"Boy at the Window"

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Boy at the Window

The theme in Boy At The Window, by Richard Wilbur, is about having the will power to overcome the desires that we sympathize due to the limited boundaries that exist. The main parts of speech that are used to carry out the theme, as well as the subject matter are irony, personification, simile, alliteration and imagery.

Irony is the use of words to convey a meaning that is opposite of its literal meaning or idea (RHWCD 61). This figure of speech is used in the whole story line of the poem. I say this because in the poem that boy was at his window looking at a snowman. That boy was crying because in his child mind he thought and was concerned of the snowman being cold. As this boy cried with grief and sadness, the snowman concerned about the boy, deep inside felt that he should go inside with that boy; however the solution was ironic. He physically had boundaries that absolutely made him unable to do this. I find this ironic because he wanted to but on the other hand he didnt.

The second figure of speech is personification. Personification is the attribution of a human nature or character to inanimate objects or abstract notions (RHWCD 7). The definition fits exactly to the way this poet uses it. Seeing this snowman stand alone in dusk and cold is more than he can bear, the word he, this stanza gives me the evidence that this snowman is portrayed with human attributes. The second indication that personification is used is Still, he is moved to see the youngster cry, he is moved is that indication of this usage.

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The third part of speech used is simile. Simile is when two distinct things are compared by using like or as, (RDWCD 104). The following line uses simile, Returns him such a god-forsaken stare as outcast Adam gave to Paradise. The word as in this stanza makes it a hint to us that he is comparing that situation with that of Adam.

The fourth figure of speech used is alliteration. Alliteration is the repetition of the same sound, as a consonant or cluster, at the beginning of two or more stressed syllables (RHWCD 5). In the poem the line that contains this is the pale faced figure with…him in such a god-forsaken stare. The letter f is stressed times. This causes that alliteration effect.

The fifth and final figure of speech is imagery. Imagery is mental images collectively esp. writing (RHWCD 651). This part of speech is used several times throughout the poem. That first indication of this usage is seeing the snowman standing…; this is imagery because this stanza gives you a visual image of what is occurring. The second stanza is a gnashing and enormous moan this is imagery because it also gives you a visual image and that it appeals to the sense of sound.

This poem is a narrative poem. I classify this poem as narrative because it tells a story of a particular event. Its rhyme scheme is, a, b, b, a, b, c, b, c, d, e, e, d, e, f, e, f. This means that the words at the end of each stanza rhyme with the corresponding letter.

In conclusion, the theme of Boy at the Window by Richard Wilbur is about having the will power to overcome the desires that we sympathize due to the impossibly unbreakable boundaries that exist. The main parts of speech that were used to carry out the theme, as well as the subject matter were irony, personification, simile, alliteration and imagery.

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Education as a theme in Frankenstein

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Mary Shelley;s father believed education was the "universal Solution"

Her Fathers ideas that education makes human better is shattered by marginlization of uneducated man by the well-learned Walton.

"Sorrow only increases with knowledge", is echoed throughout the novel

After the creatures experience an education, there is an opportunity for closure in a fairy tale type ending, however it goes pair shape

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This symbolizes Shelley's disagreement with her fathers ideals of education as a universal solution

Creatures education

Left to fend for himself

De Lacey family, made him realize how far from human he was

Learnt of mans distrust of anything different,

His learning of various teachings including paradise lost, leads him to conclude that Many times I considered Satan as the fitter emblem of my condition; for often, like him, when I viewed the bliss of my protectors, the bitter gall of envy rose within me.

Industrialized London

Fast growing, expanding industrial London

Ever-expanding Science and technological advances

Frankenstein's self education, is symbolic of the growing London, and the product of his educated, 'the monster' is a warning by Shelley of what can come from new advances in science and technology

Female Characters, linked to Gender

Female characters, passive, disempowered and uneducated

Constantly highlighted throughout the novel, to show the gender inequality that was prevalent at the time

Upon the death of Victors mother, Elizabeth assumes her role as 'comforter' and devotes herself "to those who she was taught to call her uncle and cousins".

Displays womens education as limited to being a nurturer, or a comforter in times of grief

Victors/Walton Education

Identical, both seeking greatness in their respective fields, seek knowledge, hungered for education

At Ingolstatd , Victor meets a "palpable enemy" in the form of Professor Krempe, who places limits on education

Fuels Victors fire to become great. "more, far more, will I achieve treading in the steps already marked, I will pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of creation.

Walton, like victor seeks greatness amongst the nothingness of the Arctic

Willing to risk the lives of his men, and himself, in the perilous journey

" I may there discover the wondrous power which attracts the needle; and may regulate a thousand celestial observations, that require only this voyage to render their seeming eccentricities consistent for ever. I shall satiate my ardent curiosity with the sight of a part of the world never before visited - these are my enticements".

Victor in a similar fashion entails how "The world was to me a secret which I desired to discover".

Education and the quest for knowledge becomes the their true enemy, and leads to the death of Victor, and the perilous journey of Walton

Frankenstein and Walton's separate journeys for greatness lead them symbolically, to the same place, a baron wasteland void of life.

Frankenstein himself sums his feelings up, describing "how dangerous is the acquirement of knowledge and how much happier is who believes his native town to be the world, than he who aspires to become greater than his nature will allow"

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Who's the fool now?

