There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea Essay Example

There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? Essay The main intention of Rhys write-back was to give Brontà ¯Ã‚ ¿Ã‚ ½s mad woman in the attic a voice. On the behalf of all voices from the margins, Rhys, she felt a personal injustice was made in the creating of a figure in Jane Eyre that would be seen as mad and repulsive, and would represent to the nineteenth Century English reader a stereotype of the West Indies and the people who lived there. In a letter to Francis Wyndham that she explained that she was vexed at her (Brontà ¯Ã‚ ¿Ã‚ ½) portrait of the paper tiger lunatic, the wrong Creole scenes and above all the real cruelty of Mr Rochester she felt that Jane Eyre had only included one side-the English side In an attempt to create the other side Rhys humanises Bertha by dubbing her Antoinette to contrast the heavy and ugly name she is latter given in Wide Sargasso Sea and Jane Eyre. Rhys essentially creates the world and the background from which Antoinette is supposed to come, and re-defines Rochester as a young man, vulnerable and less powerful than he is in Jane Eyre. From the outset of the novel there is an unsettling atmosphere and both characters, of Rochester and Antoinette, are considered outsiders in the exotic and intoxicating Caribbean landscape. Set after the Emancipation Act and in an area where there is great racial hostility, Rhys incorporates many interpretations of the other side in her novel; vast cultural gaps, post-Freudian ideas of nature versus nurture, and loss of identity which influences a characters behaviour. Rhys is a writer who would provide commentary from an unobtrusive point on the edge of writing, she would write about instances and experiences that happ ened in her own life to provide the new revised characters of her write-back. She seemed such a poor ghost I thought Id like to write about her life completely re-thinks Bertha Masons character in Jane Eyre from being a two-dimensional ghost or vampyre who ultimately has to be sacrificed, in order for such a famous nineteenth Century heroine to claim her just and happy conclusion. We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on There is always another side, always(TM) How does Jean Rhys demonstrate her understanding of this idea in her novel Wide Sargasso Sea? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The beginning of the Wide Sargasso Sea, which plunges the reader into the hostile landscape of Jamaica after the Emancipation Act, gives an account of a young Creole girl commenting from the outside. They say when trouble comes close ranks, and so the white people did. But we were not in their ranks these simple yet powerful sentences introduce the reader into the world of the young Antoinette, who is considered an interloper, not only to those considered they, but also to herself. Rhys explains through Antoinette that the Emancipation Act that granted so much freedom to black slaves and was considered so miraculous and wonderful by those who designed also crippled blacks out of work and homes, and condemned slave owners to poverty and has another side not anticipated. This idea of being an outsider is adopted from Jane Eyre, both Jane and Antoinette consider themselves as an interloper and an alien, both are separated from their parents either physically or emotionally which draws a similarity between the lives of nineteenth century women at this time. One of the featured themes and important aspects of Wide Sargasso Sea is the complete misunderstanding of two very different cultures; English and Jamaican. The very characteristic that created Wide Sargasso Sea was the Englishs indifference to acknowledging and expressing emotion passionately the way the other cultures do. This is what Jean Rhys acknowledges as one of Rochesters traits in Jane Eyre, she incorporates this Englishness into her novel Wide Sargasso Sea (shown by Rochesters How old was I when I learned to hide what I felt? suggesting that this became second nature and built into his character). Rhys uses this to explain how Rochester manages to become both repulsed by and to desire Antoinette so deeply - I hated its indifference and the cruelty which was part of its loveliness. Above all I hated her. For she belonged to the magic and the loveliness. His hatred for the landscape, the culture and Antoinette stem from his inability to communicate with it and above all not w anting to be drawn into something he truly fears- She had left me thirsty and all my life would be thirst and longing for what I had lost before I found it. This raises connotations of Obeah and witchcraft and the notion that English women were never like this, that they would be quiet and docile and the mere notion that women would ever find sex appealing or enjoyable was completely unfounded in English culture, nevermind Rochesters inexperience with women in general. This idea would have been truly terrifying in nineteenth Century England. Furthermore there is a tangled relationship between dreams and reality. Antoinette feels that England must be a cold dark dream that the West Indies is the only place she knows. This is informative of the other side because Rochester feels very much the same dream-like reality of the West Indies and so far not considered Antoinettes view of England. The arrival of Daniel Cosways letter, does nothing other than make Rochesters anxieties on the island worse, by confirming ideas that Antoinette must be mad or unstable for being able to draw such roughness and rapacious thirst from him. Rochester then uses the letter to fuel his fears of Antoinette and to later draw away from her. Antoinette herself quotes There is always the other side, always but thus ignored by Rochester. However, by doing this Rhys creates the awareness in the reader of marginalised voices experienced not only by her own characters but also by herself who recognises and sympathises with other voices like hers; distant and unrecognised for a very long time, until it was too late. Throughout the novel, there is an underlying murmur of malignant gossip. Thus, Rhys gives us the effects of gossip on the receiving side and shows us how gossip has plagued Antoinettes (and her mothers) life. A lot of the gossip comes from the servants who in a striking contrast to English servants, quite freely say what they want and are considered brash and rude. Amà ¯Ã‚ ¿Ã‚ ½lie represents a lot of the freedom, unrestrained speaking and behaviour of Jamaican servants in a Creole household, quite freely criticising Rochester and Antoinette the white cockroach she marry suggesting that these white cockroaches ought to be gotten rid of. The times of day affect the characters behaviour significantly; during daylight hours Antoinette is happy and content (singing Christophines songs for example) but by night her behaviour is transformed into something darker and more savage-shall I wake her up and listen to the things she says, whispers in the darkness. Not by day., At night there is a certain loss of control, and emotions are set higher and more freely expressed than during daylight hours ( I see you were very rough with her eh?). Both characters acquire a rapacious sexual appetite-she was as eager for whats called loving as I was-more lost and drowned afterwards. This suggests the kind of need that the couple are looking for as a means to release, be distracted with or forget. I watched her die many times suggests that the other side may refer to a half-awakened state, or even death itself and the use of sex as a tool to reach this state of le petit mort-the little death as a temporary state. Overall, Rhyss decision to revive and reform the character of Bertha Mason -a character once so two-dimensional and hard to sympathise with in Jane Eyre, in place creates a deeper and meaningful female character with significant traits and background. Rhys breaks Bertha out of the confines of the attic and develops her character to create a more meaningful and just version of Bertha Masons life so that she can then be a more significant and organic character sacrifice and equally celebrates her, rather than a symbol of dissipation she was depicted in Jane Eyre. Rochester is also revised and depicted as a more vulnerable and naà ¯Ã‚ ¿Ã‚ ½ve younger man than his larger than life romantic hero persona in Jane Eyre; making it easier for readers to believe and understand his character but also easier to sympathise with him; his relations with his father and brother and his position as a younger son and his feelings of betrayal all amount to the cruel yet justified act of containing a loo se Caribbean woman in a secluded English manor house.

