Tuesday, January 21, 2020

The Gap Between ESL Programs and Mainstream Academics :: Education Academics China Language Essays

The Gap Between ESL Programs and Mainstream Academics The world of Academia is daunting even for one who speaks the language of the culture in which it is embedded. As I set about writing this paper, I must – as I imagine Ryuko Kubota must also have done in her crusade against stereotypical theories – make this subject real for me. This process of making sense of what has already been written, of my own and others’ responses to them, of how it applies to what I have observed in the real life of a Japanese student grappling through the rhetorical and cultural jungles, and how to synthesis it all into a crisp-written thesis, feels very much like preparing to birth a perfect, unwieldy egg. I have a vague vision of how it might look, yet I’ve no idea how it is supposed to come out of me. And, furthermore, what might hatch from it once it is in the world. This allows me a new appreciation for those going through this process without the advantage of their first language. This also stirs a sense of responsibility brought to my attention by Ruth Spack regarding the integrity of researchers – or anyone actively utilizing the discourse of dominance – who have in their hands not only the power of influencing individuals’ experiences learning a language, but swaying the course of social perception. In her criticism of the intellectual irresponsibility of colleagues such as Murphy, Carson & Nelson, whose poorly-supported generalizations about eastern cultures created a â€Å"snowball effect† in succeeding literature, she warned of the danger of seemingly harmless assertions being â€Å"treated as cultural truths and then applied inappropriately to other cases† (Spack, 769). It is with such particular acts that dangerous assumptions can debilitate core efforts toward clearer communication. It is therefore both with a sense of compassion for those having to situate themselves – and succeed – in a discourse not their own, and a sense of duty to contribute to a vaster understanding and acceptance of our world’s multiple consciousnesses, that I approach the issue of contrastive rhetoric and L2 writing. With unabashed contempt for the tendencies toward mass stereotyping found in much of the literature on contrastive rhetoric (except for recent criticism from Spack, Kubota and the like), I wanted to narrow the scope of my thesis as much as possible – to ground it in the directly-observable, and to strip away any supposition that my views are anything other than subjective.

Monday, January 13, 2020

Hamlet Act II Close Reading

William Shakespeare uses many types of literary devices to describe the very principle of Hamlet’s true battle. Hamlet compares himself to a â€Å"peasant slave† and to the talented actor, whom could give a convincing performance without feeling the true emotion. After his visit with the ghost (his supposed father), he has been dedicated to the idea of plotting revenge of his uncle-father. Although, it is difficult for Hamlet to perform this horrific act, because of his disgust of the emotionless scheming revenge. Lastly, for Hamlet to try and convince himself to follow through with this scheme, he arranges a trap to have Claudius unknowingly reveal that he is guilty. In the beginning of Hamlet’s soliloquy, he compares himself to a â€Å"rogue and peasant slave†, which points out that Hamlet is frustrated with himself. In this metaphor, Hamlet feels terrible that the actor could shed more emotion, and force his soul to feel made up feelings in a work of make-believe. The use of visual imagery is used when Hamlet describes his acting, â€Å"That from her working all his visage waned, tears in his eyes, distraction in his aspect, a broken voice, and his whole function suiting†¦Ã¢â‚¬  Here Hamlet is amazed by how easily the actor could show such emotion, and he even says â€Å"what would he do, had he the motive and the cue for passion that I have? † He knows that actor would be even more tremendous if that was the case, because the use of a hyperbole is noted when he says, â€Å"He would drown the stage with tears and cleave the general ear with horrid speech. After stating the above facts, Hamlet then looks at himself and sees himself as pathetic. His reflection of himself, describes that he is an unattractive, uncourageous mischief and protests that he primarily just mopes around and has no motivation to plot revenge and doubts his ability to achieve it. Another literary device utilized is the rhetorical questions he asks himself, â€Å"Am I a coward? Who calls me a â€Å"villain†? Breaks my pate across? Plucks off my beard and blows it in my face? Tweaks me by the nose? Gives me the lie I’ th’ throat as deep to the lungs? Again doubting himself for his lack of motivation. A bit of foreshadowing also takes place after these questions, when he asks another rhetorical question, â€Å"who does me this? ‘Swounds, I should take it†¦Ã¢â‚¬  which could possibly take place later on in the play, that someone will call him out, and there is only one reason why someone would; his revenge on Claudius. Hamlet creates a conflict with himself deciding whether to go or not to go through with this horrific s cheme, but he reminds himself that his father’s life has been stolen so he must seek his revenge. Hamlet is planning to have the â€Å"players play something like the murder of [his] father before [his] uncle† that he can â€Å"observe his [his uncle’s] looks† to judge his guilt. Hamlet concludes to himself that â€Å"[he] know [his course]† of what to do if his uncle â€Å"do blench† or flinch. Shakespeare uses personification on the word murder, for he states that â€Å"murder, though it have no tongue, will speak with most miraculous organ†, referring to the situation of murder being able to speak through the actors. This is significant because it is a step forward towards Hamlet’s plot of revenge. Although, Hamlet may believe that â€Å"the spirit that [he] have seen may be the devil and devil hath power t’assume a pleasing shape†, this symbolizes the use of hell imagery and portrays the theme eye of the beholder. The devil can be very convincing and can disguise itself as something or someone we desire and enjoy. So, with that being said Hamlet concludes that â€Å"[he’ll] have grounds more relative than this. The play’s the thing wherein [he’ll] catch the conscience of the king. †

