The Tell-Tale Heart Essay

Suspenseful, nerve-racking, tense, and scary are all words that can be used to describe The Tell-Tale Heart. The Tell-Tale Heart by Edgar Allan Poe is a dark, eerie story filled with suspense and tension. Anyone who has read this story would be able to describe it using similar words; but that is not all that it is filled with. The Tell-Tale Heart is a horror short story filled with many different literary devices and many examples to go along with them. This essay will be on three of the many literary devices used in this story; imagery, repetition, and humor.One of the many literary devices used by Poe in this story is imagery. Imagery is used to create a vivid picture in your mind. It allows the reader to visualize the setting and/or actions in the story. Poe uses imagery very frequently in this story. An example of this would be when the narrator snuck into the old man’s bedroom and accidentally woke him up, and then shone the light from the lantern onto the â€Å"vulture eye. † â€Å"When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little–a very, very little crevice in the lantern.So I opened it– you cannot imagine how stealthily, stealthily– until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye. † This example explains how carefully the narrator shone the light on the old man’s eye. â€Å".. at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye† is an example of imagery. Poe is trying to give the reader a visual of how the ray of light was so thin and precise on the old man’s eye.This example describes the light coming out of the lantern in such vivid detail that the reader can imagine exactly what the light looks like. This literary device is important because if the reader can visualize exactly what is goin g on, it may help to trigger some emotions and picture the story as the writer intended. Another literary device often used by Poe in this story is repetition. Repetition is used by authors frequently because it adds more atmosphere to the story by adding emotion; in this case, suspense and fear. A week before the murder, every night around midnight the narrator would open the door to the old man’s bedroom.â€Å"And every night, about midnight, I turned the latch of his door and opened it–oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly–very, very slowly, so that I might not disturb the old man’s sleep. † In four sentences, repetition was used twice to describe how carefully the narrator would open the door and make his way inside to see the ol d man’s â€Å"evil eye†.The author may have chosen to use repetition for this scenario because in the narrator’s point of view, he is risking getting caught by the old man. If he got caught sneaking into the room, this could have ruined the narrators plans to murder the old man or things could have gotten out of control. When repetition is being used, the reader slows down slightly. This is because the author wants us to feel the tension and suspense that the character is feeling. All the emotion triggered by repetition causes the reader to anticipate what happens next. The third literary device used by Poe is Humor.Humor is used to alleviate a tough situation. An example of humor in The Tell-Tale Heart would be when the narrator was cleaning up the remains of the old man’s dead body. â€Å"There was nothing to wash out–no stain of any kind–no blood-spot whatever. I had been too wary for that. A tub had caught all–ha! ha! † Thi s example explains that there was no blood to be wiped up because it was all in the tub. The humor behind this is when he laughs at the end. Throughout the entire story, the narrator is trying to convince the reader that he is not insane.But doesn’t laughing at the fact that you murdered someone without creating a mess make you a little insane? Where is the humor in taking away someone else’s life? Poe demonstrates the humor in this story in many other ways and they all lead to one assumption; the narrator is insane. Humor is important in the story because it keeps the atmosphere of this story consistent. The way Poe used humor in this story successfully makes the mood tense and makes the reader eager to keep reading due to the suspense they are feeling. These three literary devices helped to shape the story in a very powerful way.The way Poe used imagery, repetition, and humor were magnificent because by using these literary devices, Poe made the reader feel the suspe nse and tension the character in the story was feeling. Poe also triggered emotions inside of the reader. This is very, very important because it is a gateway for the reader to relate to the story. If the reader can relate to the story then their opinion on it is almost always positive. Poe is a brilliant man who used many literary devices to support his story. By doing so he achieved success by getting through to his readers using emotions.

Leonard Bernstein Impact

Michelle Walk Music 174 Impact presentation â€Å"Music can name the unnamable and communicate the unknowable. † Leonard Bernstein Leonard Bernstein was born August 25, 1918. Now usually, one would not look for a birth date, rather death. This is treasured because, what is truly important is not only ones life; but also and especially, our founders of music and arts. His death date was October 14, 1990. This presents us with the ideal window of what he achieved during his life span. But, for all the years that Bernstein was in profession, no span of time could successfully capture just how much he has contributed to music as a society and art.Bernstein was a proud graduate of Harvard in 1939 (with prior knowledge in two other institutes of learning), landing him a job just a short year later. Coincidentally, his first career landed him as assistant conductor in the New York Philharmonic in 1940. He had the opportunity to substitute an ill Bruno Walter at Carnegie Hall; which h e vicariously accepted, producing instant critical praises. Soon after, various musicians worldwide were pleading him to be a guest conductor at their performances. One in his era may also recognize (following his jumpstarted career) his first successful large scale piece as: Symphony No. Jeremiah (in just 1943). Being the New York Philharmonic conductor remains one of his most important contributions to music. One of the most vital periods in his career was 1958-1969 where he produced over 300 out of 400 or more lifetime pieces, in just 11 years. Specifically, the young people’s concerts with the New York philharmonic was a televised show that ran for 11 seasons. He inspired the fledgling generations to procure music in their everyday lives with a passion, and also presented audiences to live music programs.He led this into the Philharmonic’s center stage for works, and focused on a strong educational mission to blend with the music. In addition, he produced and perfo rmed more concerts with the NY Philharmonic than any conductor before himself. Bernstein also had the great opportunity to direct at the premiere of the Philharmonic Hall, which is now Avery Fisher hall in the Lincoln Center in NY! Two very large musical compositions of Bernstein’s were: he directed all the music for the original play â€Å"west side story† and â€Å"Candide†. These 1900-American-Opera creations introduced a new idea to scriptwriters.It combined (what is referred to as) opera and jazz swings to create this new notion. Through the music and its sole style, it revealed character and social consciousness. Both received critical acclaim and many other plays of his were turned to famous films. Many of his concepts were rooted in his (returnings) to his previous places of study. This includes but is not limited to returning to teach classes and lectures. He did this a lot at Tanglewood, MA. Even throughout all his praise and review, he remained a virt uous man through his travels.Bernstein was the first American in Milan to conduct an opera. Not only was he appraised by his co-workers, yet he was friends with many of his musical rivals, and best friends with Aaron Copland. Also, he was one of the leading advocates of American composers, such as lifelong friend Copland. Various opportunities such as these helped him to receive his life title of Laureate Conductor. He also received an international prize in 1990 which he used all the money to fund Bernstein Education through Arts, a school for the passionate young student.Several Philharmonics in the world still hold a Beethoven/Bernstein festival in such conductor’s honors. In 1985, the National Academy of Recreational Arts and Sciences rewarded him for lifetime achievement. Many viewers absolutely adored Bernstein through this aspect, as well the fact that he engaged almost all of his audiences in his performances. Daughter of Bernstein, Jamie Bernstein always had a positi ve comment about her â€Å"Ambitious? †[Yes, she did use the question mark] father. â€Å"In the 1970's, Bernstein [†¦] back into a student again [to prepare Charles Eliot Norton lectures] at Harvard.He immersed himself in Chomskyan linguistics, absorbing an entire new field of knowledge, [†¦] apply the principles of linguistics to music — thereby creating a brand new field of study, and turning himself back into a teacher again in the process. Ambitious? Oh, yes! Was he in over his head? Completely! He was never happier than he was in those 18 months on the Harvard campus, reveling in his dual roles as student and teacher. † What does this mean explicitly? That Bernstein was not only a successful composer and avid musician, but a powerful teacher and enthusiast of the music of his time, and past times as well.In his memory, he can be enthused with 20 Grammy awards on top of his numerous achievements including writing two books, three plays, even appea ring on a postage stamp. But of course what remains important are his 400 or more composed pieces in his days. Sources WORKS CITED: (direct quotation within text and consulted) Bernstein, Jamie. â€Å"Leonard Bernstein: a Born Teacher. † Educator. (2008): n. page. Web. 24 Sep. 2012. ;lt;http://www. leonardbernstein. com/educator. htm;gt;. â€Å"Leonard Bernstein. † BrainyQuote. com. Xplore Inc, 2012. 24 September 2012. http://www. brainyquote. om/quotes/authors/l/leonard_bernstein. html (within title of document) WORKS CONSULTED: Schiff, David. â€Å"Bernstein, Leonard in Oxford Music Online. † Bernstein, Leonard. (2008): n. page. Web. 24 Sep. 2012. ;lt;http://www. oxfordmusiconline. com. ezproxy. uwc. edu/subscriber/article/grove/music/02883? q=leonard bernstein;amp;search=quick;amp;pos=1;amp;_start=1;gt;. Sputnik, Dr. â€Å"Leonard Bernstein. † (2012): n. page. Web. 24 Sep. 2012. ;lt;http://www. nndb. com/people/532/000031439/;gt;. † Leonard Berns tein. † 2012. Biography. com 24 Sep 2012, 10:33 http://www. biography. com/people/leonard-bernstein-9210269

Cost Benefit Analysis Essay Example | Topics and Well Written Essays - 750 words

Cost Benefit Analysis - Essay Example Notably, according to a 15 year model on fortified iodine by Food Standards Australia New Zealand   in Australia, fortification will give rise to benefits after one year from the time it was implemented, and more importantly, the benefits accrue to the individuals who achieve iodine replete status before 15 years of age and also they remain iodine replete to that age.Notably, according to a 15 year model on fortified iodine by Food Standards Australia New Zealand in Australia, fortification will give rise to benefits after one year from the time it was implemented, and more importantly, the benefits accrue to the individuals who achieve iodine replete status before 15 years of age and also they remain iodine replete to that age.Costs Evidently, the cost of the mandatory fortification includes the cost to the government that comprises of administering as well as enforcing fortification, the cost of the health monitoring, and the cost to the industry of fortification. Moreover, there are other potential cost that will be involved due to the introduction of the policies complementary to fortification and restriction of consumer choice. Essentially, due to fortification, the consumers are likely to face a reduction of choice and this can also result to an increase of price of the processed products. Although the cost of reduction of choice may not be quantified, it is clear that fortification will not give chance to the consumers to avoid fortified products and therefore they will have to make some considerable changes to their dietary habits. According to Caldwell et al. the salt production in United States is slightly above 60,000 tones. Mainly, due to mandatory fortification, salt manufacturers will require some machinery together with equipment that will match the demand for the iodized salt (Caldwell et al. 932). Similarly, some of the industries will have to make some changes in labeling of the product in order to make sure that the iodized and non-iodized salt is not confused. Evidently, also the industries will have to add an iodine compound to the premix of salt which will be followed by analytical testing. The industries will also incur additional ware-housing costs owing to the fact that there is need to store separately the specific iodized salt. Similarly, the government will also have to undertake training and awareness with regard to the mandatory fortification, administration, auditing, and also instate mechanism for dealing with complaints. All this activities will require some additional costs. Benefits Generally, the benefits associated with fortification include a reduction in morbidity due to a reduction of iodine deficiency disorders, increased IQ and hence this will also result to improved productivity, reduction of absenteeism of employees who suffer from iodine deficiency disorders and related management cost, and enhanced performance at school and improved school attendance. More importantly, all of these benefits cannot be measured directly (Zimmerman

Research Proposal (Advertising & Censorship) Example | Topics and Well Written Essays - 2500 words

(Advertising & Censorship) - Research Proposal Example With the use of other strategies, advertisements help in building brand image for companies, meaning that clients can easily identify specific companies with specific products and services. In Honk Kong, the need for producers and service providers to be competitive is no different from what exists in other parts of the world as companies are constantly opened up to local and international competition (quote). As noted in the background, competitiveness among companies in Hong Kong is now an important determinant of success for various business operatives. Even though this is a situation that happens with almost every other company, quote (year) singled out the food and alcohol industry and said that these are faced with even stiffer need to be competitive as the industry is regarded as both important and exposed to perfect competition. On a daily basis, new food, beverage and alcohol companies spring up in Hong Kong in different sizes. As noted in the background, most of these companies resort to the use of advertisement to make their presence known to the public. The problem with advertisement from some of these companies however has to do with the consent of their products and the content of their advertisement. Even though even though alcoholic and unhealthy food are not prohibited in Hong Kong, quote (year) laments about how the content of advertisements are not made to reflect the t rue content of products but only to emphasise on persuading clients. In the light of the identified problem above, the proposed study will be carried out with the purpose of comparing alcohol and unhealthy food product in Hong Kong to the United Kingdom (U.K.). This means that the U.K’s model of advertisement and censorship on alcohol and unhealthy food is used as a model to test the rate of acceptability with what prevails in Hong Kong. U.K is selected as the model due to popularity of its advertisement regulations in literature and how

Supply Chain Management Case Study Example | Topics and Well Written Essays - 2000 words

Supply Chain Management - Case Study Example In this particular article, the authors mentioned the term core competency which can be defined as the collective learning and coordination skills behind the product lines of a firm (Hamel). It was further stated by the authors that core competencies are the main source of competitive advantage and hence they enable the firm to introduce an array of new products and services into the market. Competitive advantage is the critical advantage that a firm possesses in the market over a competitor in the industry. Almost all the firms in the market try to achieve a sustainable competitive advantage ((ICMR), Marketing Management). The other way of expressing the same would be - when sustained profits that are beyond the average industry profits are earned by a firm, then the firm is said to possess a competitive advantage over its competitors present in the market (Administration). The goal of much of the business strategy of every firm would be to achieve a sustainable competitive advantage. There are two basic types of competitive advantages as identified by Michael Porter (Porter). They are the cost advantage and differentiation advantage. A firm that offers the consumer the same value as the competitors, but at a lower cost is said to possess cost advantage, whereas a company that offers superior value to its customers when compared to its competitors, possesses differentiation advantage. These two advantages are called positional advantages as they represent the firm's leading capability in the industry in either of these advantages. The resources of an organization along with its skills create unique competencies. These competencies, in turn, help the firm identify its cost or differentiation advantages and ultimately create value for the customers (Harvard Business Review). The resources of the organization include its brand value, technological know-how, patents and trademarks, and the goodwill of the firm in the market. The skills include its service quality, employee skills and efficiencies (Andrew C. Gross et al). Core Competencies are the basis for the development of core products. Core products are not the ones which are directly sold to the end-user. Instead, they are used in the manufacturing or building of a large array of end products. Let us consider an example of this. Motors are core products which can be used for the manufacturing of many end products like cars, air coolers etc. The business units of the firm are required to tap the few relative core products and then develop a number of end-products that can be used by the end-user by making use of the prevailing technology of core products.  Ã‚  

Balanced Scorecard & Tableau de bord Essay Example | Topics and Well Written Essays - 1500 words

