Meaning and Uses of Decompilation

Simply speaking, decompilation is the inverse of compilation: translating an executable file into a higher level language. Suppose you lose your Delphi projects source and you only have the executable file: reverse engineering (decompilation) is useful if the original sources are not available. Hm, sources not available, does this mean that we can decompile other peoples Delphi projects? Well, yes and no... Is True Decompilation Possible? No, of course not. Fully automated decompilation is not possible - no decompiler could exactly reproduce the original source code. When a Delphi project is compiled and linked to produce a standalone executable file, most of the names used in the program are converted to addresses. This loss of names means that a decompiler would have to create unique names for all the constants, variables, functions, and procedures. Even if a certain degree of success is achieved, the generated source code lacks meaningful variable and function names.Obviously, source language syntax no longer exists in the executable. It would be very difficult for a decompiler to interpret the series of machine language instructions (ASM) that exist in an executable file and decide what the original source instruction was. Why and When to Use Decompilation Reverse engineering can be used for a several reasons, some of which are: Recovery of lost source codeMigration of applications to a new hardware platformDetermination of the existence of viruses or malicious code in the programError correction when the owner of the application is not available to make the correction.Recovery of someone elses source code (to determine an algorithm for example). Is This Legal? Reverse engineering is NOT cracking, although it is sometimes difficult to draw the fine line between those two. Computer programs are protected by copyright and trademark laws. Different countries have different exceptions to the copyright owners rights. The most common ones state that it is ok to decompile: for the purposes of interpretability where the interface specification has not been made available, for the purposes of error correction where the owner of the copyright is not available to make the correction, to determine parts of the program that are not protected by copyright. Of course you should be very careful / contact your lawyer if you are in doubt whether you are permitted to disassemble some programs exe file. Note: if you are looking for Delphi cracks, key generators or just serial numbers: you are on the wrong site. Please bear in mind that everything you find here is written/presented for exploration / educational purposes only. For the moment, Borland does not offer any product capable of decompiling an executable (.exe) file or the Delphi compiled unit (.dcu) back to the original source code (.pas). Delphi Compiled Unit (DCU) When a Delphi project is compiled or run a compiled unit (.pas) file is created. By default the compiled version of each unit is stored in a separate binary-format file with the same name as the unit file, but with the extension .DCU. For example unit1.dcu contains the code and data declared in the unit1.pas file. This means that if you have someones, for example, component compiled source all you have to do is to reverse it and get the code. Wrong. The DCU file format is undocumented (proprietary format) and may change from version to version. After the Compiler: Delphi Reverse Engineering If you would like to try to decompile a Delphi executable file, these are some of the things you should know: Delphi programs source files are usually stored in two file types: ASCII code files (.pas, .dpr), and resource files (.res, .rc, .dfm, .dcr). Dfm files contain the details (properties) of the objects contained in a form. When creating an exe, Delphi copies information in .dfm files into the finished .exe code file. Form files describe each component in your form, including the values of all persistent properties. Every time we change a forms position, a buttons caption or assign an event procedure to a component, Delphi writes those modifications in a DFM file (not the code of the event procedure - this is stored in the pas/dcu file). In order to get the dfm from the executable file we need to understand what type of resources are stored inside a Win32 executable. All programs compiled by Delphi have the following sections : CODE, DATA, BSS, .idata, tls, .rdata, .rsrc. The most important from decompiling point of view are the CODE and .rsrc sections. In the Adding functionality to a Delphi program article some interesting facts about Delphi executables format, class info and DFM resources are shown: how to reassign events to be handled by other event handlers defined in the same form. Even more: how to add your own event handler, adding the code to the executable, that will change the caption of a button. Among many types of resources that are stored in an exe file, the RT_RCDATA or the Application-defined resource (raw data) holds the information that were in the DFM file before the compilation. In order to extract the DFM data from an exe file we can call the EnumResourceNames API function... For more information on extracting DFM from an executable go see: Coding a Delphi DFM explorer article. The art of reverse engineering has traditionally been the land of technical wizards, familiar with assembly language and debuggers. Several Delphi decompilers have appeared