Saturday, January 4, 2020

Apple was Founded by Steve Jobs - Free Essay Example

Sample details Pages: 5 Words: 1476 Downloads: 4 Date added: 2019/10/30 Category People Essay Level High school Tags: Steve Jobs Essay Did you like this example? In 1976, Apple was founded by Steve Jobs and Steve Wozniak after Jobs dropped out of college. Jobs was responsible for innovation and business while Wozniak was responsible for the engineering portion, and both had no experience in running a company. Apple needed an experienced CEO, so they brought in Michael Scott to run the company. Don’t waste time! Our writers will create an original "Apple was Founded by Steve Jobs" essay for you Create order He left in 1981, so Jobs brought in CEO of PepsiCo John Sculley in 1983. Issues began to arise because Jobs himself wanted to be CEO, but Apple did not believe he was the proper fit for the position. At this time, Jobs had created a poor reputation for being difficult to work with because he was too focused on details and at times, this affected his teams feelings and deadlines. (Weinberger) In 1985, Jobs and his team released the Lisa, the first computer with a graphical user interface. Although, it was a great product, it did not sell well in the market. He later created the Macintosh, which resulted in better sales, but was not enough to compete with IBMs PC market. Sculley believed that Jobs needed to be watched over considering he was difficult to work with, so Jobs was reassigned away from the Macintosh project and put in charge of New Product Development. Jobs being upset with this reassignment, went to Apples board of directors, who sided with Sculley. Jobs feeling powerless in a company he created, decided to resign on September 17, 1985 and moved on to create NeXT. Over the next couple of years, NeXT created good PCs but still had low sales. With Jobs gone and Scully in charge, Apple began to lose focus. Apple fired Sculley and eventually brought in Gil Amelio as CEO in 1996. In 1997, Amelio acquired NeXT, bringing back Jobs. By August, Jobs had taken over as CEO and brought in a new board, and made peace with Bill Gates, chairman of Microsoft. Finally, in 1998, Apple introduced their iMac, bring the company back to its glory. I believe it was important for Apple to release Steve Jobs. After Jobs left, he started a new company and learned to manage his emotions that were affecting his team and learned to balance the desire and ability to create products on time and in budget. (Blodget). In our weekly assignments, we discussed the great comebacks of companies such as Harley Davidson and IBM. In the chapter discussing Harley Davidson, I learned about the importance of visionary leadership. Having a vision is someone who has a clear sense of the companys future environment and the actions need to thrive in it. (Hartley) A leader with vision will help their company take opportunities before competitors and raise itself up from any difficulties they are facing. Hartley states five ingredients of visionary leadership. The first is to challenge the process. A leader should encourage innovation and anyone with new ideas. The second is to be enthusiastic. A great visionary leader will inspire their team to share their vision. When sharing the same vision, employees will be on the same page and have the same enthusiasm to reach their companys future goals. Another ingredient is to help other to act; to be supportive of their teams efforts and skills. A visionary leader should set the example of how others should act in the workplace. The final ingredient is to celebrate achievements. Employees should bring their hearts and their minds to the workplace. In celebrating their achievements, they will be happier to work every day and more loyal to the companys vison. Before Steve Jobs was let go from Apple, he had a vision for his company, but he did not use all these ingredients to achieve leadership. Jobs worked with a team, but he allowed his emotions to interfere with his visions. The one ingredient he followed was to challenge the process. Jobs always had new ideas and was never afraid to share them. His issue was his immaturity stopped him from sharing his visions to the company in a way they can also envision it because he did not display model behavior, and he also did not encourage his team to share his vision. During this time, Jobs lost support from his teams along with the board of Apple. After Jobs left, he learned how to use these skills at his company NeXT. With Scully in charge and Jobs gone, Apple lost all their future vision, and