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Many aristocratic households during the Renaissance kept a court, and while Shakespeares comedies usually feature at least one, his tragedies sometimes have one as well. The purpose of the court jester, also known as a fool or clown, was to amuse his noble masters and to tell the truth when no one else would think of telling itbut usually in an amusing way that subtly hid the credibility of his statements. In both Twelfth Night and King Lear, court jesters play a key role in the plot. by relying on their dual nature, pretending to be simpleminded to get away with saying things that others would certainly be punished for, when in fact they demonstrate themselves to be highly intelligent professionals who know how to manipulate their masters and speak truth to power.

In King Lear, the fool observes human nature and embodies the principles of worldly wit and wisdom. He disguises his wit through songs and riddles. So the fool also gets things across by not directly stating what he means.

In the Shakespeare's plays the fool is deformed or mentally challenged, therefore he is perceived to have no intelligence whatsoever. But in reality, the fool often is the wisest and wittiest out of all the characters.

The fool in King Lear frequently made the other characters look like dupes due the poor choices or decisions that they made in the play. The fool acts not only as a sort of chorus, making the central situation clearer by commenting on it more intelligently than the other characters, but as a foil to Lears frenzies. His jokes, riddles and scraps of rhyme, and his endless digs at Lears high-minded folly are like a trickle of sanity running through the play. In this case, King Lear would be the fool because he lost all his power and was abandoned by his two eldest daughters all because of an unwise decision he made when he banished his youngest daughter Cordelia.

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In Shakespeare's Twelfth Night, the clown Feste earns his living by making pointed jokes, singing old songs, being generally witty, and offering good advice cloaked under a layer of foolishness. In spite of being a professional fool, Feste often seems the wisest character in the play. Feste manages to get himself out of problems by using his intelligence as well. In (I.V.61-6), Feste was on the verge of getting kicked out from Olivia's house, but Feste, summoning up all his wit and skill, manages to put Olivia into a better mood. He asks her why she is mourning, and she answers that she is mourning for her brother. He says that he thinks her brothers soul is in hell, and she replies that he is in heaven. The more fool, Madonna, to mourn for your brothers soul, being in heaven, he says and she responds approvingly (I.v.616). But Malvolio, Olivia's steward does not like Feste and asks coldly why Olivia wishes to keep a servant around who has no function except to poke fun at her. Olivia rebukes Malvolio for his self-love and says that Festes insults are only birdbolts that do no damage (I.v.777). If Feste were not perceived to be dim-witted he would have been punished for telling the lady Olivia that her brother is in hell.

In conclusion, the fool in King Lear and Feste in Twelfth Night possessed a hidden intelligence and wit from all the other characters. Unlike the other characters, these court jesters were able to speak out their minds without any repercussions as they were thought to be stupid and senseless by the other characters.

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Why the Bald Eagle Should Not be The National Bird

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A bald eagle perches on a branch of a dead tree. He looks out of the corner of his eye at a hawk, who has strenuously hunted for a fish for several hours. Just as the hawk finally grasps a fish, the bald eagle swoops down from the tree and attacks him. The bald eagle gobbles down the fish, leaving the hawk breathless, wounded, and without the fish he worked hard to catch. The bald eagle, chosen as the national bird of the United States for its "long life, great strength, and majestic looks" in 178, shows laziness, greed, and no compassion. It does not appropriately portray America, the brave and honest. With its loyalty, unity, and determination, the robin would truly represent the United States.

The United States is loyal to the constitution in guaranteeing certain rights such as freedom. America's allies can rely on America to help defend their country if attacked. Like America, robins are loyal. After migrating south in the fall, robins can be counted on to be the first to arrive north in the spring. By returning to the same location to build nests each year, robins show a strong sense of duty and responsibility.

A flock of robins on a telephone line can be sited singing for long periods of time at dawn and dusk. Their cheerful caroling together shows unity. In order for a country to operate, it must work together. America's military, the best in the world, unites to work successfully. As they chirp together, robins also show encouragement. In the United States, the Declaration of Independence proclaims the right to pursue happiness.

Robins are self-reliant and determined. Unlike the bald eagle, robins catch their prey on their own. They go about their own business and if they have trouble, they are resourceful and do not rely on other birds to catch food for them. In the same way, The United States is its own country and never asks other countries for help….determined to lead the world in democracy. The United States teaches other countries about governing themselves through democracy.

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The bald eagle may live a long life, is strong because of its great size, and certainly has majestic looks, but these qualitieslongevity, external strength, and appearanceare shallow. The national bird should be based on moral qualities that represent the country, such as loyalty, unity, and peace that the robin has.

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Dorian Grey: The Man and the Monster

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In the novel Dorian Gray Dorian Gray s internal and external conflicts help to develophis unique personality. Also in this novel other major characters such as Basil Hallward and

Lord Henry Watton also are developed by their external and internal conflicts. In the novel

Dorian Gray Wilde use of both external and internal conflict helps to reveal and explore thecomplex personalities of his characters.

In Dorain Gray Wilde uses internal conflict in order to develop characters in hisnovel. The protagonist Dorain Grey is a goes through many internal conflicts throughout the

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novel in which we get a better understanding of who is really is. For he is constantly battling

a guilty conscience, age, the picture that made him young forever, and Lord Henry s

corruption. The first major internal conflict with Dorian Gray occurs when he brutally rejects

Sibyl when she performs horribly on stage. In his mind he feels guilty for what he has done

but do Lord Henry s constant corruption Dorian comes to the realization that she was selfish

for killing herself. This conflict tells one that Dorian is very susceptible to outside influences.

