The Beet Queen :: essays research papers

Louise Erdrich, the author of The common beet Queen, is the oldest of seven children. Erdrich, was born in Little Falls, Minnesota, on June 7, 1954. The daughter of a French Ojibwe mother and German American father, Erdrich is a member of the Turtle Mountain Band of Chippewa. Erdrichs large extended family lived nearby, affecting her writing life from an early age. Her father introduced Louise to William Shakespeares plays and encouraged Louise and her sisters to write their own stories. Erdrich tended to(p) college at Dartmouth and John Hopkins before marrying author and anthropologist Michael Dorris. When she married Dorris, he had tierce adopted children and later the couple had three more children of their own. When the two separated in 1995, Erdrich moved six blocks down the street in order to share custody of their children. On March 29, 1997 Dorris committed suicide. Erdrich now lives in Minneapolis, MN with her three children. On a spring morning in 1932, Mary age eleven and Karl Adare age fourteen arrive in Argus, North Dakota. Having parted and acquittance separate ways Mary having gone to live with her aunt, while Karl goes on to explore and live on the wilder side. These children were orphaned in a distant way their mother took off with an airplane stuntman. Haunted by disturbing images of her mother, Mary seeks refuge and stays with her mothers sister Fritzie, which with her husband Pete, run a sad sack shop. This begins the forty-year saga of abandonment and unstinting love. The novel, The Beet Queen, deals with the elements involved to create plot movement. First off is exposition, since every chapter in The Beet Queen is narrated by a assorted character in the book it tells the story of each character in first person and in great detail chapter by chapter. It tells you the story from their shew of view. It is very effective it allows you to be in their mind thinking along with them seeing what they are going through and feeling. At the conclusion of each chapter you wish to keep reading to see what will happen to a specific character when it is there turn to narrate again. One event in The Beet Queen is when Sita is put into a psycho ward because she pretended to lose her voice, and ever since then her neighbors and everyone she came in contact with would have to read her lips.

Comparing Prince Hal and Henrys Models of Statescraft :: essays research papers

Comparing Prince Hal and Henrys Models of StatescraftTo compare the difference between King Henry and Prince Hals style ofstatecraft, first we have to agnize the basic philosophy of each. The Kingbelives that to effectively lead the country single needs to lead by example.According to the Kings philosophy the best man is the one who lives a pure sustenanceand garners respect and honor from all men. To the Kings sort of thinkingHotspur is more fit to be a King than Prince Hal, a likeness the King makesseveral times. In go I, scene i King Henry makes his first compari boy ofHotspur to his son saying that Lord Northumberlands son, Hotspur, was "A sonwho is the theme of honours tounge..." while Prince Hal was stained by "...riotand dishonor...." In f go the King goes so far as to wish that Hotspur was hishis son and not Prince Henry. Later in Act III, scene ii King Henry tells thePrince that Hal reminds him of the way King Richard acted before Henry took thethrone and that Hotspur reminds the King of himself. This is the Kings not sosubtle way oftelling Hal that the King doesnt think he is fit to suceed him tothe throne.Prince Hal on the other hand has a different idea of statecraft. He expresseshis ideas in his speech in Act I, scene ii when he says "If all the year wereplaying holidays, To sport would be as tedious as to work But when they seldomcome, they wishd-for come,...My reclamation glittring oer my fault, Shallshow more goodly and attract more eyes than that which hath no foil to set itoff." He is saying that he may be acting like a common ruffian now but when hedoes take up his duties as heir to the throne and begin to act like a prince hewill shine more in the eyes of men because his actions now will provide acontrast by which they can judge him. It is important to note that Hal does notplan to spend the rest of his life acting in this manner. He does plan to leavethis life behind and take on the role of heir apparent to th e throne of England.In Act III, scene ii when the King confronts Hal about his delinquencies Hal isquick to defend with the King. He admits that he has not acted the part of aprince and humbled by the condemnation of the King swears a vow to redeem

Agamemnon :: Agamemnon

AgamemnonCommunicationIn Aeschyluss, Agamemnon, there is a great possibility that the death of Agamemnon could have been pr til nowted, had the Chorus simply listened to Cassandras prophecy. But the words intercommunicate between the two parties seem to have loss its meaning when it fell upon the Chorus yet, they were obviously hearing what she was saying. But darn they were hearing what she had to say, they did not listen to her words. Ironically, in this story, it is the women who posses all the knowledge. But once they try to share it, the men, who later suffer the consequence, ignore them. People only listen to what they want to hear, and a womans word is not considered important enough to listen to.Klytaimestra has thought up an ingenious plan to uncover the outcome of the Trojan warfare as quickly as possible however, when she tries to share the news, the Chorus castoffs her declaration. This constant stichomythia between the Chorus and Klytaimestra annoys her because of the persistent disbelief, And you have proof?/That, or a ghost spirit sends you into raptures (272-274). The Chorus, which consists of men, do not accept that a woman can have any sort of knowledge before they do. They dismiss her claims until they hear it from a male messenger, which makes Klytaimestra very angry I cried out long ago/You made me seem deranged (580-586). Further, when she explains how she discovered the outcome, the men automatically assume that because she is a woman, she got her information from gossiping. Just like a woman/to fill with thanks before the truth is clear . . . So gullible. Their stories spread like wildfire,/they fly debauched and die faster/rumours voiced by women come to nothing. To the Chorus, a woman to devise a plan as clever as Klytaimestras, is inconceivable. But even after Klytaimestras facts are proven, the Chorus will later undermine her abilities again.After coming out of the house with blood stained hands while announcing her murder, all the Chorus can do is talk about what a great loss they suffer. They accuse Klytaimestra for being a backstabber, and tell her she should be punished. When Klytaimestra defends her actions by pointing out how Agamemnon killed her daughter, they ignore her and keep mourning. Even though they can see with their own eyes that Klytaimestra killed her husband and Cassandra, they still refuse to really listen to her, as if they do not want to believe that a woman committed the murder of their almighty king.

Poes Narratives Essay -- Literary Analysis

Poe has given his narrator in The Tell Tale Heart multiple currently diagnosable psychological disorders bipolarity, obsessional compulsive disorder, psychopathy, and paranoia. Although he is a psychopath by Hares definition, among the disorders, the narrators sense of fear is the most motivating. On a archetypal reading, it might seem that the narrator committed murder because of his unjustified hatred towards the victim, or more specifically, the victims evil eye. And later, he confesses to his crime because of the elicit guilt he feels which causes him to hear the supernatural beating of the dead universes heart. However, as a psychopath, the narrator is incapable of feeling guilt. I allow demonstrate that it is not hatred toward what is outside of the self that drove the narrator to murder and confession but the hatred and the immense fear of the insanity deep down himself that motivated such irrational actions. To assert his sanity to his audience, the narrator goes into detail of the murder first by describing his careful method of observing the old man at night for seven nights, and later on by stressing his careful concealment of the corpse. He also describes the dismembering casually as if it is only a involvement of an everyday chore. He neglects the greater facts by concentrating on minute details of entering the mans room and of the careful concealment of the body kinda of the horrific implications of his planned crime. The murder itself is treated by the narrator as a minor detail of his scheming the plotting is the most significant factor. His extreme maintenance is driven by the fear of presumed insanity because according to the narrator, his actions were logical and those who have logic cannot be insane.After the ... ...nly a logical person can range out a crime in such a well-planned manner. His fear of his insanity is so great that he refuses to even consider the possibility of the bursting charge of being insane. According to hi m, those who see him as insane are clearly insane themselves. Works CitedHaycock, Dean. Hare Psychopathy Checklist. Healthonline. 2003.http//www.healthline.com/galecontent/hare-psychopathy-checklist/3 Jerga, Josh. Accused Chainsaw receiver Had Shark Eyes. News.smh. 11/15/2010.http//news.smh.com.au/breaking-news-national/accused-chainsaw-murderer-had-shark-eyes-20101115-17u4c.html.Merriam-Webster. 2010. http//www.merriam-webster.com/dictionary/antisocial%20personality%20disorder Poe, Edgar Allan. The Tell Tale Heart. The Norton Anthology of American Literature. 7th ed.vol. B. Ed. Baym, Nina. New York Norton, 2007. Print.

Slavery and the Atlantic Trade :: Slavery Essays

The demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were withal expensive if bought from Asia, one of the closely important of these existence sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the forward-looking origination and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These basketball team countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been utilize throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in ternary major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were shipped to the New World mingled with 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disorder and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to legislate slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is skipper Collingwood who compa red the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes.Slavery and the Atlantic Trade Slavery EssaysThe demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were shipped to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes.

Slavery and the Atlantic Trade :: Slavery Essays

The exact for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too pricey if bought from Asia, angiotensin converting enzyme of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The buckle down avocation started when European shops sailed to African ports. Through this, Africans (captured to be strivers) were taken to the New World and Forced to pretend. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major attribute. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within hot environments. Plantation owners in the New World needed slaves for agricultural dig of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at immature ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most sensual known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than cardinal gazillion African slaves were shipped to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme transcendence over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as oppose to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. individually country tried to create a monopoly over certain trade routes.Slavery and the Atlantic Trade Slavery EssaysThe demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each othe r through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were shipped to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes.