that allow anybody, even with limited technical knowledge, to reverse engineer most Delphi executable files. If you are interested in reverse engineering Delphi programs I suggest you to take a look at the following few decompilers: IDR (Interactive Delphi Reconstructor) A decompiler of executable files (EXE) and dynamic libraries (DLL), written in Delphi and executed in Windows32 environment. Final project goal is development of the program capable to restore the most part of initial Delphi source codes from the compiled file but IDR, as well as others Delphi decompilers, cannot do it yet. Nevertheless, IDR is in a status considerably to facilitate such process. In comparison with other well known Delphi decompilers the result of IDR analysis has the greatest completeness and reliability. Revendepro Revendepro finds almost all structures (classes, types, procedures, etc) in the program, and generates the pascal representation, procedures will be written in assembler. Due to some limitation in assembler the generated output can not be recompiled. The source to this decompiler is freely available. Unfortunately this is the only one decompiler I was not able to use - it prompts with an exception when you try to decompile some Delphi executable file. EMS Source Rescuer EMS Source Rescuer is an easy-to-use wizard application which can help you to restore your lost source code. If you lose your Delphi or CBuilder project sources, but have an executable file, then this tool can rescue part of lost sources. Rescuer produces all project forms and data modules with all assigned properties and events. Produced event procedures dont have a body (it is not a decompiler), but have an address of code in executable file. In most cases Rescuer saves 50-90% of your time to project restoration. DeDe DeDe is a very fast program that can analyze executables compiled with Delphi. After decompilation DeDe gives you the following: All dfm files of the target. You will be able to open and edit them with Delphi.All published methods in well commented ASM code with references to strings, imported function calls, classes methods calls, components in the unit, Try-Except and Try-Finally blocks. By default DeDe retrieves only the published methods sources, but you may also process another procedure in a executable if you know the RVA offset using the Tools|Disassemble Proc menu.A lot of additional information.You can create a Delphi project folder with all dfm, pas, dpr files. Note: pas files contains the mentioned above well commented ASM code. They can not be recompiled!

Loss of a Family Member, and Its Effects on the Family Essay

Kenji Miyazawa once said, â€Å"we must embrace pain and burn it as fuel for our journey†. This quote applies to loss in the fact that when we face a loss we must continue our lives and use the loss to make us stronger. The loss of a family member is always hard to deal with and it affects everyone differently. Some people are open about their feelings and others bottle them up. The loss of a family member does not always refer to a death, but can also refer to an emotional or physical distance put between two people. In â€Å"The Shawl† by Louise Erdrich, there is an example of a physical loss and its effects on the family, while in â€Å"Bone Black† by Bell Hooks the loss shown is of the emotional kind. It is interesting to view these stories side by†¦show more content†¦When the father realizes that what the boy saw was not spirits but actual wolves he runs back into the woods to try to kill the wolves. When the father found the wolves tracks, he foll owed them until â€Å"he could see where the pack, desperate, had tried to slash the tendons of the horses legs†(Erdrich 382). The father saw what was left of the daughters shawl and it became apparent to him that she was sacrificed from the wagon to save the rest of the group. The father doesnt tell his son the truth of what happened in those woods until the father is on his death-bed many years later. When the boy finally knew the truth, â€Å"he knew that this broken place inside him would not be mended, except by some terrible means† (Erdrich 382). The story fast forwards and the boy is now married with three children. Until his wife died, â€Å"the only time [he] touched the â€Å"ishkode waaboo† was on an occasional weekend†(Erdrich 383). According to his son, when his wife died the father started â€Å"the heavy sort of drinking, the continuous drinking, where we were left alone in the house for days† (Erdrich 383). The father was most like ly using alcohol to mend the pain he felt from the loss of his sister and then, the loss of his wife. According to a study done by the Cambridge Psychological Medicine Journal, â€Å"childhood parental loss (or the familial discord that precedes or follows it) is probably a direct and significant environmental risk factor for theShow MoreRelatedThe Negative Effects Of Serial Killers1369 Words   |  6 Pagesmass murder (serial killers), but these murders also affect the lives of many other people and their families. There are no positive effects when this happens, there are only negative effects on every person involved. The cause always starts with the serial killer, the victim never causes it. There are multiple effects on the serial killer, victim, the victim’s family, and the community (Violent Loss). Many serial killers are created due to psychological disorders and different fears and fetishesRead MoreMilitary Death and the