead MoreEssay on The Benefits of School Uniforms in Public Schools2132 Words   |  9 Pagesof students’ attend public schools and face some sort of violence that is associated with that school. It can be gang related or just simply bullying in the school. Because of these rising issues, parents are being forced to pull their children out of public school and home school them for their safety. Is this the best action for the children? Will they be missing out on many life skills that are learned while attending schools with peers their own age? How can the schools make our children feel

Assembly Language free essay sample

In other words, assembly language programs are specific to a particular hardware. Assembly language programs for a Mac will not work on a PC. But this can be an advantage for programmers who are targeting a specific platform and need full control over the hardware. Table of Contents:| 1. Introduction 2. Basic Concepts Assembler language Basic concepts Using debug program| | 3. Assembler programming Assembly process More assembler programs Types of instructions 4. Assembler language instructions Transfer instructions Loading instructions Stack instructions Logic instructions Arithmetic instructions Jump instructions Instructions for cycles: loop Counting Instructions Comparison Instructions Flag Instructions 5. Interruptions and file managing Internal hardware interruptions External hardware interruptions Software interruptions Most Common interruptions 6. Macros and procedures| INTRODUCTION In the introductory section some of the elemental concepts regarding computer systems are mentioned, along with the concepts of the assembly language itself, and continues with the tutorial itself. Why learn assembler language The first reason to work with assembler is that it provides the opportunity of knowing more the operation of your PC, which allows the development of software in a more consistent manner. The second reason is the total control of the PC which you can have with the use of the assembler. Another reason is that the assembly programs are quicker, smaller, and have larger capacities than ones created with other languages. Lastly, the assembler allows an ideal optimization in programs, be it on their size or on their execution. Assembler language Basic conceptsInformation UnitsIn order for the PC to process information, it is necessary that this information be in special cells called registers. The registers are groups of 8 or 16 flip-flops. A flip-flop is a device capable of storing two levels of voltage, a low one, regularly 0. 5 volts, and another one, commonly of 5 volts. The low level of energy in the flip-flop is interpreted as off or 0, and the high level as on or 1. These states are usually known as bits, which are the smallest information unit in a computer. A group of 16 bits is known as word; a word can be divided in groups of 8 bits called bytes, and the groups of 4 bits are called nibbles. Numeric systemsThe numeric system we use daily is the decimal system, but this system is not convenient for machines since the information is handled codified in the shape of on or off bits; this way of codifying takes us to the necessity of knowing the positional calculation which will allow us to express a number in any base where we need it. It is possible to represent a determined number in any base through the following formula:Where n is the position of the digit beginning from right to left and numbering from zero. D is the digit on which we operate and B is the used numeric base. TOPConverting binary numbers to decimalsWhen working with assembly language we come on the necessity of converting numbers from the binary system, which is used by computers, to the decimal system used by people. The binary system is based on only two conditions or states, be it on(1) or off(0), thus its base is two. For the conversion we can use the positional value formula:For example, if we have the binary number of 10011, we take each digit from right to left and multiply it by the base, elevated to the new position they are:Binary: 1 1 0 0 1Decimal: 1*2^0 + 1*2^1 + 0*2^2 + 0*2^3 + 1*2^4= 1 + 2 + 0 + 0 + 16 = 19 decimal. The ^ character is used in computation as an exponent symbol and the * character is used to represent multiplication. Converting decimal numbers to binaryThere are several methods to convert decimal numbers to binary; only one will be analyzed here. Naturally a conversion with a scientific calculator is much easier, but one cannot always count with one, so it is convenient to at least know one formula to do it. The method that will be explained uses the successive division of two, keeping the residue as a binary digit and the result as the next number to divide. Let us take for example the decimal number of 43. 