Education in Wuthering Heights Essay

Education of the 18th and 19th century connects closely to the gender association of this period. Men from wealthy families were the only persons provided the opportunity to be educated at the university level. Just as many men use golf to prove their status and superiority today, these gentlemen pursued cricket and rugby. Another similarity with society today involves the importance of personal connections to further your education possibilities and business opportunities. Social standing was extremely important during this time. â€Å"Manners, money, birth, occupation and leisure time were crucial indicators of social standing, determining not only one’s place in society but one’s freedom to act, speak, learn, and earn† (Longman p. 1886). (alternate view on Victorian society) In the Victorian Era, social class was not solely dependent upon the amount of money a person had; rather, the source of income, birth, and family connections played a major role in determining one’s position in society. And, significantly, most people accepted their place in the hierarchy. In addition to money, manners, speech, clothing, education, and values revealed a person’s class. The three main classes were the elite class, the middle class, and the working class. Further divisions existed within these three class distinctions. The struggle between social classes roughly resembles a real-life conflict during this time. The book was published during the Industrial Revolution, a time of great economic change in which laborers fought for fair conditions in the workplace, and employers fought to defend themselves. People formed groups to work for their own benefit, thus, causing the separation of classes THE GENERAL EFFECT THAT STRESS ON EDUCATION AND THUS SOCIAL CLA SS BRINGS OUT IN THE NOVEL: Education is the one of the central themes in Wuthering Heights, it brings about social status and class distinction in the novel, one of the major differences that we witness between Class struggle is a central theme found in wuthering heights. Class determines hatred, marriage, financial situation and occupation in Wuthering heights. The strict guidelines of class structure break hearts, bring about marriages without love and affect the physical and emotional wellbeing of every character. Even the two main houses in Emily Bronte’s novel reflects the difference education imparts on the character’s dispositions and behaviour. The setting of the story at Wuthering Heights and Thrushcross Grange provides a clear example of social contrast. While the Heights is depicted as simply typical and â€Å"domestic† and associated with uneducated characters: (Nelly, Heathcliff, Hareton, Zillah and Joseph) the Grange is described as a â€Å"scene of unprecedented richness† (80). Each house is associated with behaviour fitting the description. For example, when Catherine is taken into the Grange, she experiences drastic changes, thus going from a â€Å"savage† to a â€Å"lady† (80). While at this house, she rises in status, learns manners, and receives great privileges such as not having to work due to being acquaintances with the educated Isabella and Linton. Heathcliff, on the other hand, learns to classify himself as a member of the lower class, as he does not possess the education of those at the Grange. THE EFFECT OF EDUCATION (OR LACK OF EDUCATION) ON THE CHARACTERS IN WUTHERING HEIGHTS: *MY IDEA IS THAT THE THEME OF CLASS AND EDUCATION ARE INTERLINKED. EDUCATION BREEDS CLASS AS SEEN IN THE CHARACTERS OF EDGAR LINTON, ISABELLA, CATHERING EARNSHAW (TO SOME EXTENT) AND CATHERINE LINTON HEATHCLIFF: †¢Education in Wuthering Heights leads to a better understanding of class and society. The fact that Heathcliff is deprived of an education, immediately lowers his class and ranks him among the servants of Wuthering Heights, emphasized when Catherine Earnshaw returns to Wuthering Heights after her stay at the Lintons. (chapter 7) :† why how very black and cross you look!and how- how funny and grim! But that’s because I’m used to Edgar and Isabella Linton.† †¢Even though Wuthering Heights’ two families live out in the middle of nowhere, they still abide by the constraints of class. Brontà « lets us know through Catherine’s aspirations to marry Edgar Linton that Thrushcross Grange is a far superior manor to the sprawling farmhouse at Wuthering Heights. Now, the Lintons and the Earnshaws are both members of the middle class – between the working class and the elite – as they have servants running the house. But marriage to Edgar Linton is still the means through which Catherine becomes the â€Å"greatest woman of the neighbourhood† (9.59) while, as she tells Nelly, â€Å"Did it never strike you that if Heathcliff and I married, we should be beggars? whereas if I marry Linton, I can aid Heathcliff to rise and place him out of my brother’s power† (9.99). Being an orphan with no family ties and no land, Heathcliff is the lowest on the totem pole. That Hindley denies Heathcliff an education implies that he is trying to force him to become a servant (which is how he, in fact, refers to him several times). So it makes sense that Heathcliff’s revenge is tied directly to the novel’s class issues, because property ownership is one of the privileges of the middle class and above. :† He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do s o as hard as any other lad on the farm. (6.9)† †¢Heathcliff is brought up in a middle class environment with the earnshaws and then into a working class when Hindley takes over custody of Heathcliff. Heathcliff originally was of low working class, being a gypsy (a poor nomadic race of people) and had dark skin. His ethnic disposition worked against him when being judged by the Earnshaws and Linton’s. This leads to the constant belittling of Heathcliff by Hindley and the Lintons ultimately resulted in his loss of Catherine and his motivation in bring about the downfalls of the Earnshaws and Lintons. †¢Heathcliff is an orphan; therefore, his station is below everyone else in Wuthering Heights. It was unheard of to raise someone from the working class as a member of the middle-to-upper middle class. Even Nelly, who was raised with the Earnshaw