buy custom Dreams of Trespass essay

buy custom Dreams of Trespass essay This novel has been written by Fatima Mernissi, and is considered to be one of the most significant books in explaining the social position of Arab and Muslim women. This novel is an autobiography of Fatima herself as she had spent her childhood in Morocco during the 1940s. Fatima presents the ideas, thoughts and dreams of the local people in a very effective way. She weaves in and out of these features putting forward her life in a very appealing manner. Fatima does ensure that she puts forward the religious aspects and the cultural importance of various things, and how they tend to change with the changes in technology. These changes in technology had caused people to travel more and as a result people of different cultures and backgrounds had come together. The author uses the book as a medium to explain things which she once did not understand and did not expect the people to understand them as well. Collectively the book has a very long lasting effect on the reader as they face the world through the eyes of Fatima and how she tries to make snse of the world around herself. She is faced by many rules and laws which she does not understand fully but has to follow because of living in the society in which she was born. One of the major themes of this book is the covering of the women. Women were required to stay inside harem in the house and were not allowed to leave the house until they received consent of the male authority of the house. Even then they were allowed to leave being completely covered and their attire included a veil. The world was progressing swiftly and there was a shift towards protecting the rights of women and granting them freedom. This was also affecting the Muslim world. Even within Fatimas household there was a consistent shift towards the women rights. Some opposed to deviate from the traditional customs and principles and others were pushing hard for liberation and freedom. With all the conflict going on inside the household relating to the rights of women, the eight year old Fatima tries to understand the essence behind these problems. She beggins to search answers for essential questions that what was a harem and why were Muslim women forced to inhabit it. A large portion of the book has this theme and how the females of the society feel about it. The authors recalling of her childhood memories may seem to many as criticism of the lives of the women. However, what the author is aiming to highlight that there are some instances when a person is bound by the culture of the society which they live in. But, the essence is that how they are able to face it and how the women in her community were able to channel their thoughts and live in the society. Therefore, by using the innocence of an eight year old child Fatima puts forward many themes which and eight year old child is unlikely to understand. These themes in fact help the other people in the society and the readers to realize that there is always a clash between cultures and within them as well. This may not be easy to understand always but it exists and shapes the way of our lives. The women in the childhood of the author are faced by a similar situation. Buy custom Dreams of Trespass essay

Every IB English Past Paper Available Free and Official

Every IB English Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips In this article, I cover IB English Literature SL/HL, IB English Language and Literature SL/HL, and IB Literature and Performance SL. These are the core language A options for English speakers. When preparing for one of these IB English exams, you should take a practice test. Where can you find IB English past papers, free and paid? I will answer that question and let you know how to get the most out of these past papers. Where to Find Free IB English Past Papers The IB has been cracking down on illegally uploaded past papers for the past few years, so a lot of previous sources are no longer available. IB has however, uploaded a few official past exams that you can view for free online. Below are links to the IB English Past Papers. English A: literature higher level/standard level: papers 1 2 English A1 higher level: paper 2 English standard level A2: paper 2 I haven’t seen any unofficial IB English exams (ones created by someone that is not from the IBO). If you find any, don’t use them for practice!You need REAL IB English past papers to get realistic practice. Where to Find Paid IB English Past Papers The only safe and reliable place to buy IB English past papers is from the IBO at the Follet IB Store. The IBO sells past IB English Literature SL papers, IB English Literature HL papers, IB English Language and Literature SL papers, IB English Language and Literature HL papers,and IB Literature and Performance SLpapers from 2013 onward. The site is somewhat hard to navigate, but using the search bar several times got me where I wanted to be eventually. How to Get the Most of Each Past Paper One complete test will take you 3 hours for SL or 4 hours for HL. If you are going to invest that much time, you need to be maximizing your learning. To do so, follow these rules. Rule 1: Take Paper 1 and Paper 2 on Separate Days IBO splits up all of the IB English tests over two days. You should too. That way you get realistic practice, mimicking the actual testing schedule. Rule 2: Time Yourself You need to get used to the timing. Here is the time allowed: English Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Literature HL Paper 1- 2 hours Paper 2- 2 hours English Language and Literature SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes English Language and Literature HL Paper 1- 2 hours Paper 2- 2 hours Literature and Performance SL Paper 1- 1 hour 30 minutes Paper 2- 1 hour 30 minutes Make sure you stick to this exact timing. Don’t give yourself any extra time. Otherwise, you will not be prepared for the pacing of the actual test. Research to Action / Flickr Rule 3: Review With the Mark Scheme After completing your full test, review your answers. You must review to learn from your errors and not make them on the actual test. Take an hour to review. While this may seem like you are wasting time that you could be spending on other practice, it’s not. You need to emphasize the quality of your practice and no the quantity of practice. I’d rather you take two practice tests with good review than eight tests with no review. What’s Next? Want more tips for IB English?Then check out our completeIB English study guidefor all the info you need. Impatient to get your IB scores?Learn when IB results and scores come out. Did you know thatyou can take some IB classes online?Check out our complete guide to online IB courses, including which classes you can take online and if you can get an online IB diploma. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