43/2=21 and its residue is 121/2=10 and its residue is 110/2=5 and its residue is 05/2=2 and its residue is 12/2=1 and its residue is 01/2=0 and its residue is 1Building the number from the bottom , we get that the binary result is 101011Hexadecimal systemOn the hexadecimal base we have 16 digits which go from 0 to 9 and from the letter A to the F, these letters represent the numbers from 10 to 15. Thus we count 0,1,2,3,4,5,6,7,8,9,A,B,C,D,E, and F. The conversion between binary and hexadecimal numbers is easy. The first thing done to do a conversion of a binary number to a hexadecimal is to divide it in groups of 4 bits, beginning from the right to the left. In case the last group, the one most to the left, is under or less than 4 bits, the missing places are filled with zeros. Taking as an example the binary number of 101011, we divide it in 4 bits groups and we are left with:10;1011Filling the last group with zeros (the one from the left):0010;1011Afterwards we take each group as an independent number and we consider its decimal value:0010=2;1011=11But since we cannot represent this hexadecimal number as 211 because it would be an error, we have to substitute all the values greater than 9 by their respective representation in hexadecimal, with which we obtain:2BH, where the H represents the hexadecimal base. In order to convert a hexadecimal number to binary it is only necessary to invert the steps: the first hexadecimal digit is taken and converted to binary, and then the second, and so on. Data representation methods in a computer. ASCII codeASCII is an acronym of American Standard Code for Information Interchange. This code assigns the letters of the alphabet, decimal digits from 0 to 9 and some additional symbols a binary number of 7 bits, putting the 8th bit in its off state or 0. This way each letter, digit or special character occupies one byte in the computer memory. We can observe that this method of data representation is very inefficient on the numeric aspect, since in binary format one byte is not enough to represent numbers from 0 to 255, but on the other hand with the ASCII code one byte may represent only one digit. Due to this inefficiency, the ASCII code is mainly used in the memory to represent text. BCD MethodBCD is an acronym of Binary Coded Decimal. In this notation groups of 4 bits are used to represent each decimal digit from 0 to 9. With this method we can represent two digits per byte of information. Even when this method is much more practical for number representation in the memory compared to the ASCII code, it still less practical than the binary since with the BCD method we can only represent digits from 0 to 99. On the other hand in binary format we can represent all digits from 0 to 255. This format is mainly used to represent very large numbers in mercantile applications since it facilitates operations avoiding mistakes. Floating point representationThis representation is based on scientific notation; this is, to represent a number in two parts: its base and its exponent. As an example, the number 1234000, can be represented as 1. 23*10^6, in this last notation the exponent indicates to us the number of spaces that the decimal point must be moved to the right to obtain the original result. In case the exponent was negative, it would be indicating to us the number of spaces that the decimal point must be moved to the left to obtain the original result. Using Debug programP rogram creation processFor the creation of a program it is necessary to follow five steps: * Design of the algorithm, stage the problem to be solved is established and the best solution is proposed, creating squematic diagrams used for the better solution proposal. Coding the algorithm, consists in writing the program in some programming language; assembly language in this specific case, taking as a base the proposed solution on the prior step. * Translation to machine language is the creation of the object program, in other words, the written program as a sequence of zeros and ones that can be interpreted by the processor. * Test the program, after the translation the program into machine language, execute the program in the computer machine. * The last stage is the elimination of detected faults on the program on the test stage. The correction of a fault normally requires the repetition of all the steps from the first or second. CPU RegistersThe CPU has 4 internal registers, each one of 16 bits. The first four, AX, BX, CX, and DX are general use registers and can also be used as 8 bit registers, if used in such a way it is necessary to refer to them for example as: AH and AL, which are the high and low bytes of the AX register. This nomenclature is also applicable to the BX, CX, and DX registers. The registers known by their specific names:AX Accumulator BX Base register CX Counting register DX Data register DS Data segment register ES Extra segment register SS Battery segment register CS Code segment register BP Base pointers register SI Source index register DI Destiny index register SP Battery pointer register IP Next instruction pointer register F Flag registerDebug programTo create a program in assembler two options exist, the first one is to use the TASM or Turbo Assembler, of Borland, and the second one is to use the debugger on this first section we will use this last one since it is found in any PC with the MS-DOS, which makes it available to any user who has access to a machine with these characteristics. Debug can only create files with a . COM extension, and because of the characteristics of these kinds of programs they cannot be larger than 64 kb, and they also must start with displacement, offset, or 0100H memory direction inside the specific segment. Debug provides a set of commands that lets you perform a number of useful operations:A Assemble symbolic instructions into machine code D Display the contents of an area of memory E Enter data into memory, beginning at a specific location G Run the executable program in memory N Name a program P Proceed, or execute a set of related instructions Q Quit the debug program R Display the contents of one or more