children, understood her place below her childhood friends. When Mr. Earnshaw elevates the status of Heathcliff, eventually favoring him to his own son, this goes against societal norms. This combination of elevation and usurpation is why Hindley returns Heathcliff to his previous low station after the death of Mr. Earnshaw, and that is why Heathcliff relishes in the fact that Hindley’s son Hareton is reduced to the level of a common, uneducated labourer. †¢Due to the fact that Heathcliff is uneducated Catherine begins to prefer Edgar Linton’s society simply because Edgar is able to discuss more intellectual topics than Heathcliff, thus due to his lack of education and class distinct he lost the love of his life, Catherine. †¢Only after he becomes educated and more genteel does he garner more respect in the novel. †¢When Heathcliff returns, having money is not enough for Edgar to consider him a part of acceptable society, as he is not educated. Heathcliff uses his role as the outcast to encourage Isabella’s infatuation. The feelings that both Catherine and Isabella have for Heathcliff, the common laborer, cause them to lose favor with their brothers. Hindley and Edgar cannot accept the choices their sisters make and therefore, withdraw their love. When a woman betrays her class, she is betraying her family and her class — both unacceptable actions. †¢It should be noted that Heathcliff uses the Victorian’s obsession with class distinct and education against his enemies. They are tools of his revenge. CATHERINE: †¢Social class and education must be the reason Catherine marries Edgar; she is attracted to the social comforts he can supply her. No other plausible explanation exists. Catherine naively thinks she can marry Edgar and then use her position and his money to assist Heathcliff, but that would never happen. †¢The fact that her own brother Hindley deprives her true love, Heathcliff of an education makes Catherine realize the fact that Heathcliff would never be of any consequence to society as in Victorian times education and class distinct ran hand in hand. This is what broadens the chasm between Catherine and her childhood companion Heathcliff as she comes back from her stay at the Lintons. †¢It is Heathcliff’s lack of education that drives her into the society of the Lintons. †¢The fact that Hindley deprives Heathcliff of an education cements Cathy’s view of Heathcliff as a tyrant and causes a chasm between brother and sister. †¢The fact that education is such an important part of Victorian society is emphasized by Catherine’s choice to marry Linton rather than Heathcliff. Catherine’s decision to marry Edgar Linton rather than Heathcliff, and this decision widens the gap between social classes. Edgar Linton is a wealthy man of high status and education, and Heathcliff is poor and possesses no assets. Catherine does not consider personal feelings, but instead, she focuses on her outward appearance to society. â€Å"Edgar Linton will be rich and I shall like to be the greatest woman of the neighborhood whereas if Heathcliff and I married, we should be beggars (81).† It is obvious that wealth justifies social class, and Catherine strives to achieve high status. HINDLEY: †¢Out of all the characters in the novel, Hindley seems to be the most worldly, from a young age he is sent off to college, mainly due to his father’s deference to Heathcliff. This causes us to believe that he is more exposed to Victorian class distinction, more than the other characters of the novel as he is sagacious enough that he discovers that by depriving Heathcliff of an education he ultimately separates him from Catherine as he is then ranked among a servant. †¢Due to Heathcliff, in a cyclical turn of events, Hindley’s own son due a combination of his own neglect and Heathcliff’s cruelty is deprived of education. The fact that he is deprived of education deprives him of any social consequence and his own birthright, emphasizing Emily Bronte’s theme that class and social standing can’t exist without education. EDGAR LINTON: †¢Edgar Linton is a wealthy and well-educated with a noticeably higher ranking than the tenants of Wuthering Heights. †¢Although his rank has made him rather weak- willed and effeminate in character. (Emily Bronte seems to associate the genteel class with slightly effeminate characteristics) he is well educated and this leads him to win the heart of Catherine. †¢His high social status and education make him dislike Heathcliff whom he regards as a ‘gypsy’, his wife and sister’s regard for a man with such low education is a cause for his extreme dislike towards Heathcliff †¢Edgar embodies Victorian society’s idea of a well- educated. Cultured gentleman. Emily Bronte uses Edgar to depict the value of education in such a society, he is a complete contrast to the character of Heathcliff. HARETON: †¢while Hareton’s outward behaviour might suggest a lack of character, he responds to Cathy’s beauty and love by striving to improve his mind. Hareton realizes the importance of education in Victorian society. †¢Heathcliff’s revenge on him is to make Hareton a double of a younger Heathcliff, by denying Hareton his right to an education he makes Hareton less than a servant in Victorian society. This is emphasized by Linton Heathcliff and Catherine Linton’s treatment of him. CATHERINE LINTON: †¢Wuthering heights is famous due to Emily Bronte’s use of doubles or ‘shadowing’ both mother (Catherine Earnshaw) and daughter (Catherine Linton) share a distate for those characters with a lack of education, emphasizing the Victorian era’s obsession with education and the important role it played in class distinction. †¢Catherine Linton shows distaste and even disgust towards her uneducated cousin Hareton, she is shocked that they are related and mocks him with her more cultured cousin Linton Heathcliff †¢It is Catherine’s distaste at Hareton’s lack of education that prevents her from seeing the aid Hareton was attempting to provide when she is forcibly taken to Wuthering Heights by Heathcliff. Isabella: †¢Isabella’s regard for the ‘gypsy’, Heathcliff who she pays no mind to as a child only grows when he returns from his expeditions as an educated man. †¢When Isabella