STAT212 Statistics Project Example | Topics and Well Written Essays - 750 words

STAT212 - Statistics Project Example It is crucial that recruiters, students and parents are aware of the impacts of holding work while at school. The outcome assists in determination of how elimination of work and attending school equally. This piece of work assumes that possessing a part-time job will seriously affect learners’ grades. Additionally, there is anticipation that learners working for more hours perform poorly compared to the ones who work a few hours in a week. A shaky assumption is the amount of time worked has null impact on the learner’s grade. The data was taken in two stages. The first being in 2011 when a survey carried out annually was mailed to all 5,353 undergraduate learners. A totality of 2,637 learners estimated to be 49% of the population that is targeted, gave a response to the survey. During the survey, all students were asked to give their status of employment. A sum of 1000 learners, estimated as 38% of those who responded indicated that their reason for work was for pay. Further questions were made for those who laboured for pay. The questions were on work experiences and financial situations. Although the experiences in college are the same for non working and working students, the results as rated using the GPA are different. From the targeted groups that were chosen for this study it is found out that learners who work are either not aware of or do not admit that their performance in academic is compromised due to lack of good time for their studies. Form the research it was found out that learners not only search for jobs but the ones that have meaning in their lives. For beginners, they choose work that needs less skill. What inspires them to keep the job is the payment or salaries. Moreover, employment helps to step up their experiences and career. Employment has three meanings in many forms. The first being when students go searching for jobs, they find it interesting as it gives them an experience in job hunting. Then, after getting a job

Reflection paper Essay Example | Topics and Well Written Essays - 500 words - 17

Reflection paper - Essay Example Different people may have different approaches to certain subjects because they The study on the methamphetamine and its effect on memory were explored in a way that linked it to the various aspects mental challenges (The Nervous System 2). In essence, the chapter was important in the manner in which it explored the variations in patterns of thought in different people and the capacity to comprehend situations or respond to certain stimuli from the environment. It might be necessary to consider the fact that some of the challenges that affect the efficacy of thinking processes have to be aligned with the differences in the brain capacities of individuals. Furthermore, the chapter opened my understanding of the enormous potential of the human brain and its capacity to coordinate activities within the understanding of human behavior. The brain as a biological organ is subject to a range of processes that determine human behavior. The communication between neurons is explored in a way that sheds light on the complexity and speed through which biological processes operate and communicate. On this matter, it becomes important to consider the fact the speed of communication is a key factor to communication. The challenge that arises within the element of communication should be considered as a product of the different levels of potentials between individuals with regard to the unique characteristics of the brain and variations in environmental factors. One of the important lessons obtained from the chapter revolves around the effect of substances on the functioning of the brain. Substances have the capacity to alter or ruin the processes of the brain in ways that may not be easy to comprehend in a normal way. In this regard, it becomes necessary to consider the fact that most of the issues that afflict matters of judgment are related to the capacity of the brain to process information with the right kind of