The Depression Level of 4th Year College Students

Acknowledgement The detective proudly acknowledge to the ones who supported this research for making it possible to accomplish this factual research. First of all told, the detective would proudly acknowledge our Almighty God for bestowing us the eternal blessings of knowledge in this research, for securing us from harm at all times and gave us guidance to finish this research. The detective would also proudly acknowledge our be make up intercoursed professor Dr. Maria Rosario E. Monce, for freehand enough knowledge to perform and finish this research.This research will surely prep be us for the prospective challenges and it will suffice us to become a far more responsible and hardworking person. Also, I would also like to give thanks to the quaternary socio-economic class college students of the University of the eastern United States for their swift cooperation in answering the police detectives depressive disorder test. DEDICATION The researcher dedicates this issue t o her beloved family especially to her mom to show her efforts, gratitude, sincerity and almost of all her unending love and appreciation for all she turn over sacrificed for her. To the researchers friends who gave support and encour whilement.To the researchers beloved Professor, Dr. Maria Rosario E. Monce, who taught her how to trust herself and to stand a positive learning ability in life. Abstract Research TitleThe imprint Level of quaternate Year College Students of the University of the East ResearcherCriselle Joy M. Masungsong Degree GrantedBachelor of Science, study in Psychology Granting InstitutionCollege of Arts and Sciences, University of the East, manilla Research visualizeDescriptive Method Respondents50 quaternary category college students Statistical in like mannerls UsedT-test for emancipation samples, Chi-squ are Summary . The come along of the respondents ranges from 18-24 stratums gray-headed. The respondent with the age of 18 have the absolute r elative frequence of 1 or 2%. The respondents with the age of 19 have the frequency of 16 or 32%. The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 2. The year take is all 4th year college students. 3.The number of virile and female person respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 4. The 2 respondents with the age of 20 have uplifted natural effect Level. The 3 respondents with the age of 19 and 20 have to a higher place just impression Level. The 9 respondents with the age of 19, 20, and 21 have Average falloff Level. The 22 respondents with the age of 19,20,21,23 and 24 have infra Average humble gear Level. The 14 respondents wit h the age of 19, 20, 21 and 22 have Low opinion take. 5. The slack train of 4th year college students is 3. 7. It means the respondents have on a lower floor Average opinion Level. 6. The embossment aim of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 7. The obtained value of 25. 13 is lower than the unfavourable value of 36. 42 at the 0. 05 level of signifi brush offce on that pointfore the researcher accepts the null hypothesis, which means there is no signifi johnt engagement surrounded by the ages of the 4th year college students in their nonion level. 8. The obtained value of 0. 7 is lower than the critical value of 9. 49 at the 0. 05 level of entailment so the researcher accepts the null hypothesis, which means there is no crucial loss amid the genders of the 4th year college students in their impression level. Conclusion The researcher came up with the avocation conclusions 1. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 2.The level of economic crisis of 4th year college students by age is the same. The students with the age of 18-24 give notice have the same falling off level. 3. The level of depression of 4th year college students by gender is the same. The students have below honest depression level. The gender supportnot bear on the depression level of 4th year college students. Both male and female basin have high depression, above average depression, average depression, below average depression and low depression level. 4. The year level of all respondents is the same so it wont have any effect on the depression level of the respondents. . The obtained value of 25. 13 is lower than the cri tical value of 36. 42 at the 0. 05 level of significance consequently the researcher accepts the null hypothesis, which means there is no significant distinction between the ages of the 4th year college students in their depression level. 6. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 1.Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 2. Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 3. The researcher should study more than just one year level. 4. Look for more studies that are related in the resea rchers topic. 5. Never lose hope. 6. Depression can be fought with a positive outlook in life and control to yourself. Chapter 1 Problem and its Background IntroductionDepression has been recognized as a common disease. Itis a state of low mood and aversion to activity that can pretend a persons thoughts, behavior, timbreings and physical well-being. Depressed people whitethorn timber sad, anxious, empty, hopeless, stand byless,worthless, guilty, irritable, or restless. They may lose interest in activities that once were pleasurable, experience loss of appetite or overeating, or problems concentrating, remembering details or making decisions and may consider or attempt suicide. Insomnia, excessive sleeping, fatigue, loss of energy, or aches, pains or digestive problems that are resistant to treatment may be present.Depression can decease for years and can end up people in psychic hospitals. Some used to say their depressed but they only feel sad. Too much and too long sadness can become depression. This research will contain factual information regarding the depression degree of peoples current state of adolescence and young adults. At this age is the beginning of difficult and complicated trials anchored with different types of negative elements such as temptation, greed or jealousy in their journey to adulthood, this is also the stage of building ones selves hidden talent and forging of who they will become in the future.Background of the study The researcher used many sources and books to conclude and finish the study. So many time was given and sleepless nights to endure. Complete understanding was used in the research to have a good result. Depression was called melancholia many years ago. The name was changed and become clinical depression, major depression or simply depression and commonly referred to as major depressive disorder by many health care professionals. There is no single designer for depression.Many factors play a role including gene tics, environment, life events, medical exam conditions, and the way people react to things that happen in their lives. Research shows that depression runs in families and whatever people inherit genes that make them more likely to cook depressed. Not anyone who has the genetic makeup for depression gets depressed, though. Some can get depress even if they dont have genetic makeup for depression. The last of a family member, friend, or pet can go beyond normal grief and manytimes lead to depression.Other difficult life events, such as when parents divorce, separate, or remarry, can trigger depression. Even events like moving or changing schools can be emotionally challenging enough that a person becomes depressed. For some teens, a negative, stressful, or unhappy family atmosphere can affect their self-esteem and lead to depression. This can also include high-stress living situations such as privation homelessness and violence in the family, relationships, or community. Subst ance use and abuse also can cause chemical changes in the brain that affect mood lcohol and some drugs are known to have depressant effects. The negative social and personal consequences of substance abuse also can lead to severe unhappiness and depression. definite medical conditions can affect hormone balance and therefore have an effect on mood. Some conditions, such as hypothyroidism, are known to cause a depressed mood in some people. When these medical conditions are diagnosed and treated by a doctor, the depression usually disappears. Theoretical Framework The researcher was able to search about Becks Depression Inventory (BDI, BDI-II), created by Dr. Aaron T.Beck, is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the naughtiness of depression. Also, the researcher was able to study about Aaron Becks Cognitive Theory of Depression. Different cognitive behavioral theorists have developed their own unique twist on t he Cognitive way of thinking. According to Dr. Aaron Beck, negative thoughts, generated by dysfunctional beliefs are typically the primary cause of depressive symptoms. A direct relationship occurs between the kernel and severity of someones negative thoughts and the severity of their depressive symptoms.In other words, the more negative thoughts you experience, the more depressed you will become. Beck also asserts that there are three main dysfunctional belief themes (or schemas) that dominate depressed peoples thinking 1) I am defective or inadequate, 2) All of my experiences result in defeats or failures, and 3) The future is hopeless. Together, these three themes are described as the Negative Cognitive Triad. When these beliefs are present in someones cognition, depression is very likely to occur (if it has not already occurred).Becks main contention was that depression was instituted by ones view of oneself, instead of one having a negative view of oneself due to depression. This has large social implications of how we as a group descry each other and relate our dissatisfactions with one another. Abela and DAlessandros (2002) study on college admissions is a good example of this phenomenon. In their study they found that the students negative views about their future strongly controlled the interaction between dysfunctional attitudes and the increase in depressed mood.The research cl primordial backed up Becks claim that those at risk for depression due to dysfunctional attitudes who did not get into their college of choice then doubted their futures, and these thoughts lead to symptoms of depression. Therefore, the students self-perceptions became negative after failing to get into college, and many showed signs of depression due to this thinking. abstract Framework InputProcessOutput The diagram shows how the study is being conducted. The 4th year college students are the independent variable star and the level of depression is the dependent variab le.To determine whether the independent variable really affects the dependent variable, a depression test is processed. Statement of the Problem 1. What is the demographic profile of the respondents according to their 1. Age 2. Gender 3. Course/Year? 2. What is the level of depression of the respondents? 1. Is there significant difference between the depression level of male and female adolescents? 2. Is there significant difference between the ages of adolescents in their depression level? 