struggled to innovate new products. Because of this, Scully was fired, and Apple searched for a new leader with great plans for their future. When Jobs returned to Apple, he displayed true visionary leadership. He had developed the skills to be leader and used these skills to bring Apple back from near bankruptcy. Throughout this class, I have also learned the importance of leadership style. Since the beginning of Apple, Jobs had always wanted to be CEO of the company. When the company was created Jobs could not take up that role because he had no experience in running a company. Although, at the time he was not labeled CEO, he attempted to act the role and failed miserably due to his leadership style. In Management Mistakes Successes by Robert F. Hartley, a chapter focused on the management mistakes made at Continental Airlines. Frank Lorenzo was CEO during Continental Airlines downfall. Lorenzo was failing the company by displaying poor corporate culture and had a poor management style. He was described as a Theory X manager, who has low opinions of subordinates. According to Hartley, a Theory X manager views their subordinates as, disliking work, lacking in ambition, irresponsible, resistant to change, preferring to be led rather than to lead. This management style brought fear into his employees. They were not willing to work hard, they feared to discuss new ideas, and failed to communicate any issues. To the save company, Continental Airlines brought in CEO, Gordon Bethune, described as a Theory Y manager. Harley describes a Theory Y manager to see their subordinates as, willing to work, willing to accept responsibility, capable of self-direction, capable of self-control, and capable of imagination, ingenuity, and creativity. With this style, Bethune won back the hearts of his employees and shared his vision of the company. By displaying the management style, he gained the trust of his team, and salvaged the airline. Before Jobs came back to save Apple, he could have been described as a Theory X manager. During the Macintosh project, jobs fired anyone who disagreed with the project and hired employees of his skill level. He was immature, stubborn and had no control over his emotions. He refused to listen to ideas other than his own and was described as mercurial and demanding. After returning to Apple, jobs could be better described as a Theory Y manager. He learned to encourage his employees ideas and had faith that his subordinates can manage themselves. Using this management style, Jobs gained the trust of his employees and board, along with his employees and board gaining their trust in him and was able to resurrect Apple from the edge of bankruptcy. Overall, I learned that Apple had to bring Steve Jobs back to regain the future vision of Apple. Although most say that Apples biggest mistake was allowing Jobs to leave, I believe it was a necessary action. His behavior was unacceptable in a professional environment, and he was not acting as a team player. If Jobs had never left Apple, then he may have never developed the skills he needed to become the inspiration leader he is today. In my opinion, if he did not leave, he would have never realized the mistakes he had made. By leaving, he evaluated his faults and learned to become an inspirational leader. With his new developed skills, he gave his company a vision. Jobs focused on attracting skilled and creative people who wanted to change the world by making better tools. Throughout this process, Jobs managed to make a lot of money, but that was never his goal. His high profits were a result of his clear vision, his executions, and his willingness to lead, fail, and to try again. (H usick) References Hartley, R. F. (2011). Management mistakes and successes. Hoboken, NJ: Wiley. Husick, L. (2011, September 11). What Students Can Learn from Steve Jobs. Retrieved from https://www.fpri.org/article/2011/09/what-students-can-learn-from-steve-jobs/ Blodget, H. (2013, September 23). Lets Get One Thing Straight Apple Had No Choice But To Oust Steve Jobs. Retrieved from https://www.businessinsider.com/apple-had-no-choice-with-steve-jobs-2013-9 Weinberger, M. (2017, July 31). This is why Steve Jobs got fired from Apple and how he came back to save the company. Retrieved from https://www.businessinsider.com/steve-jobs-apple-fired-returned-2017-7 Katzenbach, J. (2012, May 29). The Steve Jobs Way. Retrieved from https://www.strategy-business.com/article/00109?gko=d331b Steve Jobs: An Extraordinary Career. (2008, October 09). Retrieved from https://www.entrepreneur.com/article/197538