marries Heathcliff she betrays her cultured and educated upbringing leading to estrangement from her brother this emphasizes the chasm that Heathcliff’s lack of education creates throughout the book, separating characters and damaging relationships. It also shows the social unacceptability of being uneducated in England in the Victorian era. QUOTATIONS REPRESENTING THE SIGNIFICANCE OF EDUCATION IN THE NOVEL: (the quotes are cited chapter.paragraph) †¢He drove him from their company to the servants, deprived him of the instructions of the curate, and insisted that he should labour out of doors instead; compelling him to do so as hard as any other lad on the farm. (6.9) ïÆ'ËœHindley’s project to punish his father’s favorite begins as soon as the old man dies. To make Heathcliff a farmhand, bereft of education (instructions), is to put him in the lowest possible position. The gentry never work with their hands. †¢[Hindley] wished earnestly to see her bring honour to the family by an alliance with the Lintons, and as long as she let him alone she might trample on us like slaves, for aught he cared! (9.152) Hindley has designs on the Lintons’ social status. Nelly resents the treatment she receives from Catherine. Nelly (who is speaking here) may not be a slave, but she is a servant – yet more often than not she acts like a family member. †¢Ã¢â‚¬Å"but he yielded completely and there was no prevailing on him to take a step in the way of moving upward, when he found he must necessarily sink beneath his former level† chapter 8 †¢:†what good do I get- what do you talk about†¦Ã¢â‚¬ ¦or for anything you fo either!† chapter 8 †¢:†and he will be rich and i†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..husband† chapter 9 †¢:†and the curate doesn’t teach you to read and write,†¦Ã¢â‚¬ ¦..Heathcliff had promised that† chapter 10 †¢:†papa is gone to fetch†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.relationship with such a clown† chapter 4 volume 2 †¢:†he has satisfied my expectations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.he takes pride in his brutishness† chapter 7 volume 2. †¢:†he does not know his letters†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.dunce?† †¢:†Mr H areton is not envious†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..in a few years† chapter 16 volume 2 †¢:†and tell him if he’ll take it†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..never tease him again.† Chapter 18 volume 2 EDUCATION IN THE COLOR PURPLE: Walker also makes it evident to readers the level of education many of the blacks in the novel had received, which is representative of the black community in the South as a whole in those days. As Walker shows, many females did not finish school, and were instead married away at early ages. Also, many young males were not able to attend school long, considering they were needed to help farm the land. Because of this, most of dialogue in the book is written as if an uneducated person was trying to speak English. For example, many sentences appear to have not only spelling, but grammatical errors as well, such as â€Å"Where us going? ast the oldest girl.† In one of the main character’s, Celie, letters to her sister Nettie, she comments on how two women are trying to teach her how to â€Å"talk†. She states, â€Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† However, in Nettie’s letters to Celie, Walker uses correct grammar and spelling. This is because Nettie was more educated than most of the black people in the South, going to school for many years. Therefore, Walker is using the two sister’s English to show a direct contradiction in the way most blacks in the South at that time spoke, and the way a few that were schooled well spoke. Thus, the reader is able to gauge the education level of the characters in the book by their dialogue. This level is in direct correlation with the level of education of the blacks that really did exist in the South after the Civil War, due to lack of school funding and time for learning. Celie’s point of view is particularly interested. Unlike Nettie, Celie is an uneducated woman, having been forced to drop out of school around the age of fourteen when she became pregnant by her Pa. Her lack of education is apparent from her poor spelling and grammar. Nettie, however, is educated. Her spelling and grammar are correct, and her letters discuss more complex topics, such as women’s rights, civil rights, religion, politics, and more. However, it isn’t only Nettie that has an interesting story to tell. Despite Celie’s poor educational background, Celie tells a powerful story. In this sense, Walker’s chosen narrator shows that all people, including poor, uneducated, victimized black women have an important story to tell. QUOTES ABOUT EDUCATION IN THE COLOR PURPLE: †¢Ã¢â‚¬Å"The Olinka girls do not believe girls should be educated. When I asked a mother why she thought this, she said: A girl is nothing to herself; only to her husband can she become something. What can she become? I asked. Why, she said, the mother of his children But I am not the mother of anybody’s children, I said, and I am something.† †¢Ã¢â‚¬Å"She say us not so hot. A dead country give-away. You say US where most people say WE, she say, and peoples think you dumb. Colored peoples think you a hick and white folks be amuse.† †¢Why do they say I will be a wife of the chief? asks Olivia. That is as high as they can think, I tell her. He is fat and shiny with huge perfect teeth. She thinks she has nightmares about him. You will grow up to be a strong Christian woman, I tell her. Someone who helps her people to advance. You will be a teacher or a nurse. You will travel. You will know many people greater than the chief. Will Tashi? she wants to know. Yes, I tell her, Tashi too. (62.13-18) †¢Tashi is very intelligent, I said. She could be a teacher. A nurse. She could help the people in the village. There is no place here for a woman to do those things, he said. Then we should leave, I said. Sister Corrine and I. No, no, he said. Teach only the boys? I asked. Yes, he said, as if my question was agreement. There is a way that the men speak to women that reminds me too much of Pa. (63.14-20)