During this time is also the first time one is able to observe the developing the internal

conflict in which Dorian becomes obsessed with his self portrait. This conflict entails that

Dorian is very materialistic and obsessive. Throughout all of Dorian s internal conflicts we

can make the assumption that he has no such moral code, but would if he wasn t under the

constant corruption of his mentor Lord Henry. This reinstates the fact that Dorian is very

susceptible to outside influences. The internal conflicts of Basil Hallward are minuscule in

comparison to those of Dorian.

In Dorian Gray the other two main characters are developed mostly by externaloonflcit. One can easily see that Basil and Lord Henry are somewhat selfish in the conflict

about who spends more time with Dorian. Basil wants Dorian s attention non-stop so that he

may paint beautiful pictures. On the other hand, Lord Henry wants Dorian s attention so that

he can corrupt him in his own unique way. However through this conflict one can see that

Basil does have a moral code, and also that he is quite passive when it comes to dealing with

other people. One can also see that Lord Henry is quite aggressive, and is also very

controlling or dominating. He like Dorian also has no moral code that he goes by. Through

external conflict Dorian s personality is also developed a little more. In the conflict in which

he killed Basil it is obvious that Dorian is very compulsive and doesn t think before he acts.

However in the end of the story where he stabs the picture and in doing so kills himself one

might see that Dorian might have somehow reformed and may be redeemed by doing this. By

by doing this last minute act of redemption he might actually have some redeeming qualities

in his personality.

In Dorian Gray Wilde uses both internal and external conflict to develop thepersonalities of his characters. In using both Wilde is able to more fully developed each

individuals characters unique personality. By doing this Wilde s makes his characters

immortal and can now live on in the minds of every reader of Dorain Gray.

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How setting influences the plot of snow falling on cedars

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The setting allows us to see the characters against the backdrop of world events. Influence of what is happening on a national level affect a local feelings/events. Allows us to understand the difference in cultures and what happens when those cultures mix.

Author moves the plot ahead using setting as an imp elent of the story line.

The setting adds a critical dimension to the plot and the characters of the story.

The events of 14 influenced the feelings and actions of the characters. The anti-Japanese sentiment that prevailed in the United States on a national level became a factor in the way the two races related to one another on the Island. Each culture had their own way of looking at the situation. The Japanese and the Americans had lived peacefully together on San Piedro Island until World War II began. Everyone treated each other as equals. When the war began the United States government removed the Japanese from San Pedro Island and assigned to camps in Seattle. When the war ended and the Japanese came back, some of the Americans still regarded the Japanese as their enemy. The Japanese weren?t treated fairly again.

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On the other hand, the Japanese were angry with the Americans because they felt unfairly treated. They did not feel responsible for the war. Most of the Island?s Japanese fought in the American army. Rather than receiving commendations for their loyalty, the Islanders looked down upon them.

This attitude was clearly evident in the reactions of the jurors during the trial of Kabuo Miyamoto. The jurors believed that Kabuo Miyamoto was guilty just because he was Japanese. Not until the end of the story do we learn that a freighter traveled through Carl Hein?s fishing channel at 147 AM. producing a wake strong enough to throw a man overboard. If the new evidence had not been presented at the end of the story than he most likely would have been judged guilty. Only one juror thought that Kabuo was innocent.

Elements of the setting such as the weather and the terrain of San Piedro Island greatly influence the plot of the story. Some of the most dangerous conditions fisherman had to work under were the weather. In particular, the fog when Carl Heine was killed affect the story greatly. The thick fog that was present the night Carl heine was killed played a large roll in the trial of Kabuo Miyamoto. They believed the fog impaired Carl Heine?s sight and allowed Kabuo to board Carl?s boat. The cedar trees on the island also play a large role in the story. One of the trees has been hollowed out and this is where Ishmael Chambers and Hatsue Imada have their secret affairs together. Without this cedar tree Ishmael and Hatsue?s love could not have gone as far as it did. Another small aspect of the setting that influenced the plot was the large snowstorm that hit San Piedro Island during the trial. Ishmael Chambers was driving home when he saw the Imada Family?s car crashed on the side of the road. Ishmael offered to drive Hatsue where she needed to go. This unexpected opportunity allowed the two to talk again after many years of silence.

Please note that this sample paper on how setting influences the plot of snow falling on cedars is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on how setting influences the plot of snow falling on cedars, we are here to assist you. Your essay on how setting influences the plot of snow falling on cedars will be written from scratch, so you do not have to worry about its originality.

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Saint Thomas (Descriptive Essay)

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As the alarm goes off at five a.m. Katie and I lay in her fluffy pink bed

not wanting to get up. A few minutes later we hear her jolly father

yelling for us to get out of bed. It was going to be a long morning.

Slowly, Katie and I get up and go down her soft white stairs towards the

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kitchen for one of Katie's mom's famous bagel and creme cheese with a cold

glass of orange juice.

After breakfast Katie's family and I lug our bags out to the cold Saab

with leather seats. We were getting ready to depart to St. Thomas for

February vacation. On the way to the airport Katie and I snuggle together

trying to keep warm on this cold winter morning in Maine. Soon, we would

be at the airport and on our way to an exotic place in the Caribbean.

The plane was loud and rather bumpy, but it was well worth it. When we

stepped off the plane into the outdoors of St. Thomas a warm night breeze

that was somewhat muggy came over us. It was time to shed our layers.

The temperature was very different from Maine. The air was thick and

heavy causing us to sweat as we walked indoors to the baggage claim.