Families’ Reaction to Losing Their Loved Ones1103 Words   |  5 Pagessomeone close to them dies. This affects the way they react to others, extend of their physical and mental health in which is tested as well the length of healing to get over this devastating time. For this paper I will discuss the effects of Military Death and the families’ reaction to losing their loved ones. Serving your country is one of the best things an individual can achieve. It gives a sense of security to know that you are able to fight for the rights of others and maintain this great levelRead MoreEffects of Losing a Job Essay630 Words   |  3 Pagesstabilized, especially when you are having or planning for a family. When one has a job, you make money that can sustain your needs or wants and provide everything the person and whole family’s desire. 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Families, who experience the loss of a loved one by suicide or death related to drugsRead MoreSoc 203 social problems1286 Words   |  6 Pagesï » ¿ Alcoholism: A Social Problem I. Introduction Alcoholism is a major social problem that not only has an impact on the life of an alcoholic, but family members as well as society. Alcoholism is the third most common mental illness that affects more than 17 million people in the United States according to the National Institute of Alcohol Abuse. Alcoholism does not discriminate against age, race nor gender. II. Scope Alcoholism is defined as a disorderRead MoreCaregiving Of A Family Member With Dementia1659 Words   |  7 PagesThis study investigated the positive aspects of caregiving of bereaved caregivers who provided care to a family member with dementia. This study is also due to prior research suggestion that when death is preceded by a chronic illness, disability, and high levels of caregiving strain, a sense of relief that the care recipient’s suffering has ended can counterbalance adverse bereavement effects in terms of depression (Schulz et al., 2003, as stated in Boerner et al., 2004 p. 670). To understand bothRead MoreA Residential School Legacy1002 Words   |  5 Pagesthese schools, children were taken away from their families and communities. At the schools, the children suffered from emotional, physical, sexual and spiritual abuse (Steckley amp; Cummins, 2001, p. 191). The worst abuses were often used as punishment for speaking their indigenous languages (Petten, 2007, p. 22). The imposition of residential schools on First Nations children has led to significant loss of indigenous languages, and this language loss has led to further cultural losses for traditionalRead MoreEffects Of Alzheimers On The Patients, Family Members And Caregivers1212 Words   |  5 PagesThe topic of this article is about the effects that Alzheimer’s has on the patients, family members/caregivers. I believe there is a grave importance in this topic to help understand the effects of this disease and possibly help farther research. This might bring a few questions to the front of this discussion. How the relationship is after a patient is diagnosed with Alzheimer’s? How does this effect the family members/caregivers? What symptoms do family members experience with Alzheimer’s patients

Mccarthyism free essay sample

The slow and unwelcome process of integration can be shown through the causes, skeptical ties, and effects. Both of these subjects in American history share a common factor; it is a mass chaos shared by the common people. Firstly, McCarthy had a major impact in our history because it caused widespread panic, which was unnecessary.A very realistic cause that influenced this was the United States feeling overwhelmed from a fear of communism, arising in both China and Eastern Europe. After Joseph McCarthy made accusations he changed the view of the communists party room an unpopular political group into a perceived threat to the American way of life (Ellen Checkers). This implies a close relation to The Crucible because they were both two societies that feared to have their peace corrupted by outside influences. The negative outside influences can be emphasized through both the communist accusations and those accusing others of witchcraft. He had a powerful position to speak from in the US Senate. He had powerful friends like two Presidents that were afraid of his power because he had so much support from the people.At that mime the Ignited States was concerned that the Soviet communists were infiltrating notes little countries, but the United States itself. No one stood up to McCarthy when he first started. McCarthy intentions were good before the worst of his anticommunist campaign. He acted in good faith against what he truly believed was a malicious communist conspiracy within the government. But he started to make false accusations and claims completely disregarding the people and their constitutional rights.Government employees, the entertainment industry, educators, and union activists were the primary targets of McCarthy. Time after time McCarthy began to make false accusations and claims, disregarding the people and their constitutional rights. He wanted to make the communists know to the public so he televised the trials that degraded and humiliated these defendants. He ruined thousands of peoples lives in his quest for fame and notice. Americans praised him at first for being so brave but once they saw the consequences of what he was doing to these people they changed their views of him.