3. Is there significant difference between the year level of adolescents in their depression level?Hypotheses Null There is no significant difference between the level of depression of male and female 4th year college students in the University of the East Manila. There is no significant difference between the ages of 4th year college students in their level of depression? There is no significant difference between the year level of 4th year college students in their level of depression? Alternat ive There is a significant difference between the level of depression of male and female 4th year college students in the University of the East Manila.There is a significant difference between the ages of 4th year college students in their level of depression? There is a significant difference between the year level of 4th year college students in their level of depression? Assumption feminines are more sensitive than males. Female thinks too much which leads to stress and with elongate problems and sadness, depression is developed. antheral doesnt think too much about their problems in life. They just play computer games or do their interest to help themselves and make their sadness fade. The researcher will assume that females have higher depression level than males.Significance of the study This study will help to guide the readers on understanding of what is really depression, the main causes of depression especially at their age and understanding the theoretical studies of depression that will broaden the concept of readers regarding the topic of this research. The significance of this study will make a person aware of their Depression level and whether they have low/high depression level. The researcher will help the respondents in improving and knowing what to do for their selves. Scope and Delimitation of the StudyThis study limits its respondents to 50 4th year college students. These 50 persons are students in University of the East Manila, specifically ranging from age of 18 up to 24 years old. The researcher provided definitions, backgrounds about the study, tests, reasons and preventions, computations and frameworks. Definitions Depression is a state of low mood and aversion to activity that can affect a persons thoughts, behavior, feelings and physical well-being. Becks Depression Inventory is a 21-question multiple-choice self-report inventory, one of the most widely used instruments for measuring the severity of depression.Insomnia (or slee plessness) is most often defined by an individuals report of sleeping difficulties Stress It refers to the consequence of the failure of an organism human or other animal to respond adequately to mental, emotional, or physical demands, whether actual or imagined. Themes (or schemas) are a mental structure that represents some aspect of the world. Chapter 2 REVIEW OF RELATED LITERATURES AND STUDIES According to the member of Hopelessness, Family Stress, and Depression among Mexican-Heritage Mothers in the Southwest arousede by Flavio F.Marsiglia, Stephen Kulis, Hilda Garcia Perez, and Monica Bermudez-Parsai Hopelessness is conceptualized as an individuals negative expectancy regarding the future, and it is characterized by negative emotions, pessimistic expectations, and loss of pleasure in life (Beck. Weissman,Lester, , 1974 Heilemann, Coffey-Love, , 2004). Hopelessness is the expectation that negative outcomes are inevitable or that positive outcomes will not develop. These expec tations are paired with the feeling that one cannot do anything to change the future (Abela, Gagnon, & Auerbach, 2007).Individuals who are pessimistic about the causes and consequences of events and who tend to ascribe negative self-characteristics after negative events have been found to be more at risk for hopelessness and depression (Brozina & Abela, 2006). According to the article of Wayne Katon, Jurgen Unutzer, and Joan Russo, patients with major depression have a great deal of heterogeneity in the level of depression severity, number of earlier episodes, comorbidity with dysthymia, anxiety disorders, chronic medical disorders and chronic ain, comorbidity with personality disorders and maladaptive coping styles (such as high levels of neuroticism), and socioeconomic status. Chapter 3 RESEARCH methodological analysis This chapter shows the information and further make clear of the present study. This part include the research design, the determination of the sample size, samplin g design and technique, the description of the subjects, the research instrument, and cogent evidence of the instrument, data gathering and procedure, data processing method and the statistical treatment of data. RESEARCH DESIGNIn this study, the researcher used the descriptive method as the research design to present the study. This method shows the different sides and the nature of the study. The researcher will measure the variables depression level, age, gender and the year level and determine the nature and difference between them. SAMPLING DESIGN AND TECHNIQUE In selecting the respondents of the study, the researcher used the convenience sampling method. The researcher asked the approval of the selected students from 4thy year college students from the University campus. THE SUBJECTSThe researcher gathered respondents from 4th year college students of the University of the East to serve as samples in the said study. THE INSTRUMENT OF THE STUDY The instrument used by the resea rcher was a self-constructed test of Depression test. plank 1 The table shows the level of Depression based on their weight down mean. Mean Score Verbal recital 1. 00-1. 80 High Depression 1. 1-2. 60 Above Average Depression 2. 61-3. 40 Average Depression 3. 41-4. 20 Below Average Depression 4. 21-5. 00 Low Depression VALIDATION OF THE INSTRUMENT USEDThe Depression test was face-validated by Dr. Maria Rosario E. Monce and went through several modifications. TREATMENT OF THE DATA 1. The statistical treatment of the data that was used in the study is the percentage, weig Formula for weighted mean X=? X N Where ?X= substance scoresN= Number of respondents 2. Formula for the computation of t-test for 2 independent samples. t= X1-X2Where vS1 S2X1 / X2= means of independent samples +N1 / N2= constitutional of samples N1 N2S= standard deviation S=? X12-(? X1)2 + ? X22-(? X2)2d. f. = N1 + N2 2 N1 N2 N1+N2-2 3. Formula for Chi square, a test of relationship/difference.X 2= (fo-fe)2E= R x Kd. f. = (R-1) (K-1) fe T WhereWhere fo= notice frequencyR= total row scores fe= expected frequencyK= total column scores T= total scores leaden mean, T-test and Chi-square Chapter 4 Presentation, Analysis and Interpretation of Data The researcher finished the table after gathering all the data needed. These tables show the results and serve as the tool to clearly understand the study. 1. demographic profile of the respondents according to the following remit 1. 1 Frequency and Percentage Distribution of the Respondents According to Age Age Frequency Percentage 18 1 2% 19 16 32% 20 19 38% 21 10 20% 22 1 2% 23 1 2% 24 2 4% aggregate 50 100% The table above shows the age of the respondents ranging 18 to 24 years old, the age that hive away the largest frequency is the 20 years old which has total 19 and percentage of 38%. Then the lowest frequency is the 18, 22 and 23 years old which has only 1 and percentage of 2%. The other frequency are the 19 years ol d which has the frequency of 16 and percentage of 32% and the 21 years old which has frequency of 10 and percentage of 20%. Also, the 24 years old this has frequency of 2 and percentage of 4%. The overall frequency is 50 and with the percentage of 100%. Table 1. 2 Frequency and Percentage Distribution of the Respondents According to Gender Gender Amount Percentage M 25 50% F 25 50% 50 100% The table above shows the number of female and male respondents. The number of female and male respondents is equal. Table 1. 3Frequency and Percentage Distribution of the Respondents According to Year/Level Year/Level Frequency Percentage Fourth Year 50 100% Total 50 100% The table above shows that all of the respondents are 4th year college students with the frequency 50 and percentage of 100%. 2. Level of depression of the respondents. Table 2 Gained Weighted Mean and Verbal Interpretation Respondent Mean Score Verbal Interpretation 1-50 3. 67 Below Average Depression The table above shows that the level of depression of the 50 respondents was in the verbal interpretation of Below Average Depression. 3. Significant difference between the depression level of male and female adolescents. Table 3 T-value obtained by the respondents in the depression test d. f. Obtained Value Critical Value Decision 48 0. 3 2. 0126 No significant difference Since the obtained value of 0. 33 is lower than the critical value of 2. 0126 at the 0. 05 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the male and female 4th year college students in their depression level. 4. Significant relationship between gender and age of adolescents to depression. Profile variable df Obtained Value Critical Value Decision Age 24 25. 3 36. 42 No significant difference Gender 4 0. 57 9. 49 No significant difference Age The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 05 level o f significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. This proves that 4th year students with the age of 18-24 can have the same depression level. Gender The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 5 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. The gender does not affect the depression level of male and female 4th year college students. Chapter 5 Summary of Findings, Conclusions and Recommendations In this chapter, the researcher will mainly discuss the summary of the all findings, conclusion and recommendation of the study. Summary 9. The age of the respondents ranges from 18-24 years old. The respondent with the age of 18 have the frequency of 1 or 2%. T he respondents with the age of 19 have the frequency of 16 or 32%.The respondents with the age of 20 have the frequency of 19 or 38%. The respondents with the age of 21 have the frequency of 10 or 20%. The respondent with the age 22 has the frequency of 1 or 2%. The respondent with the age of 23 has the frequency of 1 or 2%. The respondents with the age of 24 have the frequency of 2 or 4%. 10. The year level is all 4th year college students. 11. The number of male and female respondents is equal. There are 25 male respondents and 25 female respondents which equals to 50 respondents. 12. The 2 respondents with the age of 20 have High Depression Level. The 3 respondents with the age of 19 and 20 have Above Average Depression Level.The 9 respondents with the age of 19, 20, and 21 have Average Depression Level. The 22 respondents with the age of 19,20,21,23 and 24 have Below Average Depression Level. The 14 respondents with the age of 19, 20, 21 and 22 have Low Depression level. 13. The Depression level of 4th year college students is 3. 67. It means the respondents have Below Average Depression Level. 14. The Depression level of male respondents is 3. 64 which mean they have Below Average Depression Level. The Depression level of female respondents is 3. 71 which mean they have Below Average Depression Level. 15. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 16. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Conclusion The researcher came up with the following conclusions 7. The majority of the respondents according to age in the demographic profile are 20 years old. The respondents according to gender in the demographic profile are equal. The respondents according to year level are all 4th year college students. 8.The level of depression of 4th year college students by age is the same. The students with the age of 18-24 can have the same depression level. 9. The level of depression of 4th year college students by gender is the same. The students have below average depression level. The gender cannot affect the depression level of 4th year college students. Both male and female can have high depression, above average depression, average depression, below average depression and low depression level. 10. The year level of all respondents is the same so it wont have any effect on the depression level of the respondents. 11. The obtained value of 25. 13 is lower than the critical value of 36. 42 at the 0. 5 level of significance therefore the researcher accepts the null hypoth esis, which means there is no significant difference between the ages of the 4th year college students in their depression level. 12. The obtained value of 0. 57 is lower than the critical value of 9. 49 at the 0. 05 level of significance therefore the researcher accepts the null hypothesis, which means there is no significant difference between the genders of the 4th year college students in their depression level. Recommendation 7. Researcher must have wider range of research to support her study and to prove if there is a significant difference between the depression level of 4th year college students at University of the East-Manila. 8.Add more respondents to be able to gather better proof and understanding in depression level of 4th year college students. 9. The researcher should study more than just one year level. 10. Look for more studies that are related in the researchers topic. 11. Never lose hope. 12. Depression can be fought with a positive outlook in life and control t o yourself. BIBLIOGRAPHY Webiology http//depression. about. com/cs/diagnosis/l/bldepscreenquiz. htm http//en. wikipedia. org/wiki/History_of_depression http//helpguide. org/mental/depression_signs_types_diagnosis_treatment. htm http//kidshealth. org/teen/your_mind/mental_health/depression. html http//en. wikipedia. org/wiki/Depression_%28mood%29 www. mentalhelp. net www. wikipedia. com http//itl. nist. gov/div898/handbook/eda/section3/eda3672. htm APPENDIX A Table for the Computation Table of Weighted Scores of the Respondents and Verbal Interpretation Male Respondent Weighted Scores Verbal Interpretation 1 3. 22 Average Depression 2 4. 32 low Depression 3 4. 2 Below Average Depression 4 2. 5 Above Average Depression 5 3. 78 Below Average Depression 6 4. 28 low Depression 7 3. 06 Average Depression 8 3. 78 Below Average Depression 9 3. 64 Below Average Depression 10 3. 4 Average Depression 11 3. 78 Below Average Depression 12 3. 48 Below Average Depression 13 4. 26 low Depression 14 3. 68 Below Average Depression 15 4. 36 low Depression 16 4. 22 low Depression 17 3. 2 Below Average Depression 18 3. 28 Average Depression 19 3. 78 Below Average Depression 20 3. 86 Below Average Depression 21 4. 3 low Depression 22 3. 84 Below Average Depression 23 3. 58 Below Average Depression 24 3. 6 Average Depression 25 1. 52 High Depression Female Respondent Weighted Scores Verbal Interpretation 1 4. 2 Below Average Depression 2 3. 02 Average Depression 3 3. 4 Average Depression 4 4. 18 Below Average Depression 5 3. 76 Below Average Depression 6 4. 38 Low Depression 7 3. 72 Below Average Depression 8 3. 88 Below Average Depression 9 3. 8 Below Average Depression 10 4 Below Average Depression 11 3. 2 Average Depression 12 2. 54 Above Average Depression 13 4. 56 Low Depression 14 3. 98 Below Average Depression 15 4. 54 Low Depression 16 3. 8 Below Average Depression 17 4. 14 Below Average Depression 18 4. 6 Low Depressio n 19 4. 5 Low Depression 20 2. 9 Average Depression 21 4. 3 Low Depression 22 3. Below Average Depression 23 1. 14 High Depression 24 4. 54 Low Depression 25 2. 28 Above Average Depression APPENDIX B Computation for the t-test independent Sample Female X? 2 1 17. 64 2 9. 1204 3 9. 2416 4 17. 4724 5 14. 1376 6 19. 1844 7 13. 8384 8 15. 0544 9 14. 2884 10 16 11 10. 6276 12 6. 4516 13 20. 7936 14 15. 8404 15 20. 0116 16 12. 1104 17 17. 1396 18 21. 16 19 20. 25 20 8. 41 21 18. 49 22 15. 21 23 1. 2996 24 20. 6116 25 5. 1984 Male X? 2 1 10. 3684 2 18. 6624 3 17. 64 4 6. 25 5 14. 2884 6 18. 3184 7 9. 3636 8 14. 2884 9 13. 2496 10 9. 8596 11 14. 2884 12 12. 1104 13 18. 1476 14 13. 5424 15 19. 0096 16 17. 8084 17 15. 3664 18 10. 7584 19 14. 2884 20 14. 8996 21 18. 49 22 14. 7456 23 12. 8164 24 9. 9856 25 2. 3104 T= X? X? pic pic = pic- pic + pic pic N1 N2 N1 + N2 -2 pic= 340. 85. 04 (90. 94) 2 + 360. 182 (92. 62)2 25 25 25+25 -2 pic= 340. 85. 04 (8270. 0836) + 360. 182 (8578. 4644) 25 25 25+25-2 = (340. 8504 330. 803344) + (360. 182 343. 138576) 48 = 10. 047056 + 17. 043424 48 = 27. 09048 48 pic = 0. 56 APPENDIX C Computation for Chi square Formula E=R x KX2= (fo-fe)2 T fe WhereWhere E= expected frequencyfo= frequency observed R= total row scoresfe= frequency expected K= total column scores T= total scores Table According to Profile Variable Age Age High Above Average Average Below Average Low Total 18 0 0 0 1 0 1 19 0 2 2 7 5 16 20 2 1 4 8 4 19 21 0 0 3 3 4 10 22 0 0 0 0 1 1 23 0 0 0 1 0 1 24 0 0 0 2 0 2 2 3 9 22 14 50 X2=-25. 13 d. f. = (r-1) (k-1) = (4-1) (4-1) = (3) (3) = 9 C. V. 0. 05= 36. 42 fo fe (fo fe) (fo-fe)2 (fo-fe)2/fe 0 0. 04 0. 04 0. 0016 0. 4 0 0. 64 0. 64 0. 4096 0. 64 2 0. 76 1. 24 1. 5376 2. 023157895 0 0. 4 0. 4 0. 16 0. 4 0 0. 04 0. 04 0. 0016 0. 04 0 0. 04 0. 04 0. 0016 0. 04 0 0. 08 0. 08 0. 0064 0. 08 0 0. 06 0. 06 0. 0036 0. 6 2 0. 96 1. 04 1. 0816 1 . 126666667 1 1. 14 -0. 14 0. 0196 0. 017192982 0 0. 6 0. 6 0. 36 0. 6 0 0. 06 0. 06 0. 0036 0. 06 0 0. 06 0. 06 0. 0036 0. 06 0 0. 12 0. 12 0. 0144 0. 12 0 0. 18 0. 18 0. 0324 0. 8 2 2. 88 -0. 88 0. 7744 0. 268888888 4 3. 42 0. 58 0. 3364 0. 098362573 3 1. 8 1. 2 1. 44 0. 8 0 0. 18 0. 18 0. 0324 0. 18 0 0. 18 0. 18 0. 0324 0. 18 0 0. 36 0. 36 0. 1296 0. 36 1 0. 44 0. 56 0. 3136 0. 12727272 7 7. 04 -0. 04 0. 0016 0. 000227272 8 8. 36 -0. 36 0. 1296 0. 015502392 3 4. 4 -1. 4 1. 96 0. 445454545 0 0. 44 0. 44 0. 1936 0. 44 1 0. 44 0. 56 0. 3136 0. 712727272 2 0. 88 1. 12 1. 2544 1. 425454545 0 0. 28 0. 28 0. 0784 0. 8 5 4. 48 0. 52 0. 2704 0. 060357142 4 5. 32 -1. 32 1. 7424 0. 327518797 4 2. 8 1. 2 1. 44 0. 514285714 1 0. 28 0. 72 0. 1584 1. 851428571 0 0. 28 0. 28 0. 0784 0. 28 0 0. 56 0. 56 0. 3136 0. 56 Table According to Profile Variable Gender Gender High Above Average Average Below Average Low Total Male 1 1 5 12 6 25 Female 1 2 4 11 7 25 total 2 3 9 23 14 50 Gender 1 1 0 0 0 1 1 0 0 0 1 1. 5 -0. 5 0. 25 0. 66666666 2 1. 5 0. 5 0. 25 0. 166666666 5 4. 5 0. 5 0. 25 0. 055555555 4 4. 5 -0. 5 0. 25 0. 055555555 12 11. 5 0. 5 0. 25 0. 02173913 11 11. 5 -0. 5 0. 25 0. 02173913 6 6. 5 -0. 5 0. 25 0. 038461538 7 6. 5 0. 5 0. 25 0. 038461538 X2= 0. 57 C. V. 0. 05= 9. 49 Name __________________________________________ Course & Year _________________ Age __________ Gender __________ get out _______________ Depression Test Objective Depression test may help you identify any possible depression symptoms that you may be experiencing and whether you should seek a diagnosis or treatment for depression from a qualified doctor or mental health professional. Direction Examine the following statements and indicate which pick best describes or applies to you. As you take the test, answer each question as honestly as possible. 1 MOST OF THE TIME 2 lots 3 SOMETIMES 4 RARELY 5 NEVER 1 2 3 4 5 1 I experience extremes in mood , moving from elated and hyper to deeply depressed. 2 I feel agitated or restless. 3 I feel so guilty that I can barely take it. 4 I feel like there is nothing to look forward to when I wake up in the morning. 5 I feel that I am not loved by my friends, family, and/or my romantic partner. 6 I think about death. 7 I cannot make up my mind quickly when needed. 8 I only notice the sad or negative headlines. 9 I get mad at myself if I do not achieve the goals I have set out to reach. 10 I feel anxious when I go out of the house alone. 11 I keep myself up at night thinking about the things going on in my life. 12 I have recurrent thoughts about ending my life. 1 2 3 4 5 13 I feel bad about myself. 14 I still find a way to blame myself even when forces beyond my control prevent me from reaching a goal. 15 I feel like I will never get over it when things go wrong in my life. 16 I believe tha t I will not have a happy relationship with anyone. 17 I have a persistent feeling of emptiness. 18 I wake up early in the morning and cannot go back to sleep. 19 I always feel hackneyed and irritable. 20 I feel slowed down (physically or mentally). 21 I feel tired even after a good rest. 22 I tend to think that I am not swank enough when I am struggling in work or in school. 23 I always feel sad and troubled every day. 24 I do not want to tell others when bad things happen to me because the last thing I want is for them to pity me. 25 I overanalyze my relationships with others, finding problems that do not really exist. 26 I feel like crying for no apparent reason. 27 I have problem in concentrating and remembering things to do. 28 I cannot forgive myself if I fail to achieve what I have set out to do. 29 I feel that I do not deserve to be loved. 30 I feel like ending my life. 31 I ca nnot seem to get started on important projects or tasks I need to take care of. 32 I have been called overly sensitive. 33 I act based on what others will think of me, rather than based on how I would really like to proceed. 34 I am (or I have been told that I am) signally irritable. 35 I feel physically weak. 36 I cannot take care of myself and of those who depend on me. 37 I feel that I am unlovable or unattractive. 38 I am not contented in my life. 39 I feel like I am annoyance people by just being around. 40 I mess up everything I touch. 41 I cannot think as clearly as ever. 42 I do not get pleasure anymore out of most (or all) of the things and activities that I used to enjoy. 43 I keep failures and disappointments to myself to stay off being judged by others. 1 2 3 4 5 44 I feel worthless. 45 I am so tired that I cannot carry on with my usual activities. 46 I feel that nobody listens to any of my sentiments. 47 I loose my concentration to everything I do. 48 I tend to be sensitive in interactions with others, noticing even the subtlest insult or mocking tone of voice. 49 I have lost/gained weight without trying to. 50 I feel there is something seriously wrong with me. Bibliography http//www. essons4living. com/depression_test2. htm http//www. queendom. com/tests/access_page/index. htm? idRegTest=1123 http//www. findingstone. com/services/tests/depressiontest. htm Scoring 1. 1. 80 = High Depression 1. 81 2. 60 = Above Average Depression 2. 61 3. 40 = Average Depression 3. 41 4. 20 = Below Average Depression 4. 21 5. 00 = Low Depression Depression Level High Above Average Average Below Average Low Depression Test 4th year college students in the University of the East Manila -0. 07 0. 211660104 3. 64 3. 71 pic 25 25 -0. 07 pic O. V. = 0. 33 C. V. = 2. 0106 0. 33 -0. 07 pic