registers T Trace the contents of one instruction U Unassembled machine code into symbolic code W Write a program onto diskIt is possible to visualize the values of the internal registers of the CPU using the Debug program. To begin working with Debug, type the following prompt in your computer:C:/gt;Debug [Enter]On the next line a dash will appear, this is the indicator of Debug, at this moment the instructions of Debug can be introduced using the following command:-r[Enter]AX=0000 BX=0000 CX=0000 DX=0000 SP=FFEE BP=0000 SI=0000 DI=0000 DS=0D62 ES=0D62 SS=0D62 CS=0D62 IP=0100 NV EI PL NZ NA PO NC 0D62:0100 2E CS: D62:0101 803ED3DF00 CMP BYTE PTR [DFD3],00 CS:DFD3=03All the contents of the internal registers of the CPU are displayed; an alternative of viewing them is to use the r command using as a parameter the name of the register whose value wants to be seen. For example:-rbx BX 0000 :This instruction will only display the content of the BX register and the Debug indicator changes from - to :When the prompt is like this, it is possible to change the value of the register which was seen by typing the new value and [Enter], or the old value can be left by pressing [Enter] without typing any other value. TOPAssembler structureIn assembly language code lines have two parts, the first one is the name of the instruction which is to be executed, and the second one are the parameters of the command. For example: add ah bhHere add is the command to be executed, in this case an addition, and ah as well as bh are the parameters. For example:mov al, 25In the above example, we are using the instruction mov, it means move the value 25 to al register. The name of the instructions in this language is made of two, three or four letters. These instructions are also called mnemonic names or operation codes, since they represent a function the processor will perform. Sometimes instructions are used as follows:add al,[170]The brackets in the second parameter indicate to us that we are going to work with the content of the memory cell number 170 and not with the 170 value, this is known as direct addressing. Creating basic assembler programThe first step is to initiate the Debug, this step only consists of typing debug[Enter] on the operative system prompt. To assemble a program on the Debug, the a (assemble) command is used; when this command is used, the address where you want the assembling to begin can be given as a parameter, if the parameter is omitted the assembling will be initiated at the locality specified by CS:IP, usually 0100h, which is the locality where programs with . COM extension must be initiated. And it will be the place we will use since only Debug can create this specific type of programs. Even though at this moment it is not necessary to give the a command a parameter, it is recommendable to do so to avoid problems once the CS:IP registers are used, therefore we type:a 100[enter] mov ax,0002[enter] mov bx,0004[enter] add ax,bx[enter] nop[enter][enter]What does the program do? , move the value 0002 to the ax register, move the value 0004 to the bx register, add the contents of the ax and bx registers, the instruction, no operation, to finish the program. In the debug program. After to do this, appear on the screen some like the follow lines:C:\gt;debug -a 100 0D62:0100 mov ax,0002 0D62:0103 mov bx,0004 0D62:0106 add ax,bx 0D62:0108 nop 0D62:0109Type the command t (trace), to execute each instruction of this program, example:-tAX=0002 BX=0000 CX=0000 DX=0000 SP=FFEE BP=0000 SI=0000 DI=0000 DS=0D62 ES=0D62 SS=0D62 CS=0D62 IP=0103 NV EI PL NZ NA PO NC 0D62:0103 BB0400 MOV BX,0004You see that the value 2 move to AX register. Type the command t (trace), again, and you see the second instruction is executed. tAX=0002 BX=0004 CX=0000 DX=0000 SP=FFEE BP=0000 SI=0000 DI=0000 DS=0D62 ES=0D62 SS=0D62 CS=0D62 IP=0106 NV EI PL NZ NA PO NC 0D62:0106 01D8 ADD AX,BXType the command t (trace) to see the instruction add is executed, you will see the follow lines:-tAX=0006 BX=0004 CX=0000 DX=0000 SP=FFEE BP=0000 SI=0000 DI=0000 DS=0D62 ES=0D62 SS=0D62 CS=0D62 IP=0108 NV EI PL NZ NA PE NC 0D62:0108 90 NOPThe possibility that the registers contain different values exists, but AX and BX must be the same, since they are the ones we just modified. To exit Debug use the q (quit) command. TOPStoring and loading the programsIt would not seem practical to type an entire program each time it is needed, and to avoid this it is possible to store a program on the disk, with the enormous advantage that by being already assembled it will not be necessary to run Debug again to execute it. The steps to save a program that it is already stored on memory are:Obtain the length of the program subtracting the final address from the initial address, naturally in hexadecimal system. Give the program a name and extension. Put the length of the program on the CX register. Order Debug to write the program on the disk. By using as an example the following program, we will have a clearer idea of how to take these steps:When the program is finally assembled it would look like this:0C1B:0100 mov ax,0002 0C1B:0103 mov bx,0004 0C1B:0106 add ax,bx 0C1B:0108 int 20 0C1B:010ATo obtain the length of a program the h command is used, since it will show us the addition and subtraction of two numbers in hexadecimal. To obtain the length of ours, we give it as parameters the value of our programs final address (10A), and the programs initial address (100). The