Ebonics In Schools Essay Example For Students

Ebonics In Schools Essay Ebonics in SchoolsMany black individuals have played their part in Americas history. Hasthe Oakland School gone too far by wanting to teach a black slang language inschool. In this paper, you will see the peoples, teachers, and the studentsopinion as well as the Senate. A lot of people are speaking out on the subject, especially actors. Arsenio Hall replied to reporters When I heard somebody from Oakland say theword genetic, on TV, I ran into the kitchen so I didnt have to be mad atanybody. James McDaniel of ABCs NYPD Blue and S. Epatha Merkerson of NBCsLaw and Order described the Oakland School Boards decision on Ebonics as adistinct genetically based language (Shister, p.1). Civil Rights leader JesseJackson defended Oaklands school over a controversial plan to recognize blackEnglish in the classroom (N.A., p.1). On December 18, 1996 the Oakland School Board approved a policy affirmingStandard American English language development for all students. This policycovers the effectiveness of the strategies that must be utilized to ensure thatevery child will achieve English language Proficiency (Hawkins, p.1). Thispolicy is based on the work of a broad-based Task-Force, convened six months agoto review the district-wide achievement data and to make recommendationsregarding the effective practices that will enhance the opportunity for allstudents to successfully achieve the standards of all students. The data showsthe low levels of the student performance and lack of students in the AdvancedPlacement Education Program. These recommendations focus on the unique languagestature of the African American Students (Shister, p.2). One of the programs recommended is the Standard English Proficiency Program,which is a state of California model program. Which promotes English-languagedevelopment for African-American students. The S.E.P. (Standard EnglishProficiency) training enables teachers and administrators to respect andacknowledge the history culture, and language that the African American studentbrings to school (Cambell, p.2). Recently a Superliteracy component was addedto ensure the development of high levels of reading, writing, and speakingskills. The policy further requires strengthening pre-school education andparent and community parcipitation in the education process of the District(Hawkins, p.1). In the following, there are findings on African Americans in school: 53%of the total Oakland Schools enrollment were black, 71% of the studentsenrolled in the Special Education were black, 37% of the students enrolled inGate classes were black, and the average Grade Point Average of blacks inschool was 1.80, which is the lowest in the District (Hawkins, p.2). Also, 64%of the students held back were African American, 71% of the African AmericanMales attended school on a regular basis, 19% of Senior African Americans didnot graduate, and 80% of all students suspended were black (Shister, p.2). While Ebonics rages as a hot topic in the spotlight of American media, socalled Black English has played a quiet role in an Atlanta area school districtfor more than a decade. About 600 students in the Dekalb School District justeast of Atlanta is taking a course known as bi-dialectal communication. InDekalb County Ebonics is not considered a language, but a dialect. Specifically,its appropriate for the classroom. The course focuses on more than just thenon-standard English of Ebonics. The students learn they must project,enunciate and gesture properly to communicate. This is the 11th year of thefederally funded bi-dialectal program. Administrators cite rising test scoresin language arts and reading as evidence that it works. Parents also seem toapprove. One parent said if they had something like that when she was growingup, she wouldve made it farther (Cambell, p.2). On the Internet, Ebonics isntnecessarily a black vs. white thing. Its more a matter of justice vs. joke. .u79d83cd5c7a47bcf64b6fbdef64bc207 , .u79d83cd5c7a47bcf64b6fbdef64bc207 .postImageUrl , .u79d83cd5c7a47bcf64b6fbdef64bc207 .centered-text-area { min-height: 80px; position: relative; } .u79d83cd5c7a47bcf64b6fbdef64bc207 , .u79d83cd5c7a47bcf64b6fbdef64bc207:hover , .u79d83cd5c7a47bcf64b6fbdef64bc207:visited , .u79d83cd5c7a47bcf64b6fbdef64bc207:active { border:0!important; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .clearfix:after { content: ""; display: table; clear: both; } .u79d83cd5c7a47bcf64b6fbdef64bc207 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u79d83cd5c7a47bcf64b6fbdef64bc207:active , .u79d83cd5c7a47bcf64b6fbdef64bc207:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .centered-text-area { width: 100%; position: relative ; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u79d83cd5c7a47bcf64b6fbdef64bc207:hover .ctaButton { background-color: #34495E!important; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u79d83cd5c7a47bcf64b6fbdef64bc207 .u79d83cd5c7a47bcf64b6fbdef64bc207-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u79d83cd5c7a47bcf64b6fbdef64bc207:after { content: ""; display: block; clear: both; } READ: Mercutio's 'Queen Mab' Speech EssayShould Ebonics be considered a second language requiring special treatment byschool teachers, or is it merely a different form of English, to be correctedbut not accommodated. The debate has played out on the editorial pages, TVshows and talk radio across America, but for several reasons, its a subjectperfectly suited for the Internet. For 1 thing, the Nets anonymity can cloakyour racial background or identity, loosening tight stereotypes. For another,you can find a virtual community that matches your take in the issue. On theWorld Wide Web, you can read tightly reasoned analyses of black history andlisten to people making cruel fun of th e whole issue through such rewrittenworks. Some sites offer to translate e-mail messages into Ebonics. But theliveliest Internet offerings have to do with the back-and-forth discussions,whether via news groups or web chat pages. Sheila Green has cited studiessupporting the validity of the schoolboards approach in several newsgroup posts. The Ebonics debate has served to highlight a growing number of online servicesfocusing on black cultural prospective (Boyle, p.1). Oaklands School Superintendent Carolyn Getridge, School Board PresidentJean Quan, and board member Toni Cook are going to testify before the Senate. They will speak about the districts recent decision to recognize Ebonics in theclassroom. Other witnesses scheduled to testify at the hearing include RobertWilliams, originator of the term Ebonics and Amos Brown of the Civil RightsCommission of the National Baptist Convention (N.A., p.1). The national debateon Ebonics reached Capitol Hill January 23, 1996 as a Senate subcommittee tookup the provocative question of whether using African American dialect can helpblack children learn Standard English, and whether it deserves Federal support. The hearing began on a combative note. Senator Lauch Faircloth denouncedEbonics as absurd and said that the Oakland school boards decision to haveteachers recognize it in classes struck him. But Oakland school officials,joined by Rep. Maxine Waters adamantly defended the Ebonics policy and insistedthat it had been misinterpreted as an attempt to lead students away fromStandard English. School officials said they simply want Oakland teachers todevote more time to students who rely on black English and help them betterunderstand the difference between their language patterns and standard English. Many other schools are trying to teach Ebonics such as San Diego and Los Angeles,who are considering on creating plans to teach it (Shanchez, p.1). The controversy is still going on in Capitol Hill and has not been resolvedyet. The solution may come soon. Or it may be a long time from now. Eitherway some people will be upset with the final decision.