The God of Small Things Book Analysis

The God of Small Things Book Analysis Character Esthappen, referred to as Estha, and Rahel ar twins. Both are sincere children who are still learning their manners. When they grow up and separate, Rahel moves to America and gets married, and Estha leaves to go with Babu, their father who has left them. When he returns to Ayemenem, Rahel also returns because they contrive a special bond. Their beget is referred to as Ammu. She raises her children well with structure. Ammu has an affair with Velutha, an untouchable, getting her banished from her home.Velutha is a servant in the Ayemenem home, aand the twins grow to admire him. Mammachi is the twins grandmother she does non talk much, barely often plays the violin. She is married to Pappachi, and he physically abuses Mammachi with a vase until Chacko, their son, tells him to stop. Chacko is the twins uncle. His ex-wife Margaret is British, and they have a daughter named Sophie gram molecule. Margaret Kochamma and Sophie mole mov e to Ayemenem when Joe, Sophie Mols stepfather, passes away in London. Baby Kochamma is the twins grandaunt.She is very sneaky for example, she accuses Velutha of raping Ammu, and forces Estha to tell the police that Velutha kidnapped the twins. Conflict Many conflicts are presented in the book. mavin major conflict is the affair of Ammu with Velutha. Since he is an untouchable, he is not allowed to even come in contact with a touchable. Because of this affair, Ammu was banished from her own home and died early. Baby Kochamma accused Velutha of raping Ammu, still it was a lie merely to protect their family image. Another conflict occurred during the death of Sophie Mol.Sophie Mol joined the twins on a gravy boat when they were shewing to escape because Ammu was angry at them. The boat flips, and Sophie Mol drowns in the river. Estha and Rahel are unconscious and wake up next to Velutha, who Baby Kochamma accuses Velutha of kidnapping the twins, and she forces Estha to tell this to the police. Master Plot One major pro plot in the book is forbidden love. Velutha is loved by Ammu, and Estha and Rahel become attached to him later on. However, he is an untouchable servant so this love is forbidden. Because of this, Velutha is fire and Ammu is forced to leave her own home.Another master plot is discovery. Estha and Rahel discover how they family interacts and how certain actions affect the relationships between family members. Another master plot is maturation. This book shows how the twins get down off as innocent and naive children, alone through experiences, such as Estha with the Orangedrink Lemondrink man, they become more mature as they become adults. Archetype One archetype that appears in this book is the mother. Ammu has to raise Estha and Rahel on her own because their Babu left them. She is motherly in teaching them manners and being polite in public.She also employs the father archetype. She has the highest authority over the twins and is power ful over them. The self is also sound in this book because Estha and Rahel are basically split of a whole. They unconsciously think alike and have similar personalities. The trickster in this book is Baby Kochamma. She is deceiving because she forced Estha to tell the police that Velutha kidnapped the twins, in hostelry to make her statement valid and avoid her own persecution for lying to the police. She also accuses Velutha of raping Ammu when they were actually in a secret love affair.Theme One theme represent in this book is tensions between social classes. The book mentions several times where Touchables and Untouchables are not allowed to interact with each other because Touchables are superior. Rahel and Esthas family have a higher status than others because they own the pickle company, so they did not interact with poorer people in the book. Estha and Rahel are not allowed to interact with Velutha, but they try to do so anyways. Another theme is betrayal. Chacko is betray ed by Margaret Kochamma, his ex-wife, who does not care about him anymore.The man selling drinks at the theatre betrays Estha. Tone & Irony Roy writes in various tones. She writes in a sorry tone when describing moments of betrayal and family problems. When writing about the childhood of the twins, she sounds happier because of their innocence. An example of irony is that Comrade Pillai is a communist but does not want Velutha to join the revolution just because he is an untouchable. A revolutionary leader would want all the support he can get, but because Velutha is inferior, he does not accept him.Setting & Location The book is mainly set in Ayemenem, India during the 1960s. Most of the plot occurs in the Ayemenem House, which is also the Paradise Pickles & Preserves pulverization they own. Another setting includes the pictorial matter theatre called Abhilash Talkies in the city of Kerala when the family goes to watch The Sound of Music. Another setting is in the airport when t he family picks up Sophie Mol and Margaret Kochamma. generators Style Arundhati Roys style is very different from others. She writes with great detail and incorporates deep imagery.She writes in flashbacks to show how the twins childhoods still affect them as adults. She begins with the familys lives when they are older, and go back to when the twins were children. This helps readers know what happens to the family before finding out about the events that occur in between. Symbols Pappachis moth symbolizes fear. It is first mentioned in chapter 2 when Pappachi discovers a new moth species, but does not claim that he discovered it. This moth appears when Ammu is angry at Rahel for talking back to her.It also appears when Rahel realizes that Sophie Mol died by drowning in the river. Another symbol is the toy watch that Rahel wears. It does not function but has a time painted on it. This shows that the tragic events that occurred during the twins childhood are frozen and cannot be ch anged. These events affected the entire family until the twins adulthood. Summary The book begins when the Rahel finds out that Estha has returned to Ayemenem, so she returns there as well. A flashback then occurs, and the family is at the funeral of Sophie Mol the twins are seven years old at this time.Rahel does not understand that Sophie Mol is dead, and believes she is about to be buried alive. The entire family ignores Estha and Rahel end-to-end the entire funeral. The story fast forwards and Rahel visits their old home in Ayemenem, and Paradise Pickles & Preserves. It is also mentioned how the death of Sophie Mol affected the relationships in their family. Then another(prenominal) flashback occurs, and the family goes to Cochin airport to pick up Sophie Mol and Margaret Kochamma. Before going to the airport, they go to the movies to see The Sound of Music.Here at the theatre, Estha cannot help but sing during the movie so he leaves and goes to the lobby. Here, an Orangedrink Lemondrink Man molests him, and this event haunts him forever. After the movie is over, they stay at a hotel. The next day, they pick up Sophie Mol and Margaret Kochamma from the airport. The twins are rude in greeting them, and Ammu becomes mad at them. The story fast forwards and Rahel meets Comrade Pillai. He shows her a picture of the twins with Sophie Mol before her death. The story flashes back to when the family is exit the airport to go home.The story is fast forwarded again to when Ammu passes away during work. She is cremated, and Chako and Rahel bring her to the crematorium. Estha is not with them, and a letter is sent to him inform him of Ammus death. There is another flashback and Sophie Mol has a welcome party. Rahel begins to bond with Velutha, and Ammu notices him and becomes attracted to him. Estha is not at the party, but he is in the factory. They find an old boat, and row to Velutha. He promises to fix the old boat. It is fast forwarded to the present, and Esth a and Rahel meet in a temple.It is flashbacked to Chacko and Margaret Kochammas wedding, and this wedding does not last. Margaret divorces Chacko and marries Joe, who dies later on. His death is what made Margaret Kochamma and Sophie Mol move to Ayemenem. Sophie Mols death is finally described. Baby Kochamma keeps Ammu locked up in her room in order to accuse Velutha of raping her. Velutha supports the communist movement, but Comrade Pillai, the leader of the movement, does not defend Velutha whatsoever. Velutha is banished, and Roy begins to refer to his as the God of Small Things because of Sophie Mols short death.Sophie joins the twins on their boat ride down the river. The boat flips over, and Sophie Mol drowns and dies. The twins are unconscious and wake up next to Velutha. Because of this, Baby Kochamma accuses him of kidnapping the twins and she forces Estha to tell the same to the police. After this, Estha leaves Ayamenem and lives with Babu. This affects Rahel because her o ther half is leaving her. In the present, they meet in Ayamenem again and make love. They continue to meet up at the riverbank and admire the small things, which are creatures that they see there.