The airport was small and colorful. The people were of all different

races and styles. It was unlike the Maine airport. There was a friendly

wave of attitude all around and many happy laughters. After we got our

bags we waited outside for our taxi to come. When he arrived a loud sort

of reggae music was coming from his big black van. He was a tall man who

was skinny and rather loud. He loaded our bags into the van and then we

were on our way.

The roads were windy and narrow. People drove a little bit too fast it

seemed, or maybe it was because I was not used to driving on the left side

of the road. The road was just wide enough for two cars to go on it in

opposite ways.

The resort we arrived at was large and gorgeous. There were many

families and couples. The sand from the ocean was all over the side walks

and the ocean breeze was making my hair flow. It smelt of salt and

freshness. The air was rather warm for eight in the evening and it seemed

as if the people here were much more friendly and open than in Maine. Our

place was very cozy, but large. There was three spacious bedrooms and a

loving room and a kitchen. There was a balcony where we could look at the

ocean. As soon as Katie and I unloaded our bags in the room, we went

straight towards the beach. We slid into our bathing suits and ran in the

sand towards the beach. The sand was still warm as if the sun had just

gone down. It felt so nice to slide between my toes. It was more quiet

out here other than the sound of waves crashing and the sound of the

people at the bar a little ways away from us. After a brief swim in the

salty warm ocean water, Katie and I head over to the little bar. It was

filled with people of all different ages and sizes. The smell of fried

food was lingering in the air. The food did not taste any different from

American food. After checking out the small friendly bar,Katie and I took

a walk along the shoreline and talked about things until we came up to the

lawn chairs by the beach. We lounged in these comfy chairs with cushions

and looked up at the beautiful sky. We wanted to hold this peaceful

moment in our hands for the rest of our lives.

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Great American Wilderness

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At first, the idea of removing all human-made objects from the wilderness sounds like the charitable thing to do. It's the way things should be, right? In actuality, this plan doesn't hold as much merit as originally thought. Although it may be healthy for the environment to some extent, there is something else that needs to be considered. It is hard to decipher whether or not something should be deemed "unnatural." The American Indians, as well as their structures, were able to co-exist serenely with their wilderness surroundings. Society should be more worried about something's effects on its surroundings as opposed to assuming because it is man-made, it must be given the name "unnatural". If there is a negative result on the environment from something a human made, only then should it be termed as "unnatural".

Before there were cities and cars, factories and pollution, mass production and waste, there were people and nature. The Native Americans roamed the continent living peacefully and in sync with it. Some even looked at their surroundings as a greater power. In Louis Owens' essay, "The American Indian Wilderness," he recalls the Salishan people who consider the Glacier Peak Mountain to be, "Dakobed, or the Great Mother, the place of emergence." Considering Native Americans have homes and structures within wilderness areas, is it fair to say they must be removed simply because they are man-made? It can be argued that because these people have lived so serenely with nature that they, as well as their creations, are nature in themselves.

However, man has damaged many areas of the natural world. As a result of our pollution, there is a hole in the ozone layer. The rainforests have been significantly depleated, as well as many other areas, simply because we wanted what they supplied. Many animals have become endangered and even extinct because of our destructive behaviors. What is left of our great world should be savored and protected. Whatever we can do to keep what we have left, we should, as well as encourage regrowth in all that's been lost. That means taking anything out of the wild that is human-made, if it caused significant damage to the area, and replacing it with what was once lost or destroyed.

In Owens' essay, he discovers he's been narrow minded in believing man and nature should be separate. After his experience with the two old women, Owens begins to realize a new philosophy about the issue. "I began to understand that what I called 'wilderness' was an absurdity, nothing more than a figment of the European imagination." He goes on to say, " Before the European invasion, there was no wilderness in North America; there was only the fertile continent where people lived in a hard-learned balance with the natural world."

So how do we know where to draw the line? Is it fair for us to say that the children's jungle gym in the middle of a park is less "natural" than the hovering firs surrounding it? Society needs to begin looking to the past and the ancient people of our land as guidance in these questions. As Owens said in his essay, " unless all human beings can learn to imagine themselves as intimately and inextricably related to every aspect of the world they inhibit, with the extraordinary responsibilities such relationship entailsunless they can learn what the indigenous peoples of the Americas knew and often still knowthe earth simply will not survive."

Please note that this sample paper on Great American Wilderness is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Great American Wilderness, we are here to assist you. Your cheap custom college paper on Great American Wilderness will be written from scratch, so you do not have to worry about its originality.

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Frankenstein

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Frankenstein

Oftentimes, when a film is created based on a novel, there are significant

modifications in the plot of the story. "Mary Shelley's Frankenstein", directed by

Kenneth Branagh, is one of those films. Based on the gothic horror novel

Custom Essays on Frankenstein

Frankenstein, written by Mary Shelley, there are a several parts of the film that

are not supporting of the novel. A couple of these parts would be the death of

Justine Moritz, the death of Caroline Beaufort, and the creation and destruction

of the female creature.

Starting with Justine Moritz, the events accompanying her death do not

agree in the novel and in the film. In the novel, when Justine is accused of the

murder of William, she confesses to the crime, believing that she will thereby

gain salvation, but tells Elizabeth and Victor that she is innocent and miserable.

They remain convinced of her innocence, but Justine is soon executed. In the

film, Justine is accused of the crime and then helplessly dragged to the center of

town and publicly lynched without a trial or even an explaination.