How does the scene in which Romeo learns of his banishment contribute to our understanding of him in the rest of the play Essay Example

How does the scene in which Romeo learns of his banishment contribute to our understanding of him in the rest of the play? Essay Romeo and Juliet is a romantic tragedy about two young lovers from rival families, the Montagues and the Capulets. Set in the sixteenth century, the two lovers have to conceal their love. However, two people who know about their passion filled romance are Friar Lawrence and Nurse. Despite the fact that they are enemies they are married within one day of meeting each other. However, not everything goes according to plan as seen through the duration of the play. Romeo learns of his banishment in Act three scene three, it introduces us to a very intense portrait of Romeo. This scene is helpful in understanding Romeo throughout the play, containing a vast range of moods, including immaturity and rationality. Act three scene three introduces us to a conversation between Romeo and Friar Lawrence, discussing Romeos banishment from Verona. This occurred because of the murder of Juliets cousin Tybalt. The greeting from Romeo to the Friar immediately implies that he is in a sour mood: Father what news? What is the Princes doom? What sorrow craves acquaintance at my hand that I yet know not. Romeo is portrayed as a moody teenage boy who is over dramatic and childish throughout this scene. In Romeos eyes banishment is worse punishment than death itself: Be merciful, say death: / for exile hath more terror in his look. Romeo believes this because he knows he could see Juliet if he were not banished, but if he were dead then he would never be able to see her again for definite. In this way he is selfish because he would rather end his agony and leave Juliet and his family alone and grieving for him instead of seeing in the good of the situation and seeing his love occasionally. He is so consumed b y his own pain that he does not consider how his circumstances may be affecting Juliet, for example she may have wanted to run away with him. We will write a custom essay sample on How does the scene in which Romeo learns of his banishment contribute to our understanding of him in the rest of the play? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does the scene in which Romeo learns of his banishment contribute to our understanding of him in the rest of the play? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does the scene in which Romeo learns of his banishment contribute to our understanding of him in the rest of the play? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He is very disturbed and lacks in reason. The world in which Romeo lives in is nothing without Verona, and Verona is meaningless to him without Juliet. This is shown where he says: Banishd is banishd from the world, and There is no world without Verona walls. He also mentions this a few lines later: Heaven is here/ where Juliet lives. He is unable to forget about Juliet because she has become a piece of him. Romeo is also unable to comprehend how beautiful she is, using words like white wonder, immortal blessing and pure to describe her. Not being able forget about her may be hard for people to understand because only a few days before he was in love with Rosalind, who appears to be only a distant memory now. This scene echoes the beginning of the play when Romeo was pining for Rosalind. This suggests that he is fickle and is more in love with the feeling of love than love itself, for imminently proclaims love to Juliet, when he was supposed to be sulking for Rosalind. The advice that Friar Lawrence gives to Romeo is common sense, but Romeo is so deluded that he cannot see sense or that the Friar is right. The Friar thinks that he should behave like a man and be pleased that Juliet is alive and that he has been banished and not executed. He should also be happy because Tybalt, his enemy is dead. Romeo is stubborn in this scene and will not listen to what Friar Lawrence has to say: O then I see, that madmen have no / ears? Romeo then replies with How should they when wise men have no / eyes? which enhances the fact that he is acting childishly. Romeo thinks that the Friar should not speak to him because he does not know how Romeo feels. Romeo believes that those that are punishing him are mocking him: Thou cutst my head off with a golden axe, / And smilest upon the stroke that murders me. In Romeos eyes, beings of a lower status, such as flies, have a better relationship with Juliet than he may have, due to his banishment, even though he is the only one who appreciates her beauty: more courtship lives/ in, in carrion flies, than Romeo. He feels that flies are free-beings and he is not; he is locked away from the one person that he yearns for and these flies may roam free to see her as they so please. He feels imprisoned. Romeo feels that it is a privilege to be near Juliet and these flies can pass her without a care, this is ironic. Romeo wants to die: and fall upon the ground as I do now / taking the measure of an unmade grave. At this point he is irrational and desperate. When someone knocks on the door, he refuses to hide, wanting to be found. However, it is nurse, who has come in search of Romeo. Romeo has cried so much that he is disillusioned: Doth she not think of me an old murtherer, / now I have staind our childhood of our joy. He is obviously very