King Lear: Critical Study of Text Essay

In this production of Shakespe ars King Lear, a libber reading of the execute has been chosen to be presented to the audience. Certain important factors must be taken into consideration as to how this reading will be gleamed on stage. Thus, we will examine, in detail, two important scenes make up I, scene i, and Act IV, scene iv, their impact on the action and main issues of the play (ambition/ greed, power, corruption, appearance versus reality and growth through suffering) and how the characters, specifically the women office staffs, are to be portrayed to reflect this particular critical reading.Act I, scene i, is worthy of our attention as a valid delegation of the major issues within the play, an impetus for the plays ensuing conflict and a display of the nature of the characters. The scene opens with Gloucester and Kent discussing Lears plan to retire and partition off his kingdom amongst his female childs. The kings public drama of the love test denotes the insecurit y and fear of an old man who requires re assurance of his importance, blindly accepting his elder daughters provocative falsehoods. As opposed to a genuine assessment of his daughters love for him, the test seems to invite, rather demand, flattery.Goneril and Regans professions of love are banal and insecure, I love you more than than word can wield the matter, however Lear unreservedly welcomes these trite remarks. Regan echoes her sister by saying, I find she names my very deed of love and she comes too short. In contrast to her sisters, Cordelia, the youngest and favourite daughter responds to Lears emotional demands by answering Nothing, my lord. Markedly, she has a much greater degree of forthrightness and assurance Unhappy as I am I cannot heave my heart into my mouth, a metaphorical statement that enrages Lear, who olibanum disinherits Cordelia, triggering the tragic events that are to follow.A feminist reading of this play could focus on a number of aspects from this ope ning scene. Consideration could be given to the early dialogue between Kent and Gloucester. Gloucesters exigent indiscretion to Edmonds bastardy compels the audience to see reasoning in the characters subsequent actions, I have so often blushed to be intimate him. Edmond is seen as flawed owing to the flaws of his mother, A son for her cradle ere she had a husband for her bed. Do you smell a fault? The metaphorical devices that can be seen inthis statement, husband for her bed, works to both debase the maternal figure and offend the son. Gloucester seemingly disengages himself from any form of culpability and particular focus on this aspect of the scene could direct more focus on the ensuing misogynistic aspects of the play. Traditionally, from a feminist perspective, the characters of Goneril and Regan are branded villains stock characters, conventional representations of immoral.This evil is defined by acts of will, power, desire, and sexuality acts which disrupt both convent ional morality and the patrilineal orders definition of appropriate femininity and thus must be met with punitive penalties. Feminist perspectives examine the explicit attack on Goneril and Regan as evil, lustful creatures and the savagery of Lears curses and harsh judgments, Down from the shank theyre centaurs, /though women all above. Once their fraudulent appraisals of their father secure their powers and demotes his, their villainous agendas come to surface as reverence to Lear is ultimately decimated. Family dealings in King Lear are fixed and determined by the patriarchy and any movement is destructive of this rightful order. The actions of Lears treacherous daughters are thus seen as not simply cruel and selfish, but as a fundamental violation of human nature. A feminist reading of the play focuses on the propriety of male power fathers are owed particular duties by their daughters and we must be appalled by the chaos which ensues when those primal golf link up are oblit erated.Furthermore, the curtness of Cordelias refusal to play her role in Lears test of love dramatizes the outrage of her denial of conformity, and the fury of Lears ensuing appeal to archetypal forces shows that a rupture of propinquity and property of blood is tantamount to the destruction of nature itself. Cordelias words, I cannot heave my heart into my mouth, introduce a conflict into the top dog of obligations within the family. A feminist reading of the play could consequentially give particular consideration to the prospect of women being regarded a key to property. Burgundy states, Royal king/ Give but that portion which yourself proposed/ and here I take Cordelia by the hand feminist critical reading implies that the motivations are imbedded with misogynous ideas, that females are just now in place to fuel the institution of male power. This is further underscored by the notion that Regan and Goneril control their land through their husbands, Cornwall and Albanyrespect ively.Following from this, the characterisation of the roles, to reflect a feminist reading of the play in the production, is of particular importance. The characters of Goneril and Regan would need to be portrayed as ambitious, cold and calculating, ruth slight in their disloyalty to the patriarchy, as this links both to the major issues within the play of ambition/ greed and the concept of appearance versus reality, and to a feminist reading of the play. The hollow flattery of Goneril and Regan represents the type of function traditionally expected of women. Their actions in the opening scene seemingly facilitate a feminist reading as their contrived accolades and dismemberment of familial links provides for a source of conflict and witnesses the destruction of the patriarchal system.Cordelia, here, is the first to revolt against Lears organizing authority and at the end of the play her saving love is less a redemption for womankind as an example of patriarchy restored. Cordelia is sanctified as angel/Madonna, as Goneril and Regan are demonized as devil/whore. Lears description of Cordelias voice as ever soft and low establishes images of the conventional patterns of behaviour that are required of women. For a feminist production of the play, an actor portraying Cordelia in this scene would need to place particular emphasis on this aspect of her character, the acknowledged joy. The imbalance in power between the sexes is clear women are consistently shown as disempowered by men and the actors playing the role of these three women would be required to make this evident on stage.In impairment of this production, the countenance significant section of the play worthy of feminist consideration is Act IV, scene iv, where Lear and Cordelia are reconciled. Her part in establishing the terms of the conflict is over by Act I and when she reappears it is as an emblem of dutiful pity. Lears metamorphoses takes full form in this scene as the old king, formerly prone to rattlepated rashness, demonstrates the humility and humanity that was severely lacking in his life, which evokes our pathos and Cordelias forgiveness. From the angry autocrat of Act i to the appealing figure of pathetic madness to a man with new perceptive clarity, Lears character evidently comes full circle. The psychological realism of Lears declineinto madness, specifically in Act II, scene iv, forges the bonds between Lear as a complex character and the sympathies of the audience. The ideological power of Lears speech lies in his invocation of nature to support his demands on his daughters its dramatic power lies in its movement from argument to desperate assertion of his crumbling humanity as the abyss of madness approaches.However, once again, that humanity is seen in gendered terms as Lear appeals to the gods let not womens weapons, water drops/ stain my mans cheeks. In terms of a feminist reading of the play, when Lear condemns Goneril for her treachery, But unless tho u art my flesh, my blood, my daughter, or rather, a disease thats in my flesh, the emphatic repetition of my indicates ownership and although he effectively destroys the filial link to his daughter in this scene, the idea of female subordination remains. In the scene of reconciliation, Act IV, scene iv, Lear discovers that he is to drink not the poison of Cordelias revenge as he had expected, but rather her unconditional mercy.In this scene Cordelia represents the stereotypical feminine quality of healing. The imagery in this scene gives Cordelias forgiveness noble sanction and the realism of Lears struggle for sanity closes off any responses other than complete engagement with the characters emotions. When Lear fears that she cannot love him your sistersdone me damage/ you have some cause, they have not, Cordelia demurs No cause, no cause. Here, the spectacle of suffering eradicates past action so that the audience, along with Cordelia, will murmur No cause, no cause. kind of th an a resolution of the action, their reunion becomes an emblem of possible harmony, briefly glimpsed before the tragic debacle.The portrayal of Cordelia in IV vi is of particular significance in facilitating a feminist reading of the play. Here she acts as a feminine catalyst for the purgation of her fathers evil doings. An actor portraying the role of Cordelia in this particular scene would need to make evident Cordelias compassion and exhibit the virtues of patience, forgiveness and familial loyalty.