Balanced Scorecard & Tableau de bord - Essay Example This paper discusses the differences and similarities between the two systems of measurements by reviewing their strengths and weaknesses and then recommending the balanced scorecard as the best to be used by the companies. Introduction Lately there has been an increased performance measurement’s system evolution. The use of measurements that are non-financial, together with more conventional economical, has become a common recommendation; even though its uses are not something new, they were only developed fully during then nineties (Anthony &Dearden, 2007, p23). The relationship between the process of strategic planning and measurement of performance has been emphasized, at all the levels of a corporation. Presently, the most highly rated system of strategic measurement is the balanced scorecard. Nevertheless, the balanced scorecard has actually brought about serious attention particularly in the United States of America, as well as in some other several countries (Atkinson, Waterhouse and Wells, 2007, p.43). However, in France, the system of performance measurement has not been welcomed with much enthusiasm like in the other countries. The academic reticence of France relies mainly on the fact that the Fre nch companies have used for more than fifty years a literary dashboard (tableau de bord), which is much more similar to the balanced scorecard. ... Balanced scorecard Since the year 1992, several articles and texts have been dedicated to the balanced scorecard. However, those who mostly advocated for the approach are Kaplan and Norton. Moreover, several publications have stressed its general deployment conditions or reported particular experiences. It translates a business unit’s strategy and vision into goals and measures of performance in four various areas namely; the financial, client, perspectives of growth and learning and internal business process (Kaplan and Norton, 1993, p.83). The financial viewpoint identifies the way the corporation wishes to be seen by its shareholders. The customer viewpoint identifies the way the corporation wishes to be seen by its clients. The internal business process viewpoint highlights the business process whereby the corporation has to be specifically proficient for the purposes of satisfying its clients and shareholders. This explanation results in the identification of the major in dicators of process that the corporation wishes to manage and which will be party to the balanced scorecard itself (Jenkins, 2000, p.73). Usage and effectiveness among the survey respondents Tableau de bord It is not an easy thing to describe the tableau de bord. The tableau de bord is old as compared to the balanced scorecard, and this means that it has gone through several changes since its inception. There are several versions of it than the balanced scorecard. In French, we find that the ‘tableau de bord’ refers to the dashboard, and therefore the manager is figuratively compared to a pilot. In accordance with this culture, it is a tool meant for the company’s top management, giving it a quick and worldwide

Cultural Diversity and Language Education Assignment

Cultural Diversity and Language Education - Assignment Example Spnish cme very esily to me becuse of ll the French I hd tken nd my strong desire to lern the lnguge. fter college, I trveled for yer in South meric, where I both reinforced my Spnish nd lso picked up Portuguese while visiting Brzil. When I returned from South meric I ws unsure wht I wnted to do, so I enrolled in bilingul techer eduction progrm sponsored by Title VII. yer of student teching nd bilingul methods courses certified me s bilingul techer. I becme bilingul techer out of my love for Spnish. I see the process of becoming bilingul s lifelong journey, one in which I m still involved. When I strted teching, I hd no ide tht bilingul teching ws so controversil, stigmtized, nd complex. For 6 yers, I struggled s Spnish-English bilingul elementry school techer in Oklnd, Cliforni. Prt of this struggle ws cused by lck of support from my principl nd collegues, who did not understnd the purposes of wht is needed to develop bilingulism. During tht time, I obtined mster's degree in curriculum nd bilingul eduction. t the clssroom level, despite my techer trining nd mster's degree, I still fced dily dilemms such s, "Wht should I do with 30 kids whose lnguge dominnce vries from Spnish to English nd ll the shdes in between" "Wht kind of curriculum should I use for Omr, who hs just come from Mexico to my fourth-grde clss nd doesn't know how to hold pencil becuse he hs never gone to school before" "How do I work with Guillermo, who is very bright, fully bilingul, finishes his work in 2 minutes, nd strts to red the encyclopedi becuse he's bored" "How do I tech my clss with inferior nd inpproprite Spnish mterils nd books" Somehow, I lerned to survive by creting my own mterils nd developing meningful lerning opportunities for students; by individulizing instruction; by hving students help one nother; nd by tking students out into the community nd bringing the community into the clss through trips, projects, nd guests. The effort to do this in n unsupportive environment ws t gret psychic expense tht cu sed me to burn out. I found myself becoming imptient with the children. I needed chnge. When the chnce cme to move to New York to pursue doctorte in curriculum nd bilingul eduction t Techers College Columbi University, I looked t it s n opportunity to begin to find nswers to these teching questions. From my teaching experience, I can say that second lnguge cquisition cn begin t ny ge nd hence t different levels of brin mturity nd cognitive development. It cn tke plce predominntly in forml lerning or during informl dy-to-dy communiction (depending on socil fctors, the level of cognitive development, nd previous eduction). The ge fctor is closely relted to the method of lnguge lerning due to the difference in the cognitive orgniztion of children's nd dults' lnguge cquisition. In orgnized lerning, for exmple, different types of prctice mteril nd lerning ids exploit different input nd processing modlities (visul, uditory, nd motor). First lnguge cquisition goes "hnd in hnd" with the development of cognitive bilities nd the construction

Assignment Example | Topics and Well Written Essays - 250 words - 107

Assignment Example Chapter 22 is called genitourinary alterations. This chapter talks about diseases that attack the urinary tract and the genitals. The chapter further provides treatment and nursing care for victims suffering from genitourinary alterations. It also talks about the pathophysiology of these alterations. Chapter 23 on the other hand, talks about gastrointestinal alterations. These are defects that affect the gastrointestinal tract. The chapter then goes deeper to further elaborate on these alterations. The chapter then gives as ways in which we can take care of patients diagnosed with these alterations. Chapter 24 talks about respiratory alterations. These are diseases that affect the lungs and trachea; the respiratory system. These alterations hinder with the intake of oxygen in the body and may also lead to an increase in production of carbon dioxide in the body. The chapter then tells means of controlling and treating these alterations. In conclusion, upon completion of the reading of this book a student should be able to know pharmacological treatments for these alterations. Pharmacology deals with the study of drug action. Hence one should know which drug is appropriate for which disease and how the drug acts in the

Partition of the Polish-Lithuanian Commonwealth Essay Example for Free

Partition of the Polish-Lithuanian Commonwealth Essay The modern republics of Poland and Lithuania had been once been a single, strong nation known as the Polish-Lithuanian Commonwealth. This commonwealth was established in 1569. Although there were other states in the commonwealth, none of them was as powerful as Poland. The nation was on the brink of success when the rest of Europe was ravaging in the famous thirty years war between 1618 and 1648. The Commonwealth noblemen had no desire to get involved in these wars and they were able defend the country against external attacks from the Germans, Russians and the Ottoman Turks (TLK). However, the commonwealth’s supremacy and stability did not last for long and there already were clear signs of decline by the mid 17th century. The main cause of the decline was wars that were fought within and outside the commonwealth. Thus, the weakened state could not hold itself together after these wars which ultimately led to its partition. The decline of Poland was basically evincible in the legislative body Sejm. The divergent systems of the parliament grew ineffective and inefficient at a time when the deputies went verbal asserting â€Å"Liberum Veto† which gave them excessive power over national resolutions. The country’s population had decreased by big proportions as a result of wars. This made it practically impossible for the nation to succeed in its wars against other nations, though they were able to defeat the Ottomans at Vienna. This was the last success realized by the commonwealth military (Davies 24). The Szlachta (noblemen) also diminished in their ability to influence others and consequentially depreciated in military vigor. In a myriad of situations they became impotent and viewed â€Å"veto† as the only remaining legislative symbol within the commonwealth (25). The Decline of the Commonwealth In 1648, the warlike Cossacks, with the support of Russia, upstaged a rebellion against Poland. Thus the Russians began to influence the affairs of the country. Later in 1655, the Commonwealth was involved in another war with Sweden, provoked by the policies of Commonwealth kings from the Swedish royal House of Vasa. The Swedes installed Stanislaw Leszczynski as king. However, they were defeated by the Russians in 1709 and this resulted in the reinstatement of Augustus on the throne (TLK). Augustus was at conflict with parliament and this lead to a civil war in 1717. The Russians responded by reducing the powers of the Sejm, who by now were at the centre of running Poland, came to the rescue of Augustus. This resulted in Poland being forced to cut down the size of her standing army. When Augustus died in 1733, Leszyski returned to the throne. This move was met with resistance from the Russians who forced him out and made Fredrick Augustus, a son to Augustus, king instead. Another blow to the commonwealth was the Saxon rule that lasted for sixty years. It drove the nation to the edges of lawlessness, devastating it even more. A powerful alliance between Russia, Prussia and Australia ensured that Poland’s legal system and maintain ace of order was paralyzed. The three nations formed the â€Å"Alliance of the Three Black Eagles† owing to the fact that all the three had eagles, black in color, on their coat-of-arms (Kjaergard 121). The Partitioning of the Commonwealth By the 18th century, the Commonwealth could not handle the many internal problems that were plaguing it and this made the fragile nation more vulnerable to external influences. The political system was in shambles and this soon culminated to the schism of the commonwealth. The country was partitioned in three stages by the neighboring Russian, Prussian, and Austrian powers (TLK) . The first partition was in 1772, when the Commonwealth lost 733, 000 square kilometers of land together with about four million people. Russia took most of the land while a majority of the population went to Austria. The Sejm ratified the partition agreement despite much resistance from the state’s deputies. After the first partition, there was a period of relative stability that saw to the development of a better education sector in the country. There was a rise in the number of professionals in various fields. The king initialized a healing programme, which was executed by the â€Å"Great Sejm†. The Four Year or Great Sejm came up with a new constitution (Domar 56). â€Å"Liberum Veto† was abolished under the newly formed constitution, changing how the country was governed. people were guaranteed personal freedom and more liberty was enhanced. England, France and the United States hailed the newly formed constitution. On the other hand, this step was viewed as a threat by the rulers of Austria and Russia. This led to a wide instigation of large numbers of magnate under the leadership of Branicki Ksawery, Potocki Szczesny and Rzewuski Seweryn. This was a betrayal of the commonwealth hence leading to the formation of the Targowica Confedaration in disrespect to the declarations of the newly formed constitution (Kjaergard 122) The second partition was as a result of Russian invation. The troops from Russia decided to cross the borders and immediately war broke out. Joseph Poniatowski who was the King’s nephew together with Kosciuszko Tadeusz, a supporter of the American Independence War, erected a vehement resistance although all confidence was crushed after the Prussians joined the fighting. Many people, who would otherwise have been citizens, ran away to other countries. In 1793, Prussia and Russia were obliged to sign the Second Partition Treaty. This led to about About This led to holding in of more than half of the entire nation with a population of about four million people. Later, there was a meeting at Grodno composed mainly of the Sejm which deliberated on the legal processd to make legal the process of partitioning of the country. After the partitioning, there was widespread discontent within the general population (Kostrowicka 34). The final partition in 1795 was the most devastating. A lot of Poles were evicted from their country. The King was seized and taken to prison in St. Petersburg. Other people were sent to the harsh cold deserts of Siberia and thousands more fled to other lands. Conclusion Although Poland’s history is one full of turmoil, a lot can be learnt from it. It is clear that good governance policies should be in place for a country to run smoothly. The heads of state should at the fore front providing the much needed leadership to citizens of their countries. If the Polish constitution had had good policies, and if the leaders were competent enough, then maybe the history of the Poles would be much different and better than it is.

The Moves That Matter in Academic Writing Essay Example for Free

The Moves That Matter in Academic Writing Essay In the introduction to â€Å"They Say/ I Say†: the Moves That Matter in Academic Writing, Gerald Graff and Cathy Birkenstein provide templates designed to help with academic thinking and writing. Specifically, Graff and Birkenstein argue that the types of writing templates they offer realistically help set up a conversation and argument. As the authors themselves put it, â€Å"In our view, then, the best academic writing has one underlying feature: it is deeply engaged in some way with other peoples views. † Although some people believe to sound intelligent you must state your claim and provide facts on why your claim is true, Graff and Birkenstein insist that to â€Å"play it safe and avoid controversy in your writing† is lifeless. In sum, then, their view is that if you are going to write, write to stir controversy and cause discussion, along with giving the basics to master good academic writing. I agree, in my view, the types of templates that the authors recommend invite people to start conversation and learn different points of views as well as teaching others, and the templates themselves gives people the opportunity to hone the skills of academic writing. For instance, when using the template for writing they get us to include the opposition’s possible belief or rebuttal to our own points, which in return force us as the writer to look beyond just our thoughts and look through other’s eyes. Some might object, of course, on the grounds that our creativity when using templates would be greatly diminished. Yet I would argue that the templates simply give us a cornerstone to start with, and we can build our paper off of it as creative as we want. Overall, then, I believe the templates simply help us practice to become better writers much like practicing sports when you first begin playing, to become the best we can be.