distraught as he thinks his own wife would think so badly of him, when all she has done is praise him in the past. He seems modest, feeling unworthy of her love is actions he would take them back if he could to save his love. Nurse tells Romeo that she sits and mourns like him: Even so lies she/ blubbering and weeping and blubbering. Once again someone accuses Romeo of being melodramatic. Nurse puts Romeos dignity at stake: Stand up, stand up and you be a man. However, even this is not enough to make Romeo stand up. It is only when Nurse says for Juliets sak e to stand up that he actually does. It is apparent that he will do just about anything for Juliet or to be with Juliet. However, Romeo is still desperate enough to try and end his life by offering to stab himself with a knife that Nurse grabs from him. Once again Romeos mood changes, at the end of this scene. His spirits are lifted when Nurse gives him Juliets ring as an object to focus on. We first meet Romeo in act one scene one, where his parents appear to be very concerned about him. This is because they cannot find out what is wrong with him. Benvolio says that he will find out and being a good friend to Romeo he does. His greeting automatically gives the impression that there is something wrong with him: Is the day so young? This indicates that Romeo is in a bad shape and that he is surprised that it is still morning. Romeo tells Benvolio that he is: Out of her favour, where I am in love. The problem in Act one scene one is that Romeo is distraught and confused about love. He feels that love is cruel as well as kind because when he told Rosaline how he felt about her, she would not love him back: Feather of lead, bright smoke, cold fire, sick health! / Still-waking sleep, that is not what it is! He uses speech throughout this scene, which is full of opposites making it confusing to understand him. However, Benvolio understands him and sympathises with him. From the beginning of the play the distinct impression that is given is that Romeo will fall in love with anybody because he loves to be loved. This is ironic because within days of saying he is in love with Rosaline, he claims he is in love with Juliet and marries her within a day. This makes him very spontaneous. For a moment during this scene it seems like Romeo is tired of talking about love. He enquires to Benvolio about what they will eat before he exclaims: O me! What fray was here? It becomes obvious at this point that neither food nor fighting can turn Romeos thoughts away from love. He thinks that no matter how much people talk about hate and fighting, love is more interesting. He does not give Benvolio a chance to speak, but continues talking about himself and his obsession with love. He uses a condescending tone to Benvolio, which makes him appear immature. Benvolio, being understanding, gives Romeo a piece of advice, which is to forget about Rosaline. However, at this st age of the play it seems that Romeo is so engrossed in his love for Rosaline that he will not love anyone else. He seems very self centred and spontaneous in this first scene, unable to talk about anything except his love for Rosaline. Act one scene four is set at the Capulets feast. The evening is supposed to be a night of fun and entertainment such as dancing. However, Romeo is too forlorn about his current situation with Rosaline. He is not in the mood for the feast and therefore asks one of the torchbearers to give him a torch: Give me a torch: I am not for this ambling; / Being but heavy, I will bear this light. At these festivities torchbearers did not take part in the dancing and flirting that the guests were usually involved in. He is heavily depressed and does not wish to have a good time. Mercutio tries to talk Romeo into a better mood, but Romeo constantly resists. His mood is enhanced here by the contrast between his pessimistic comments and Mercutios entertainer qualities: You are a lover; borrow Cupids wings, / and soar with them above the common bound. There are a lot of comments flying back and forth between Mercutio and Romeo which symbolises the confusion of love, just as Romeo and Benvolio had be en doing during the first scene. Mercutio points out that love and sadness do not go together and that love can give him the power to make an extraordinary leap. Romeo seems like a moody teenage boy in this scene, as he refuses to listen to the truth and refuses to have a good time and try to forget about Rosaline. Once again he sees that love is not a tender thing, but rough and pricks like a thorn. During act 3 scene 1 Romeo is unwilling to fight Tybalt and the Capulets, but Mercutio provokes Tybalt which results in his death. Act 3 scene 3 is the act of conversing between Friar Lawrence and Romeo about his banishment due to the fight of act 3 scene 1. Both scenes help to contribute to our understanding of Romeos personality throughout the remainder of the play. Romeo feels that without Verona, there is no world left for him because his whole identity, life and love revolves around Verona. This may be true to some extent but Romeo is over-exaggerating the situation due to his opinion that There is no world without Verona walls, / But purgatory, torture, hell itself. It is his world that he has left behind there is nothing else for him anywhere else in the world. Romeo believes that the majority of people in power are opposing him and are looking for excuses to punish him: Thou cutst