Language Modes Essay Example for Free

Language Modes Essay Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. Language arts teaching constitutes a particularly important area in teacher education, since listening, speaking, reading, and writing permeate the curriculum; they are essential to learning and to the demonstration of learning in every content area. Teachers are charged with guiding students toward proficiency in these four language modes, which can be compared and contrasted in several ways. Listening and speaking involve oral language and are often referred to as primary modes since they are acquired naturally in home and community environments before children come to school. Reading and writing, the written language modes, are acquired differently. Although children from literate environments often come to school with considerable knowledge about printed language, reading and writing are widely considered to be the schools responsibility and are formally taught. A different way of grouping the language modes is according to the processing involved in their use. Speaking and writing require constructing messages and conveying them to others through language. Thus they are expressive modes. Listening and reading, on the other hand, are more receptive modes; they involve constructing meaning from messages that come from others language. (For those who are deaf, visual and spatial language modes–watching and signing–replace oral language modes. When one considers how children learn and use language, however, all of these divisions become somewhat artificial. Whatever we label them, all modes involve communication and construction of meaning. In effective language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms. Models of Language Arts Instruction Many changes in language arts instruction have taken place in American schools since 1980. To understand these changes, one must be conversant with the three basic models that have given rise to variations in language arts curriculum over the years: the heritage model, the competencies model, and the process or student-centered model. Each model constitutes a belief system about the structure and content of instruction that leads to certain instructional approaches and methods. The heritage model, for example, reflects the belief that the purpose of language arts instruction is to transmit the values and traditions of the culture through the study of an agreed-upon body of literature. It also focuses on agreed-upon modes and genres of writing, to be mastered through guided writing experiences. The competencies model, on the other hand, emanates from the belief that the chief purpose of language arts instruction is to produce mastery of a hierarchy of language-related skills (particularly in reading and writing) in the learner. This model advocates the teaching of these skills in a predetermined sequence, generally through use of basal readers and graded language arts textbooks in which the instructional activities reflect this orientation. The majority of adults in this country probably experienced elementary level language arts instruction that was based in the competencies model, followed by high school English instruction that primarily reflected the heritage model. Instruction in both of these models depends heavily on the use of sequenced curricula, texts, and tests. The third model of language arts instruction, the process model, is quite different from the other two models. The curriculum is not determined by texts and tests; rather, this model stresses the encouragement of language processes that lead to growth in the language competencies (both written and oral) of students, as well as exposure to broad content. The interests and needs of the students, along with the knowledge and interests of the teacher, determine the specific curriculum. Thus reading materials, writing genres and topics, and discussion activities will vary from classroom to classroom and even from student to student within a classroom. Authentic assessment is the rule in these classrooms, that is, assessment that grows from the real language work of the students rather than from formal tests. Clearly the process model leads to more flexible and varied curriculum and instruction than the other two models. While the heritage and competencies models have come under criticism for being too rigid and unresponsive to student differences, the process model has been criticized as too unstructured and inconsistent to dependably give all students sufficient grounding in language content and skills. In actuality, teachers of language arts generally strive to help their students develop proficiency in language use, develop understanding of their own and other cultures, and experience and practice the processes of reading and writing. Thus it seems that the three models are not mutually exclusive. They do, however, reflect different priorities and emphases, and most teachers, schools, and/or school systems align beliefs and practices primarily with one or another model. Focus on Outcomes From a historical perspective, marked shifts in language arts instruction have taken place. In the early twentieth century, textbooks and assigned readings, writing assignments, and tests came to dominate the language arts curriculum. Instruction was characterized by a great deal of analysis of language and texts, on the theory that practice in analyzing language and drill in correct forms would lead students to improved use of language and proficiency in reading, writing, and discourse. Instruction was entirely teacher-driven; literature and writing topics were selected by the teacher; spelling, grammar, and penmanship were taught as distinct subjects; and writing was vigorously corrected but seldom really taught in the sense that composition is often taught today. In the 1980s a shift toward the process model emerged in the works of many language arts theorists and the published practices of some influential teachers including Donald Graves, Lucy M. Calkins, and Nancie Atwell. In 1987 the National Council of Teachers of English and the Modern Language Association sponsored a Coalition of English Associations Conference. Educational leaders from all levels came together at the conference to discuss past and present language arts teaching and to propose directions and goals to guide the teaching of language arts in the years leading up to and moving into the twenty-first century. The conference report specified the ideal outcomes of effective language arts instruction, in terms of the language knowledge, abilities, and attitudes of students. These outcomes were largely process oriented, as illustrated by the following examples of outcomes for students leaving the elementary grades, as reported by William Teale in Stories to Grow On (1989): * They will be readers and writers, individuals who find pleasure and satisfaction in reading and writing, and who make those activities an important part of their everyday lives. * They will use language to understand themselves and others and make sense of their world. As a means of reflecting on their lives, they will engage in such activities as telling and hearing stories, reading novels and poetry, and keeping journals. Principles to guide curriculum development evolved from the conference participants agreed upon student outcomes, and, like the outcomes, the principles were broad and process-focused. For example, two of the original principles are: Curriculum should evolve from a sound research knowledge base and The language arts curriculum should be learner-centered. Elaborations on these and other curriculum goals deviated from earlier recommendations in that they included classroom-based ethnographic research, or action research, as well as traditional basic research in the knowledge base that informs the teaching of language arts. There was also agreement that textbooks serve best as resources for activities, but that the most effective language arts curricula are not text driven; rather they are created by individual teachers for varying communities of students.

All Quiet on the western front :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  All Quiet on the Western Front is narrated by Paul Baumer. He is a young man of nineteen who fights in the German army on the French front in World War I. Unlike most during that time period, Paul and several of his friends and classmates from school joined the army voluntarily. They joined after listening to nationalistic speeches told to them by their schoolmaster, Kantorek   Ã‚  Ã‚  Ã‚  Ã‚  But after experiencing ten weeks of atrocious basic training at the hands of the small-minded, vindictive Corporal Himmelstoss and the inconceivable cruelty of life on the front lines. Paul and his comrades realize that the ideals that made them enlist are merely empty clichà ©s. They no longer believe that war is magnificent or respectable, and they live in unceasing physical terror that each day that goes may be their last. When Paul’s company receives a short reprieve after two weeks of fighting at the front lines, only eighty men of the original 150-man company return from the front. The cook , Ginger, doesn’t want to give the survivors the rations that were meant for the dead men He insists that he is only allowed to distribute single rations and that the dead soldiers’ rations will simply have to go to waste but eventually gives in.   Ã‚  Ã‚  Ã‚  Ã‚  Paul and his friends visit Franz Kemmerich, a former classmate who has recently had a leg removed after contracting gangrene. Kemmerich is in the process of dying, and Mà ¼ller, another former classmate, wants Kemmerich’s yellow boots for himself. Paul doesn’t consider Mà ¼ller insensitive because like the other soldiers, Mà ¼ller simply realizes sensibly that Kemmerich is no longer in need of his boots. Not very long after this meeting, Paul returns to Kemmerich’s bedside just as he is about to die. At Kemmerich’s request, Paul takes his boots to Mà ¼ller.   Ã‚  Ã‚  Ã‚  Ã‚  Twenty-five younger men arrive as reinforcements. Paul believes Kat is the most resourceful soldier he knows, always able to scrounge up food. The men learn Himmelstoss is coming up to the front. Tjaden especially hates the Corporal because of his cruel punishment for Tjaden's bed-wetting problem. For vengeance, Paul and his friends ambushed and beat Himmelstoss before they left for the front. The soldiers are sent to put up barbed wire at the front. At night, during an artillery bombardment, the soldier dive for cover. The men set up the wire. Soon the artillery attacks them. Several men are hit, as well as horses.