Reviewing Caroline's death in the novel and in the film, she died in two

totally different manners. In the film Caroline dies while giving birth to Victor's

brother William despite the best efforts of his father to save her and the baby. In

the novel, just before Victor departs from Geneva to attend the university in

Ingolstadt, Caroline catches scarlet fever from Elizabeth, whom she had been

nursing back to health, and dies. On her deathbed, she begs Victor and

Elizabeth to marry.

Another significant difference in the film and novel is the creation and

destruction of the female creature. In the novel, after careful persuasion by the

monster, Victor quickly sets up a laboratory in a small shack and devotes many

hours to working on his new creature. While working one night, Victor begins to

think about what might happen after he finishes his creation. He imagines that

the two creatures might have children, creating a race of devils...on the earth.

In the midst of these reflections and growing concern, Victor looks up to see the

monster grinning at him through the window. Overcome by the monsters

hideousness and the possibility of a second creature like him, he destroys his

work in progress. In the film, Victor creates the female creature in the same

laboratory he created the original monster, in Ingolstadt. On the female creature

in the film, is Elizabeth's head along with other female's body parts. He

completes her and gives life her. The female is torn between her feelings for

Victor and for the monster. When she sees her reflection in a mirror, her

hideousness is too much to bare so she sets herself on fire and darts out of the

room running down the halls catching everthing that she touches on fire and

commits suicide.

One thing holds true for both the novel and the film is that the pursuit of

knowledge is at the heart of Frankenstein, as Victor attempts to leap beyond

accepted human limits and access the secret of life. Likewise, Rober Walton

attempts to exceed previous human explorations by trying to reach the North

Pole. This never-ending pursuit of knowledge, of the light, proves dangerous, as

Victors act of creation eventually results in the destruction of everyone dear to

him, and Walton finds himself harmfully trapped between sheets of ice. So even

amidst all the discrepancy between Frankenstein and "Mary Shelley's

Frankenstein", there is still a common motif that they both share. Some

knowledge is better left unknown.

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Female roles in Othello

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The first women that I will discuss is Bianca. Bianca would be known as a modern day prositute. By analizing her relationship with Cassio, it seems as though Bianca really wanted to have some sort of relationship with him. An example of this is in scence ,act 4. It begins as Desdomona and Emilia exit as Bianca enters. Bianca begins to question Cassio about his whereabouts.

Bianca Save you, friend Cassio! Cassio What make you from home? How ist with you, my most fair Bianca? (Ifaith,) sweet love was coming to your house. Bianca And I was going to your lodging, Cassio. What,keep a week away? Seven days and nights, Eightscorce eight hours, and loversabsent hours More tedious than the dial eightscorce times? O weary wreacking! Cassio Pardon me, Bianca. I have this while withthis leaden thoughts been pressed, But I shall in a more continuate time Strike off this sorce of absence. Sweet Bianca, Take me this work out.(page 165 lines 10- 04)

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It is then that Cassio gives Bianca a token of his love. Upon reciving this token, Bianca becomes highly offended. She then acusses Cassio of having anohter lover.I find this very hard to believe. How could Bianca of all people have the nerve to question someones loyalty,whenit is her lack of loyalty that earns her money.The relationship between Bianca and Cassio is purely physical. Their relationship would fit the general sterotype, that women are only good for one thing.An example of this,lack of care, is when Iago and Cassio are talking about the relationship between Cassio and Bianca. Iago She gives it out that you shall marry her. Do you intend? Cassio Ha,ha,ha!(page 17 lines 15-16) Cassio I marry(her?)What a customer?Prithee bear some charity to my wit! Do not think it so unwholesome. Ha,ha, ha!(page 17 line 140) In the end we never find outwhat becomes of Bianca. However we can assume that she continues her lifestyle. Whether or not that includes Cassio is left a mystery, only Shakespeare knew what became of them.

Emilia would be a very difficult character to evaluate. Throughout the book you see her personality come out. Emilia seems to be a very rebellious person in a sense. Of all the women she seems to be the one with the most intelligence. Emilia has experienced more in her lifetime. She is begining to understand her role as a wife towards her lord(husband). This is act 4, scence , where Emilia is talking to Desdemona about husbands. Yet we have some revenge. Let husbands kknow Their wives hvae sense like them. They see, and smell, And have thier palates both for sweet and sour, As husbands have. What is it they do When they change us for ohters? Is it sport? I think it is. And doth affection breed it? I think it doth.Ist fraility that thus errs? It is so too. And have not we affections, Desires for sport, and fraility, as men have?(page 17 line 104-11). By just reading this short passage, you can tell the kind of character Shakespere intended for Emilia to be. In my personal opinion, Shakespeare wanted to keep the readers in anxiety about the relationship between Emilia and Iago. As you read the story, you get the idea that Emilia has to fight to get her husbands attention, or you could even say his approval.However by the end of the story she pays for her personality triat with her life. It wasnt till the end of the story when she realized that her mistress was dead, her own folly in loving her husband and seeking his approval.

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Non terminal change- night essay

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The non Terminal Change

I. People change all the time in response to their surrounding environment and what is happening to them . Elie, in The Night written by himself, Elie Wiesel, changed greatly in an emotional way from before the concentration camp until after it. For example, he goes from caring and having feelings for some one he cares for to being happy and feeling good that some one got hung. Also, in many other ways, Elie changed greatly in a spiritual way from a thoughtful happy young boy to a cold-hearted individual.