Become An Organ Donor

Research show that up to seven lives are accumulated (two lungs; one heart, pancreas, and liver; and two kidneys) for every individual who decides to donate an organ after death. Consequently, nine patients die each day due to organ shortage. If every healthy and competent individual is willing to donate an organ before or after death, then it is most likely to save an immense number of sick or dying patients and much more offer their respective families a sturdy relief for that so-called â€Å"gift of life.† (Lauritzen, McClure, Smith, & Trew, 2001) Organ donation has always been a controversial issue in the society especially among families who are against such perception. Health organizations such as the Center for Organ Recovery and Education and other Organ Procurement Organizations came up with the idea that the discretion with regard to organ donation apparently flows on the donor’s decision, thus making the family only get informed with the â€Å"documented wis h† of the donor (May, Aulisio, & DeVita, 2000).Surveys stress the idea that there are numerous accidents that occur per day and normally, these individuals would need organs to replace whatever it is that has been damaged (Joralemon & Cox, 2003). It may then be taken to assumption that out of the 37,000 Americans waiting to receive the â€Å"gift of life† (DeJong, 1995)—to restore their good health per se—it would be more efficient if there will be many who would voluntarily donate some of their organs even when they are still alive compared to that when they are already dead.As a matter of fact, there occurred Congress legislative proposals which are coherently adopted by the American Medical Association, the United Network for Organ Sharing and the American Society for Transplant Surgeons. In essence, through these laws, the families of the donors are to be given the assurance that â€Å"the body is dissociable from the self and can be treated like prop erty†¦these are proposals to compensate families for transplantable organs which are gathering momentum. † (Joralemon & Cox, 2003)It has also been observed that the number of organ donors surprisingly increased given the fact that the Congressional bill comprises to tax credits for cadaveric donations (Joralemon & Cox, 2003). Further, it would grant moderate incentives—funeral assistances—according to donor rate. The â€Å"pure altruism† consent of the organ donation system—meaning that it will be under the consent of the donor’s family—or that on the basis of â€Å"express consent†Ã¢â‚¬â€where the deceased’s documented wish where the next of kith and kin would not be able to supersede with the donor’s decision.In these kinds of system, the system would help save lives and one point or another; financially help those who are still living in a manner of â€Å"assurance-foundation. † (May et al. , 2000) There exists several risks on organ donation, like plastic surgery, the addressee is talked to decide over his or her own risk—though insurance policies are there to collide in form—thus it must be kept in mind that there will always be unexpected circumstances to surface (DeJong, 1995).With this, organ transplant schema would be assessed to be of mutual benefit over that of the recipient and the donor. Examples of organ and tissue donation include cornea, bone marrow, hearts, livers, lungs, pancreases, and spleens; and many more dependent on what is needed by the surgeon (Lauritzen et al. , 2001). The donations made are explicitly beneficial and helpful in all of humanity. However, like other occurrences, there are always these instances where the donation process takes a glitch on the procedure.Like what doctors say, not all surgeries are successful inasmuch as there is no total assurance that a cancer patient will not be saved. Hence these kinds of issues only take place when there are anticipated circumstances like the donor is suffering from heart disease or other illnesses which could gravely affect the procedure—but that is impossible to happen since the medical team are to make several tests and diagnoses first to be able to distinguish if a donor is capable to indeed â€Å"save another life. † (Lamb, 1980)Voluntarism may be perceived to be a form of a heroic act by any individual. Even if others may regard it for a stake of financial stakes, still the mere fact that the idea is to accumulate a life is far more important than placing a pedestal of clannish catastrophes. In a larger perspective, in the case of those who are brain-dead, there are families who prefer seeing their loved one help another person’s life, than to live in a life full of agony. Most likely, the â€Å"living donors† are not after for money alone, it is too rare that they ask for something in return after donating an organ.Basically, corne a and kidney donors honor their benevolence to see a person close to them live a little longer, or make one see through the nightfall—to make someone feel complete—dramatic but happening in a real-life scenario (Lauritzen et al. , 2001). Donating an organ in the contemporary society is no longer a hook-on-a-leash issue compared to that when the kidney transplant was first performed in 1954 for the sake of two identical twins. In the modern era, technology has paved a long way in the art of saving lives—or getting a new life out of somebody’s end of life.There may be other culture or religion who are still against the idea of â€Å"taking something† from a person’s body, but if they are to be educated and have them informed of the beauty that waits the recipient, they too would conceivably try donating their organ—whether they are still living or after death (Lauritzen et al. , 2001). In a future marker of this argument, it may be stre ssed that marketing is no longer limited to goods made by humans, even humans, whose only initial investment is their body, could give a better pay-off with the right people to attend to and seek for guidance (Joralemon & Cox, 2003).It is amazing to realize that healthcare has created this system, where normal people could be heroes, even if they couldn’t fly or read minds or make objects move. A driving force to live life through helping others, and gaining income by donating an organ—the feeling of fulfillment is imaginable. References DeJong, W. (1995). Options for Increasing Organ Donation: The Potential Role of Financial Incentives, Standardized Hospital Procedures, and Public Education to Promote Family Discussion. The Milbank Quarterly, 73(3), 10. Joralemon, D. , & Cox, P.(2003). Body Values: The Case against Compensating for Transplant Organs. The Hastings Center Report, 33(1), 13. Lamb, J. (1980). Organ Transplantation: Recognizing the Donor. The American Jour nal of Nursing, 80(9), 2. Lauritzen, P. , McClure, M. , Smith, M. L. , & Trew, A. (2001). The Gift of Life and the Common Good: The Need for a Communal Approach to Organ Procurement. The Hastings Center Report, 31(1), 6. May, T. , Aulisio, M. P. , & DeVita, M. A. (2000). Patients, Families, and Organ Donation: Who Should Decide? The Milbank Quarterly, 78(2), 4.

As I Lay Dying by William Faulkner

The above paragraph is a narrative paragraph. Vardaman’s association of his mother’s death with the fish’s death at first seems to be a childish, illogical connection. This association, along with Darl’s linking of the question of existence to a matter of â€Å"was† versus â€Å"is,† allows these two uneducated characters to tackle the highly complex matters of death and existence. The bizarre nature of this exchange illustrates the Bundrens’ inability to deal with Addie’s death in a more rational way. For Darl, language has a peculiar control over Addie’s existence: he believes that she cannot be an â€Å"is,† or a thing that continues to exist, because she is a â€Å"was,† or a thing that no longer exists. For Vardaman, objects that are similar to each other become interchangeable: he assigns the role of his mother to the fish, for example, because the fish is dead, like Addie. These somewhat logical responses to Addie’s death demonstrate that Darl and Vardaman, like the rest of their family, are unable to have a healthy emotional response to death.