first result the command shows us is the addition of the parameters and the second is the subtraction. h 10a 100 020a 000aThe n command allows us to name the program. -n test. comThe rcx command allows us to change the content of the CX register to the value we obtained from the size of the file with h, in this case 000a, since the result of the subtraction of the final address from the initial address. -rcx CX 0000 :000aLastly, the w command writes our pr ogram on the disk, indicating how many bytes it wrote. -w Writing 000A bytesTo save an already loaded file two steps are necessary:Give the name of the file to be loaded. Load it using the l (load) command. To obtain the correct result of the following steps, it is necessary that the above program be already created. Inside Debug we write the following:-n test. com -l -u 100 109 0C3D:0100 B80200 MOV AX,0002 0C3D:0103 BB0400 MOV BX,0004 0C3D:0106 01D8 ADD AX,BX 0C3D:0108 CD20 INT 20The last u command is used to verify that the program was loaded on memory. What it does is that it disassembles the code and shows it disassembled. The parameters indicate to Debug from where and to where to disassemble. Debug always loads the programs on memory on the address 100H, otherwise indicated. | | Assembler programming| Table of ContentsBuilding Assembler programs Assembly process More assembler programs Types of instructionsBuilding Assembler programsIn order to be able to create a program, several tools are needed:First an editor to create the source program. Second a compiler, which is nothing more than a program that translates the source program into an object program. And third, a linker that generates the executable program from the object program. The editor can be any text editor at hand, and as a compiler we will use the TASM macro assembler from Borland, and as a linker we will use the Tlink program. The extension used so that TASM recognizes the source programs in assembler is . ASM; once translated the source program, the TASM creates a file with the . OBJ extension, this file contains an intermediate format of the program, called like this because it is not executable yet but it is not a program in source language either anymore. The linker generates, from a . OBJ or a combination of several of these files, an executable program, whose extension usually is . EXE though it can also be .COM, depending of the form it was assembled. Assembler ProgrammingTo build assembler programs using TASM programs is a different program structure than from using debug program. Its important to include the following assembler directives:. MODEL SMALL Assembler directive that defines the memory model to use in the program. CODE Assembler directive that defines the program instructions. STACK Assembler directive that reserves a memory space for program instructions in the stackEND Assembler directive that finishes the assembler programLets programFirst stepuse any editor program to create the source file. Type the following lines:TOPfirst example; use ; to put comments in the assembler program . MODEL SMALL; memory model .STACK; memory space for program instructions in the stack .CODE; the following lines are program instructions mov ah,1h; moves the value 1h to register ah mov cx,07h;moves the value 07h to register cx int 10h;10h interruption mov ah,4ch;moves the value 4 ch to register ah int 21h;21h interruption END; finishes the program codeThis assembler program changes the size of the computer cursor. Second stepSave the file with the following name: examp1. sm Dont forget to save this in ASCII format. Third stepUse the TASM program to build the object program. Example:C:\gt;tasm exam1. asm Turbo Assembler Version 2. 0 Copyright (c) 1988, 1990 Borland InternationalAssembling file: exam1. asm Error messages: None Warning messages: None Passes: 1 Remaining memory: 471kThe TASM can only create programs in . OBJ format, which are not executable by themselves, but rather it is necessa ry to have a linker which generates the executable code. Fourth stepUse the TLINK program to build the executable program example:C:\gt;tlink exam1. bj Turbo Link Version 3. 0 Copyright (c) 1987, 1990 Borland InternationalC:\gt;Where exam1. obj is the name of the intermediate program, . OBJ. This generates a file directly with the name of the intermediate program and the . EXE extension. Fifth stepExecute the executable programC:\gt;exam1[enter]Remember, this assembler program changes the size of the cursor. Assembly process. TOPSEGMENTSThe architecture of the x86 processors forces to the use of memory segments to manage the information, the size of these segments is of 64kb. The reason of being of these segments is that, considering that the maximum size of a number that the processor can manage is given by a word of 16 bits or register, it would not be possible to access more than 65536 localities of memory using only one of these registers, but now, if the PCs memory is divided into groups or segments, each one of 65536 localities, and we use an address on an exclusive register to find each segment, and then we make each address of a specific slot with two registers, it is possible for us to access a quantity of 4294967296 bytes of memory, which is, in the present day, more memory than what we will see installed in a PC. In order for the assembler to be able to manage the data, it is necessary that each piece of information or instruction be found in the area that corresponds to its respective