Role of Femininity in Film

Role of Femininity in Film Throughout this essay I will be examining the role of femininity in Hollywood film and world cinema in particular Bollywood, I will also asses female stereotypes within film and how they differ throughout the years especially from the 1930’s such as films like ‘Gone With the Wind’ to the 1980’s with films such as ‘Terminator’. In addition I will demonstrate that there are also different racial stereotypes of women in film and the femininity of black women in film differs from white women. In order to understand and examine this topic it is beneficial to review the current research on how women are analysed through film we must look at the male gaze which is a concept used for analysing visual culture. One of the leading theories attributed to gender stereotypes within film is the ‘male gaze’. â€Å"The male gaze is a term coined by feminist film theorist Laura Mulvey. Mulvey’s theory the male gaze was influenced by Sigmund Freud.† (Cook, 2008) Freud was a psychologist that developed theory â€Å"that humans have an unconscious in which sexual and aggressive impulses are in perpetual conflict for supremacy with the defences against them†. (BBC, 2014) According to Mulvey the â€Å"male gaze is both voyeuristic and fetishistic. Her concept illustrated that women were merely shown on screen in classic Hollywood† (Cook, 2008) ( classic Hollywood is a style of Hollywood film between 1910 and 1960’s) in order to supply men with visual pleasure. Mulvey explored how the psychoanalytic concepts of narcissism and voyeurism can be used to explain how visual pleasure is generated. Narcissism means a love of self (Soanes and Stevenson, 2003) and voyeurism is a visual pleasure that arises from looking at others in a sexualised way (Benshoff and Griffin, 2004). Mulvey argues that there are two types of visual pleasure. â€Å"In most Hollywood films the narcissistic pleasure of identification usually involves identifying with the male characters, the ones who are active and aggressive. On the other hand, the voyeuristic pleasures created by cinema primarily involve looking at the female characters on screen.† (Benshoff and Griffin, 2004) â€Å"Thus, classical Hollywood cinema targets a majority of its films at a supposed male hetro-sexual audience member, making individuals outside this group adjust to a male point of view that is ‘the male gaze’.† (Cook, 2008) Claire Johnston, was also a feminist film theoretician like Mulvey. Johnston is known for her research on the construction of ideology in mainstream cinema. In her scholarly works, she also discusses the male gaze. She agreed with Mulvey that the camera sees women as an extension of a male vision; she also assessed stereotypes within Hollywood film using a semiotic analysis. Her semiotic point of view was based on Roland Barthe’s notion of myth, Barthe’s notion of myth meant, that dominate ideologies become naturalised that means the most dominant cultural, historical values and beliefs are made to seem normal and common-sense. (Barthe’s, 2013) Johnston â€Å"investigated the ‘myth’ of women in classic cinema. The sign ‘woman’ can be analysed as a code or convention. It represents the ideological meaning that ‘woman’ has for men. In relation to herself she means nothing.† (Cook, 2008) John Berger a prominent art criti c assessed Laura Mulvey’s theory of the male gaze in his book, ‘Ways of Seeing’ (1972). He states that ‘men act andwomenappear’. Berger agreed with Mulvey that because the viewer was mostly male the appearance of women in film was intended to attract a male’s attention. However criticisms against Mulvey’s theory the male gaze, have been that of film theorist E. Ann Kaplan who theories were based around feminist film ideology. In Kaplan book ‘Women in film (1983) she asked Is the gaze male?† Both Kaplan as well as film theorist Kaja Silverman† argued that â€Å"the man was not always in control and the woman is not always passive† (Chandler 2000). Feminist writer Teresa de Lauretis (1987) concluded the female viewer does not simply take up a male point of view, â€Å"but works always; in a double identification with the active and passive subject positions†. (Chandler 2000). Journalist Steve Neale also assessed the male gaze theory and his conclusion was that the gaze in Hollywood films is not primarily male, but primarily heterosexual. Both Neale as well as film theorist Richard Dyer concluded that the male characters within film have the capacity to be objectified as well. The man would not always be the spectator, who had rule over the gaze. (Litosseliti and Sunderland, 2002) It is important to note that within Hollywood film since the 1980s, there has been an increasing objectification of the male body in film. (Evans Gamman, 1995). For example in the film Thelma and Louise (1991) Brad Pitt’s character, who is a male, is objectified in every shot of him, this shows that the male spectator was not prioritised but the female spectator was. When analysing femininity in film it is important to discuss stereotypes of women portrayed on screen and also the social context that they live in. One of the most notable stereotypes concerning black woman and Hollywood film is the ‘Mammy’ caricature taken from the film ‘Gone with the wind’ (1939) played by Hattie McDaniel. Critical studies writer Todd Boyd (2008) states, The ‘Mammy’ stereotype is a domestic servant who is often, fat, docile, unattractive, happy- go-lucky, and loyal to the white family. In addition sociologist David Pilgrim (2000) states although sometimes she may have children she was completely desexualized. She belonged to the white master and his family plus she had no black companions. To further illustrate what Boyd (2008) has stated, the ‘Mammy’ caricature was a symbol during slavery, as ‘supposed’ proof that black women were contented, even happy, as slaves. Attributes of the ‘mammy†™ such as her broad smile, her chuckles, and devoted servitude to the white family; were presented as confirmation of the believed humanity of Trans-Atlantic slavery. The Mammy caricature can be the seen in the film Gone with the wind (1939). If we were to analyse the character Mammy in Gone with the wind, we would see that she is a faithful to the white family who she serves; to such an extreme length, that she internalised white southern values and norms. For example she encourages Scarlett O’Hara who she serves as a â€Å"house slave†, to eat before she goes to a party, or else at the party she would be eating ravenously instead of â€Å"like a bird†: which is what a young southern belle is meant to do. Mammy’s devotion for the white family is reaffirmed when she states at the birth of Scarlett’s daughter, â€Å"this is a proud day for me I’ve helped delivered three generations of baby girls for this family†. She also shows her disdain for other black people and calls them ‘no good’. However a new stereotype of black women emerged in the 1970’s. This era bore a new genre of film known as ‘blaxploitation’. Blaxploitation is an ethnic sub genre of exploitation films which were made for black audiences. With this new genre came a new stereotype the superwoman image. The superwoman image portrays black woman as the action heroines of their neighbourhoods ready to defend family and community by any means necessary. â€Å"The super woman image portrayed black woman as strong and invincible. This image sent out that black women could endure and overcome all odds.† (Boyd, 2008) Actress Pam Grier was an icon of the superwoman image. Never-the-less in Hollywood films, white women have been stereotyped differently to black women in film and their femininity was portrayed in different ways. Such as in the 1930s and 1940s many white female actresses were stereotyped into melodrama roles on screen. In melodrama films of the 30’s and 40’s the female was the main protagonist in the film. Also the plot lines in a melodramatic role often consisted of the main female character having to sacrifice her career for love, or vice versa. This typical plotline and stereotype can be seen in the film ‘Lady in the Dark’ (1944). The leading character Liza Elliot played by actress Ginger Rogers she is a powerful and unmarried fashion magazine executive, she undergoes psychoanalyse as she is having strange dreams that bother her so much that she can no longer make up her mind. She is later cured and is therefore free to stop trying to be ‘like a man’ and settle in to her rightful role as a wife and sell her business to her fiancà ©. Anthropologist blogger K. Smith Pullman (2008) stated, that typical the melodrama plot line, â€Å"showed women that if they want to both work and have love, that it was not entirely possible†. (Pullman, 2008) Moreover in the 1950’s femininity was displayed in Hollywood film in the 1950’s in a different way, â€Å"when women were shown as blatantly sexual and seductive threats, such as Lana Turner or Ava Gardner, or on the other end of the spectrum as innocent and wholesome, like Audrey Hepburn and Grace Kelly. Marilyn Monroe slightly bridged this gap, as she was often depicted as both seductive and innocent.† (Pullman, 2008) However femininity in film has not always fit into those stereotypes and from the 1980s a new type of femininity was displayed in Hollywood film this was the androgynous woman this example can be demonstrated in the character Sarah Connor in the film ‘The Terminator’ (1984) â€Å" These are supposed to be the â€Å"strong† women, showing viewers that women cannot be both strong and sexual, without posing a threat.† (Pullman, 2008) Also, notably the genres in which women are stereotyped significantly are horror films. According to Adam Rockoff (2002), â€Å"One of the most continuing images of horror films is that of the good-looking heroine screaming with fear- as the killer hastily approaches.† The heroine of the film is often dubbed the ‘final girl’. The final girl was coined by film theorist Carol Clover. Brewer (2009) states: In the beginning of the film, filmmakers habitually depict the final girl as visibly tough, resourceful, and determined. Despite the fact the she often finds her friends or relatives dead. The final girl manages to survive in the end of the film, normally following a final struggle with the killer Many scholars and feminist film critics have discussed the overt masculinity of the final girl. Carol Clover author of ‘Men, Women, and Chainsaws’ says that, â€Å"TheFinal Girl, is on reflection, a congenial double for the adolescent male. She is feminine enough to act out in a gratifying way, a way unapproved for adult males, the terms and masochistic pleasures of the underlying fantasy, but not so feminine as to disturb the structure of male competence and sexuality† (Rockoff, 2002, p. 13). â€Å"According to Weaver and Tamborini (1996), traditional gender-role stereotypes also exist throughout horror films† (Brewer, 2009). For example, the male characters are shown acting violently and are more likely to attack the killer. Nevertheless female characters are more prone to run away from the killer. â€Å"Female characters in horror films are also depicted expressing fear and panic on screen longer than the male protagonists. Modern horror films of the 1990s till present often depict male characters as jokes or helpless bystanders†. (Brewer, 2 009) When assessing femininity in film it is also important to look at world cinema. Portrayals of women in Bollywood films share a link with ideals about women in Indian society. â€Å"In traditional Indian society, the lives of women were severely restricted. Women’s roles were essentially as a daughter wife and mother.† (Gokulsing and Dissanayanke, 1998) In Bollywood films the ideal wife character must be â€Å"sexually pure and the epitome of sexually fidelity†. (Gokulsing and Dissanayanke, 1998) As Richards (1995: p.3) states, that Bollywood films upholds the â€Å"traditional patriarchal views of society consistent with the cultural norms pertaining to the status of women in Indian society.† The opposite role of the wife is the ‘vamp’, â€Å"normally a decadent modern woman, generally with a name like Rosie or Mary† (Gokulsing and Dissanayanke, 1998). Gokulsing and Dissanayanke (1998) states that the vamp normally defies tradition and strives to imitate western women. â€Å"She drinks, she smokes, visit night clubs and is quick to fall in and out of love. She is portrayed as a morally degraded person and has come to be associated with everything unwholesome about the west. And she is always punished for her unacceptable behaviour.† (Gokulsing and Dissanayanke, 1998) As Dwyer and Patel (2002) commented, In Bollywood, men are depicted in many varied roles; women are almost always depicted in traditional feminine roles. For example, in numerous Bollywood films starring Akshay Kumar and Katrina Kaif, the female star always represents â€Å"the damsel in distress†, while, the actor is continuously shown to be a â€Å"ladies man†. To conclude, femininity in film is very complex if we asses Mulvey’s point of view women in film are there only to supply men with visual pleasure this could be seen a lot through film in the 1950’s with Hollywood actresses such as Ava Gardner and Marilyn Manroe but over the years women in film have been shown in a variety of situations not just the blatant sex object such as the role of Sarah Connor in the film ‘Terminator’ which was androgynous and took on male cinematic characteristics. Also when assessing world cinema we see that the more patriarchal a society is the more women are stereotyped on screen this can be seen through Bollywood. Also throughout the horror genre in Hollywood film femininity is displayed through ‘the final girl’ which many film scholars have stated the final girl is has overtly masculine characteristics although she is aesthetically beautiful. BIBLIOGRAPHY Barthes, R., 2013. Mythologies: The Complete Edition, in a New Translation. New York: Hill Wang BBC, 2014. Sigmund Freud [Online], Available from: http://www.bbc.co.uk/history/historic_figures/freud_sigmund.shtml [Accessed: 30/09/2014] BENSHOFF, H. and S. GRIFFIN, 2004. America on Film: Representing Race, Class, Gender, and Sexuality at the Movies. Victoria: Blackwell Publishing Berger, J. 1972.Ways of Seeing. London: Penguin Books. Boyd, T., 2008. The Mammy Image. In African Americans and Popular Culture. Connecticut: Praeger Cook, P. 2008 The Cinema Book. London: BFI Publishing Brewer, C. 2009. THE STEREOTYPIC PORTRAYAL OF WOMEN IN SLASHER FILMS: THEN VERSUS NOW [online] Available from: http://etd.lsu.edu/docs/available/etd-04092009-105427/unrestricted/Brewer_thesis.pdf.pdf [Accessed 11/10/2014] Chandler, D., (2000) Notes on the Gaze [online] Available from: http://www.aber.ac.uk/media/Documents/gaze/gaze09.html [Accessed 30/09/2014] De Lauretis, T., 1987. Essays on theory, film and fiction Bloomington: Indiana University Press Dwyer, R., and Patel, D., 2002. Cinema India: The visual culture of Hindi Film, London: Reaktion Books. Evans, C., Lorraine G., 1995: The Gaze Revisited, or Reviewing Queer Viewing. In Burston, Paul Colin Richardson (Eds.): A Queer Romance: Lesbians, Gay Men and Popular Culture. London: Routledge, pp. 13-56. Gokulsing, K., M., and Dissanayanke, W., 1998. Indian Popular Cinema: A narrative of Cultural Cinema, London: Trentham Books. Johnston, C., 1991. Women’s Cinema as Counter Cinema. In: Thornham, S., (ed) 1999. Feminism Film Theory A reader. New York: New York University Press Kaplan,E., A., 1983. Women and Film: Both Sides of the Camera, New York: Methuen Publishing King, T., 2007. Does film criticism affect box office earnings? Evidence from movies released in the U.S. in 2003. Journal of Cultural Economics, 31, 171-186. Litosseliti, L. and Sunderland, J. (eds.) 2002. Gender Identity and Discourse Analysis: Discourse Approaches to Politics, Society and Culture. Amsterdam: John Benjamins. Pilgrim, D., 2000 The Mammy Caricature [online] Available from: http://www.ferris.edu/jimcrow/mammies/ [Accessed: 30/09/2014] Pullman, K. (2008) [online] Available from: http://ksmith-hollywoodwomen.blogspot.co.uk/2008/12/stereotypical-roles-of-women-in-films.html [Accesed 30/09/2014] Richard, C., 1996. Hooray for Bollywood, Time Magazine [online] Available from: http://content.time.com/time/magazine/article/0,9171,985129,00.html?internalid=atm100 [Accessed 30/09/2014] Rockoff, A. (2002). Going to Pieces: The Rise and Fall of the Slasher Film, 1978-1986. North Carolina: McFarland Company Inc. Soanes, C. and Stevenson, A., 2013. Oxford Dictionary of English, Revised Edition, Oxford: Oxford University Press, Weaver, J.B., Tamborini, R. (1996). Horror films: Current research on audience preferences and reactions. New Jersey: Lawrence Erlbaum.

Essay --

You see the images that the public is demanding. Why more reality-based TV? You'd think that after the first Survivor it would have gone away, but it hasn't. The public demands it because they get all caught up in the personal stories, and want to see more and more.† Montel Williams tells his guest audience about how the press is always wanting to get up close and personal in people's business. As a star and MS patient, Williams knows exactly what he is talking about. Born Montel Brian Anthony Williams on July 3, 1959 in Baltimore, Maryland, Williams was bound for greatness. Growing up, Williams was already a star to everyone. In high school he was the class president his junior and senior year. He was an athlete, musician, and all around a great student. He was well known throughout his community, he was always active in county-wide government issues that was for all the students. As he got older, people still knew his name and his stardom was still advancing. After graduating in 1974 from high school, Williams enlisted into the U.S. Marine Corps. Being very impressed with Montel's strength and leadership, his superiors requested him to be placed in the Naval Academy Preparatory School at Newport, Rhode Island. Later he was accepted to the U.S. Academy at Annapolis and that is where this stars real battle begins. The well-known Montel Williams was hit with some devastating news that would later change his life drastically and forever. Although the now famous talk show host from The Montel Williams Show, the movie star, and the award winner has had to live and deal with multiple sclerosis for a good portion of his life, he has overcome many adversities such as Hollywood shame, pain, and the fear of giving up. Before graduating in ... ...has done. Every goal that was set was accomplished and every thought of defeat was pushed aside. Montel Williams is a true fighter and refused to let any of his adversities hold him back. He has never given up and still today informs his audience and the people about this disease and makes them aware that they are not invincible from it. Williams has made it through the recognition, the pain, the press, and the suffering. He has become one of the worlds most well-known and accomplished star and philanthropists. He has dedicated his life to helping others and informing others about multiple sclerosis. He knows the heartaches and the pain these people have been through, go through, and will go through. He knows what these patients need to fight back and win. He knows because he is a fighter himself and he defeats his illness everyday and in his eyes reigns victorious.

Hinduism And Buddhism :: Religion Religious Essays

Hinduism and Buddhism Introduction-   Ã‚  Ã‚  Ã‚  Ã‚  Hinduism and Buddhism are two of the five major religions in our world today. They are widely practiced, and have survived for centuries. Both have similarities and differences, as do all forms of religion. Hopefully, in this paper I will show you the basic structure of each religion. I would also like to show how they compare and contrast. Hinduism: Foundation   Ã‚  Ã‚  Ã‚  Ã‚  No one is completely sure of where Hinduism was started and by whom. Their oldest written documents, the Vedas, were written down in 1000 B.C. but they had existed orally long before. The Vedas are where Hinduism originated. Today, Hinduism is the world's third largest religion. Many changes have come upon Hinduism since they practiced it first. Hinduism includes many different sects, or denominations, and beliefs that have arisen. Though, there are many things in common with all of the Hindu sects. Their basic beliefs are what ties them together. Basic Beliefs-   Ã‚  Ã‚  Ã‚  Ã‚  The religion of Hinduism teaches us that each living body, including animals, is filled with an eternal soul. Hindus say that the individual soul was a part of the creator spirit, Brahma. It is each soul's job and wish eventually to return to Brahma. It is not possible though because by a soul's sins, and impurities from the world, they are no longer pure and holy to return. Instead, a soul must become pure before returning to Brahma, who is absolutely pure.   Ã‚  Ã‚  Ã‚  Ã‚  The process of becoming pure is so hard that no soul can become pure in only one lifetime. The soul is forced to live life after life until it is pure enough to return to Brahma. The cycles of rebirths are called samsara, or the Wheel of Life, by the Hindus. When a soul is finally cleansed enough to break free of samsara it is called moksha. The soul returns to Brahma for an eternity of contentment and ecstasy.   Ã‚  Ã‚  Ã‚  Ã‚  There is no one incorporating creed in Hinduism. A follower may choose any god as their personal god, or may worship several of them. Though to be a Hindu there are certain things that a follower must believe in and live by. Their main beliefs are:   Ã‚  Ã‚  Ã‚  Ã‚  1. A belief in karma, the result of one's good and bad deeds in a lifetime.   Ã‚  Ã‚  Ã‚  Ã‚  2. A belief in dharma, Hindu traditions.   Ã‚  Ã‚  Ã‚  Ã‚  3. A belief in the three main gods: Brahma, Vishnu, and Shiva.   Ã‚  Ã‚  Ã‚  Ã‚  4. A belief in reincarnation after death.   Ã‚  Ã‚  Ã‚  Ã‚  5. Honor for the sacred Vedas.   Ã‚  Ã‚  Ã‚  Ã‚  6. A belief that, if lived a religious life, the Wheel of Life can end and achieve moksha.   Ã‚  Ã‚  Ã‚  Ã‚  7. An honor for an ascetic religious life, to be an orthodox Hindu.