God’s Long Summer

Gods pine Summer The novel Siddhartha and Gods huge Summer two show commonalities of religion as be an important part in the main characters of both books. In Gods Long Summer, each of the main individual characters in the first quartet chapters equal the character Siddhartha, whole were consistent with the statement, What we deliberate matters. All of the characters from both books used religion for giving them the strength to speak their minds, move on in their lives, and fight for what they believed in or wanted to accomplish.Also, in this book on that point is the statement of, What we believe affects fall out barter in relation to culture and this pertains to the ghostly ideas and good deals courses of action through their cartel and experiences they start out went through. A persons background determines his or her perspective on faith, so this shows how everyone is different. The statement, What we believe matters is the first point that sticks out to me. It i s portrayed in the novel Siddhartha multiple times when Siddhartha goes through his different phases of being the son of a Braham, to living with the Samanas, to in conclusion living on his own.He needed to try out different paths, so he would be about to find his own enlightenment or gist of life. He would not feel whole as a person or have peace, until he found a path that caused him to experience enlightenment. The characters in Gods Long Summer were the same way. Fannie Lou Hamer, Sam Bowers, Douglas Hudgins, and Ed King all were fighting for something, and did not want to give up until they were successful. An face of this is when Mrs. Hamer was being beat in the county jail after trying to vote. Even after being beat, Hamer still used God as her guide to knead other people.She never backed down, but instead was comforted by God and instilled her faith for strength and acted in what she believed. Hamer was different than Siddhartha though, because she was out to change the instauration, and he was more focused on himself. The second important point that I found relevant of my understanding of the people and issues in Gods Long Summer was the way the characters in the books went about accomplishing their goals and got past obstacles they were faced with. Hamer was a selfless person who used God as her strength to change things. She puts herself out there, just as Siddhartha had when he lost himself.Siddhartha had to lose himself to accomplish his goal of enlightenment. Hamer knew that if she wanted to win the fight for her voting sets that she would have to have others band unitedly too, by using biblical stories and freedom songs to sell her cause. She believed that others analogous herself could be empowered by God and if whites and blacks could both believe in such a high power, and then they can believe and conduct along when they are on the Earth. To accomplish Hamers goal, she needed to improve the world, and Siddhartha wanted to escape the world to reach his goal.Sam Bowers and Siddhartha are also archetypes of obstacles being thrown their way. Bowers hit rock bottom just like Siddhartha did after almost killing himself by the river. In the book, Gods Long Summer written by Charles Marsh, Marsh provides input in his first statement in the book pertaining to, What we believe affects our vocation in relation to culture. This whole idea is explaining how everyone has there a different way of ventureing about a higher power and Marsh wants people to be able to explore and accept the different types of faith.In the book these varieties of faith cause blacks and whites to have disagreements on issues such as the well-behaved rights movement. The first quaternary chapters of the book support the illustration of what Marshs claim and task was. Hamer can see that the people who are discriminating against African Americans have a much different perspective on faith than she does. Bowers looks at his faith in a different wa y as Hamer because he doesnt even believe that Jesus can be a Jew because if he were then he would be a part of the inner racial mix, which he was completely against. Ed King and Douglas Hudgins were also different from each other.King had been accused of straying beyond proper bounds of the Christian faith, and Hudgins had been accused of constricting the bounds of Christianity. Hudgins was all about the understanding of Christianity through the cultural environment, while King thought you had to be prophetic and take action even if it was through just words. I believe that Fannie Lou Hamer is the best example of what Marsh is attempting to demonstrate about the various perspectives of faith. The example that comes to mind when explaining this is when Hamer was in the county jail and was talking to the fuckings wife about faith and religion.Hamer used the verses from the Bible to go against the roll in the hays wife and her own feelings and ideas on faith. Hamer can see that the jailors wife thinks she is a Christian believer, but has a different way of acting as one of Gods children. Another example I found in the first chapter about Hamer was when she was in a disagreement with her pastor. She scolded him for not being willing to adopt her stance on the subject. This shows how you think someone who is interacting with your same faith, but when it comes down to it and his or her own lived experience, people react differently.I also found an example in Hamers chapter when Lyndon Johnson was running for status and he tried to tamp things down and shut up Hamer. Johnson was even supposed to be a civil rights activist and a believer in faith, but because of his the experience that he was having at the present time in his life, he was not able to be consistent with his beliefs. He said and acted, as he wanted, just so he could get elected into office. Fannie Lou Hamers vocation is using God as her guide to influence other people. She feels like God appointed h er, and this gives her a sense of closeness to him. She uses God as her strength to change things.Her goal is to improve the world, and help African Americans have an equal notice in the world as everyone else. Hamer is dedicated and relied on her faith for everything. The church and Christianity is a way for people to come together. Hamer feels that if both whites and blacks can believe in such a high power then they can believe and get along when they are on Earth. A contemporary social issue in which people use religion in opposing ways to support their views would be the topic of abortion. There are many similarities and differences between the issue of abortion and the civil rights issue detailed in Marshs book.Some similarities between the two issues are that people have very strong opinions on the issues and there are people out there that are fighting for one side or the other on the topics. People are having meetings on abortions talking about why it should be legal or not , and in the case of the civil rights movements there were meetings happening all the time like the meeting with the Credentials Committee in Gods Long Summer. There are also politicians out there like Lyndon Johnson who claim they are all for an issue such as the civil rights movement, but when it comes down to it they may have some restrictions about the issue.Johnson really did not want to have African Americans voting and having these kinds of rights because he didnt want to make the larger population of people out there getting mad at him, so he could be elected into office. A difference between the two issues is the way people fight for what they want. During the civil rights movement many white people would go as far as abusing or killing blacks, so they could keep them as the lower clear up that is not as important. I have not heard about people who are for or against abortion going to the extent of killing to get their way or point across.A persons vocation usually shapes the way they think or feel about an issue. The issue of abortion mode different things to different people because of their vocation. If a person feels that they have been put on this Earth to protect people and think that everyone should have an equal chance for living, then they are more likely to be against abortion. I am a Christian, and have been brought up by my parents to believe that everyone should be treated every bit and can make their own choices. This means that I am not against abortions, and feel that it is the womans choice to make the decision.Reading Siddhartha and Gods Long Summer has brought a lot of insight to my beliefs in religion. I am more aware of other peoples feelings and the reasons for why they believe in what they do. Beliefs are formed from a persons past experience. I also learned how God or a persons faith can play such a big role in being someones strength to fight as hard as they can in what the believe in, even when the greater population feels the complete opposite on an issue. Like in Siddhartha, everyone has different paths, and deciding on the right path is up to the person taking it.

Mandatory Human Chip Implants Essay

The idea of mandatory human discontinue implants is wrong on so galore(postnominal) different levels. Not only is thither a major concern about how it will affect the privacy of society, but also how much we weart know about the adverse effects on the actual human body. Another major concern is the public fannylash that can be expected from all religious bodies and communities. This is why we as a society must stand up for what we recollect is estimable, and what is right is that mandatory human morsel implants cannot and will not be tolerated.One of the biggest issues with mandatory human chip implants is privacy issues and concerns. Many questions immediately come up whenever the topic arises. What organization or body of government controls the data stored from these chips? Is the information stored in the chip safe and unspoilt? Can my information be stolen and or sold? As of right now the only chip approved for humans in a medical application is the Verichip. The Verich ip is a chip comparable to the size of a ingrain of rice. It is a fairly simple device that consists of only a coiled wire and a hermetically sealed microchip inside a codswallop casing. It uses the coil as an antenna to create a radio signal that is unique. This unique signal can be transmitted and received to identify a persons medical records if they are in some sort of dire state in which they could not communicate efficiently.(Foster, Kenneth R. 2007,March)This could save so many lives in the medical field simply by pulling up a patients records and receiving this signal. In a perfect world this would march correctly and only for good intentions but, the way we as a society constantly strive to streamline every aspect of our life, where would it stop? The notion or idea is that it would replace drivers licenses or bank atm and debit cards. Social security numbers, birth certificates, bank account numbers, basically your immaculate life. As technology continues to grow and a dvance, how secure can these chips really be? If someone was able to steal your signal they would be able to do so many things with the information stored in it. Your life would be stolen in the blink of an eye. Also, another terrifying realization is if the signal is stolen or locked on to, you could be followed or tracked. This is very unsettling if we cannot be sure how safe this information really is. Would you really want someoneto know where you or your loved ones are at all times? What if some sick individual was watching your child or children? The possibilities are closureless in these scenarios. So with no guarantee on how secure the information stored in these chips really is, this is one of the many reasons why there should not be mandatory human chip implants.Another strong careen point on this vanquish is health concerns. With these devices being as small as they are, there is not enough data to prove that they are not a health concern. There is lots of data about t hese chips that should raise some eyebrows, as well as the manner in which they were approved by the FDA. Back in 2005 when the FDA approved human chip implants they claimed with reasonable assurance the device was safe. The one thing they failed to mention in that claim was that studies going back to the mid-nineties directly links these chip implants with cancer. Many studies and research showed that one in six lab rats developed tumors be convey of the implanted chip. So how could this slip by the FDA you ask? According to Lewan (2007), well back in 2005 when it was brought before the FDA for approval, the head of the Department of Health and Human Services at the time which presided over the FDA, was a man by the name of Tommy Thompson. Well two weeks after the approval of the chip in humans, Thompson left his position at the DHHS to become a table member of VeriChip Corp. and Applied Digital Solutions. Even though it was five months later, he was compensated with cash and stock options from the companies. Can we chalk this up as a coincidence? I dont think so. With all the facts and research done on this particular subject I find it hard to believe that the FDA did not come across any of this information before approving human chip implants. So with the data already in front of us claiming to link these chips with cancer in lab rats, can we honestly agree to be implanted ourselves?Finally, the thought or notion of human chip implants would cause a huge backlash in our religious communities. Just recently in Virginia, there was a public outcry against mandatory micro-chipping that caused the mark of Representatives to voter turnout on the subject matter. Krunkle , (2010) wrote, Del. Mark L. Cole (R-Fredericksburg), the bills sponsor, is quoted saying My understanding Im not a theologian but theres a prophecy in the Biblethat says youll have to receive a mark, or you can neither buy nor sell things in end times, Cole said. Some people think these compu ter chips might be that mark.(p.1) In our society, religion is at times, a very controversial and touchy subject matter between religious communities. There will be millions of people who will become distraught if human chip implants become mandatory. Our country has so many different religious cultures that it would directly effect. Are we really ready for the consequences that will follow if this eventually happens?In conclusion, we as a society look at to stand up to what we consider right from wrong. So is it wrong to make someone have a chip implanted so they can buy or sell things in order for them to survive even though it goes against their religious beliefs? Or is it wrong for these chips to be approved for humans even though there is substantial evidence that it could cause cancer. The answer is entirely up to us. My conclusion is that yes, it is completely wrong. Not only does it violate our ethical privacy rights as human beings, it also causes so many concerns medicall y and spiritually. We cannot allow this to come to fruition. We have to stand up for ourselves and our beliefs and say no to mandatory human chip implants to protect our future generations to come.ReferencesFoster, Kenneth R (2007, March) The murky ethics of implanted chips. IEEE spectrum. Retrieved from http//pages.cs.wisc.edu/markhill/cs252/Spring2013/handouts/spectrum07_rfid_ethics.pdf Holtzman, David H (2008). Human ID chips get under my skin, BusinessWeek Online, 5-5(1). Krunkle, Frederick (2010). Human chips seen by some in Virginia House as device of antichrist, The Lewan, Todd (2007). Chip implants linked to animal tumors, The Washington Post Washington Post