segments. The assembler accesses this information taking into account the localization of the segment, given by the DS, ES, SS and CS registers and inside the register the address of the specified piece of information. It is because of this that when we create a program using the Debug on each line that we assemble, something like this appears:1CB0:0102 MOV AX,BXWhere the first number, 1CB0, corresponds to the memory segment being used, the second one refers to the address inside this segment, and the instructions which will be stored from that address follow. The way to indicate to the assembler with which of the segments we will work with is with the . CODE, . DATA and . STACK directives. The assembler adjusts the size of the segments taking as a base the number of bytes each assembled instruction needs, since it would be a waste of memory to use the whole segments. For example, if a program only needs 10kb to store data, the data segment will only be of 10kb and not the 64kb it can handle. SYMBOLS CHARTEach one of the parts on code line in assembler is known as token, for example on the code line:MOV AX,Varwe have three tokens, the MOV instruction, the AX operator, and the VAR operator. What the assembler does to generate the OBJ code is to read each one of the tokens and look for it on an internal equivalence chart known as the reserved words chart, which is where all the mnemonic meanings we use as instructions are found. Following this process, the assembler reads MOV, looks for it on its chart and identifies it as a processor instruction. Likewise it reads AX and recognizes it as a register of the processor, but when it looks for the Var token on the reserved words chart, it does not find it, so then it looks for it on the symbols chart which is a table where the names of the variables, constants and labels used in the program where their addresses on memory are included and the sort of data it contains, are found. Sometimes the assembler comes on a token which is not defined on the program, therefore what it does in these cased is to pass a second time by the source program to verify all references to that symbol and place it on the symbols chart. There are symbols which the assembler will not find since they do not belong to that segment and the program does not know in what part of the memory it will find that segment, and at this time the linker comes into action, which will create the structure necessary for the loader so that the segment and the token be defined when the program is loaded and before it is executed. TOPMore assembler programsAnother examplefirst stepuse any editor program to create the source file. Type the following lines:;example11 . model small .stack .code mov ah,2h ;moves the value 2h to register ah mov dl,2ah ;moves de value 2ah to register dl ;(Its the asterisk value in ASCII format) int 21h ;21h interruption mov ah,4ch ;4ch function, goes to operating system int 21h ;21h interruption nd ;finishes the program codesecond stepSave the file with the following name: exam2. asm Dont forget to save this in ASCII format. third stepUse the TASM program to build the object program. C:\gt;tasm exam2. asm Turb o Assembler Version 2. 0 Copyright (c) 1988, 1990 Borland International Assembling file: exam2. asm Error messages: None Warning messages: None Passes: 1 Remaining memory: 471kfourth stepUse the TLINK program to build the executable programC:\gt;tlink exam2. obj Turbo Link Version 3. 0 Copyright (c) 1987, 1990 Borland InternationalC:\gt;fifth stepExecute the executable programC:\gt;ejem11[enter] * C:\gt;This assembler program shows the asterisk character on the computer screenTOPTypes of instructions. Data movementIn any program it is necessary to move the data in the memory and in the CPU registers; there are several ways to do this: it can copy data in the memory to some register, from register to register, from a register to a stack, from a stack to a register, to transmit data to external devices as well as vice versa. This movement of data is subject to rules and restrictions. The following are some of them:*It is not possible to move data from a memory locality to another directly; it is necessary to first move the data of the origin locality to a register and then from the register to the destiny locality. *It is not possible to move a constant directly to a segment register; it first must be moved to a register in the CPU. It is possible to move data blocks by means of the movs instructions, which copies a chain of bytes or words; movsb which copies n bytes from a locality to another; and movsw copies n words from a locality to another. The last two instructions take the values from the defined addresses by DS:SI as a group of data to move and ES:DI as the new localization of the data. To move data there are also structures called batteries, where the data is introduced with the push instruction and are extracted with the pop instruction. In a stack the first data to be introduced is the last one we can take, this is, if in our program we use these instructions:PUSH AX PUSH BX PUSH CXTo return the correct values to each register at the moment of taking them from the stack it is necessary to do it in the following order:POP CX POP BX POP AXFor the communication with external devices the out command is used to send information to a port and the in command to read the information received from a port. The syntax of the out command is:OUT DX,AXWhere DX contains the