my head off with a golden axe, / and smilest upon the stroke that murders me. He thinks that everyone is against him, even Friar Lawerence, who is one of his friends and his confidant. He says that the Friar reminding him of his banishment means that he is: a friend professd / To mangle me. However, it could be said that if Romeo is feeling as much woe and frustration as he claims then he would not need to be reminded of his banishment because it would be plaguing his mind anyway. He asks Friar Lawerence to talk no more of banishment and he is obstinate and unwilling to listen to what he has to say. Friar Lawerence wants to help Romeo: Ill give thee armour to keep off that word, / Adversitys sweet milk, philosophy. But Romeo says that he can hang up his philosophy if it cannot make him a Juliet he is blinded by his infatuation and so the Friar says: O then I see that madmen have no ears. Meaning that Romeo must be mad if he refuses to listen to him, but Romeo cheekily replies: How should they when that wise men have no eyes? Meaning that how can you ask me to listen to you? If youre so clever, why cant you see what this is doing to me? This is throwing back Friar Lawrences philosophical equation and by imitating what he says he is being disrespectful. Romeo acts as if he is superior towards the Friar, even though the Friar is definitely older and wiser; he asks how can he comment on the situation something that only Romeo feels and is all Romeos pressure? Romeo is being immature and melodramatic he does not think that the Friar may be able to relate, which may be true to some extent, but he dismisses any help that the Friar may give him. When the Nurse knocks on Friar Lawrences door, Romeo is not bothered to move himself from her eyes when the Friar tells him to get out of sight: Not I, unless the breath of heart-sick groans / Mist-like enfold me from the search of eyes. Romeo only feels his heart-sick groans and he does not care about anything else, most probably because he believes that the only other punishment he could get is death, something he thinks is more merciful than exile, so he is not worried, and may act as he pleases. The Friar tells the Nurse that Romeo has become drunk due to his tears; his tears have made him lose his sense and he has become disillusioned because of his depression. However, as the Nurse comes to speak of Juliet, and how her state is much the same, Romeo seems to forget his sadness and is concerned with Juliet. Romeo thinks that by killing Tybalt, he has done Juliet as much pain as if he had killed her instead and so he assumes that their love is cancelld because he does not feel worthy of her love now he has killed her cousin. This suggests modesty and he feels that he has ruined their love due to his actions towards her kinsman. He obviously regrets his actions and would take them back if he could to save his love. He sees the error of his ways and has faced the consequences a contradiction to his earlier immaturity. However, Romeo is over-excited and over-exaggerates about the pain he is feeling for Juliet; he asks the Friar in which part of the body he exists so he can stab himself there and end his existence. This may sound a brave action on first hearing it, but on reflection it seems that Romeo is willing to kill again now he has experienced his first murder, by asking where he exists so he can cease his existence, he is making a show of his love and pain and expressing his immaturity further

Great Britain Geography, History, and Economy Facts

Great Britain Geography, History, and Economy Facts Great Britain is an island located within the British Isles and it is the ninth largest island in the world and the largest in Europe. It is located to the northwest of continental Europe and it is home to the United Kingdom which includes Scotland, England, Wales and Northern Ireland (not actually on the island of Great Britain). Great Britain has a total area of 88,745 square miles (229,848 sq km) and a population of about 65 million people (2016 estimate). The island of Great Britain is known for the global city of London, England as well as smaller cities like Edinburgh, Scotland. In addition, Great Britain is known for its history, historic architecture and natural environment. Over 500,000 Years of History The island of Great Britain has been inhabited by early humans for at least 500,000 years. It is believed that these humans crossed a land bridge from continental Europe at that time. Modern humans have been in Great Britain for about 30,000 years and until the about 12,000 years ago archeological evidence shows that they moved back and forth between the island and continental Europe via a land bridge. This land bridge closed and Great Britain became an island at the end of the last glaciation. A History of Invasions Throughout its modern human history, Great Britain was invaded several times. For example in 55 B.C.E., the Romans invaded the region and it became a part of the Roman Empire. The island was also controlled by various tribes and was invaded several times. In 1066 the island was a part of the Norman Conquest and this began the cultural and political development of the area. Throughout the decades following the Norman Conquest, Great Britain was ruled by several different kings and queens and it was also a part of several different treaties between the countries on the island. About the Name Britain The use of the name Britain dates