Asian Influences on the Filipino Culture

Asian Influences on the Filipino Culture Hindu Pre-contact period Before the Spanish period, the archipelagoes of Southeast Asia were under the influence of traders from the  Hindu-Malayan  culture, such as theMajapahit Empire, which was then supplanted by Islamic  Ã°Å¸Ëœâ‚¬ teaching by Muslims traders from Gujarat, India. Influences from the Indian subcontinent may be traced earlier to before the arrival of the Arabs and the Europeans during the 15th and 16th centuries respectively. The rulers of many of the islands were called Rajas, or Rajahs.An example would be the  Visayas, said to be named after the last Southeast Hindu Prince Srivijaya. Spanish era Further adherence to Hinduism was superseded by the advent of  Islam  brought to the archipelago By  Indonesian,  Malay, and  Arab  missionaries in the 14th century, as well as the arrival of Christianity with the  Spaniards  in 1521. It is highly possible however that the Philippines was part of Hindu empire s based in  Java  and in other islands prior to the introduction of these new religions.Local  Rajahs  gave tribute to such Hindu-Buddhist empires that included  Sri Vijaya  and  Majapahit. American period Ancient statues of the Hindu gods were hidden to prevent their destruction by Christians who worshiped a single deity. One such statue, known as ‘Golden Tara', is a 4-pound gold statue of an Indo-Malayan goddess found in  Mindanao  in 1917, which now sits in the  Field Museum of Natural Historyin  Chicago, and is dated from the period 13th to early 14th centuries. Another gold artifact, this time found on  Palawan, is an image of  Garuda, the bird who is the mount of  Vishnu.Hinduism today There is some growth in the religion as of late, although most temples cater to the same communities. Actual adherents of  Hinduism  are mostly limited to communities that include indigenous and native peoples, expatriate communities, as well as new converts . There are various  Hare Krishna  groups and popular Hindu personalities and groups such as  Sai Baba, and  Paramahansa Yogananda  (SRF) that can be found. Hindu based practises like  Yoga  and  meditation  are also popular. Arab 1. Islam 2. Sultan government 3. Arabic language 4. Arabic writing system . Words like apo, sulat, alamat at salamat, came from the Arabic words ima, kitab and kali. 6. the use of calendar 7. â€Å"singkil† dance Chinese- The following Chinese influences on Filipino culture are still evident today:   * The use of porcelain wares, gongs, and other metals * The manufacture of gunpowder and setting off of fireworks during special occasions * The use of loose trousers and wearing of camisa de chino, slippers, wooden shoes * Gambling games such as jueteng and mahjong * Cooking such dishes as lumpia, mami, pancit and lechon Customs such as respect for elders and the veneration of ancestors * Traditions such as prearranged marriages and participation of a mediator in marital talks * Traits such as close family ties, frugality and hard work * The use of words with Chinese etymology. Japanese The Japanese and Filipino trade relations that began as early as 654 A. D. made its mark on the lifestyle of the Filipinos. The Japanese introduced industries such as the manufacture of weapons and tools, tanning of animal skin, and the artificial breeding of ducks and fish. To start with, there are Japanese Filipinos.Trade relations with Japan date as early as the 9th century. Japanese traders and merchants (as well as Okinawans) first settled during the 12th century AD under the  Luzon Empire  and the Majapahit Kingdom, especially in areas such as Paco and Davao and along Lingayen Gulf. Their influence is evident in the popularity of noodles (known as â€Å"Mami†), the game of â€Å"mahjong†, Japanese â€Å"Mochi† (rice cake) which is similar to Filipino ‘Palitao'. Many famous Filipinos are of m ixed Japanese/Spanish/Filipino lineage :  Lou Diamond Phillips,Ferdinand Marcos, Paciano Rizal, Romnick Sarmienta, Gillian Akiko Thomson.And about 300,000 Filipinos live in Japan (2004 numbers), that means a significant cultural and financial influx. Including children of Filipino women living in Japan returning to learn English. Sources: http://en. wikipedia. org/wiki/Hinduism_in_the_Philippines http://wiki. answers. com/Q/What_are_the_influences_of_Arabs_in_the_Philippines#ixzz27xBP6ZEU http://wiki. answers. com/Q/What_are_the_Chinese_influences_in_the_Philippines#ixzz27x94L8pb http://wiki. answers. com/Q/What_are_some_Japanese_influences_on_the_Filipino_culture#ixzz27xGJ9mIi http://answers. yahoo. com/question/index? qid=20080805045217AAqIJGA

How is happiness conveyed in Jane Austen’s Emma and Charlotte Bronte’s Villette?

The nineteenth century was an era of great discovery, invention and social change as a result of political unrest in the previous years. The American Revolution which culminated in the United States Declaration of Independence, lead to a change in political thought, bringing ideas of ‘Life, Liberty and the Pursuit of Happiness' (1776: line4), though how much this extended to women is debateable. Published thirty-seven years apart, Emma and Villette tell the stories of two girls trying to find happiness in difficult societies. The two lead characters are very different; Emma is a respected, wealthy and attractive young woman yet rather spoilt, whereas Lucy Snowe is passive and secretive, with no significant amount of money or family connections. Living in the same century, therefore, it would seem safe to assume that the girls would find happiness in the same things; good company, money and a happy marriage. As Philip Davis argues, Victorian novels (though Emma predates Victoria's reign by approximately twenty years) were concerned only with ‘Humanity, Duty, Vocation, Work, Marriage [and] Family' (2002:2). However, this is not the case for either of the girls. Lucy finds comfort in solitude and some of the passages in Bronte's novel where she is most at ease are those in which she is alone. If not alone, Lucy prefers the company of just one or two trusted friends, but even this is problematical, as she often hides her feelings from the reader. Emma on the other hand, appears to take pleasure in helping others to be happy; often to their detriment! What can be said, nonetheless, is that both novels convey moral journeys towards a greater understanding of self and society. By looking at a few specific incidents in each novel, the methods with which the authors explore the feeling of happiness can be uncovered. Emma Woodhouse, handsome, clever, and rich, with a comfortable home and happy disposition, seemed to unite some of the best blessings of existence; and had lived nearly twenty-one years in the world with very little to distress or vex her (Emma p. 5). The opening sentence of Jane Austen's novel manages to summarise Emma's situation and history in a few simple words. The reader is already informed by the omniscient narrator that this central character is content and privileged in every aspect that a young lady could wish for. In comparison, Villette has a very different approach. For example, it is not until the second chapter that we find out the name of the protagonist and narrator, Lucy Snowe. Interesting to note also that the first two chapters are names of characters, ‘Bretton' and ‘Paulina', as if the narrator is happy to talk about them, but reluctant to talk about herself. We hear about the people surrounding the narrator, events in the past but very little physical or characteristic detail. We are given few clues as to how Lucy feels or thinks about these events; ‘well I liked the visit' (Villette p. 1) is the only indication of preference or opinion. Even by the end of the novel we do not know where her ‘home' was, and Lucy is constantly evasive about places and locations. The reader is left to speculate why this is; because of unhappiness there and desire to forget it? Or perhaps she is ashamed? It is almost as if she does not trust the reader and as a result becomes difficult to like. Most readers will assume that this past, of which Lucy is so vague, holds bad memories or experiences which set the tone of her character from the start. As a narrator, Lucy is unreliable and the revelation that Dr. John and Graham Bretton are, in fact, the same people, is the prime example of this. ‘I first recognized him on that occasion, noted several chapters back, when my unguardedly-fixed attention had drawn me on the mortification of an implied rebuke' (Villette p. 70-1). Only when the reader will find out for themselves, does Lucy tell us that she knew all along. ‘I had preferred to keep the matter to myself' she reasons, ‘I liked entering his presence covered with a cloud he had not seen through' (Villette p. 171). This motif of hiding, or being screened, recurs throughout the novel. Lucy is often seen observing or people watching, preferring to be out of the limelig ht. However, this changes when she is recruited to be in M. Paul's play after one of the lead characters falls ill. Nevertheless, she puts on a performance, a mask, and is not herself. The clothes she wears are men's and by speaking another person's lines, Lucy distances herself from that which makes her feel so uncomfortable, her own feelings. It seems as if she is afraid to admit to herself how she feels. By suppressing her emotions and living an almost muted life, Lucy denies herself happiness. This alienation is heightened by her being in Belgium, where she does not speak French initially, by being a Protestant in a Catholic society and through the atmosphere of the Mme. Beck's school. Despite working very closely with the headmistress, Lucy still finds her searching through her belongings one evening, showing a lack of trust between the characters. Lucy's narrative style shows a lot about her unhappiness as a character and surprisingly Emma shares some of these traits. Emma is told through a third-person omniscient narrator, whereas Lucy tells us the story through her own, if somewhat limited perspective. Austen's narrator gives us a wider outlook on the events at Highbury, although the free-indirect style means that the narrator's opinions are sometimes blurred with those of the characters and there is some mimicry of Emma's thoughts and tone. She is a more open character, whom the narrator can easily display to the reader, and her feelings are more easily accessible, on first impression. As Emma is already ‘handsome, clever and rich' (Emma p. 1), her happiness is taken for granted, but looking a little deeper it is evident that she is not fully content. The novel is based around a series of shocks for Emma; Miss Taylor's marriage, Mr. Elton's proposal, Frank and Jane's engagement, and she seems in a constant struggle to maintain a certain decorum and propriety. It is ironic that Jane Austen's novels are so often seen as portrayals of a stagnant society, when Highbury is full of entrances and exits; Mrs. Elton, Frank Churchill, Jane Fairfax and Harriet. The proximity to London, peculiarly, does not seem to have an effect on the community. Emma's constant need to help others could be interpreted as dissatisfaction within herself. Instead of realising her feelings for Mr. Knightly at the beginning of the novel, as so easily could have occurred, Emma goes through systematic pairing up of her acquaintances, to try and arrange as many couples as possible. It is only when Harriet confides in her regarding her own feelings for Knightly that Emma is forced to identify and realise her attachment to him. Because she demands a kind of variety and excitement life cannot supply, Emma allows her fancy and imagination to shape and distort her perception of reality [†¦. What Emma constantly desires and frequently demands is not simply that her world admire her; it must also be as rich and vital and beautiful as she feels herself potentially to be [†¦. ] The crux of the matter, then, is the peculiar way in which Emma's life depends upon and is dedicated to richness and beauty in human experience. (Minter 1966 : 51) Minter argues that Emma relies on this constant application of herself to try and adapt her surroundings to suit her. In doing this, Emma is attempting to create an environment in which she is truly comfortable; not a trait one would associate with a young lady of ‘happy disposition' (Emma p. ), but more with slightly nervous and compulsive behaviour. It is as if Emma must have control of the events around her to feel content. This shows a certain extent of self-consciousness and dissatisfaction, reflected most clearly in her thoughts of Jane Fairfax: Why she did not like Jane Fairfax might be a difficult question to answer; Mr Knightly had once told her it was because she saw in her the really accomplished young woman, which she wanted to be thought herself. (Emma p. 125) View in this manner, Emma becomes, in essence, a structured action in which Jane Austen renders both the nobility and the dangers, the significance and the consequences of Emma's endeavour to force an aesthetic ideal upon her world' (Minter 1966 : 51). As a character, Lucy Snowe is built up in a different way by Charlotte Bronte than Emma is by Jane Austen. By looking at their happiest and lowest points in each text, the reader has an insight into their extremes of emotion, and how these are created by the authors. Lucy characterises her weakest moments by images of storms and tempests. This occurs several times throughout the novel and blurs the situations which Lucy does not want the reader to know or understand fully, perhaps because she does not understand herself. This is first seen upon Lucy's departure from Bretton; ‘I must have somehow fallen overboard, or that there must have been wreck at last' (Villette p. 30). It is not certain whether Lucy actually embarks on a boat journey or whether she just uses this as an extended metaphor. Bronte adds the scream of the Banshee to symbolise the coming of bad news; Miss Marchmont dies and leaves Lucy with little money. However, the worst for Lucy personally is arguably the fall ‘headlong down an abyss' (Villette p. 160) after her visit to the church. She has been ill for a long while and her soul leaves her body ‘hoping to leave for rest (Villette p. 160). The reunion of the two is a particularly painful image, ‘a sort of racking struggle', ‘with pain, with reluctance' (Villette p. 161). Villette's final chapter is the most ambiguous sequence of the whole text, in which Lucy almost leaves the conclusion of the novel down to the reader. ‘Reader, they were the three happiest years of my life. Do you scout the paradox? Listen' (Villette p. 488), she appeals to us. Whether M. Paul is killed in a tempest on his return is not overtly stated, though the image of the storm again would imply that he does. If the past three years ‘were' the happiest, then it follows that these are now unhappy times. As with the beginning of the novel, Lucy finishes by telling us what happened to other characters, but not herself; ‘Madame Beck prospered all the days of her life; so did Pire Silas; Madame Walravens fulfilled her ninetieth year before she died. Farewell' (Villette p. 491). With a similar style of description and attitude, it is as if Lucy Snowe has come full circle; she is just as happy at the end of the novel, as at the start, or there seems no noticeable difference. Victor Hugo wrote in Les Miserables that ‘life's greatest happiness is to be convinced we are loved' (1862) and it is this sentiment that gives Lucy the highest moment in Villette. She says that her love for M. Paul ‘gave me such pleasure as, certainly, I had ever felt' (Villette p. 403). Emma's happiest moment comes with similar thoughts on Mr. Knightley, but also a revelation about herself and her own actions; ‘How long had Mr. Knightley been so dear to her, as every feeling now declared him now to be? When had his influence, such influence begun? ‘ (Emma p. 312). This sequence comes with a long set of rhetorical questions in which Emma begins to see her flaws; perhaps this is the ultimate happiness for her? Mahatma Ghandi is often famously quoted as saying, ‘Happiness is when what you think, what you say and what you do are in harmony'1 and this can be seen clearly in the closing chapters of Emma. Finally Emma is settled in herself; knows how she feels, is able to talk openly and does, of course, eventually marry Mr. Knightley. What totally different feelings did Emma take back into the house from what she had brought out! – she had then been only daring to hope for a little respite of suffering; – now in an exquisite flutter of happiness – and such happiness, moreover, as she believed must still be greater when the flutter should have passed away. (Emma p. 328) Emma's reaction is markedly different from Lucy's. Her language is more descriptive and appears fast, almost as if she cannot keep up with what her mind is thinking. The narrator here sounds just like the character of Emma, speaking rapidly with the use of many exclamation marks. Lucy falters, questions M. Paul's affections and seems unsure of the situation. ‘I was content', she states (Villette p. 403) compared to Emma's ‘state of spirits' (Emma p. 328). Emma's unfeeling comments to Miss Bates at the picnic however, paint her in a very different light; ‘†Ah! Ma'am, but there may be a difficulty. Pardon me – but you will be limited as to a number – only three at once†Ã¢â‚¬Ëœ (Emma p. 280). This can be seen as Emma's most unkind and lowest moment in the text, ‘she had never been so depressed' (Emma p. 284) it is a necessary addition that makes her realise how badly she has behaved, although requiring a little help from Mr. Knightley. Throughout Emma and Villette, Austen and Bronte shape their main characters with the use of these dramatic highs and lows, which alter their perceptions and also the reader's perceptions of them. By using specifically chosen language, the feelings and emotions of Lucy Snowe and Emma Woodhouse are made apparent and so the reader can share in their delight and depression. Jane Austen's novel appears overall a happier text, despite the continual failings of Emma's matchmaking, and ends positively with both Emma and Harriet getting married, and Harriet discovering her parentage. Although their marriages are well paired, with men who will complete them, the reader cannot help questioning whether marriage and money will always create ‘perfect happiness' (Emma p. 367). Villette on the other hand, ends just as mournfully as it begins, with very little defined ending. It could be argued that Lucy Snowe finds an inner peace with herself, after enjoying three happy years, despite not having M. Paul with her. Perhaps knowing she is loved is enough, and so with this and the solitary life which has given her comfort throughout the novel, Lucy can be settled. With her flourishing school as financial security, Lucy does not require anything more; she has stability and security, that which she has lacked from a young age. Though the storm imagery, if consistent with the rest of Bronte's novel, indicates further change, we are not given any clues as to how this will transpire. With so many novels of this era, both Emma and Villette look at the difficulty of a woman finding true happiness in such a patriarchal society. Kate Millett argued that Villette was ‘too subversive to be popular' (1977:140), accurate considering the conformity of many novels of the time. Emma, for example, still allows a happy ending and a marriage, despite the main character's actions throughout. In creating this alternative style, Charlotte Bronte shows happiness through a perhaps more realistic perspective, rather than Austen's romanticised, ‘happily-ever-after' story.