II. With what was going on around him along with his surrounding environment before the concentration camp, Elie was a nice boy with good morals and feelings. Moshe the Beadle, a wise thinker in the town of Sighet, was a very inspirational factor in Elie's life. Moshe, a man Elie was very fond of, taught him things and opened his eyes to new ideas. Until one day the Gestapo came and expelled all foreign Jews from Sighet, a group Moshe was a part of. On his way out of Sighet on the bus, Moshe weeps, while Elie "Stood on the platform and wept too." He cried and showed obvious emotion for a person he really cared about. Moshe was some one that Elie really cared about and lost him to the Gestapo.

Also, Elie shows emotion by when they were in the Ghettos and he opens his place to his family and relatives. He cares enough for them to sacrifice his house to them. Through all this going on he stays in good spirits.

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IV. Being given the circumstances and situation around Elie, after he was taken into the concentration camp he was a cold-hearted scavenger with no other thing on his mind but food. He had just finished being brought to his second concentration camp. He was sent to the dentist to get his golden crown taken out. When he had went to go get it taken out for the third time the dentist's barrack was closed because the dentist was found keeping his own traffic of gold crowns. He was to be hung for his crime. Elie was actually happy, he "was quite happy about what had happened. I have saved my gold crown. It might be useful to me some day to buy bread or life. I took little interest in anything except my daily bowl of soup and bread." Elie was happy that the dentist had gotten hung. He was glad to keep his gold crown. He said he had no pity for the dentist, even though Elie was doing the same thing as the dentist, trying to survive.

Also, when his father was taken to the crematory and was dead, Elie "did not weep, and it pained me that I could not weep. But I had no more tears. And, in the depths of my being, in the recesses of my weekend conscience, could I have searched it, I might perhaps have found something likefree at last!". Elie was actually relieved that his father had past. All he could think about was his own hunger and being. Now he did not have to give parts of his rations to his father. And Elie found that more pleasant than the life ness of his father.

VI. Elie changed in a significant way spiritually and emotionally, as a result of a change in environment and surroundings. What was once a nice young, well moral child with feelings was now a mean inconsiderate boy who now lacked moral values which was once possessed by him before the change. All this at the hands of change of environment and way of life.

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1984

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1.) List the title and author of the work you read? 184 written by George Orwell which is a pen name for Eric Blair, his real name. .) Briefly describe the plot (action) of the work. What happens? 184 a story of dictators who are in complete control of a large part of the world after the allies lost in World War II. The government in this novel gives no freedoms to its citizens. They live in fear because they are afraid of having corrupt thoughts about the governments of Oceania, a crime punishable by death. Winston, the main character, is a man of who is not high in either intelligence or character, but is disgusted with the world in which he lives in. Winston represents Orwell's view on totalitarianism. He works in the Ministry of Truth, which is a place where history and facts- significant or not are rewritten to reflect the party's idealistic beliefs. They destroy the records of the past; and print up new revised editions, which is being constantly redone. Winston is aware of the untruths, because he makes them true. This makes him very upset with the government of Oceania, where Big Brother, a larger than life figure, controls the people. Big brother is the figurehead of a government that has total control. The Big brother political system uses propaganda and puts fear in its citizens to keep the general population in line. His dissatisfaction increases to a point where he rebels against the government in small ways. Winstons first act of rebellion is buying and writting in a diary in which he buys from a antique shop run by a prole. This act is known as a though crime and is punishable by death. A though crime is any bad thought against the government, Winston commits many thought crimes and becomes paranoid about being caught, which he knows is inevitable. He becomes paranoid because he is followed by a young woman who is activly involved in many community groups. Winston is obsessed with the past, a time before Oceania was under strict dictatorship. He goes into the same antique shop and forms a relationship with the shop keeper in which he shows Winston a room upstairs which he can rent. While there he sees the same woman following him, as this happens many thoughts race through his mind about killing her. He decideds against it since she would probly fight back. The girl who was following him slipped him a note while in work saying I love you. They make plans to meet each other and carry on an illegal love affair that lasts for a long period of time and is commited in many secret places. Winston rents the room where him and the girl, Julia, can be secluded from the outside world. Julia is considered a sexual deviant in the oppressed world of 184. In the normal world sex is free, in 184 it's a forbidden act only allowed for reproduction prposes to keep the partys numbers constant. Julia has been sexually active since her teenage years. "She has had her first love affair when she was sixteen, with a party member of sixty." Love and sex is not allowed in this totalitarian state so Julia has to look as pure as possible so that she does not show any guilt. Winston had been fascinated about a man named OBrien who he sees and he contacts Winston who indicates that he is a member of a secret brotherhood. They go to his house and he gives them a book to read said to be written by Emannuel Goldstein. Soon after that, Winston and Julia are caught at there rented room which was actually all fake and the though police knew everything that was happening from the begging. OBrien, becomes his rehabilitator and torturer for the next months. OBrien tortures Winston in stages. The first two stages are to force the party

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Titanic (flying scene)

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In this scene, Jack takes Rose up to the bow of the Titanic to show her how to fly. They step up on the railings, and take the risk of falling. There is a parallel between this risk and the risk they are taking by falling in love. They are from two different worlds and are not deemed by society, suitable for each other. The main obstacle, insofar as society sees, is that Jack is from a much lower class and would never be able to support Rose. The metaphor in this scene is quite apparent Jack shows Rose he can support her, and show her how to truly live. They will take a risk, and fly.