THE LEGAL ENVIRONMENT OF BUSINESS Essay Example | Topics and Well Written Essays - 1000 words

THE LEGAL ENVIRONMENT OF BUSINESS - Essay Example Monopoly started a long time ago in the United States and it has since been a core tool to amass wealth in some firms in the world. Many people have constantly accused Google to be using such a monopolistic ideology of exploitation in the market. A monopoly exists when only one firm or person carries out supply of certain goods and services in the market. When such a phenomenon exists in the market, there is no competition in the production of goods and services hence it is very likely that the supplier does not bother about the quality of the products. According to Friedman (208), when the firm is the sole supplier in the market, it has significant powers to add prices of its products since there are no alternative goods or services in the market. Either the size of the business in the market does not matter in monopoly since a small or a big enterprise can possess powers to add prices on their products. Monopolistic firms practically produce small quantities of goods and services i n the markets to create artificial shortage in order to get a chance to hike their prices to realize maximum profits. Monopoly occurs in many forms such as government-established monopoly, natural monopoly and integration monopoly among others and each occurs depending on the prevailing market conditions. Although monopoly is legal and acceptable in the business domain, many governments in the world try to limit the level of monopoly in order to avoid exploitation and enhance competition which result in healthy development of the states. Monopoly law in the United States gained its roots over a century ago because it came with the colonial government. Many historical business experts link the establishment of monopoly in America with King Charles I of England in 1635. Yet this monopoly law has been applicable even in the recent years until the government passed another law to limit monopoly. Monopoly came into existence when the large-scale firms needed to provide labor to the large numbers of immigrants in America in order to promote hospitality in this state. According to Investopedia (Para. 2), the colonial government granted the huge firm contracts for the public works and after colonialism in America, the companies continued with the same policy due to the lands they possessed. One characteristic of monopoly is lack of completion but this system has proved to be very beneficial in the American economy. Therefore, immigration in America and existence of the few large companies led to the existence of monopoly and hospitality was the cause of monopoly. Some people’s minds take Google Company to be monopolistic in nature and some have gone into an extent of analyzing its business structure. Google is one of the best-known dot.com companies in the world because of its large variety of goods and services in the market. Google has provided a good platform for communication, search engines for academic and research purposes and the business solutions that promote better functioning of various businesses across the world. This firm has attracted so many users across all the disciplines such as scholars, office workers, businesspersons among others. Since its establishment, Google has earned large profits between 2001 and 2008 and this has steered the firm’

Chemistry Term Paper Essay Example | Topics and Well Written Essays - 1500 words

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Metformin - Essay Example Metformin needs not be used during surgery.Intake of metformin needs to be avoided before or after any surgery,e.g. Dental surgery. Doctor who is about to carry out the surgery should be provided with the knowledge of patient`s consumption of metformin.. Around 48 hours are prescribed by the doctor to wait for the medical procedure to start again. If any of the following symptoms is experienced by the patient after taking metformin then the doctor should be contacted immediately. Extreme tiredness, stomach ache, dizziness, fast or slow heartbeat, weakness, nausea, vomiting, deep and rapid breathing or shortness of breath; dizziness, lightheadedness, flushing of the skin; muscle pain or feeling cold. Consumption of alcohol needs to be mentioned too. The patient need not carry out heavy drinking. Use of alcohol may lead to development of lactic acidosis or may result in a rapid decrease in blood sugar.A geriatric patient is requested not to take metformin without the doctor`s prescript ion. The adult`s medical history is extremely important as the use of the metformin may lead to several unfortunate consequences, worsening the patient`s condition. Adults aging over 80 years old may develop a chance of life-threatening condition called lactic acidosis. If the geriatric patient has experienced stroke, diabetic ketoacidosis, or coma, heart, liver and kidney diseases.  If the following symptoms are experienced during the consumption of metformin, then the doctor should be visited soon.

Problem solving Essay Example | Topics and Well Written Essays - 500 words - 4

Problem solving - Essay Example Gandhi was committed to one course of action, truth, and love (John, 1). In a way, it is presumable that Gandhi was inclined to a commitment block, which made him blind to the realities of religious animosity, a notion that eventually led to his demise through an assassin’s bullet. Although his message of love and truth and non-violence worked against the colonial government, a strategy would not help the citizenry come together, as each segment held strongly to their own religious belief. Even though violence based on religion dissipates, Gandhi remains experiences a constancy block by relying on a previous strategy to resolve issues in the Indian social milieu, which annoys many dissidents on either side and culminates in his sudden assassination. Gandhi’s popularity had made him increasingly vulnerable to limitations of complacency block, and he did not realize the increasing controversial aspect his campaign was taking for the religious issues in the country. Therefore, his shooting was completely unexpected, as the movie portrays in his final words, ‘Oh God!’ (John, 1). Admiral Kimmel was a casualty of constancy blocking. Through experience, Kimmel strongly believed that Japan would never attack Pearl Harbor, a viewpoint that made the harbor highly vulnerable to attacks by Japanese forces (MSU Billings, 1). Using compression blocking it is apparent that Admiral Kimmel was basing his decisions on his own creations of realities, where he imagined that war with Japan would never get as close to American soil as Pearl Harbor. Both Kimmel and Gandhi were subject to conceptual blocking. Kimmel’s vulnerability to commitment block made him oblivious to the possibility of attack at Pearl Harbor, and Gandhi’s constancy block made him adhere to a similar stance for resolving religious issues in his country, resulting in his assassination. In a way, Gandhi was able

Causes of the War with the United States Essay Example | Topics and Well Written Essays - 750 words