The Odyssey: Book 5/6 Summary & Analysis

Chapter 5 All the gods except Poseidon gather again on Mount Olympus to discuss Odysseus’s fate. Athena’s speech in support of the hero prevails on Zeus to intervene. Hermes, messenger of the gods, is sent to Calypso’s island to tell her that Odysseus must at last be allowed to leave so he can return home. In reply, Calypso delivers an impassioned indictment of the male gods and their double standards. She complains that they are allowed to take mortal lovers while the affairs of the female gods must always be frustrated. In the end, she submits to the supreme will of Zeus.By now, Odysseus alone remains of the contingent that he led at Troy; his crew and the other boats in his force were all destroyed during his journeys. Calypso helps him build a new boat and stocks it with provisions from her island. With sadness, she watches as the object of her love sails away. After eighteen days at sea, Odysseus spots Scheria, the island of the Phaeacians, his next destinat ion appointed by the gods. Just then, Poseidon, returning from a trip to the land of the Ethiopians, spots him and realizes what the other gods have done in his absence.Poseidon stirs up a storm, which nearly drags Odysseus under the sea, but the goddess Ino comes to his rescue. She gives him a veil that keeps him safe after his ship is wrecked. Athena too comes to his rescue as he is tossed back and forth, now out to the deep sea, now against the jagged rocks of the coast. Finally, a river up the coast of the island answers Odysseus’s prayers and allows him to swim into its waters. He throws his protective veil back into the water as Ino had commanded him to do and walks inland to rest in the safe cover of a forest.Calypo complains to the gods that the male gods always get to have relationships with mortal females whereas the goddesses Summary: Book 6 That night, Athena appears in a dream to the Phaeacian princess Nausicaa, disguised as her friend. She encourages the young p rincess to go to the river the next day to wash her clothes so that she will appear more fetching to the many men courting her. The next morning, Nausicaa goes to the river, and while she and her handmaidens are naked, playing ball as their clothes dry on the ground, Odysseus wakes in the forest and encounters them.Naked himself, he humbly yet winningly pleads for their assistance, never revealing his identity. Nausicaa leaves him alone to wash the dirt and brine from his body, and Athena makes him look especially handsome, so that when Nausicaa sees him again she begins to fall in love with him. Afraid of causing a scene if she walks into the city with a strange man at her side, Nausicaa gives Odysseus directions to the palace and advice on how to approach Arete, queen of the Phaeacians, when he meets her. With a prayer to Athena for hospitality from the Phaeacians, Odysseus sets out for the palace.Analysis: Books 5–6 Our first encounter with Odysseus confirms what we have a lready learned about him from Menelaus’s and Helen’s accounts of his feats during the Trojan War and what Homer’s audience would already have known: that Odysseus is very cunning and deliberative. The poet takes pains to show him weighing every decision: whether to try landing against the rocky coast of Scheria; whether to rest by the river or in the shelter of the woods; and whether to embrace Nausicaa’s knees (the customary gesture of supplication) or address her from afar.The shrewd and measured approach that these instances demonstrate balances Odysseus’s warrior mentality. Though aggressive and determined, he is far from rash. Instead, he is shrewd, cautious, and extremely self-confident. At one point, he even ignores the goddess Ino’s advice to abandon ship, trusting in his seafaring abilities and declaring, â€Å"[I]t’s what seems best to me† (5. 397). In each case, he makes a decision and converts thought to action with speed and poise. In his encounter with Nausicaa, a telling example of his skill in interacting with people and charisma, his subdued approach comes off as â€Å"endearing, sly and suave† (6. 162).