The music begins in the background, a romantic, melody version of the theme song. Now lyrics are descernible in order to provide only background to the events. The music in fact, melds effortlessly into the natural music of the wind as it rushes past the boat and the young couple. The initial shot is a medium close up, which gives us a clear impression of their emotions, and the angle at eye level involves us on an intimate level with the experience. Jack asks Rose to step up onto the rail with her eyes closed. This entails a great deal of trust; she is taking a risk stepping up on the bow and a risk in trusting Jack. The camera angle then, with a simple cut, moves to a long shot, where we can see that Rose is stepping up on to the rail, and we see the smaller figures juxtoposed against the vastness of the ship.

Another simple cut takes us in quick progression from a medium close up, where we can see Roses closed eyes, and tentative smile. The tension is a pleasurable one, the kind of tension one feels on when about to fall in love. Scared but happy. The next simple cut takes us to a high angle shot where we see the wind, and the water rushing past the bow of the boat, and Rose and Jack. Her words, I trust you are clearly heard in the wind, as the angle moves to dolly in on her allowing Jack to take her arms. In the next medium shot shows that Rose has let go of any supports, and is relying solely on Jack to keep her safe. He then, tells her to, open your eyes and the simple cut switches with a reverse angle shot to show us what Rose sees, the rush of water, the warmth of the wind, boundless, supportless, freedom. She is flying. Another simple cut takes us to a full shot, which pans in and past the two young people. This shows us the enormity of the boat in comparison to the two perched on her bow. There is no one else in the scene which helps us feel, the only two in the world feeling of the young lovers. The quick panning past them also imitates the feeling of the wind blowing past as they and the boat, cut through.

Jack then takes Roses hands, and they intertwine fingers. She trusted him. He was trustworthy. The simple cut shows a medium close up where we again can witness the intimate emotions. The adrenaline and giddiness is apparent in Roses smile and eyes. Jacks words arent completely audible to us; they share a closeness that is only between them. The cut to the closeup of the hands shows hands, supporting eachother, but not containing eachother. They caress and explore eachother, and we are taken again, with a simple cut back to the medium shot of them as they embrace and kiss. They have reached a new level in their relationship. She trusted him, with her life. He supported her.

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There is again, a metaphor in the giddy excitement of flying off the bow of the boat, and flying into the world of love.

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Declare

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1. When General Declare looked into an African child¡¦s eyes, he found that the eyes of that child are exactly the same as his son¡¦s. He learned, every child is the same. No matter where they are, what ethnics they are and what situation are they living in.

. The children in Rwanda were armed; they were treated as soldiers.

. Many children listened to the enemy and killed their parents.

4. Some boys in Rwanda attacked General Declare and his fellows, and those boys took girls as their shields. Although they were children, the dangerous action forced General Declare and his group to shoot as resistance attack.

5. Those children in Rwanda did not have any education; they have little knowledge about school. The children massacre different ethnic group without knowing the reason. They were just imitating the adults.

Five questions about the issues in Rwanda

1. Why would the children want to fight in the war?

Some children become soldiers simply to survive. In war-ravaged lands where schools have been closed, fields destroyed, and relatives arrested or killed, a gun is a meal ticket and a more attractive alternative to sitting home alone and afraid. Sometimes a minor soldiers pay is given directly to the family.

(Cited from http//www.unicef.org/graca/)

. What can I do to help and support the Rwanda children if I have no money and I cannot go to Africa and help?

You can go to the website http//www.warchild.ca/studentscentre_peacecard.asp to send cards to the African children or send cards to your friends and tell them about the situation in Rwanda. It is better to let more people know, so that more people will concern about Rwanda¡¦s genocide.

(Cited from http//www.warchild.ca/studentscentre_peacecard.asp)

. What impact on children did the war cause?

In the past 10 years, about million children have been killed and more than 6 million have been disabled as a result of armed conflicts.

Moreover, schools have been closed, Children did not receive any education and their relatives were arrested or killed.

(Cited from Canadian International Development Agency)

4. What kind of country is Rwanda?

Rwanda is a poor rural country with about 0% of the population engaged in agriculture. It is the most densely populated country in Africa; landlocked with few natural resources and minimal industry.

5. How did this genocide started? How did it developed?

In 15, three years before independence from Belgium, the majority ethnic group, the Hutus, overthrew the ruling Tutsi king. Over the next several years, thousands of Tutsis were killed, and some 150,000 driven into exile in neighbouring countries. The children of these exiles later formed a rebel group, the Rwandan Patriotic Front, and began a civil war in 10.

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Comparison of two fairy tales

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Comparison of fairytales

Focus

I have chosen to compare and contrast the differences in language between two fairytales.

Cinderella an art deco love story was written in 001 by Lynne Roberts and is a modern take on the classic " Cinderella". Cinderella an art deco love story although written recently the accompanying pictures are very 150's chic. Incorporating the glamorous popular style that is at once serious and playful, art deco is like no other, recognised for its style and glamorous structure. It has been incorporated into the modern fairy tale to reflect the issues of modern day Britain. From a young age British children are becoming evermore fashion conscious gone are the days where you can dress your children in what you like they have become more opinionated and materialistic. This is reflected in the book through the art deco style and the fashion conscious fairy godmother.

My other fairytale The fisherman and his wife by Brothers Grimm is a classic and old fairytale written in 180 during the reign of queen Victoria when society was often very mixed and only the very rich were educated. The story is aimed at the lower class families of the time giving a strong message that all the luxury's in the world won't make you any different or any more content with yourself. This motto can be adapted to modern times e.g. what do big lottery winners do with their terrifying amount of wealth? Does it actually make them happy? The answer is always NO! I hope to discover how language has changed over time and why these changes may have occurred.