Robin Hood Case Analysis and Strategy Recommendations

ROBIN HOOD Case Analysis and Strategy Recommendations Case Analysis Robin Hood and his band of Merrymen is the subject of this case study. In this study I found, Robin Hood’s main problem was the increasing size of his band. Initially, he had hoped that strength lay in numbers and the more Merry men he had, the better it would be for him to effectively fight against the sheriff’s administration. He did not put enough thought into curbing the number of people being recruited.The dilemma occurred when the increasing number of men had made the band a corporation. The more men were recruited into the organization, the less face to face interaction Robin had encountered with each of his men. This would make it hard for him to enforce rules and regulations using his old ways because vigilance was not present with the new recruits. Moreover, the capacity to fund the increasing number of people became very scarce. Supplies needed to be obtained from outlaying villages. This is a very clear consequence of any expanding organization.A formal structure needed to be enforced and a chain of executive party needed to be established so as to monitor the increased number of people in the organization. The initial mission of the band, â€Å"Rob the rich and give to the poor† was no longer effective to the band. The funds obtained from the outright confiscation of the rich were no longer accommodating the increasing number of the people in the band. The mission statement had to be revised to accommodate the changing ways of the organization.New strategies also need to be introduced to meet the fund requirements of the band. Moreover, there needed to be a revision to the objectives of the band so as to limit the number of people being recruited. This, in my opinion, is a primary concern that needs attention. Robin Hood’s proposal to run a policy of adopting a fixed transit tax to whomever passed through the Sherwood Forest seems feasible but the Merrym en’s concern of jeopardizing the allies’ support in their fight against the Sheriff is also relevant.Recommendations In my opinion, Robin Hood’s first priority should be to appropriate structure and organization in the band. He needs to allot someone in charge of curbing the number of new recruits and seek other ways of finding provisions for his men. Once all this is done, he needs to take the great risk of assisting the barons in their mission to rescue King Richard and restore back in power. By doing so, Robin will have gotten his revenge and will not have to require the band’s presence any longer.

Analysis of “The Shield of Achilles” Essay

The Shield of Achilles is a poem of nine stanzas where the author W.H.Auden has used an episode from the famous Homeric epic ‘Iliad’, as the name suggests. Achilles as we know was the greatest hero of the Trojan War and his shield as mentioned here has its reference in the book eighteen of the Iliad. There Thetis, the sea goddess and Achilles’ mother requests Hephaestus the divine blacksmith to make a shield for Achilles whose armor has been taken away by the Trojan hero Hector when he killed Patroclus to whom Achilles had lent it. Auden here has narrated the episode of the Iliad where this shield is in the making. Interestingly unlike the epical shield which was decorated by Hephaestus with stars and constellation, two beautiful towns full of people, scene of cultivation, a vineyard laden with grapes, herd of cattle, dancing girls and boys, the shield in question presents a scene of lifelessness, destruction and decadence of a moribund society of people. The poem starts with an unnamed woman and a man whom we later identify as Thetis and Hephaestus. She is looking over his shoulder to watch the shield which is being made there. Contrary to her expectations she finds the shield being decorated with barbed wire enclosures and bored officials, weary sentries, detached and dispassionate men folk, a weed-choked-field and a frustrated young boy who knows nothing about love being always exposed to murder and rape. In the poem whenever Thetis peers over the blacksmith’s shoulder hoping to see some beautiful decoration of natural beauty being embossed on the shield, some morbid spectacle is sure to greet her eyes. Finally when Hephaestus leaves after finishing the shield, Thetis is distraught to find a horrific picture which makes Achilles’ doom all the more evident. The poet has used a method of flashback to emphasize the deplorable condition of the modern human society. Whenever Thetis looks over ‘his shoulder’ Auden gives us a glimpse of the beauty of the past by mentioning what she expects to see and what gruesome sights unfold before her. The poem shows a contrast between the ancient world of real heroes and the modern world of debasement. The poet W. H. Auden thus uses the shield of Achilles as a subject but all the beautiful descriptions of Homer have been replaced to show the poet’s disgust with blankness and  shallowness of the modern society.