Gettysburg film, 1993 Essay

The movie Gettysburg is a film that details the Battle of Gettysburg, which took place from July 1-3 in 1863. The battle culminated in a major victory for the Union, while confederate troops in a way viewed the conflict as a last chance fight to take control in the Civil War. The film begins by showing the preparations for battle on Jun 30 of 1863, and then it goes on to demonstrate the competency of officials who decide on strategy, and then the outcomes of their battle plans. At the end of the movie, Pickett’s charge is detailed, and it was perhaps one of the most significant Confederate defeats of the Civil War. The movie did an excellent job explaining what happened in Gettysburg, Pennsylvania during the time of the battle. It was not dramatized beyond its portrayal of what actually happened, and it is historically accurate in covering one of the most important battles of the Civil War. The film was directed by Ronald F. Maxwell, who followed the plot outlined in Michael Sharaa’s 1974 novel about the battle, entitled The Killer Angels. The film does not attempt to cover everything that was going on in the battle, but it selects the main activities of each day, and shows the officials making key decisions. The first part of the movie, which corresponds to the beginning of the battle, and the first day of fighting, depicts the Union officer John Buford (played by Sam Elliott) who picked the battlefield. The second story detailed was that of Joshua Chamberlain (played by Jeff Daniels), who defends Little Round Top from the confederate troops. Then Pickett’s Charge, where the Confederacy, ordered to do so by General Robert E. Lee (Martin Sheen) famously charged Major George Meade’s (Richard Anderson) Union troops, and this scene details the struggles of the Confederate General Lewis Armistead (Richard Jordan). The movie was made to give people an accurate overview of one of the most important battles in the Civil War, and in the history of the United States. Because the battle lasted only three days, the movie did not have too much trouble outlining the main events. It serves not only to entertain, but to educate people about the Battle of Gettysburg. Unlike many of Hollywood’s attempts to retell historical moments of note, this movie was not full of romance and historically inaccurate, but dramatic, side-stories; it was accurate and because of the importance of its subject, it did not need to be spiced up to be recognized as a good film. The film was historically accurate. The only thing to say about a discrepancy between the film and the actual battle is that the film did not show as much about other things going on when it was focused on a particular story. For instance, not much was shown about what was going on in Confederate camps as the Union troops were preparing for war in the first couple of scenes. The extras used in battle scenes are accurately dressed in the right style of uniform, and the plotline of the movie doe not include anything that was absent from the actual battle. â€Å"The directors of the movie hired history professors and Civil War enthusiasts to advise them, to make sure they were accurate throughout the whole of the film. Historical accuracy was of great concern to the producers and director,† James Beradinelli of ReelReviews writes. â€Å"They hired a veritable army of advisors to correct even the most minute mistakes in the script (if a general given a pale horse in the movie was known to have favored a dark horse, the mount was changed), used the actual sites in Pennsylvania as often as possible (where hiding war monuments became an art), and â€Å"recruited† more than 5000 unpaid re-enactors to fill up the screen during the battle scenes (thus helping to keep the budget at a reasonable $20 million). The result is a movie that looks and feels real. † The director and producers wanted to capture the actions that occurred in the battle itself in their movie. They emphasized situation’s of valiance, such as (most notably) Pickett’s Charge, where 50,000 troops were killed and wounded, and General Lee’s motivational speech to the troops before they went to battle. The directors wanted to make sure that the people understood even the smallest details of the battle, so they showed the scenes where officials decided on battle tactics, including the scene where General Lee ignores Lt. General Longstreet’s (Tom Berenger) strategy and accepts Pickett’s (Stephen Lang), who was selected to lead the troops, leading many confederate soldiers to their death as they pressed on to Union General George Meade’s troops. There was no noticeable bias in the movie. It was intended to by a historically accurate overview of the Battle of Gettysburg, and that is what it was. Even without the addition of dramatic Hollywood moments, the film includes dramatic scenes that were present in the battle, such as Lee’s speech to his troops before Pickett’s charge, directed to his fellow Virginians. The movie was a great overview of the Battle of Gettysburg, including some of the battle’s smaller details. But it managed to keep the eye of its viewers despite being four hours and fourteen minutes long. The film was gripping, but accurate, and without noticeable biases or added dramatic, Hollywood situations. Works Cited Boatner, Mark M. The Civil War Dictionary. New York: Vintage Books, 1991 History in Film. 1999. Gettysburg. 19 April 2009. http://www. historyinfilm. com/gettysbg/default. htm Internet Movie Database. 1993. Gettysburg. 19 April 2009. http://www. imdb. com/title/tt0107007/ Nesbitt, Mark. 35 Days to Gettysburg- The Campaign Diaries of Two American Enemies. Harrisburg, Stackpole Books, 1992. Oates, William C. and Haskell, Frank A. Gettysburg. New York Bantam, 1992. Ron Maxwell. com. 1993 Gettysburg, a Film by Ronald Maxwell. 18 April 2009. http://www. ronmaxwell. com/gettysburg. html Sauers, Richard A. The Gettysburg Campaign- June 3- August 1, 1863. Westport: Greenwood Press,1982.