Similarities

Both of the fairytales are designed to read allowed, to children, and possibly by children, which is why the stories although teaching life lessons are upbeat and use frequent rhyme. "Flounder, flounder in the sea, prithee harken unto me" and "magic, magic work on all get Cinderella to the ball". This rhyme helps to captivate its child audience .In 180 storytelling was virtually the only form of entertainment for a child so the story's are full of lively rhyme. Today rhyme is used for very different reasons, children are increasingly turning to TV or computer games for entertainment instead of sitting down for a nice story for this reason the story must be upbeat enough to compete with the play station.

Both books use no contractions e.g. don't is written as "do not" making the sentence very wordy. This simplifying of text is common in modern children's books as contractions would confuse children learning to read at age four or five in mass educated Britain.

However in 180 no contractions are used as the standard of the English language at the time was very high all written books used formal English and all upper class families spoke very well using no colloquialisms. The contraction don't from do not surfaced around 15 around the war years when life was pretty awful and standards in Britain had fallen.

Typical fairytale beginnings are used in both. Cinderella begins "In a time not too long ago and in a land much like our own, there lived a beautiful girl" which adds the immediate sense of a fantasy story "in a land" meaning not reality. This gives the reader entry into a fantasy world allowing the child to escape reality when reading the fairy tale. It also however emphasises the need to be beautiful using the stereotypical "beautiful girl " as the heroine. The need to be beautiful is becoming an increasing obsession in Britain not only in children but in adults too the book subconsciously shows how important beauty is in 001.On the first page a time adverbial "In a time not too long ago" adds to the Childs placing of the story in time.

The Brothers Grimm fairytale also begins with a time adverbial "there once was a fisherman" which immediately enables the child to place the story in time while also indicating a fantasy story. This typical style beginning has become almost clich being used frequently from 180 to modern day times.

Lexis

There are many visible differences between the lexis in both books, this is due to the development of language from formal middle English used in the180's to modern simple lexis used today in 00.The modern fairytale uses mainly high frequency monosyllabic lexis " he, his, set, had, shall" this is used as the books are aimed at children of around five years of age who would have only recently learnt to read. There is however some low frequency polysyllabic lexis "particularly" and "endearment" which are placed to broaden the Childs vocabulary as today children of four will have a fairly limited low frequency vocabulary.

The old fairytale has many disyllabic lexis "hovel" and "looking" making the book harder to read this was necessary in 180 as at the age of five the few rich enough to be educated were educated to a very high level. This changed after the education act in 1867 when the reform act was passed it vas drafted by William Foster it stated that school boards were elected and that schools could make their own by-laws allowing them to charge fees of if they wanted to let children in free. The older book also has many archaic phrases and words "prithee" "unto" and "harken" these would not be understood today by children or some adults showing how language has changed dramatically over the years.

The modern fairytale uses some almost archaic phrases "frock and finery" these are added as art deco is the theme of the book art deco is associated with fancy clothing and "frock and finery" are typical 15-50 phrases adding to the authenticity of the book and to make it more like an original fairytale.

Syntax

Cinderella an art deco love story is full of large colourful illustrations by David Roberts in pen and ink with hot pressed, heavy weight paper, which is a technique associated with the art deco period adding to the originality and authenticity of the art deco designs and pictures. In creating the characters Robert looked at 150's movie stars, magazine covers and art. The paintings in the background on the walls of the house are based on those by Augustus John a famous art deco artist incorporating everything possible into the art deco theme. Art deco is considered to be one of the most exciting chapters in the history of arts. Conceived in France before the First World War in a period of creative ferment, it spread through Europe. Art deco style is a mixture of cubism, constructivism and futurism, which is why it is still accessible today. These illustrations are closely related to the text, which helps the child with understanding.

However in the old fairytale by Brothers Grimm there are only two pictures which are all black and of no great size. This shows that today visual images are key to children's enjoyment where as ion 180 it was not due to greater descriptive detail and imagination.

There are visible differences in the writing between the two books. The old fairytale has considerably more writing, which is visibly smaller compared to the large writing of the modern. This could be due to the fact that in 180 only the rich were educated and those that were, were educated highly from a young age. After the education act in 1867 the standard of ability at such a young age has fallen, meaning books that are easier to read.

Grammar

In the modern fairy tale there are lots of simple sentences "her name was Greta" and "Greta's father was a kind man" and compound sentences "he could be quite forgetful and could not see anything without his glasses" this is due to the book being aimed at young children who find simple sentences easier to read, yet there are a few compound and complex sentences adding to the interest and helping the child to broaden reading ability.

In the old fairytale the sentences are mainly compound "there was once a fisherman who lived with his wife in a hovel, close to the sea" and complex "the fisherman did not much like the business however he went to the sea, and when he came there, the water looked all yellow and green" This makes the book more complicated to read reflecting the high level of ability of those that were educated.

There are a lot of archaic sentence structures "there was once a fisherman" which would now be there once was a fisherman. "You need not make so many words about the matter would today simply be don't make such a fuss this shows how the English language has simplified over the years.

Conclusion

I can conclude from my findings that both new and old fairytales have many similarities, typical settings such as fantasy starts" In a land not too far away" and rhyme which adds to the excitement of the text making the story appealing to children in both 180 and 001.However there are many differences formed over time in the lexis, the old fairytale is considerably harder due to the fact that education was at a high standard to a select few in 180. The modern lexis is very simple high frequency adding to the books compatibility with modern children of school age. There are also noticeable differences in size of text and length of text per page with the old being considerably longer also reflecting the level of education in 180.

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