A Lesson Before Dying English Literature Essay

He couldnt aˆâ€ ¹rememberaˆâ€ ¹ aaˆâ€ ¹ thing he had done all twenty-four hours. The Writer does n’t stating us straight whether Jefferson is guilty or guiltless. Alternatively, he provides the prosecuting officer ‘s and the defence lawyer ‘s versions of the narrative. This creates uncertainties about Jefferson ‘s artlessness. This pick makes it easier to see the subject that we seldom know without uncertainty whether person is guiltless or guilty, but alternatively must trust on evideaˆâ€ ¹nce. Subject Gaines page 5 â€Å" Old aˆâ€ ¹Grope got aˆâ€ ¹the bottle out ofaˆâ€ ¹ the shaˆâ€ ¹elf, but aˆâ€ ¹he did non saˆâ€ ¹et it on the counter. He could see the boaˆâ€ ¹yaˆâ€ ¹s had been drinkiaˆâ€ ¹ng. † â€Å" Bear had baˆâ€ ¹een drinkaˆâ€ ¹ing, aaˆâ€ ¹nd his eyes were calendered, he walkaˆâ€ ¹aˆâ€ ¹ed falteringly, grinniaˆâ€ ¹ng all taˆâ€ ¹he taˆâ€ ¹ime as he continued around the aˆâ€ ¹counter. â€Å" Go back, † aˆâ€ ¹ Grope told hiaˆâ€ ¹m. † Anaˆâ€ ¹d â€Å" He did n’t cognize what to make. He waaˆâ€ ¹s standing by the spirits aˆâ€ ¹shelf, and saˆâ€ ¹uddaˆâ€ ¹enly realiaˆâ€ ¹zed he needaˆâ€ ¹ed aˆâ€ ¹a drink and neaˆâ€ ¹eded it badaˆâ€ ¹ly. † Jefferson ‘s friends were drunk. It affected their consciousness to their state of affairs which would hold been easy to forestall. Alcohol is clearly has an impact on the black community. Jefferson is unable to construct a solid defence because he was intoxicated and can non retrieve the twenty-four hours of the slaying. Grant is unable to halt contending Griffin because he is intoxicated, and he evades holding a serious conversation with Vivian by imbibing. Alcohol is a subject, most of the imbibing is done to get away world. Subject Page 5 â€Å" A caˆâ€ ¹ornered aˆâ€ ¹animal aˆâ€ ¹likesaˆâ€ ¹ to strikeaˆâ€ ¹ rapidly outaˆâ€ ¹ of fright, a traitaˆâ€ ¹ inheraˆâ€ ¹ited fromaˆâ€ ¹ his ascendants in aˆâ€ ¹the deepest jungle of blackesaˆâ€ ¹t Aaˆâ€ ¹frica-yes, yes, that he can do- but to planaˆâ€ ¹ ? aˆâ€ ¹ To Plan, genaˆâ€ ¹tlemen of theaˆâ€ ¹ jury? aˆâ€ ¹No, aˆâ€ ¹gentlemen, this skull holaˆâ€ ¹ds no aˆâ€ ¹plans. Whaaˆâ€ ¹t you see here is a thingaˆâ€ ¹ that acts aˆâ€ ¹oaˆâ€ ¹n commaˆâ€ ¹and. † Jefferson defense mechanism lawyer provinces that Jefferson could non hold murdered Alcee Grope , because he is excessively stupid. The comparing of a human to an animate being here is agencies by which white people dehumanise black people. Racism is a large subject in the novel it affects how the characters act and how they are treated. This subject affects the whole narrative. Subject Jefferson ‘s defence lawyer, 8 â€Å" I ‘m aˆâ€ ¹the instructor, aˆâ€ ¹ † I said. â€Å" And I taˆâ€ ¹eaaˆâ€ ¹ch what thaˆâ€ ¹e white folks aaˆâ€ ¹round heraˆâ€ ¹e state me to teach-reading, writinaˆâ€ ¹g, aˆâ€ ¹and ‘rithmetic. They ne’er told me hoaˆâ€ ¹w toaˆâ€ ¹ maintain a blacaˆâ€ ¹k male child out of aˆâ€ ¹a liquoraˆâ€ ¹ saˆâ€ ¹tore. † Grant is speaking to his aunt and is being loath to her petition of learning Jefferson. This transition reveals why Grant is hesitating to learn Jefferson. Even though Grant has a high degree of academic accomplishment, he feels unsuitable because his is ain instruction has been based on get the hanging the instructions of white America. Grant knows that he would be assisting to distribute its instructions. Word picture Grant, 13 â€Å" Theaˆâ€ ¹re waˆâ€ ¹as ever intelligence comiaˆâ€ ¹ng back to aˆâ€ ¹theaˆâ€ ¹ quarteaˆâ€ ¹r abouaˆâ€ ¹t person aˆâ€ ¹who haˆâ€ ¹aaˆâ€ ¹d been killeaˆâ€ ¹d or sent aˆâ€ ¹to prison for killing somaˆâ€ ¹eone else: Snowbaˆâ€ ¹all, stabbed to decease at a cabaret in Portaˆâ€ ¹ aˆâ€ ¹Allen ; Claudee, killed by a adult female in New Orlaˆâ€ ¹eans ; Smitty, sent to the saˆâ€ ¹tate peaˆâ€ ¹nitentiary at Angolaˆâ€ ¹a for manslaughaˆâ€ ¹ter. And there weraˆâ€ ¹e others who didaˆâ€ ¹ non travel anyaˆâ€ ¹where but merely dieaˆâ€ ¹d sloaˆâ€ ¹wer. † Sing his pupils chop wood reminded him of himself and former schoolmates. He reflects on the destinies of his schoolmates, who all died immature age. He is remembers his former instructor Matthew Antoine ‘s stating most of his pupils would decease immature despite his best attempts. Grant ‘s schoolmates that stayed in in deep South are unable to populate life to its fuaˆâ€ ¹llest because of legal and economic barriers embedded in racism. This point to a powerful combination of poorness and racial subjugation that African Americans faced in the 40 ‘s Puting Grant, 62 â€Å" I can’aˆâ€ ¹taˆâ€ ¹ state you anything about liaˆâ€ ¹fe, † he aˆâ€ ¹said â€Å" Whaaˆâ€ ¹t do I know about lifeaˆâ€ ¹ ? I stayed here. Yoaˆâ€ ¹u haveaˆâ€ ¹ to travel off to cognize about life. aˆâ€ ¹ There ‘s aˆâ€ ¹no life here. Thaˆâ€ ¹ere’saˆâ€ ¹ nil but ignoaˆâ€ ¹rance here.aˆâ€ ¹ aˆâ€ ¹You want aˆâ€ ¹to know about life? Well, aˆâ€ ¹it ‘s tooaˆâ€ ¹ aˆâ€ ¹late. Forgaˆâ€ ¹et itaˆâ€ ¹ . Just gaˆâ€ ¹o on and beaˆâ€ ¹ the niggaˆâ€ ¹er you were born to be, aˆâ€ ¹but forget about aˆâ€ ¹life. † aˆâ€ ¹ Grant is speaking to his former instructor. There are similarities between his statement that â€Å" theraˆâ€ ¹e ‘s no liaˆâ€ ¹fe † in Baaˆâ€ ¹yonne and Grant ‘s observation on how his schoolmates are deceasing easy by populating hapless. Both believe that the chance to populate life to its fullest is an of import constituent of human self-respect. This explains why Grant is loath to learn Jefferson ; he believes that self-respect is unachievable without chance since Jefferson is on decease row. Word picture Matthew Antoine 65 â€Å" Anythingaˆâ€ ¹ Iaˆâ€ ¹ ought to taˆâ€ ¹ake toaˆâ€ ¹ him? † Graaˆâ€ ¹nt, â€Å" Food, I suppose. aˆâ€ ¹Maaˆâ€ ¹ybeaˆâ€ ¹ someaˆâ€ ¹ clean apparels. aˆâ€ ¹ I caaˆâ€ ¹ n’t thaˆâ€ ¹ink of anything else. † â€Å" I was believing more aboaˆâ€ ¹ut the bible, † Revaˆâ€ ¹erend Aaˆâ€ ¹mbrose Reverend Ambrose asks Grant what he should convey when sing Jefferson. Grant ‘s conversation shows Grant ‘s beliefs about self-respect. He suggests comfortss ; clean apparels and nutrient. While the Reverend believes that Bible are more of import to assisting the doomed inmate. It is non until the terminal that he is able to admit the importance of faith. Conflict Grant, 101 I rubbaˆâ€ ¹ed my aˆâ€ ¹fistaˆâ€ ¹ withaˆâ€ ¹ my left manus, and aˆâ€ ¹graduaˆâ€ ¹ally begaˆâ€ ¹an aˆâ€ ¹to relax. aˆâ€ ¹ â€Å" That laˆâ€ ¹ady yaˆâ€ ¹ou radius of, aˆâ€ ¹boy caaˆâ€ ¹aˆâ€ ¹res a batch aˆâ€ ¹about you, † I said toaˆâ€ ¹ him. aˆâ€ ¹ â€Å" She ‘s waitingaˆâ€ ¹ at that scaˆâ€ ¹hool right nowaˆâ€ ¹ foaˆâ€ ¹r me to convey aˆâ€ ¹her intelligence abouaˆâ€ ¹t a turn you. That ‘s aaˆâ€ ¹ aˆâ€ ¹lady yoaˆâ€ ¹u radius of, boy. That ‘s a lady. Becaˆâ€ ¹ause it ‘s she who keaˆâ€ ¹eps me coming aˆâ€ ¹here. Not aˆâ€ ¹your nannan, non aˆâ€ ¹my aˆâ€ ¹ant. Vivian. If I didn’taˆâ€ ¹ have Viviaaˆâ€ ¹n, I wouldn’taˆâ€ ¹ be inaˆâ€ ¹ this aˆâ€ ¹damn holeaˆâ€ ¹ . † After Jefferson insults Grant ‘s girlfriend Vivian, Grant tells Jefferson that he continues to see the Jefferson in prison non because he feels obliged to his aunt or Miss Emma, but because Vivian encouraged him to. Love has great influence. Vivian ‘s love transforms Grant with simple suggestion. Allow became more dedicated to his occupation and held a Christmas pageant for the kids, something he usually would n’t make. Jefferson easy opened up to Grand because he showed Jefferson kindness and love. Power of love to transform people is a subject in this book. Subject Grant 130 He jusaˆâ€ ¹t sat aˆâ€ ¹there aˆâ€ ¹looking at me. ‘aˆâ€ ¹Go on and shriek, Jefferson. aˆâ€ ¹Go oaˆâ€ ¹n and aˆâ€ ¹scream foraˆâ€ ¹ Guidry, aˆâ€ ¹if that’saˆâ€ ¹ what aˆâ€ ¹you want. ‘ Weaˆâ€ ¹ looaˆâ€ ¹ked at each other, and I could see iaˆâ€ ¹n those large reddened aˆâ€ ¹eyes thaaˆâ€ ¹t he was non traveling to shout. He was full of aaˆâ€ ¹nger – and who coulaˆâ€ ¹d fault him? – But he aˆâ€ ¹was no sap. He needed me, and aˆâ€ ¹he waaˆâ€ ¹nted meaˆâ€ ¹ hereaˆâ€ ¹ , if merely to aˆâ€ ¹insult me. † Jefferson feels self-pity, and he wants everyone else to experience his commiseration. As Grant is seeking to hold a meaningful conversation, Jefferson is n’t being concerted. Having ne’er experience much kindness in his life, he finds it difficult to swear Grant and abuses Grant to maintain distance. Jefferson threatens to shout but Grant knew he was n’t traveling. In the terminal, he decides that he wants Allow around to aim his hatred and choler towards. Word picture Page 130 â€Å" Easteaˆâ€ ¹r was when they nailed Him to taˆâ€ ¹he crosaˆâ€ ¹s. And He nevaˆâ€ ¹er said a mumblingaˆâ€ ¹ word. † Grant and Jefferson are speaking about Christmas, and Jefferson refers to Christ. The transition sets up the word picture of Jefferson as a Christ figure. Like Jesus, Jefferson ‘s religious purification concludes in his executing. Death is portion of the immature Jefferson ‘s development into a symbol of innoceaˆâ€ ¹nce and moral pureness. Symbol Jefferson, 139 â€Å" Hoaˆâ€ ¹w do people come up with aaˆâ€ ¹ day of the month aaˆâ€ ¹nd clip aˆâ€ ¹to take lifeaˆâ€ ¹ from anotheaˆâ€ ¹r adult male? Who madaˆâ€ ¹e them Godaˆâ€ ¹ ? † â€Å" Tweaˆâ€ ¹lve white work forces aˆâ€ ¹say a black adult male a must dieaˆâ€ ¹ , and anotheraˆâ€ ¹ aˆâ€ ¹white maˆâ€ ¹anaˆâ€ ¹ aˆâ€ ¹sets taˆâ€ ¹he dateaˆâ€ ¹ and clip witaˆâ€ ¹hout confer withing one blaˆâ€ ¹ack individual. aˆâ€ ¹ Jusaˆâ€ ¹tice? † Grant ‘s relationship with Jefferson has changed his attitude toward capaˆâ€ ¹ital penalty. In the beginning of the narrative Grand was uninterested when watching Jefferson ‘s test. But now, nevertheless, he is disturbed when hearing that a day of the month has been set for Jefferson ‘s decease, believing that no 1 has the right to kill another. He finds it upsetting that white people can make up one’s mind the destiny of black people. Fictional character Grant, 157 â€Å" It wasaˆâ€ ¹ theaˆâ€ ¹ kindaˆâ€ ¹ of aˆâ€ ¹ ‘here ‘ youraˆâ€ ¹ maˆâ€ ¹otheraˆâ€ ¹ or your aˆâ€ ¹big sisteraˆâ€ ¹ or aˆâ€ ¹your aˆâ€ ¹graˆâ€ ¹eat-aunt aˆâ€ ¹or your gaˆâ€ ¹randmother would hold said. aˆâ€ ¹ It was theaˆâ€ ¹ kaˆâ€ ¹ind of ‘here ‘ taˆâ€ ¹hat asked the inquiry, aˆâ€ ¹ When will allaˆâ€ ¹ this terminal? When will aˆâ€ ¹a adult male non haveaˆâ€ ¹ to fight toaˆâ€ ¹ have aˆâ€ ¹money to aˆâ€ ¹get what haˆâ€ ¹e needs ‘here ‘ ? When willaˆâ€ ¹ a adult male be able to laˆâ€ ¹ive withouaˆâ€ ¹t haviaˆâ€ ¹ng to killaˆâ€ ¹ another adult male aˆâ€ ¹ ‘heraˆâ€ ¹e ‘ ? † Grant is inquiring for so he can purchase a wireless for Jefferson. Grant believes that black work forces struggle financially and kill other work forces, particularly in the Deep South. Men suffer more because of racism, and adult females pointlessly try to minimise it. This transition besides shows Grant as holding a sexist position. Word picture Grant, 174 â€Å" Jefferaˆâ€ ¹son, † aˆâ€ ¹ I said eventually, I want to be your friend I want you aˆâ€ ¹to inquire aˆâ€ ¹me quaˆâ€ ¹estions I want you to saaˆâ€ ¹y anything that comes to your aˆâ€ ¹mind, anytaˆâ€ ¹hing you want to aˆâ€ ¹say to me. I do n’t caaˆâ€ ¹aˆâ€ ¹re what I tis say it. I ‘ll maintain it to myseaˆâ€ ¹lf if you wantaˆâ€ ¹ I ‘ll speak about itaˆâ€ ¹ toaˆâ€ ¹ other peoaˆâ€ ¹ple if you want. aˆâ€ ¹ Will you do that for me? â€Å" aˆâ€ ¹He nodded his heaaˆâ€ ¹d. After giving Jefferson a wireless his attitude started to alter ; he became easier to near. Jefferson was able to reconnection with the outside universe. When sentences to imprison he was filled with choler and hatred, but that hatred started to off because the wireless was the most expensive gift he had of all time received. With this Grant to additions Jefferson ‘s trust. Word picture Grant 185 I aˆâ€ ¹teach becauseaˆâ€ ¹ it is theaˆâ€ ¹ merely thinaˆâ€ ¹g aˆâ€ ¹an aˆâ€ ¹educatedaˆâ€ ¹ aˆâ€ ¹blackaˆâ€ ¹ adult male can make aˆâ€ ¹in theaˆâ€ ¹ Southaˆâ€ ¹ today. I don’taˆâ€ ¹ like it ; I hate it. aˆâ€ ¹ aˆâ€ ¹I do n’t likeaˆâ€ ¹ populating here Iaˆâ€ ¹ waaˆâ€ ¹nt to run aaˆâ€ ¹way. â€Å" Thataˆâ€ ¹ is non aˆâ€ ¹a heaˆâ€ ¹ro. A hero does foaˆâ€ ¹r others. He would make aˆâ€ ¹anaˆâ€ ¹ything for peopleaˆâ€ ¹ he loves, because aˆâ€ ¹he knows aˆâ€ ¹it aˆâ€ ¹would do theaˆâ€ ¹ir livesaˆâ€ ¹ better. aˆâ€ ¹I am non aˆâ€ ¹that sort oaˆâ€ ¹f persoaˆâ€ ¹n, but aˆâ€ ¹aˆâ€ ¹I want you toaˆâ€ ¹ be. You could aˆâ€ ¹give somethingaˆâ€ ¹ to her, to me, to those kids in theaˆâ€ ¹ qaˆâ€ ¹ua rter. You caˆâ€ ¹ould giveaˆâ€ ¹ something I neveaˆâ€ ¹r could†¦ The waˆâ€ ¹hite peopleaˆâ€ ¹ out there are stating you do n’t haaˆâ€ ¹ve it-aˆâ€ ¹that you’aˆâ€ ¹re a aˆâ€ ¹hog, aˆâ€ ¹ non a adult male. Buaˆâ€ ¹t aˆâ€ ¹I know aˆâ€ ¹they areaˆâ€ ¹ wroaˆâ€ ¹ng. † Grant is speaking to Jefferson about the potency he sees in him. Allow understands now even with Jefferson ‘s deficiency of instruction, he can excel him by confronting his destiny with bravery and self-respect. Grant knows he can non expose the same bravery because he us excessively selfish.It is merely one time Grant has realized this, that he can truly believe in Jefferson ‘s possible to be a hero. By exposing bravery, and love for others he can turn out white