Friday, December 27, 2019

Discrimination Against People with HIV AIDS - Free Essay Example

Sample details Pages: 2 Words: 458 Downloads: 5 Date added: 2019/04/01 Category Society Essay Level High school Tags: Discrimination Essay Did you like this example? Ever since the discovery of HIV and AIDS, social responses of fear, ignorance, stigma and discrimination have accompanied the epidemic. From the spread of all the negative reactions to HIV and AIDS it fuels prejudice, anxiety, and even hate towards the groups associated with the disease. HIV and AIDS are as much about social occurrences as they are about medical concerns. All over the world HIV/AIDS has shown itself capable of triggering responses of compassion, solidarity and support to their families and communities. But the disease is also associated with repression as their families; loved ones and communities have rejected individuals affected by HIV. Ignorance is the biggest factor in stigma and discrimination because people living with HIV/AIDS suffer not only physically from the virus, but also mentally and socially by the thoughts and actions of others due to the populations general fear of the illness and those inflicted with it. Mentally, patients that contract HIV/AIDS are too scared to get checked or provide medical assistance to themselves due to the fear of being discriminated against, and a lack of general knowledge of HIV and AIDS as well as a fear of the sickness from the population increases stigma and discrimination. Don’t waste time! Our writers will create an original "Discrimination Against People with HIV AIDS" essay for you Create order In order for something to have total social control there needs to be stigma. Stigma can be used to marginalize, exclude and exercise power over individuals who show certain characteristics. Social groups such as, homosexuals, drug users, and sex workers, may have been there since before HIV/AIDS, the disease has given more of a stigma against them. By blaming certain individuals or groups, society acts like it has no responsibility to care for and look out for these populations. This is seen not only in the manner in which outsider groups are often blamed for bringing HIV into a country, but also in how such groups are denied access to the services and treatment they need. In Susan Sontags, AIDS and Its Metaphors, she writes, The illness flushes out an identity that might have remained hidden from neighbors, job-mates, family, friends. It also confirms an identity severely affected in the beginning, homosexual men, had been a creator of community as well as an experience that isolates the ill and exposes them to harassment and persecution. From this she explains how one marginalized group, homosexual men, has been the most affected by the stigma of this disease and they are victims of the ignorance of others. Sontag also perfectly shows how this illness could inadvertently reveal someone who is a homosexual who most likely did not want others to know or even lead others to believe that a man who has contracted HIV/AIDS could be homosexual when in fact he could not be.

Thursday, December 19, 2019

History of Ford in India - 1297 Words

History of Ford in India: 1907 India begins selling the Model A 1926 Ford India is established by Ford of Canada 1935 Indian government officials ask Henry Ford to consider building a car manufacturing plant in Bombay 1941 Mahatma Gandhi sends spinning wheel, the symbol of Indias economic independence, to Henry Ford. 1954 Ford India operations cease. 1969 Ford re-enters India in a joint venture with Escorts Ltd. to produce tractors. 1991 Ford ceases tractor operations. Ford establishes Climate Systems India, a joint venture with Maruti and Sumitomo Corporation. 1993 Production starts at the Climate Systems India Plant in Bhiwandi. 1995 (Feb) Ford demonstrates its commitment to the Indian market by completing an equity purchase†¦show more content†¦The grants programme is open to projects in five categories: Natural Environment, Conservation Engineering, Heritage, Environmental Education and Youth projects. 2000 (Sept) On September 11, Ford India launched the Ford IKON SXi – the stylish ‘josh’ machine -- simultaneously in New Delhi, Mumbai and Bangalore. This model is available at Ford dealerships from mid-September 2000. 2000 (Oct) Ford India has started exporting Ford IKON CKD units, registering an initial order of 1600 units in October 2000. Ford India is well on its way to reach the target figure of 21,000 IKONs in the current financial year, having already crossed the figure of 19,000 IKONs. 2001 (Feb) Ford India launched a distinctive website with exciting new design element and features to delight motoring enthusiasts, called www.india.ford.com. 2001 (Feb) Ford Assured launched in a partnership with the dealership to buy, recondition and sell used cars of different Indian makes. 2001 (May) Certified ISO 9001:1994 on May 02, 2001. 2001 (Nov) Ford announces winner for the Ford Conservation and Environment Grant program 2001. Ford India announced the winners of the Ford Conservation Environmental Grants (CE) Programme in an awards ceremony held at IIT, Madras. Dr Palanichami, IAS, Secretary, Environment Forest Department, Government of Tamilnadu, presided over the function and presented the grant to five winners from the adult and youthShow MoreRelatedFord Motor Company Swot Analysis Essay1549 Words   |  7 PagesFord Motor Company SWOT Analysis Introduction Ford Motors is an American based company that was founded over a century ago back in 1903. Ford Motors is one of the most leading automobile manufacturers in the world and according to Forbes the company was the seventh largest car manufacturer in 2014. Ford Motors largely deals in the manufacture of passenger cars and light commercial vehicles and their production amounts to millions every year. Ford Motors operates around ninety manufacturing plantsRead MoreSWOT Analysis: Ford Motor Company Essay1486 Words   |  6 Pagesits trading activities as well as the portfolio. 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Wednesday, December 11, 2019