Is It Possible To Feel Sympathy For Macbeth Essays

Is It Possible To Feel Sympathy For Macbeth Essays Is It Possible To Feel Sympathy For Macbeth Paper Is It Possible To Feel Sympathy For Macbeth Paper We can take a quote from this scene where all the witches chant: Fair is foul and foul is fair, this quote IS hinting towards Macbeth future, with he quotes meaning being that things dont look the same as they actually are on the inside. In the second scene, king Duncan learns the rebels, led by traitor Thane of Castor Macdonald, has been crushed by Macbeth, Macbeth is praised for his bravery shown in this quote: for brave Macbeth (well he deserves that name, disdaining fortune, with his brandished steel this shows his bravery and loyalty, at this point he is a soldier with good intentions and no aspiration for harm. After Duncan hears this news he orders for McDonalds execution and announces Macbeth to be the new hand of Castor. Dunces condemns Macdonald by saying no more that Thane of Castor shall deceive our bosoms interest, meaning that he wont receive matters close to his heart. In scene three the witches appear and discuss putting a horrific spell on a sailor just for being rude to one of the witches, this is hinting towards the way they treat Macbeth and what Macbeth is going to be dragged into. The witches then come to Macbeth and Banana to give a prophecy in which they hail Macbeth as Thane of Glacis, Thane of Castor and King hereafter, the three witches then disappear. After, Angus and Ross tell Macbeth he is the new Thane Castor, this tells Macbeth the prophecy is true. Macbeth is very interested and tempted in the crown now we know this from this quote: Why do yield to that suggestion whose horrid image doth unfix my hair, and make me my seated heart knock at my ribs. Macbeth has just thought about killing Duncan but the thought makes him feel an odd sick feeling, his humanity provokes us to feel sympathy for Macbeth. In scene 4, King Duncan thanks Macbeth and Banana personally. You can tell that Macbeth wants the crown as he flatters Duncan as he says The service and loyalty owe in doing it, pays itself, Your highness part is to receive our duties. However Malcolm, Dunces son, is announced as the next king, you can feel sympathy for Macbeth here because what he has be en promised by the witches has been taken away from him. However this quotes tells us that Macbeth wants to kill Duncan: that is a Step on which I must fall down, or else Orleans, for in my way it lies, he is saying he must either forget about his ambitions or plan to do something about the obstacles in the way of his true, his decision is made: stars hide your fires! Let not light see my black and deep desires. He is asking God to not let anyone discover his ambitions; we lose sympathy for Macbeth at this point. In scene 5, Lady Macbeth reads a letter from Macbeth of what the witches have predicted, Lady Macbeth becomes desperate for the crown and will now stop at nothing to get it. However she doubts Machetes drive for this throne: yet I do fear thy nature. It is too full o the milk of human kindness so she decides to persuade by pouring her spirits into thing ear. When Macbeth arrives home she persuades and manipulates him into killing Duncan when he comes to spend the night at their castle. We can feel sympathy for Macbeth at this point because he has thinking about killing Duncan and he is vulnerable but Lady Macbeth causes him to change his mind. Scene 6 is a very short one in which Duncan and others arrives at Inverness and is greeted by Lady Macbeth, and flatters him by saying: all our service, in every point done twice and then double, were poor and single business to contend against those honors deep and broad wherewith Your Majesty odds our house. In scene 7 Macbeth debates with himself whether he should kill Duncan. But his wife goads him, manipulating him, she questions his manhood Was hope drunk wherein you dressed yourself. She even questions his love for her From this time, should I account thy love. Macbeth still questions himself, but she begs him to tighten his courage to the limit. Lady Macbeth his pushing and pulling at a weak and vulnerable mind, so we must feel sympathy for him. Macbeth goes ahead with the plan to murder Duncan. In conclusion, I do feel sympathy for Macbeth at some points of Act 1 u to his wife being so ruthless and his loyalty and humanity at the beginning of the Act, but I feel as though t his means hardly anything because his does think about killing Duncan and Macbeth knows what he plans to do is wrong, and fully acknowledges the future consequences. That is a Step on which must fall down, or else overlap, for in my way it lies, he is saying he must either forget about manhood Was hope drunk wherein you dressed yourself. She even Duncan. In conclusion, do feel sympathy for Macbeth at some points of Act 1 beginning of the Act, but feel as though this means hardly anything because