back to the time of Aristotle, however, the term Great Britain was not officially used until 1474 when a marriage proposal between Edward IV of Englands daughter, Cecily, and James IV of Scotland was written. Today the term is used to specifically refer to the largest island within the United Kingdom or to the unit of England, Scotland, and Wales. What Great Britain Encapsulates Today Today in terms of its politics the name Great Britain refers to England, Scotland and Wales because they are on the United Kingdoms largest island. In addition, Great Britain also includes the outlying areas of Isle of Wight, Anglesey, the Isles of Scilly, the Hebrides and the remote island groups of Orkney and Shetland. These outlying areas are considered a part of Great Britain because they are parts of England, Scotland or Wales. Where Is Great Britain on a Map? Great Britain is located to the northwest of continental Europe and east of Ireland. The North Sea and the English Channel separate it from Europe, however, the Channel Tunnel, the longest undersea rail tunnel in the world, connects it with continental Europe. The topography of Great Britain consists mainly of low gently rolling hills in the eastern and southern portions of the island and hills and low mountains in the western and northern regions. The Regions Climate The climate of Great Britain is temperate and it is moderated by the Gulf Stream. The region is known for being cool and cloudy during the winter and the western parts of the island are windy and rainy because they are more influenced by the ocean. The eastern parts are drier and less windy. London, the largest city on the island, has an average January low temperature of 36 F (2.4 C) and a July average temperature of 73 F (23 C). Fauna and Animal Species Despite its large size, the island of Great Britain has a small amount of fauna. This is because it has been rapidly industrialized in recent decades and this has caused habitat destruction across the island. As a result, there are very few large mammal species in Great Britain and rodents like squirrels, mice and beaver make up 40% of the mammal species there. In terms of Great Britains flora, there is a large variety of trees and 1,500 species of wildflower. Population and Ethnic Groups Great Britain has a population of about 60 million people (2009 estimate) and a population density of 717 persons per square mile (277 persons per square kilometer). The main ethnic group of Great Britain is British - particularly those who are Cornish, English, Scottish or Welsh. The Main Cities There are several large cities on the island of Great Britain but the largest is London, the capital of England and the United Kingdom. Other large cities include Birmingham, Bristol, Glasgow, Edinburgh, Leeds, Liverpool and Manchester. About the Economy Great Britains United Kingdom has the third largest economy in Europe. The majority of the UKs and Great Britains economy is within the service and industrial sectors but there is also ​a  small amount of agriculture. The main industries are machine tools, electric power equipment, automation equipment, railroad equipment, shipbuilding, aircraft, motor vehicles, electronics and communications equipment, metals, chemicals, coal, petroleum, paper products, food processing, textiles, and clothing. Agricultural products include are cereals, oilseed, potatoes, vegetables cattle, sheep, poultry, and fish.

Housing Law Essay Example | Topics and Well Written Essays - 2500 words

Housing Law - Essay Example At some stage when the social housing was on the verge of collapsing, the Right to Buy made great contributions to the improvement of social change in council housing. However, only the high-income tenants were able to purchase the finest council estates. Those belonging to the small-earning tenants who are mainly dependent on welfare assistance were deprived of the privilege of better housing. The Right to Buy rather became discriminatory when only the rich tenants were favoured (Wilson, 1999). Whilst there were advantages from the elevated Scottish home ownership, the Right to Buy had its shortcomings too. This paper will show how the rights of tenants in the public sector in Scotland have gradually improved and how these tenancy rights have deteriorated in the private sector due to issues on repair and eviction. Some tenant associations crusaded for a constitutional ‘tenants charter’ with rights such as occupancy protection, reasonable rental fees, discussions, and membership. Through this campaign, the Tenants Rights (Scotland) Act 1980 established protected occupancies and other rights for tenants. The rights of the 1980 Act included the Occupancy protection; Right to a rent in print; Right to defy unfair rental provisions; Right to sublet, or occupancy transfer; Right to modify the house; Right to information about relocation and swap rules; Right to succession; and Right to purchase (â€Å"A New Single Social Housing Tenancy for Scotland: Rights, Obligations and Opportunities,† n.d.). The introduction of the Tenant’s Charter for Scotland in 1991 established protected occupancy existing rights and made an assurance to further develop these rights by lawful ways, leading to the introduction of the Leasehold Reform Housing and Urban Development Act in 1993. This 1993 Act consisted of the right to repair; right to reimbursement for improvements; changes to the right to buy; rent to mortgage; and right to