value of the port which will be used for the communication and AX contains the information which will be sent. The syntax of the in command is:IN AX,DXWhere AX is the register where the incoming information will be kept and DX contains the address of the port by which the information will arrive. Logic and arithmetic operationsThe instructions of the logic operations are: and, not, or and xor. These work on the bits of their operators. To verify the result of the operations we turn to the cmp and test instructions. The instructions used for the algebraic operations are: to add, to subtract sub, to multiply mul and to divide div. Almost all the comparison instructions are based on the information contained in the flag register. Normally the flags of this register which can be directly handled by the programmer are the data direction flag DF, used to define the operations about chains. Another one which can also be handled is the IF flag by means of the sti and cli instructions, to activate and deactivate the interruptions. Jumps, loops and proceduresThe unconditional jumps in a written program in assembler language are given by the jmp instruction; a jump is to moves the flow of the execution of a program by sending the control to the indicated address. A loop, known also as iteration, is the repetition of a process a certain number of times until a condition is fulfilled. | |

Moby Dick And The Counterpane Theme Essays - Moby-Dick, Pequod

Moby Dick And The Counterpane Theme There is a symbolic element in every great literary work, which makes the authors message more tangible and real to his readers. In Herman Melvilles Moby Dick, one such element is the idea of the counterpane, or tapestry, of humanity, that is woven throughout the story as a symbol of the worlds multiculturalism. Melville develops this symbolism on at least three levels, proving that the world is indeed a counterpane of diverse cultures, races, and environments, in which we, while supremely unique individuals, are always connected by our humanity. On a grandiose scale, Melville uses the open sea as a metaphor for the world and mankind. There are many creatures that depend on the water, and then still others who depend on the creatures that depend on the water. In order for everything to be balanced, inhabitants must learn to coexist peacefully while they try to meet all of the different needs they may have. The multiple ships that the Pequod meets during all of the gams in the story, each represented a different culture of people. For instance, the Jungfrau (or Virgin), was a ship from Germany, while the Rosebud was from France, and the Town Ho came straight out of Nantucket. Not only were the different ships different in style and accents, but their views on whaling and life were all greatly varied as well. There was also a great deal of irony in the meetings of the Pequod with the other ships. . . . another homeward bound whaleman, the Town - Ho, was encountered. She was manned almost wholly by Polynesians (Melville, 239). The ship that came from one of the most white places in the whaling world, was not being run by whites! The Pequod also encounters . . . another ship, most miserably misnamed the Delight (Melville, 504). The Delight had seen a tragic whaling attempt just a day prior and was now taking care of the last of the victims. I bury, but one of five stout men, who were alive only yesterday; but were dead ere night. Only that one I bury; the rest were buried before they died; you sail upon their tomb (Melville, 504 - 505). This irony, clearly present in all the Pequods gams, reflects mankind. The multiculturalism of all the different ships proved that we as humans, are all connected by the idea that sometimes we will have to rely on people we would never expect, while those we thought could survive anything are the first to be lost. . . . Melvilles novel becomes a conglomeration of thoughts on evil verses good, the role of fate, the tension between Christianity and paganism, in addition to a multitude of other subjects (Chiu, 1). The crew of the Pequod is by far the most obvious counterpane in Moby Dick. Each crew member was different in his own way and brought some diverse culture and background to the ship. The three non - white harpooners, the three mates, who were white, but each held their own different beliefs about life, and the other members of the crew, such as Fedallah, Pip, Ahab, and Ishamael, all made up one big patchwork quilt of cultures. Swimming against the racist tide of most popular fiction, Melville invested the Pequods three nonwhite harpooners with the dignity of priests, kings, and princes, and relegated the three white mates, Starbuck, Stubb, and Flask, to the status of cowards, knaves, and fools, substituting a hierarchy of merit for the hierarchy of privilege that puts whites in command of people of color ( Robertson - Lorant, 281). It is interesting to see once again, how the white people on the ship, who most likely never dreamed of putting their lives in the hands of colored people, were so completely dependent on the colored members of the crew. Without the harpooners, the Pequod would have perished long before they even spotted Moby Dick. I think the prime example of this interdependency within the crew, is the relationship between Ishmael and Queequeg. Ishmael, the stereotypical white Christian, was one of the few to accept others beliefs. His bonding with Queequeg beautifully illustrates the