Acid in Soda

Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks. The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the buret is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder. This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution. NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer added. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions. This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the number of moles was found. Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker. Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device every time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations. The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*10^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL | . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5 In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4 Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4 Acid in Soda Each soda was titrated using one of the two experimental methods. These methods are the traditional titration and the modern titration. Carbonic acid was already removed from the soda by boiling it. Both of the two different titration methods use the same basic set up. Firstly, the buret must be cleaned thoroughly with tap water. While cleaning the buret, it is also checked to make sure there are no leaks. The ring stand is then set up with a buret clamp and the cleaned buret placed in it. Then the buret is filled with 5-10mL of sodium hydroxide, M . 0466 NaOH, three times and emptied after each time to completely rinse the buret. The buret is now filled will NaOH until it reads at the 0. 00mL mark on the buret. The initial volume of NaOH in the buret is then recorded into lab books for future reference. The soda must now be readied for titration. Both sodas require the same set up. The correct amount of soda, depending on which titration, is poured into a 100mL graduated cylinder. This measurement had to be within 5% deviation of the given value to be legitimate. Next, after the initial volume of the soda was recorded for future calculations, distilled water was added up to the 100mL mark on the cylinder. The mixed solution was then put into a 250 mL Erlenmeyer flask. That is as far as the similarities between the two titration methods go. In order to prepare the first soda for the traditional titration, five drops of phenolphthalein dye are added to the soda water solution in the flask. Next, the tip of the buret was placed over top of the soda solution. NaOH solution was added at approximately 2mL increments. The dye will create a pink color that disappears when mixed. When the titration did not disappear, NaOH was no longer added. The final volume of NaOH in the buret was recorded. 4mL was then subtracted from this number and the number received from that was the volume of NaOH that was quickly added each time for a more accurate titration. Another trial was then prepared by refilling the buret to 0. 00mL and the flask was rinsed out. A new soda solution was added to the flask by following the previous instructions. This time the volume of NaOH that could be quickly added was added to the soda solution. After this volume was added, drops of NaOH were then added to the solution continuously until the solution once again remained pink. The volume of NaOH was recorded in the notebook. This procedure for the traditional and accurate titration was repeated three additional times for a total of four accurate titrations. All data was recorded. The ratio of NaOH to citric acid was then calculated in the notebook for each of the four accurate titrations. Using the volume of NaOH and the molarity of NaOH, the number of moles was found. Then using the stoichiometry of the reaction, the number of moles of citric acid was found for each trial. The mean and standard deviation was then calculated for the molarity of citric acid. The modern titration used a pH electrode and the LabQuest device to record accurate titrations. After the LabQuest device was set up correctly, the soda and the NaOH were prepared as in the traditional titration experiment except the soda was placed in a beaker instead of a flask. Using a utility clamp and a stand, the pH electrode was suspended just above the bottom of the beaker. Then the magnetic stir bar was added to stir the soda solution evenly. For these titrations the volume of the NaOH was entered into the LabQuest device during the titration. NaOH was added to the solution until the pH reached 6. 0. NaOH was then added very carefully, drops at a time, until the pH reached about 10. 0. During the titration, the volume of NaOH was entered into the LabQuest device every time the pH level raised 0. 2 pH. The device stores the entered data and records it on a chart. This process of titration was repeated two more times for a total of three accurate titrations. The data stored in the device was then transferred to a computer and saved. The charts and data collected can be found on the last page. The volume of NaOH used to reach the equivalence point was calculated for each of the three titrations. The equivalence point was found graphically. Using the volume of NaOH and the molarity of NaOH, the moles of NaOH were calculated. Using the volume of the soda used, the molarity of citric acid was found. Then the mean and standard deviation of the molarity of citric acid was calculated. Results: In the traditional titration, the recorded data is shown in the following chart: Table 1: Volume of soda| Volume of NaOH| RatioNaOH:soda| MolesNaOH| MolesCitric acid| MolarityCitric acid| Titration1| 40. 00mL| 19. 00mL| . 475| 8. 85* 10^-4| 2. 95* 10^-4| 7. 375*10^-3| Titration2| 40. 00mL| 19. 00mL| . 466| 8. 85* 10^-4| 2. 95* 10^-4| 7. 23*10^-3| Titration3| 40. 80mL| 19. 00mL| . 469| 8. 85* 10^-4| 2. 95* 10^-4| 7. 28*10^-3| Titration4| 40. 10mL| 19. 02mL | . 474| 8. 86* 10^-4| 2. 95* 10^-4| 7. 36*10^-3| From the data in Table 1, the mean and standard deviation was calculated for the molarity of citric acid: Mean molarity of citric acid: 7. 31*10^-3 Standard Deviation: 6. 837*10^-5 In the modern titration, the recorded data is shown for the three trials in the tables below: Table 2: Table 3:Table 4: The data in tables 2-4 was entered separately into three different graphs shown below: Graph 1: Trial 1 Graph 1b: Derivative of graph 1 shown Graph 2: Trail 2 Graph 3: Trial 3 From tables 2-4 and analyzing graphs 1-3, the volume of NaOH used to reach the Equivalence point was calculated. Trial 1: 11. 86mL Trial 2: 11. 28mL Trial 3: 11. 40mL Using the volume of NaOH and the concentration of NaOH (. 0466M) the molarity of NaOH was calculated to four significant figures: Trial 1: 5. 527*10^-4 Trial 2: 5. 257*10^-4 Trial 3: 5. 312*10^-4 Using the stoichiometry of the reaction between citric acid and sodium hydroxide, the moles of citric acid was found to four significant figures: Trial 1: 1. 842*10^-4 Trial 2: 1. 752*10^-4 Trial 3: 1. 771*10^-4 From the moles of citric acid, the molarity was then calculated to four significant figures: Trial 1: 9. 211*10^-3 Trial 2: 8. 761*10^-3 Trial 3: 8. 854*10^-3 The mean and standard deviation were then calculated for the moles of citric acid in the sample of soda used again to four significant figures: Mean: 8. 942*10^-3 Standard Deviation: 2. 376*10^-4

Assessment on a book Essay Example | Topics and Well Written Essays - 500 words

Assessment on a book - Essay Example ays to make People like You, Twelve Ways to Win People to Your Way of Thinking, Be a leader: How to Change People Without Giving Offense or Arousing Resentment, Letters that Produced Miraculous Results and Seven Rules for Making Your Home Life Happier (Carnegie). Each section of the book plays an integral role in making individual win friends and become an influential person in the society. The aspects highlighted in this book will be essential in my college life, since in the next semester, I will apply all the laid down stipulations that will make me a darling of the people. I will not be criticizing, condemning or complaining about each and every situation in my college life. As a result, I will be giving honest and sincere gratitude to every individual who does positive things in my life. I will not be an isolated individual since I will develop a genuine interest in my fellow students. I will continuously be smiling, because as Professor James V. McConnell, a psychologist at Michigan University Psychologist once remarked, â€Å"people who smile tend to manage, teach and sell more effectively, and to raise happier children. There is far much information in a smile than in a frown† (Carnegie 64). Similarly, I will encourage my fellow students to talk about themselves and will be a good listener, since I will be talking less, and when I talk, it is channeled towards other individuals’ interests, since I will be making them feel important. I will let the other party do much of the talking, as this will make them think the idea is theirs. I will ensure that I avoid arguments since I will be respecting opinions of other people. When I am wrong, I will quickly admit it, and never tell my fellow students that they are wrong. In this regard, I will be able to win other students into my way of thinking (Carnegie 89). In depicting leadership qualities, I will be able to start every conversation with praising and appreciating other individuals. I will also ensure that