Causes of the War with the United States - Essay Example While the Mexican fought for the independence of Texas, the US sent its army into Texas in order to gain hold over the state. However, the ambition did not end here and US made plans to extend its rule into California by buying over the state from Mexico. In order to ensure the cooperation of the Mexican government, Polk sent troops into Mexico to intimidate the Mexicans. The Mexicans, though initiated the fight with these troops, had no way of defending themselves since they were still recovering as a newly independent country. The US argued that they were helping Mexicans since Mexico was basically sick country and needed the US for support. While the US was strong and powerful, the Mexicans were economically and physically weak. However, the Mexicans were able to enjoy a bargaining chip for a small period of time as the British and the French were concerned of the resulting shift in balance of power as a result of the foreseeable expansion. While this deterred the war for a certai n period of time but the US was able to take over Texas and California after they neutralized the two countries through British-French consent (Vazques, 138). Author’s Perspective The author like most other historians believe that the US was responsible for the war and Polk provoked the war through his ambitious methods (Murrin, Johnson, McPherson, Fahs, Gerstle, Rosenburg and Rosenburg, 344). The author has laid the blame of the war entirely on the shoulders of the US. He blames US for taking advantage of its superior position and the annexation of Texas to start a war that the Mexicans were unprepared for and did not want at that specific point. Vazques continually refers to writing and thoughts of other historians either to support his own views or to point out the flaws in others’ perspective. By referring to specific passages, such as the comments of Nicholas Trist, Vazques establishes the fact that even US peace commissioner was against the war between Mexico and US. Trist in that specific passage blames the US for the war and feels remorse over the US approach towards the situation. This further convinces the reader of the unjustness of the situation and through such accounts one cannot help but feel sympathy of the Mexicans. Vazques is strictly pro-Mexican and this fact is not surprising given the Mexican origin and background of the author. Since almost every Mexican is bitter towards the US involvement in their personal affairs, this is to be expected. Vazques is influenced by her own people since she has been exposed to such ideas from birth and they are as much a part of her as her Mexican birth. Vazques ignores the political and economic condition of Mexico to a great extent and the Mexican involvement in the war. Discussion Josefina Vazques, through her article ‘Causes of the War with United States’, has explored the Mexican situation and the reasons for their bitterness against the US. While most historians have blamed the US for the situation, the Mexican side of the story had been undiscovered until Vazques chose to explore and write about it. Even though I believe that every story has different perceptiveness and these differ widely between the antagonist characters in the story, I still have sympathy towards the Mexicans. Certain historians believ

Key Words in Marketing Essay Example | Topics and Well Written Essays - 2000 words

Key Words in Marketing - Essay Example This gave rise to the era of transactional marketing, where the relationship enjoyed was purely based on delivering products and receiving payment. Nevertheless, in the modern times, numerous reasons have reignited the need for companies to form a closer relationship with its customers. Hence, this relationship has received the formal name of Customer Relationship Management and has undergone scientific analysis and modernisation. This paper understands the concept of CRM, its place in the field of marketing, reasons for its emergence, its constituent components and contemporary usage. Definition of CRM CRM can be defined in various ways. As per Das Gupta (2005), it is a framework of a company that helps it achieve a consumer-oriented business process and high customer loyalty. It is a tool that helps integrate various data collected about consumers, business transactions, performances of various marketing efforts, consumer reception of products or services and new developments in ta rget market. Feinberg and Kadam (2002) defined CRM as an approach of a company concerning its commerce and marketing efforts that amalgamates business method, technology and all other actions, keeping the consumer at the centre. Parvatiyar and Sheth (2001) noted that CRM is an inclusive scheme that involves obtaining, maintaining and collaborating with consumers to generate a high degree of value. While in practice they were different approaches, at least in theory, CRM holds the same meaning as relationship marketing and the two are often used as substitutes of one another (Parvatiyar and Sheth, 2002). These two expressions have been applied to various ideas and contexts, that either present a constricted practical viewpoint of marketing or an expanded viewpoint encompassing a company’s orientation (Nevin, 1995). The constricted viewpoint of CRM is the effort of marketing by use of databases of current and potential consumers, highlighting the promotion-related characteristi cs concurrent with data recording. Yet another viewpoint, given by Vavra (1992) is that CRM is the sum total result of a company’s quest for retaining consumers through various post-marketing strategies that enable the company to foster a favourable relationship with the consumers, even after sales transactions are made. Thus, to sum up all efforts by different scholars, CRM can be defined as a company’s framework to create long-term relationships with current and potential consumers through the effective coordination of its marketing, post-marketing, sales and after-sales service efforts. CRM’s place in Marketing CRM is a diverse concept and encompasses all aspects of marketing. It is a tool used to create a personal one-to-one relationship with each consumer, as opposed to a restrictive company-customer relation. This helps in getting higher business out of consumers by locating high-value consumers, understanding their needs better and offering them an unprec edented quality of personalised service. The process not only rewards with high degree of customer satisfaction and loyalty, but also greater profits. CRM is also used to manage financial risks and make sales transactions a pleasurable experience for both the company and its consumers. For example, people who enjoy great relationships with their salesmen are more likely to provide contacts that can easily be converted into active consumers. Besides providing leads, such people are also likely to continue giving business to the company over a longer

Masking Poor Communication Essay Example | Topics and Well Written Essays - 500 words

Masking Poor Communication - Essay Example I remember the time when I told my husband that it would be nice to go on a vacation during the Christmas break. On my mind however, we cannot afford the vacation yet because of some bills which we still have to pay. Unfortunately, my husband thought that I was making a hint for him to plan a vacation. I assumed that he understood that it was just a thought and did not require a plan of action. On his end, he assumed that I was asking him to schedule one. What happened is we had to go ahead with the vacation since the booking was made already but of course, I felt it was an unnecessary expense. The good thing though is that we both enjoyed our time together. But miscommunication does not always have a happy ending. Some of our miscommunication experiences are sometimes quite frustrating. To try to resolve this problem of miscommunication and to make sure that it will be minimized in the future, it is important that I do not assume that I understand or my partner understands (Thompson , n.d.). I should confirm what I heard by repeating what the other person said. If for example, my partner told me that we will meet at the corner coffee shop at 9:00 am, I will confirm by repeating and saying, â€Å"We will meet at the corner coffee shop at 9:00 am.† The implicit rule is to double check with each other (Thompson, n.d.).