A Separate Peace Three Symbols Essay Research free essay sample

A Separate Peace: Three Symbols Essay, Research Paper A Separate Peace: Three Symbols The three dichotomous symbols in A Separate Peace by John Knowles reenforce the artlessness and immorality of the chief characters, Finny and Gene. Beside the Devon School flow two rivers on opposite sides of the school, the Naguamsett and the Devon. The Devon provides amusement and felicity for Gene and Finny as they jump from the tree into the river and keep inductions into the Super Suicide Society of the Summer Session. Finny, Gene, and their friends use the Devon # 8217 ; s warm H2O to play in during the unworried summer session. The Devon brings out Finny # 8217 ; s carefree character and personality when he jumps from the limbs of the tree. Not one Upper Middler in Devon has of all time jumped from the tree ; Finny becomes the first. After come uping, Finny says that leaping from the tree causes the most merriment he has had in hebdomads. We will write a custom essay sample on A Separate Peace Three Symbols Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, the Naguamsett and the Devon wholly contrast. When Gene and Finny emerge from the Devon, they experience clean and refreshed. However, Gene describes the Naguamsett as # 8220 ; ugly, saline, fringed with fen, clay and seaweed # 8221 ; ( 68 ) . When Gene starts a battle with Quackenbush and falls into the Naguamsett because Quackenbush calls Gene # 8220 ; a maimed son-of-a-bitch, # 8221 ; Gene surfaces from the Naguamsett feeling grimy, dirty and in despairing demand of a bath ( 71 ) . Much like the clean, reviewing H2O of the Devon and the ugly saline H2O of the Naguamsett, Gene # 8217 ; s unworried attitude of the summer session immensely differs from the angry, baffled attitude of the winter session. Similarly, the two Sessionss, the summer and winter, give a different sense of experiencing toward school and life at Devon School. The summer session allows Finny to utilize his creativeness. Finny invents blitzball and founds the Super Suicide Society of the Summer Session. The pupils let their carefree attitudes flow during the summer. Finny and Gene volitionally break the regulations to hold merriment during the summer by jumping category and traveling to the beach. Finny besides wears the school tie as a belt to the traditional term tea. Gene feels that Finny can non go forth the room without being disciplined, but Finny manages to speak his manner out of the muss. However, the winter session causes a sense of stringency. The discourses now exhort the idea of # 8220 ; what we owe Devon, # 8221 ; but in the summer the pupils think of # 8220 ; what Devon owes us # 8221 ; ( 65 ) . The Masterss and category leaders try to implement continuity, but Gene realizes that raising the summer session becomes impossible. Finny is non in school, no longer shall the pupils have their unworried attitudes, and the category functionaries and Masterss now implement the regulations at Devon. Gene becomes like the winter session by salvaging a cold blast for the enemy. The winter lives to destruct the heat of the summer and does so by unleashing an unpredictable cold snowstorm. Likewise, Gene destroys Finny by let go ofing an uncontrolled jouncing of the tree limb. However, the peaceable clip and the war clip clearly display the artlessness of Finny and the immorality of Gene. During the peaceable clip, non one pupil thinks about a war. Gene and Finny play blitzball and leap from the tree, doing them both happy. Finny volitionally breaks the regulations at Devon. Like the summer session, the regulations do non be, and the pupil # 8217 ; s heads run rampantly with sloppiness. Finny # 8217 ; s imaginativeness and creativeness explode during the peaceable clip with innovations like blitzball and the initiation of the Super Suicide Society of the Summer Session. However, the war, like the winter session, brings about confusion and ill will. Students like Leper and Quackenbush get down believing about inscribing in the ground forces. Even Gene considers enlisting until he realizes that Finny needs him. Finny can non manage the alterations during the winter session. When Gene explains to Finny that a war is happening, Finny admirations, # 8220 ; Is there? # 8221 ; ( 96 ) . Finny garbages to believe in the war when Gene explains that the war comes before athleticss. Finny comes to the decision that old fat work forces in Washingtion, D.C. # 8220 ; do up # 8221 ; the war to flim-flam the people, and merely the fat work forces understand the fast one. The two rivers, the two Sessionss, and the two scenes, reinforce and clearly expose the artlessness of Finny and the immorality of Gene. 344