Fences Play According to Aristotle Essay

Using Aristotles descriptions of Tragedy, I classify Fences by August Wilson as a tragical play. The elements of tragedy, troy Maxson as a tragic pigboat, and tragic plot were evident throughout the play. Also, the feeling of catharsis at the end-which is proper of tragedy, was clearly identifiable.I. Fences fits into the tragic genre based on the points given by Aristotle. In Poetics, he defines tragedy as the imitation of an action that is serious and also as having magnitude, plump in itself. Aristotles idea is that the plot has a beginning middle and end and entirely parts follow each other in concise fashion. o In the beginning, the hero is a garbage man, who previously was given a chance to participate in professional baseball, becomes the first black to strike a garbage truck, is loved by his wife, looked up to by his friend, Bono and receives demanded respect from his sons Lyons and Cory. o In the middle, the hero confesses to his wife that he is going to be a daddy to another womans child.He struggles with his son Cory and ultimately loses the love and respect of his family. He needs to ask rise to help him urge on his baby and be her mama. He also admits to the infant that he is scared. Act II Scene 3 p. 73 And right now your daddys scared cause we sitting out here and aint got no home. o In the end, the hero dies. By then a only(a) man who is no longer respected by his family nor has the admiration of his friend. Troys moots fate is his downfall. He thinks the color of his skin is the decisive factor in the workplace, the playing field and the street. (Pereira 42) A complex plot includes reversal and recognition.o Troy is happy and stress free when with Alberta. Even when he tells Rose, she continues to gravel with him until later when she issues an ultimatum. Act II Scene 1 pg. 66 Im responsible for it. I locked myself into a pattern trying to take care of you all that I forgot about myself. His belief of providing for his family and h is refusal to accept that other people had ideas and times were ever-changing kept him stagnant in life. o Alberta then dies during childbirth. Troy sees how he has lost everything and challenges death to stay a focal point until it is ready to take him.II. Using Aristotles description of a tragic hero in Poetics, Troy Maxson,the principal(prenominal) character in August Wilsons play, Fences, is an example of a tragic hero. Aristotle describes a tragic hero to be a man who is not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty. This means the hero need not be perfect nor a villain, but basically good and decent. His downfall usually results from a tragic flaw or error in judgment, not due to wickedness. In Chapter 15 of Poetics, Aristotle says the character will be good if the purpose is good. o Troys intentions for his family are good. He provides a paycheck to his family, handing the money over to Rose each F riday, he wants Lyons to get his own job and support his wife and stay out of trouble, and he wants Cory to be educated and find a good job to support himself. o Act 1 Scene 3 pg. 39-40 Its my job. Its my responsibility You understand that? A man got to take care of his family.You live in my housesleep you behind on my bedclothes ingurgitate you belly up with my foodcause you my son. You my flesh and blood. Not cause I like you Cause its my duty to take care of you Aristotle says the twinkling thing to aim at is propriety. o In the book, August Wilson, The African-American Odyssey, Kim Pereira says Troy becomes a slave to bitterness which stunts the development of his full potence as a father, husband and friend. o Troys believes responsibility is the greatest virtue and his aim is to be a provider for his family. While Troys behavior is dominating and unaffectionate, his aim is to be the provider of his family and to make sure that they do not suffer the injustices he did. o If a hero is one who goes into a battle that he may or may not win, Troy Maxson possesses, in full measure, the warrior spirithe wants complete ecstasy or nothing at all.The promise of change is empty he cares only about change itselfThe so-called realities of the social world around him number little, for he dances to an internal rhythm, answering a call for self-authentication that springs from a cultural, even cosmological, dimension. (Pereira 38) Aristotle then says in his descriptions, Thirdly, character must be true to life for this is a distinct thing from goodness and propriety, as here described. oTroy fits a character who would have lived in the 1950s, having experienced discrimination, an abusive father and a changing participation towards African-Americans in that period. o Troy says in Act 1, Scene 3 pg. 37 The white man aint gonna letyou get nowhere with that football no mien.Troys beliefs ran true to his experiences all through the play. The last characteristic of a tragic hero is that he must be consistent. o Troy was consistent in his belief that the black man could not get ahead in America. o He behaved and learned from the examples given by his own father. o The events of almost a century had underscored the distinction between de jure and de facto. Legally, blacks had been free for ninety four years, but practically they had little or no access to any of the benefits that ordinary citizens take for granted-recourse to the law, equal employment opportunitites, education. (Pereira 36)III. Troys tragic flaw is in trying to protect his family and discover himself in the process. His frailty is colored by his experience with racism (especially in professional sports) and his inability to accept that times are changing. Troy says Cory should make his own way in the world, but it is he who wont let him take a chance. Troys desire to prevent his son succumbing to the same aftermath in sports ends with Troy trapping him into the same lifestyle by not allowing him to grow and refusing to believe that times have changed. o I dont want him to be like meI want him as far away from my life as he can get..I decided 17 years ago that boy wasnt getting involved in no sports. Not after what they did to me in the sports (39 Fences). Troys excuse for betraying Rose is because he has been standing on first base for ever. He doesnt relate this to anyone else in his family who have stood right behind him. Troy has inherited the bequest of fear of emotional commitmentTroy has never learned to receive and give true love (Monaco)IV. Despite his flaws, or, perhaps, because of them, he taught his family how to take the straights with the crooked to cognize and play to their strengths not to make the same mistakesto take life as it comes along and keep putting one foot in front of the other. As all of them move toward their individual destinies, they have a surer sense of who they are and a greater instinct for survival because of Troy M axson. (Monaco) Like his father, Cory believes that denying his father is the way to get rid of that shadow (Fences 89). o When Cory decides to go to the funeral, he has cometo accept his fathers faults and looked to the man himself.Singing the song of Blue with Raynell..Cory demonstrates that he can embrace the song of his father without becoming his father. (Monaco) Wilson shows that it is only through the willingness to face and accept the forces of the past that the protagonists will be given hope, power, and ultimately, deliverance.(Monaco) Troy is contained by death while the others are able to move on in their lives. o Cory has joined the Marines and is getting married, Rose is involved with church and raising Raynell, Gabriel is in the hospital, Bono is happily married to Lucille and Raynell has a family. Troy is contained by death.The play Fences definitely fits Aristotles description of Tragedy. Troy Maxson was a tragic hero, although he gave us reasons to believe he wa s not worthy of this title. In the end, his lessons and actions are what spurred his family into survival and healing and gave them a positive outlook and the ability to move forward in the changing future ahead of them.

Oral Script About Titanic Essay

Good cockcrow to my teacher and fellow friends. Today I want to talk about the sinking of Titanic. RMS Titanic was a passenger liner that sank in the North Atlantic Ocean on 15 April 1912 after colliding with an crisphead lettuce during her maiden voyage from Southampton to New York City. The sinking of Titanic caused the deaths of 1,514 people in history. She was the largest commit afloat at the time of her maiden voyage. One of three liners operated by the W jibee Star Line, she was built between 1909-11 by the Harland and Wolff Shipyard in Belfast.Her passengers included any(prenominal) of the wealthiest people in the world, as well as over a thousand emigrants from Britain,Ireland,Scandinaviaand elsewhere seeking a new emotional state in North America. The ship was knowing to be the last word in comfort and luxury, with an on-board gymnasium, swimming pool, libraries, high-class restaurants and opulent cabins. She also had a powerful wireless telegraph provided for the conve nience of passengers as well as for operational use.Though she had innovational safety features such as tight compartments and remotely activated watertight doors, she lacked enough lifeboats to accommodate wholly of those aboard. Due to outdated maritime safety regulations, she carried only enough lifeboats for 1,178people a third of her tot up passenger and crew capacity. After leaving Southampton, England on 10April 1912,Titaniccalled atFranceand Ireland before read/write head westwards towards New York. On 14 April 1912, four days into the crossing and about 375 miles south of Newfoundland, she hit an iceberg at 1140pm.The glancing collision causedTitanics hull plates to buckle in in a number of locations on herstarboardside and opened five of her sixteen watertight compartments to the sea. Over the next two and a half hours, the ship gradually filled with water and sank. Passengers and some crew members were evacuated in lifeboats, numerous of which were launched only p artly filled. Just before 220amTitanicbroke up and sank bow-first with over a thousand people still on board. Those in the water died within minutes fromhypothermiacaused by immersion in the freezing ocean.The 710 survivors were taken aboard from the lifeboats by theRMS Carpathiaa few hours later. The disaster was greeted with worldwide shock and outrage at the huge loss of life and the regulatory and operational failures that had led to it. Many of the survivors lost all of their money and possessions and were left destitute many families, particularly those of crew members from Southampton, lost their primary bread-winners.They were helped by an outpouring of public sympathy and charitable donations. several(prenominal) of the male survivors, notably the White Star Lines chairman,J.Bruce Ismay, were accused of cowardice for leaving the ship while people were still on board, and they faced social ostracism. Thewreck of theTitanicremains on the seabed, gradually disintegrating at a depth of 12,415 feet (3,784m). Since its rediscovery in 1985, thousands of artifacts have been recovered from the sea bed and cast on display at museums around the world. Titanichas become one of the most famous ships in history, her memory kept alive by numerousbooks, films, exhibits and memorials. Thats all. Thank you.