Face-to-Face Versus Online Education Essay Example for Free

Face-to-Face Versus Online Education Essay Education is essential to the future of our society. Many adults, including scholars and teachers, are constantly searching for the best way to educate students today. Face-to-face education, being the genuine form, seems to be the first choice of many students. However, online education is becoming more popular and is being used more often at universities. Online courses are convenient for some who have busy schedules which obstruct them from attending face-to-face courses. Online education may be the most convenient form of education, but is it an effective form? Several valid arguments have been made by scholars and other individuals claiming it meets both of these standards. The main question students and scholars would like to know is whether or not one form is better than the other. There are several differences between online and face-to-face education. Lecture classrooms are common in universities. They are an easy way to teach a large number of students at once, however, many students dislike lectures because it places them in the majority. In a lecture classroom setting, students may not have the chance to communicate with the professor or even their peers. Students may feel shy and intimidated by the amount of people around them. The online discussions, chat rooms, and e-mail features in web-based classes makes it virtually impossible to avoid communication with fellow students or teachers. The social barriers which exist in face-to-face communication often seem to be non-existent in online communication and students feel a lot less pressured to speak up, or should I say type up. Online communication, however, does not allow for nonverbal cues and this tends to limit the quality of certain discussions and lecture notes. Some  students may feel they need to be face-to-face with the person teaching them in order to better understand and comprehend the material being presented. Being able to hear what the professor has to say can draw the attention of some and distract the attention of others, sometimes depending on the excellence of the professor. Students are encouraged to try web classes if they have trouble learning from what they hear and find it easier to comprehend what they read. The convenience of online learning is possibly its most brilliant quality. Students find it practical that they can attend a class while sitting in the comfort of their own home. Soldiers, pregnant women, and others with tight schedules are all able to complete their course work in a timely manner through web-based courses. A man who works full time as an assistant at law firm and wants to continue working, while attending classes so he can become a lawyer himself, may want to take online courses instead of face-to-face in order to accomplish both goals. I think situations like this one makes online learning brilliant since it opens doors of opportunity to certain people. By posting information in discussion forums up to several times a day, professors can keep students working, but the students can respond when they have the chance. Online courses allow convenience for time and patience also. Think about the amount of time you spend driving to school and walking to classes, or the frustration of trying to get to a class on time while searching for a parking space in which you wont be towed or ticketed. I spend up to twenty minutes of some school days driving in my car, congested with my vulgarity and frustration, searching for a parking space. Even with the beauty of all its aspects, some say convenience should not be an alternative to higher education. Even though convenience is a positive attribute about the online classroom, it may not be enough to provide for the social and educational needs of students. (Barakat) Students have claimed that they like the idea of not having to attend class but disliked the process of communicating in a delayed, impersonal manner.(Barakat) Through my online education experience, I have found that there are benefits  and disadvantages communicating on the web. Since times and meeting places are not specified in online group work, members of the group cannot make excuses on why they cannot attend. The assignments can be worked on by each group member on their own time. The group members can then cooperate with one another through postings or e-mail to equally combine their contributions. We dont have to worry about the group members who did not participate receiving credit (as commonly happens in in-class group work) because we submit only the names of those who participated in the assignment. Having experienced both online and face-to-face education, I have come to the popular opinion: Online education has its positive aspects in relation to convenience and quantity of communication, however, I believe that face-to-face education produces better quality of communication which, in the end, is more essential to the learning process. Online education is convenient and can grant students opportunity to communicate more often with their professors and peers through postings and mail forums. Face-to-face education allows students to learn in a more personal nature which may make the learning process easier and more enjoyable. Neither form of education has been declared the right, or best form. Different individuals have varied beliefs and opinions on which type of education is the best. In order to form an opinion as to which form of education is best for you develop a hypothesis and then experiment by experiencing both forms. Finally, ask yourself, Is online education as effective as traditional face-to-face education? References Barakat., Dr. Samer A. On-line Education Versus Classroom Face To Face Education. www.sharjah.ac.ae/academic/engineering/e-forum/Abstracts-htm/a2-4.htm#. Kindred, Jeannette. Thinking About the Online Classroom: Evaluating the Ideal Versus the Real. www.acjournal.org/holdings/vol3/Iss3/rogue4/kindred.html. Chamberlin, Sean W. Face-to-Face vs. Cyberspace: Finding the Middle Ground. Syllabus Magazine. Thu., Mar. 4, 2004. J. R. Bourne, A. J. Brodersen, J. O., A Model for On-Line Learning Networks in Engineering Education, Journal of Engineering Education, Vol. 85, No 3

How does Edger Allan Poe Use Language to Create a Sense of Drama Intention Essay Example for Free