people incorrect. Removing the justification for holding slaves and suppressing black people. Fictional character Grant, 191 You aˆâ€ ¹think aˆâ€ ¹you educated? † â€Å" I went to college † â€Å" Toaˆâ€ ¹ Teach reading, authorship, and, arithmetaˆâ€ ¹ic, Reverend. † â€Å" Whaaˆâ€ ¹t did you learnaˆâ€ ¹ about your ain peoaˆâ€ ¹ple? Whaˆâ€ ¹aˆâ€ ¹at did you laˆâ€ ¹earn her – heraˆâ€ ¹ ’round at that place? † aˆâ€ ¹I did n’t answeraˆâ€ ¹ him. â€Å" No, aˆâ€ ¹you notaˆâ€ ¹ educated, boy, † he aˆâ€ ¹said, saˆâ€ ¹haking his aˆâ€ ¹head. â€Å" You faaˆâ€ ¹r from being educated. You learned your reading, aˆâ€ ¹writing, aaˆâ€ ¹nd ‘rithmetic, but youaˆâ€ ¹ do n’t aˆâ€ ¹know aˆâ€ ¹nothing. Yoaˆâ€ ¹u do n’t even cognize yourselaˆâ€ ¹f. Well? † â€Å" You’aˆâ€ ¹re doiaˆâ€ ¹ng the speaking, Reverend. † aˆâ€ ¹ â€Å" And ed ucateaˆâ€ ¹d, male child, † aˆâ€ ¹he said, beating his thorax. â€Å" I ‘m the 1 that ‘s eduaˆâ€ ¹cated. I know people like you look down aˆâ€ ¹on people likeaˆâ€ ¹ me, but † – he toucheaˆâ€ ¹d his thorax once more – â€Å" I ‘m the 1 that ‘s educated. † A She beenaˆâ€ ¹ lying every twenty-four hours of her aˆâ€ ¹life, youraˆâ€ ¹ aunt in there.T chapeaus how you got through that university. I ve seen her custodies bleed paˆâ€ ¹icking cotton. Reverend Ambrose is stating Grant that he is really more educated than him. Grant may hold a college grade, but the Reverend is educated through experience. He understands himself, his people and their agonies. While Grant does non. Reverend Ambrose Tells Grant what Tante Lou, Grants aunt went through to pay for his college. Besides how her articulatio genuss scarred from praying for Grant. Grant does n’t cognize about any of this. This transition reveals the Reverends idea and why he feels the Bible would be more good to Jefferson instead than comfortss. Word picture Page 215 â€Å" it look like thaˆâ€ ¹e Godhead merely work aˆâ€ ¹for wite folaˆâ€ ¹kaˆâ€ ¹s cause of all time sens one wasn nothin but a litlaˆâ€ ¹e male child I been on my on haulaˆâ€ ¹in H2O to the fiel oaˆâ€ ¹n thaˆâ€ ¹at ol H2O cart humor all them dimaˆâ€ ¹e buaˆâ€ ¹keaˆâ€ ¹ts an that dipaˆâ€ ¹per merely hittiaˆâ€ ¹n an old doaˆâ€ ¹rthy merely traˆâ€ ¹ottin and troaˆâ€ ¹ttin an aˆâ€ ¹me up theiraˆâ€ ¹ hittiaˆâ€ ¹n her humor thaˆâ€ ¹at rope†¦ † Jefferson is reading his journal to Grant. In his diary reveals sophisticated contemplations about whether God prefers white people to black people. Jefferson has gone from eschewing every out to showing his deep ideas and experiencing. In making it helped him to accomplish some self-respect before his decease. Word picture Jefferson, 227 â€Å" The miaˆâ€ ¹nister did non aˆâ€ ¹sleep at all that dark, anaˆâ€ ¹d at twenty-four hours interruption he got upaˆâ€ ¹ knelt beside his beaˆâ€ ¹d to aˆâ€ ¹say his aˆâ€ ¹prayers, so he went to the kitcaˆâ€ ¹hen the warm H2O for his bath. His married woman, aˆâ€ ¹ Mrs. Becky, came into the kitchen to repair him a bowl ofaˆâ€ ¹ Dioscorea trifida for his breakfast. aˆâ€ ¹When heaˆâ€ ¹ finished hisaˆâ€ ¹ bath, haˆâ€ ¹e sat down ataˆâ€ ¹ the tabular array to eaˆâ€ ¹at. † The Author narrates the narrative in 3rd individual, from experiences of assorted people on the twenty-four hours of Jefferson ‘s executing. Rather than from Grant ‘s position for the bulk of the book. These characters do non look elsewhere in the novel. By concentrating on characters that are disjoint from the narrative, the writer reveals that Jefferson has become a hero in the eyes of the people in the one-fourth. Fictional character Page 237 I am aˆâ€ ¹not with you this minute becaˆâ€ ¹ause- becaaˆâ€ ¹useaˆâ€ ¹ I would non hold been able to standaˆâ€ ¹ . I would noaˆâ€ ¹t hold been able to walk with you aˆâ€ ¹those last aˆâ€ ¹fewaˆâ€ ¹ stairss. I would hold embarrassed aˆâ€ ¹you. Baˆâ€ ¹ut the old maaˆâ€ ¹n will non. Heaˆâ€ ¹ will be staˆâ€ ¹rong. Grant expresses sorrow and shame that he was unable to walk with Jefferson to the electric chair, acknowledging that Reverend Ambrose is really braver than him. By non depicting the minute of executing The Author places the reader in the same place as Grant, unable to accomplish the closing that would come with straight witnessing the executing. This deficiency of closing suggests that Jefferson ‘s household and Grant will ne’er to the full heal from the experience. Word picture Grant,249 I waˆâ€ ¹anted to travel I wanted to travel to- God, whaˆâ€ ¹at does a personaˆâ€ ¹ bash who knowsaˆâ€ ¹ there is onlaˆâ€ ¹y oneaˆâ€ ¹ hr to laˆâ€ ¹ive? And â€Å" He is withaˆâ€ ¹ Reverend Ambrose, beaˆâ€ ¹cause Revaˆâ€ ¹erend Ambraˆâ€ ¹ose believes. aˆâ€ ¹ Do you aˆâ€ ¹believe, Jefferson? aˆâ€ ¹ Is he aˆâ€ ¹with you Jefferson? aˆâ€ ¹ Have I done aˆâ€ ¹anythinaˆâ€ ¹gaˆâ€ ¹ to makeaˆâ€ ¹ you non beliaˆâ€ ¹eve? aˆâ€ ¹If I have paˆâ€ ¹lease forgive me for aˆâ€ ¹being a foaˆâ€ ¹ol. Grant ‘s credence of faith at the terminal shows he understands its importance in people ‘s lives. Grant ‘s struggle with Reverend Ambrose was due to his obstinacy. By admiting that he may be incorrect that Grant is able resolutenesss the issue of faith with the Reverend. By seeing faith ‘s importance in for others he shows consideration and empathy, which were the aˆâ€ ¹qualities that he tried to learn Jefferson. Fictional character Grant, 249 â€Å" Donaˆâ€ ¹Ã¢â‚¬â„¢t tellaˆâ€ ¹ me to beaˆâ€ ¹lieve. Don’taˆâ€ ¹ tell me aˆâ€ ¹to belieaˆâ€ ¹ve in the aˆâ€ ¹same Godaˆâ€ ¹ or Torahs taˆâ€ ¹hat menaˆâ€ ¹ believe in aˆâ€ ¹aˆâ€ ¹who commiaˆâ€ ¹t these aˆâ€ ¹murdeaˆâ€ ¹rs. Don’taˆâ€ ¹ state me to baˆâ€ ¹elieve that aˆâ€ ¹God canaˆâ€ ¹aˆâ€ ¹ bless this state aˆâ€ ¹and that work forces aˆâ€ ¹are judgedaˆâ€ ¹ by their peaˆâ€ ¹ersaˆâ€ ¹ . Who amongaˆâ€ ¹ his peersaˆâ€ ¹ judged him? aˆâ€ ¹Waˆâ€ ¹as Iaˆâ€ ¹ there? Was the aˆâ€ ¹ministeraˆâ€ ¹ at that place? Was aˆâ€ ¹Haaˆâ€ ¹rry Williaaˆâ€ ¹ms there? aˆâ€ ¹Was Farrell aˆâ€ ¹Jarreau? aˆâ€ ¹ Waˆâ€ ¹as my aunt? aˆâ€ ¹Was Vivaˆâ€ ¹ian? aˆâ€ ¹No, his peaˆâ€ ¹ers did aˆâ€ ¹n ot justice himaˆâ€ ¹aˆâ€ ¹aˆâ€ ¹ , and I will notaˆâ€ ¹ belieaˆâ€ ¹ve. † Grant delaies outside the schoolhouse for intelligence of Jefferson ‘s executing, Grant is intelligibly angry. From what he has experienced he has concluded that there must non be a God, because God would non let unfairnesss like Jefferson ‘s executing. The people closes to Jefferson had no say. Jefferson ‘s destiny was decided below the belt by white people. With this experience begun to understand his people a better. Grant is now being educated. Fictional character Grant 251 A Lesson Before Dying English Literature Essay He couldnt aˆâ€ ¹rememberaˆâ€ ¹ aaˆâ€ ¹ thing he had done all twenty-four hours. The Writer does n’t stating us straight whether Jefferson is guilty or guiltless. Alternatively, he provides the prosecuting officer ‘s and the defence lawyer ‘s versions of the narrative. This creates uncertainties about Jefferson ‘s artlessness. This pick makes it easier to see the subject that we seldom know without uncertainty whether person is guiltless or guilty, but alternatively must trust on evideaˆâ€ ¹nce. Subject Gaines page 5 â€Å" Old aˆâ€ ¹Grope got aˆâ€ ¹the bottle out ofaˆâ€ ¹ the shaˆâ€ ¹elf, but aˆâ€ ¹he did non saˆâ€ ¹et it on the counter. He could see the boaˆâ€ ¹yaˆâ€ ¹s had been drinkiaˆâ€ ¹ng. † â€Å" Bear had baˆâ€ ¹een drinkaˆâ€ ¹ing, aaˆâ€ ¹nd his eyes were calendered, he walkaˆâ€ ¹aˆâ€ ¹ed falteringly, grinniaˆâ€ ¹ng all taˆâ€ ¹he taˆâ€ ¹ime as he continued around the aˆâ€ ¹counter. â€Å" Go back, † aˆâ€ ¹ Grope told hiaˆâ€ ¹m. † Anaˆâ€ ¹d â€Å" He did n’t cognize what to make. He waaˆâ€ ¹s standing by the spirits aˆâ€ ¹shelf, and saˆâ€ ¹uddaˆâ€ ¹enly realiaˆâ€ ¹zed he needaˆâ€ ¹ed aˆâ€ ¹a drink and neaˆâ€ ¹eded it badaˆâ€ ¹ly. † Jefferson ‘s friends were drunk. It affected their consciousness to their state of affairs which would hold been easy to forestall. Alcohol is clearly has an impact on the black community. Jefferson is unable to construct a solid defence because he was intoxicated and can non retrieve the twenty-four hours of the slaying. Grant is unable to halt contending Griffin because he is intoxicated, and he evades holding a serious conversation with Vivian by imbibing. Alcohol is a subject, most of the imbibing is done to get away world. Subject Page 5 â€Å" A caˆâ€ ¹ornered aˆâ€ ¹animal aˆâ€ ¹likesaˆâ€ ¹ to strikeaˆâ€ ¹ rapidly outaˆâ€ ¹ of fright, a traitaˆâ€ ¹ inheraˆâ€ ¹ited fromaˆâ€ ¹ his ascendants in aˆâ€ ¹the deepest jungle of blackesaˆâ€ ¹t Aaˆâ€ ¹frica-yes, yes, that he can do- but to planaˆâ€ ¹ ? aˆâ€ ¹ To Plan, genaˆâ€ ¹tlemen of theaˆâ€ ¹ jury? aˆâ€ ¹No, aˆâ€ ¹gentlemen, this skull holaˆâ€ ¹ds no aˆâ€ ¹plans. Whaaˆâ€ ¹t you see here is a thingaˆâ€ ¹ that acts aˆâ€ ¹oaˆâ€ ¹n commaˆâ€ ¹and. † Jefferson defense mechanism lawyer provinces that Jefferson could non hold murdered Alcee Grope , because he is excessively stupid. The comparing of a human to an animate being here is agencies by which white people dehumanise black people. Racism is a large subject in the novel it affects how the characters act and how they are treated. This subject affects the whole narrative. Subject Jefferson ‘s defence lawyer, 8 â€Å" I ‘m aˆâ€ ¹the instructor, aˆâ€ ¹ † I said. â€Å" And I taˆâ€ ¹eaaˆâ€ ¹ch what thaˆâ€ ¹e white folks aaˆâ€ ¹round heraˆâ€ ¹e state me to teach-reading, writinaˆâ€ ¹g, aˆâ€ ¹and ‘rithmetic. They ne’er told me hoaˆâ€ ¹w toaˆâ€ ¹ maintain a blacaˆâ€ ¹k male child out of aˆâ€ ¹a liquoraˆâ€ ¹ saˆâ€ ¹tore. † Grant is speaking to his aunt and is being loath to her petition of learning Jefferson. This transition reveals why Grant is hesitating to learn Jefferson. Even though Grant has a high degree of academic accomplishment, he feels unsuitable because his is ain instruction has been based on get the hanging the instructions of white America. Grant knows that he would be assisting to distribute its instructions. Word picture Grant, 13 â€Å" Theaˆâ€ ¹re waˆâ€ ¹as ever intelligence comiaˆâ€ ¹ng back to aˆâ€ ¹theaˆâ€ ¹ quarteaˆâ€ ¹r abouaˆâ€ ¹t person aˆâ€ ¹who haˆâ€ ¹aaˆâ€ ¹d been killeaˆâ€ ¹d or sent aˆâ€ ¹to prison for killing somaˆâ€ ¹eone else: Snowbaˆâ€ ¹all, stabbed to decease at a cabaret in Portaˆâ€ ¹ aˆâ€ ¹Allen ; Claudee, killed by a adult female in New Orlaˆâ€ ¹eans ; Smitty, sent to the saˆâ€ ¹tate peaˆâ€ ¹nitentiary at Angolaˆâ€ ¹a for manslaughaˆâ€ ¹ter. And there weraˆâ€ ¹e others who didaˆâ€ ¹ non travel anyaˆâ€ ¹where but merely dieaˆâ€ ¹d sloaˆâ€ ¹wer. † Sing his pupils chop wood reminded him of himself and former schoolmates. He reflects on the destinies of his schoolmates, who all died immature age. He is remembers his former instructor Matthew Antoine ‘s stating most of his pupils would decease immature despite his best attempts. Grant ‘s schoolmates that stayed in in deep South are unable to populate life to its fuaˆâ€ ¹llest because of legal and economic barriers embedded in racism. This point to a powerful combination of poorness and racial subjugation that African Americans faced in the 40 ‘s Puting Grant, 62 â€Å" I can’aˆâ€ ¹taˆâ€ ¹ state you anything about liaˆâ€ ¹fe, † he aˆâ€ ¹said â€Å" Whaaˆâ€ ¹t do I know about lifeaˆâ€ ¹ ? I stayed here. Yoaˆâ€ ¹u haveaˆâ€ ¹ to travel off to cognize about life. aˆâ€ ¹ There ‘s aˆâ€ ¹no life here. Thaˆâ€ ¹ere’saˆâ€ ¹ nil but ignoaˆâ€ ¹rance here.aˆâ€ ¹ aˆâ€ ¹You want aˆâ€ ¹to know about life? Well, aˆâ€ ¹it ‘s tooaˆâ€ ¹ aˆâ€ ¹late. Forgaˆâ€ ¹et itaˆâ€ ¹ . Just gaˆâ€ ¹o on and beaˆâ€ ¹ the niggaˆâ€ ¹er you were born to be, aˆâ€ ¹but forget about aˆâ€ ¹life. † aˆâ€ ¹ Grant is speaking to his former instructor. There are similarities between his statement that â€Å" theraˆâ€ ¹e ‘s no liaˆâ€ ¹fe † in Baaˆâ€ ¹yonne and Grant ‘s observation on how his schoolmates are deceasing easy by populating hapless. Both believe that the chance to populate life to its fullest is an of import constituent of human self-respect. This explains why Grant is loath to learn Jefferson ; he believes that self-respect is unachievable without chance since Jefferson is on decease row. Word picture Matthew Antoine 65 â€Å" Anythingaˆâ€ ¹ Iaˆâ€ ¹ ought to taˆâ€ ¹ake toaˆâ€ ¹ him? † Graaˆâ€ ¹nt, â€Å" Food, I suppose. aˆâ€ ¹Maaˆâ€ ¹ybeaˆâ€ ¹ someaˆâ€ ¹ clean apparels. aˆâ€ ¹ I caaˆâ€ ¹ n’t thaˆâ€ ¹ink of anything else. † â€Å" I was believing more aboaˆâ€ ¹ut the bible, † Revaˆâ€ ¹erend Aaˆâ€ ¹mbrose Reverend Ambrose asks Grant what he should convey when sing Jefferson. Grant ‘s conversation shows Grant ‘s beliefs about self-respect. He suggests comfortss ; clean apparels and nutrient. While the Reverend believes that Bible are more of import to assisting the doomed inmate. It is non until the terminal that he is able to admit the importance of faith. Conflict Grant, 101 I rubbaˆâ€ ¹ed my aˆâ€ ¹fistaˆâ€ ¹ withaˆâ€ ¹ my left manus, and aˆâ€ ¹graduaˆâ€ ¹ally begaˆâ€ ¹an aˆâ€ ¹to relax. aˆâ€ ¹ â€Å" That laˆâ€ ¹ady yaˆâ€ ¹ou radius of, aˆâ€ ¹boy caaˆâ€ ¹aˆâ€ ¹res a batch aˆâ€ ¹about you, † I said toaˆâ€ ¹ him. aˆâ€ ¹ â€Å" She ‘s waitingaˆâ€ ¹ at that scaˆâ€ ¹hool right nowaˆâ€ ¹ foaˆâ€ ¹r me