Tuesday, December 3, 2019

Song Of Solomon Essays (630 words) - Greek Mythology, Daedalus

Song Of Solomon The Icarus Myth in Toni Morrison's Song of Solomon Throughout literature it has been common for authors to use allusions to complement recurrent motifs in their work. In Toni Morrison's Song Of Solomon, Milkman learns that his desire to fly has been passed down to him from his ancestor Solomon. As Milkman is figuring out the puzzle of his ancestry, he realizes that when Solomon tried to take his youngest son, Jake, flying with him, he dropped him and Jake never arrived with his father to their destination. Sound familiar? Well, it seems quite probable that Morrison drew from the Daedalus/Icarus Greek myth. Daedalus was a well-known architect and engineer in Athens. King Mines invited Daedalus to Crete to build him a labyrinth, and when it was completed, Mines jailed him within it. In order to escape, Daedalus built two sets of wings - one pair for himself, and the other for his son, Icarus- using wax and feathers, which they used to fly off from Crete. On their journey to Athens, Icarus decided to try to challenge the sun, even though his father had warned him that if he got too near to the sea his wings would dampen and fall apart, or if he got too close to the sun, the wax in his wings would melt, and he would lose the ability to fly. Ignoring Daedalus' warnings, Icarus flew too high and the sun melted the wax that held his wings together. Icarus fell into the Aegean Sea and died. Solomon, a slave, had been a leader when he worked in the cotton fields in the South. One day he decided to fly back to Africa with his youngest son, Jake, leaving behind his wife Ryna and their twenty other children. Black lady fell down on the ground Come booba yalle, come booma tambee Threw her body all around Come konka yalle, come konka tambee...(303). This verse of the popular children's song which Milkman heard in Shalimar, Virginia, was referring to Ryna's sobbing, an event which also led to the naming of Ryna's Gulch where it is rumored that Ryna's spirit moaned night and day alike for Solomon's return. When Solomon is flying, however, he drops Jake- also the name of Milkman's grandfather- and unlike Icarus in Greek mythology, Jake survives his fall. Milkman's desire to fly mirrors one of the foremost fantasies of any child or dreamer. The child's desire to fly is expressed when Milkman (as a young child) loses all interest in himself when he realizes that he cannot fly. Morrison proves that the childish desire to fly never dies when Robert Smith tries to fly from No Mercy Hospital in Michigan. Milkman quickly regains his confidence when he unlocks the mystery of his grandfather and recognizes that a he was able to fly: And he began to whoop and dive and splash and turn. 'He could fly! You hear me? My great-granddaddy could fly! Goddam!' He whipped the water with his fists, then jumped straight up as though he too could take off(328). In conclusion, one of the most important motifs in Song of Solomon is that of flying, or perhaps more importantly the craving and interminable interest in learning to fly. Morrison uses numerous methods to emphasize this aspect of her novel. In my opinion, the most interesting comparison is between Solomon to Daedalus, and Jake to Icarus. At the end of the novel, as Milkman soars from one plateau to the next, we realize that even if he can never fly away from his problems as Solomon and Daedalus could, his fantasy has already been fulfilled through the knowledge that he has learned to face his problems head on instead of simply mastering the art of escape- flying.