to convey aˆâ€ ¹her intelligence abouaˆâ€ ¹t a turn you. That ‘s aaˆâ€ ¹ aˆâ€ ¹lady yoaˆâ€ ¹u radius of, boy. That ‘s a lady. Becaˆâ€ ¹ause it ‘s she who keaˆâ€ ¹eps me coming aˆâ€ ¹here. Not aˆâ€ ¹your nannan, non aˆâ€ ¹my aˆâ€ ¹ant. Vivian. If I didn’taˆâ€ ¹ have Viviaaˆâ€ ¹n, I wouldn’taˆâ€ ¹ be inaˆâ€ ¹ this aˆâ€ ¹damn holeaˆâ€ ¹ . † After Jefferson insults Grant ‘s girlfriend Vivian, Grant tells Jefferson that he continues to see the Jefferson in prison non because he feels obliged to his aunt or Miss Emma, but because Vivian encouraged him to. Love has great influence. Vivian ‘s love transforms Grant with simple suggestion. Allow became more dedicated to his occupation and held a Christmas pageant for the kids, something he usually would n’t make. Jefferson easy opened up to Grand because he showed Jefferson kindness and love. Power of love to transform people is a subject in this book. Subject Grant 130 He jusaˆâ€ ¹t sat aˆâ€ ¹there aˆâ€ ¹looking at me. ‘aˆâ€ ¹Go on and shriek, Jefferson. aˆâ€ ¹Go oaˆâ€ ¹n and aˆâ€ ¹scream foraˆâ€ ¹ Guidry, aˆâ€ ¹if that’saˆâ€ ¹ what aˆâ€ ¹you want. ‘ Weaˆâ€ ¹ looaˆâ€ ¹ked at each other, and I could see iaˆâ€ ¹n those large reddened aˆâ€ ¹eyes thaaˆâ€ ¹t he was non traveling to shout. He was full of aaˆâ€ ¹nger – and who coulaˆâ€ ¹d fault him? – But he aˆâ€ ¹was no sap. He needed me, and aˆâ€ ¹he waaˆâ€ ¹nted meaˆâ€ ¹ hereaˆâ€ ¹ , if merely to aˆâ€ ¹insult me. † Jefferson feels self-pity, and he wants everyone else to experience his commiseration. As Grant is seeking to hold a meaningful conversation, Jefferson is n’t being concerted. Having ne’er experience much kindness in his life, he finds it difficult to swear Grant and abuses Grant to maintain distance. Jefferson threatens to shout but Grant knew he was n’t traveling. In the terminal, he decides that he wants Allow around to aim his hatred and choler towards. Word picture Page 130 â€Å" Easteaˆâ€ ¹r was when they nailed Him to taˆâ€ ¹he crosaˆâ€ ¹s. And He nevaˆâ€ ¹er said a mumblingaˆâ€ ¹ word. † Grant and Jefferson are speaking about Christmas, and Jefferson refers to Christ. The transition sets up the word picture of Jefferson as a Christ figure. Like Jesus, Jefferson ‘s religious purification concludes in his executing. Death is portion of the immature Jefferson ‘s development into a symbol of innoceaˆâ€ ¹nce and moral pureness. Symbol Jefferson, 139 â€Å" Hoaˆâ€ ¹w do people come up with aaˆâ€ ¹ day of the month aaˆâ€ ¹nd clip aˆâ€ ¹to take lifeaˆâ€ ¹ from anotheaˆâ€ ¹r adult male? Who madaˆâ€ ¹e them Godaˆâ€ ¹ ? † â€Å" Tweaˆâ€ ¹lve white work forces aˆâ€ ¹say a black adult male a must dieaˆâ€ ¹ , and anotheraˆâ€ ¹ aˆâ€ ¹white maˆâ€ ¹anaˆâ€ ¹ aˆâ€ ¹sets taˆâ€ ¹he dateaˆâ€ ¹ and clip witaˆâ€ ¹hout confer withing one blaˆâ€ ¹ack individual. aˆâ€ ¹ Jusaˆâ€ ¹tice? † Grant ‘s relationship with Jefferson has changed his attitude toward capaˆâ€ ¹ital penalty. In the beginning of the narrative Grand was uninterested when watching Jefferson ‘s test. But now, nevertheless, he is disturbed when hearing that a day of the month has been set for Jefferson ‘s decease, believing that no 1 has the right to kill another. He finds it upsetting that white people can make up one’s mind the destiny of black people. Fictional character Grant, 157 â€Å" It wasaˆâ€ ¹ theaˆâ€ ¹ kindaˆâ€ ¹ of aˆâ€ ¹ ‘here ‘ youraˆâ€ ¹ maˆâ€ ¹otheraˆâ€ ¹ or your aˆâ€ ¹big sisteraˆâ€ ¹ or aˆâ€ ¹your aˆâ€ ¹graˆâ€ ¹eat-aunt aˆâ€ ¹or your gaˆâ€ ¹randmother would hold said. aˆâ€ ¹ It was theaˆâ€ ¹ kaˆâ€ ¹ind of ‘here ‘ taˆâ€ ¹hat asked the inquiry, aˆâ€ ¹ When will allaˆâ€ ¹ this terminal? When will aˆâ€ ¹a adult male non haveaˆâ€ ¹ to fight toaˆâ€ ¹ have aˆâ€ ¹money to aˆâ€ ¹get what haˆâ€ ¹e needs ‘here ‘ ? When willaˆâ€ ¹ a adult male be able to laˆâ€ ¹ive withouaˆâ€ ¹t haviaˆâ€ ¹ng to killaˆâ€ ¹ another adult male aˆâ€ ¹ ‘heraˆâ€ ¹e ‘ ? † Grant is inquiring for so he can purchase a wireless for Jefferson. Grant believes that black work forces struggle financially and kill other work forces, particularly in the Deep South. Men suffer more because of racism, and adult females pointlessly try to minimise it. This transition besides shows Grant as holding a sexist position. Word picture Grant, 174 â€Å" Jefferaˆâ€ ¹son, † aˆâ€ ¹ I said eventually, I want to be your friend I want you aˆâ€ ¹to inquire aˆâ€ ¹me quaˆâ€ ¹estions I want you to saaˆâ€ ¹y anything that comes to your aˆâ€ ¹mind, anytaˆâ€ ¹hing you want to aˆâ€ ¹say to me. I do n’t caaˆâ€ ¹aˆâ€ ¹re what I tis say it. I ‘ll maintain it to myseaˆâ€ ¹lf if you wantaˆâ€ ¹ I ‘ll speak about itaˆâ€ ¹ toaˆâ€ ¹ other peoaˆâ€ ¹ple if you want. aˆâ€ ¹ Will you do that for me? â€Å" aˆâ€ ¹He nodded his heaaˆâ€ ¹d. After giving Jefferson a wireless his attitude started to alter ; he became easier to near. Jefferson was able to reconnection with the outside universe. When sentences to imprison he was filled with choler and hatred, but that hatred started to off because the wireless was the most expensive gift he had of all time received. With this Grant to additions Jefferson ‘s trust. Word picture Grant 185 I aˆâ€ ¹teach becauseaˆâ€ ¹ it is theaˆâ€ ¹ merely thinaˆâ€ ¹g aˆâ€ ¹an aˆâ€ ¹educatedaˆâ€ ¹ aˆâ€ ¹blackaˆâ€ ¹ adult male can make aˆâ€ ¹in theaˆâ€ ¹ Southaˆâ€ ¹ today. I don’taˆâ€ ¹ like it ; I hate it. aˆâ€ ¹ aˆâ€ ¹I do n’t likeaˆâ€ ¹ populating here Iaˆâ€ ¹ waaˆâ€ ¹nt to run aaˆâ€ ¹way. â€Å" Thataˆâ€ ¹ is non aˆâ€ ¹a heaˆâ€ ¹ro. A hero does foaˆâ€ ¹r others. He would make aˆâ€ ¹anaˆâ€ ¹ything for peopleaˆâ€ ¹ he loves, because aˆâ€ ¹he knows aˆâ€ ¹it aˆâ€ ¹would do theaˆâ€ ¹ir livesaˆâ€ ¹ better. aˆâ€ ¹I am non aˆâ€ ¹that sort oaˆâ€ ¹f persoaˆâ€ ¹n, but aˆâ€ ¹aˆâ€ ¹I want you toaˆâ€ ¹ be. You could aˆâ€ ¹give somethingaˆâ€ ¹ to her, to me, to those kids in theaˆâ€ ¹ qaˆâ€ ¹ua rter. You caˆâ€ ¹ould giveaˆâ€ ¹ something I neveaˆâ€ ¹r could†¦ The waˆâ€ ¹hite peopleaˆâ€ ¹ out there are stating you do n’t haaˆâ€ ¹ve it-aˆâ€ ¹that you’aˆâ€ ¹re a aˆâ€ ¹hog, aˆâ€ ¹ non a adult male. Buaˆâ€ ¹t aˆâ€ ¹I know aˆâ€ ¹they areaˆâ€ ¹ wroaˆâ€ ¹ng. † Grant is speaking to Jefferson about the potency he sees in him. Allow understands now even with Jefferson ‘s deficiency of instruction, he can excel him by confronting his destiny with bravery and self-respect. Grant knows he can non expose the same bravery because he us excessively selfish.It is merely one time Grant has realized this, that he can truly believe in Jefferson ‘s possible to be a hero. By exposing bravery, and love for others he can turn out white people incorrect. Removing the justification for holding slaves and suppressing black people. Fictional character Grant, 191 You aˆâ€ ¹think aˆâ€ ¹you educated? † â€Å" I went to college † â€Å" Toaˆâ€ ¹ Teach reading, authorship, and, arithmetaˆâ€ ¹ic, Reverend. † â€Å" Whaaˆâ€ ¹t did you learnaˆâ€ ¹ about your ain peoaˆâ€ ¹ple? Whaˆâ€ ¹aˆâ€ ¹at did you laˆâ€ ¹earn her – heraˆâ€ ¹ ’round at that place? † aˆâ€ ¹I did n’t answeraˆâ€ ¹ him. â€Å" No, aˆâ€ ¹you notaˆâ€ ¹ educated, boy, † he aˆâ€ ¹said, saˆâ€ ¹haking his aˆâ€ ¹head. â€Å" You faaˆâ€ ¹r from being educated. You learned your reading, aˆâ€ ¹writing, aaˆâ€ ¹nd ‘rithmetic, but youaˆâ€ ¹ do n’t aˆâ€ ¹know aˆâ€ ¹nothing. Yoaˆâ€ ¹u do n’t even cognize yourselaˆâ€ ¹f. Well? † â€Å" You’aˆâ€ ¹re doiaˆâ€ ¹ng the speaking, Reverend. † aˆâ€ ¹ â€Å" And ed ucateaˆâ€ ¹d, male child, † aˆâ€ ¹he said, beating his thorax. â€Å" I ‘m the 1 that ‘s eduaˆâ€ ¹cated. I know people like you look down aˆâ€ ¹on people likeaˆâ€ ¹ me, but † – he toucheaˆâ€ ¹d his thorax once more – â€Å" I ‘m the 1 that ‘s educated. † A She beenaˆâ€ ¹ lying every twenty-four hours of her aˆâ€ ¹life, youraˆâ€ ¹ aunt in there.T chapeaus how you got through that university. I ve seen her custodies bleed paˆâ€ ¹icking cotton. Reverend Ambrose is stating Grant that he is really more educated than him. Grant may hold a college grade, but the Reverend is educated through experience. He understands himself, his people and their agonies. While Grant does non. Reverend Ambrose Tells Grant what Tante Lou, Grants aunt went through to pay for his college. Besides how her articulatio genuss scarred from praying for Grant. Grant does n’t cognize about any of this. This transition reveals the Reverends idea and why he feels the Bible would be more good to Jefferson instead than comfortss. Word picture Page 215 â€Å" it look like thaˆâ€ ¹e Godhead merely work aˆâ€ ¹for wite folaˆâ€ ¹kaˆâ€ ¹s cause of all time sens one wasn nothin but a litlaˆâ€ ¹e male child I been on my on haulaˆâ€ ¹in H2O to the fiel oaˆâ€ ¹n thaˆâ€ ¹at ol H2O cart humor all them dimaˆâ€ ¹e buaˆâ€ ¹keaˆâ€ ¹ts an that dipaˆâ€ ¹per merely hittiaˆâ€ ¹n an old doaˆâ€ ¹rthy merely traˆâ€ ¹ottin and troaˆâ€ ¹ttin an aˆâ€ ¹me up theiraˆâ€ ¹ hittiaˆâ€ ¹n her humor thaˆâ€ ¹at rope†¦ † Jefferson is reading his journal to Grant. In his diary reveals sophisticated contemplations about whether God prefers white people to black people. Jefferson has gone from eschewing every out to showing his deep ideas and experiencing. In making it helped him to accomplish some self-respect before his decease. Word picture Jefferson, 227 â€Å" The miaˆâ€ ¹nister did non aˆâ€ ¹sleep at all that dark, anaˆâ€ ¹d at twenty-four hours interruption he got upaˆâ€ ¹ knelt beside his beaˆâ€ ¹d to aˆâ€ ¹say his aˆâ€ ¹prayers, so he went to the kitcaˆâ€ ¹hen the warm H2O for his bath. His married woman, aˆâ€ ¹ Mrs. Becky, came into the kitchen to repair him a bowl ofaˆâ€ ¹ Dioscorea trifida for his breakfast. aˆâ€ ¹When heaˆâ€ ¹ finished hisaˆâ€ ¹ bath, haˆâ€ ¹e sat down ataˆâ€ ¹ the tabular array to eaˆâ€ ¹at. † The Author narrates the narrative in 3rd individual, from experiences of assorted people on the twenty-four hours of Jefferson ‘s executing. Rather than from Grant ‘s position for the bulk of the book. These characters do non look elsewhere in the novel. By concentrating on characters that are disjoint from the narrative, the writer reveals that Jefferson has become a hero in the eyes of the people in the one-fourth. Fictional character Page 237 I am aˆâ€ ¹not with you this minute becaˆâ€ ¹ause- becaaˆâ€ ¹useaˆâ€ ¹ I would non hold been able to standaˆâ€ ¹ . I would noaˆâ€ ¹t hold been able to walk with you aˆâ€ ¹those last aˆâ€ ¹fewaˆâ€ ¹ stairss. I would hold embarrassed aˆâ€ ¹you. Baˆâ€ ¹ut the old maaˆâ€ ¹n will non. Heaˆâ€ ¹ will be staˆâ€ ¹rong. Grant expresses sorrow and shame that he was unable to walk with Jefferson to the electric chair, acknowledging that Reverend Ambrose is really braver than him. By non depicting the minute of executing The Author places the reader in the same place as Grant, unable to accomplish the closing that would come with straight witnessing the executing. This deficiency of closing suggests that Jefferson ‘s household and Grant will ne’er to the full heal from the experience. Word picture Grant,249 I waˆâ€ ¹anted to travel I wanted to travel to- God, whaˆâ€ ¹at does a personaˆâ€ ¹ bash who knowsaˆâ€ ¹ there is onlaˆâ€ ¹y oneaˆâ€ ¹ hr to laˆâ€ ¹ive? And â€Å" He is withaˆâ€ ¹ Reverend Ambrose, beaˆâ€ ¹cause Revaˆâ€ ¹erend Ambraˆâ€ ¹ose believes. aˆâ€ ¹ Do you aˆâ€ ¹believe, Jefferson? aˆâ€ ¹ Is he aˆâ€ ¹with you Jefferson? aˆâ€ ¹ Have I done aˆâ€ ¹anythinaˆâ€ ¹gaˆâ€ ¹ to makeaˆâ€ ¹ you non beliaˆâ€ ¹eve? aˆâ€ ¹If I have paˆâ€ ¹lease forgive me for aˆâ€ ¹being a foaˆâ€ ¹ol. Grant ‘s credence of faith at the terminal shows he understands its importance in people ‘s lives. Grant ‘s struggle with Reverend Ambrose was due to his obstinacy. By admiting that he may be incorrect that Grant is able resolutenesss the issue of faith with the Reverend. By seeing faith ‘s importance in for others he shows consideration and empathy, which were the aˆâ€ ¹qualities that he tried to learn Jefferson. Fictional character Grant, 249 â€Å" Donaˆâ€ ¹Ã¢â‚¬â„¢t tellaˆâ€ ¹ me to beaˆâ€ ¹lieve. Don’taˆâ€ ¹ tell me aˆâ€ ¹to belieaˆâ€ ¹ve in the aˆâ€ ¹same Godaˆâ€ ¹ or Torahs taˆâ€ ¹hat menaˆâ€ ¹ believe in aˆâ€ ¹aˆâ€ ¹who commiaˆâ€ ¹t these aˆâ€ ¹murdeaˆâ€ ¹rs. Don’taˆâ€ ¹ state me to baˆâ€ ¹elieve that aˆâ€ ¹God canaˆâ€ ¹aˆâ€ ¹ bless this state aˆâ€ ¹and that work forces aˆâ€ ¹are judgedaˆâ€ ¹ by their peaˆâ€ ¹ersaˆâ€ ¹ . Who amongaˆâ€ ¹ his peersaˆâ€ ¹ judged him? aˆâ€ ¹Waˆâ€ ¹as Iaˆâ€ ¹ there? Was the aˆâ€ ¹ministeraˆâ€ ¹ at that place? Was aˆâ€ ¹Haaˆâ€ ¹rry Williaaˆâ€ ¹ms there? aˆâ€ ¹Was Farrell aˆâ€ ¹Jarreau? aˆâ€ ¹ Waˆâ€ ¹as my aunt? aˆâ€ ¹Was Vivaˆâ€ ¹ian? aˆâ€ ¹No, his peaˆâ€ ¹ers did aˆâ€ ¹n ot justice himaˆâ€ ¹aˆâ€ ¹aˆâ€ ¹ , and I will notaˆâ€ ¹ belieaˆâ€ ¹ve. † Grant delaies outside the schoolhouse for intelligence of Jefferson ‘s executing, Grant is intelligibly angry. From what he has experienced he has concluded that there must non be a God, because God would non let unfairnesss like Jefferson ‘s executing. The people closes to Jefferson had no say. Jefferson ‘s destiny was decided below the belt by white people. With this experience begun to understand his people a better. Grant is now being educated. Fictional character Grant 251