How does Edger Allan Poe Use Language to Create a Sense of Drama Intention Essay The Tell Tail Heart, by Edger Allan Poe, is a novel in which tension and expectation play essential roles to the readers experience. The audience, generally well educated widely read adults, would appreciate this novel as a recollection of a clearly insane man. In order to tell you the whole story Poe has written somewhat of an early psychological thriller, creating a mental portrait of a mad protagonist, who details the killing of an old man, and later hears his victims relentless heartbeat. The opening sets up a contrast of sanity versus insanity, creating a psychological chaos that enraptures the reader. Drama intention is portrayed through a variety of ways, all working cohesively with one another to create an over all sense of embossed insanity and powerful emotion. The way in which the opening is written gives the reader an immediate clue to the mental state of the protagonist. The very first line; True! nervous very dreadfully nervous I had been and am; but why will you say that I am mad? uses all three tenses within one shortened period. This reflects the narrators excitement, suggesting that his mind is jittery, jumping about with different thoughts and ideas. An elevated use of punctuation reinforces this effect, as it means the text does not flow, creating sentence fragmentation, allowing the reader to comprehend the elevated mental state of the protagonist. It is not yet made clear to the reader as to why the narrator is excited in this manner, he appears to be worked up about something, causing the reader to grow curious and excited themselves about the prospect of finding out what is causing his fuss. Poe has used the tactic of withholding information strongly within the first paragraph, causing the monologue to become somewhat of a gradual revelation. This allows Poe to hold the reader in suspense, consequentially creating a heightened level of dramatic tension. Written in a first person narrative, it is made very clear that the monologue is of the form of a speech to the reader. This effect is achieved by the extensive use of punctuation and colloquial terminology. As it is a monologue, there is a suggestion or effect that he is confessing his thoughts to the reader. This means that the piece is almost as if we can see into the mind of the protagonist. Allowing the reader to see a unique view of the thoughts and feelings of another. The form of the text is not over zealous or important, however the contrast of the content and the form is very clear. The piece is written in standard, respectable paragraphed prose, contrasting the disturbing and gruesome content of the novel. The language employed, and the literary devices it is used within, is the primary way in which Poe has succeeded in creating this suspenseful piece. Punctuation is used to great effect, embellishing the sentences to create the narrative confession of the protagonist. Extensive use of exclamation marks, hyphens, and semi colons are all relied upon to create sentence fragments and colloquial, broken text. The reader is given an immediate sense of excitement and instability; in True! nervous- very very dreadfully nervous. This suggests that the protagonist is jumpy and in a chaotic mental state. As an opening this proves to be attention gauging, as the reader is unaware of the motive for excitement. This is extended throughout by a heightened use of fragmentation through hyphens. The line, Sharpened my senses not destroyed not dulled them reiterates the form of a monologue, reinforcing the idea of speech to the reader, using the sentence fragment as a chance to find some self affirmation. Therefore the reader is allowed to see the within the mind of the criminal, giving them a unique insight to the way he thinks allowing greater involvement and understanding from the reader. This is an unlikely experience as the protagonist shows signs of mental instability and therefore would create a very interesting subject for the reader to asses from a psychological point of view. An extensive vocabulary and heightened lexis is employed throughout the piece, suggesting that the piece is aimed at the well educated adult. The majority of the novel is comprised of Standard English, with a small number of colloquialisms spread throughout, allowing the protagonist to appear both educated and well-spoken. This creates an interesting contrast to his actions, as it is not the norm to have well educated, (supposedly well judged and reasoned) people committing a very irrational act such as murder. The monologue is written in the form of a conventional novel, but primarily in the form of a narrative first person. Hints of confession to the audience are found, intertwined with the use of direct address, with colloquial terms such as Ha! and the use of rhetorical questions, for example why will you say that I am mad? Poe has used these devices to thoroughly involve the audience within the piece. The result of this is that the reader is manipulated to feel like part of the story and therefore feel the tension created at a greater effect. Poe has employed various forms of imagery within the piece. He describes that the hinges creaked on the old wooden door. This is a little clichà ¯Ã‚ ¿Ã‚ ½d however acts very successfully in creating a picture within the mind of the reader. This is done by almost sub-consciously relating back to childrens stories, where an old creaking door would make the entrance to a spooky castle in which an evil witch lived. This very definite image of the eerie or spooky, reinforces that the novel is somewhat of a refined horror. Creaking doors are often used to create a dramatic atmosphere, and Poe has clearly played on this link and used it to his advantage to create a scary situation for the reader. Animal imagery, coupled with an extended metaphor is also used to great effect. It is suggested that the old man that is to be killed is in possession of an evil eye. This eye becomes the protagonists excuse for killing the man, and so it is capitalised upon as a reason. This develops into an extended metaphor when it is referred to as a vulture eye and later, it is suggested that his eye resembled that of a vulture. A vulture is an animal commonly associated with evil and malice. This provokes a similar reaction or opinion of the old man from the narrator, however the reader is still left considering the sanity of the protagonist, and therefore is more reluctant to hold the same opinion as him over the justification of killing the old man. The irrational killing about to happen is used to put the reader on edge, creating intense suspension and a heightened expectation of the approaching events. Clichà ¯Ã‚ ¿Ã‚ ½s provide an interesting platform on which Poe entertains the reader. My blood ran cold, provides a very clear sense of the emotional situation of the protagonist. This allows us to observe the effect that the eye has on the narrator. Blood ran cold suggests fear and apprehension, as this is a very human emotion, the reader has a rare chance to sympathise with the protagonist. This is somewhat ironic as the narrator is very far from the stereotypical hero, and yet the reader is ready to find an appealing quality in the character. In order to interpret the piece properly the reader must pay close attention to both the syntax and the repetition of language, used conjunctively to create a dramatic effect. Object there was none, passion there was none is a primary example. The repetition of none creates a very distinctive rhythm, whilst the double use of five syllable sentence fragments forms a very recognisable syntax. In this case it creates a sense of ruthlessness and suggests that the protagonist will stop at nothing in order to achieve his goal. Repetition of closed in closed closed creates emphasis on the words, displaying to the reader his self affirmation that his actions are good. This is reinforced by the use of oh so cunningly making it clear that (in his opinion) he is very skilled at what he is doing, and consequentially commending his efforts. This is further enhanced by the narrators egocentricity. Use of I is extensive throughout, (which is partially natural during a monologue) however, it is used to such an extent that the reader is led to believe that the protagonist is almost obsessed with himself and his own actions, reiterating the previous suggestion of psychological instability. The author has included various forms of irony within the novel. The narrator is seen inquiring how he (the old man) had passed the night explaining how he asks the old man how his night was even though he already knows, seen as he was there and watching him in his sleep. This involves the reader as they feel as if they are let in on a secret (seen as they know that the narrator was with the man last night) making the reader feel involved as they are aware of a secret of which another character is not raising tension and expectation. Further use of direct address to the reader, is that narrator suggests to the reader that you fancy me mad. This forces audience intervention, we are expected to assume, or are at least are accused of assumption that the narrator is mad. This means that the audience are forced to participate, further involving the reader within the story. By this statement Poe has grouped the reader with the rest of the characters within the novel, suggesting they are a collective of people who doubt his sanity. This is in fact true as the protagonist is clearly insane. Syntax plays a key role in the way in which this novel is read. It is clearly set, and easily recognisable throughout the text, varying in both tempo and patterning. Definite patterns in language are used; I heard all things in the heaven and in the earth. I heard many things in hell. creating a very obvious rhythm in which the words are read, also further enforcing the very bleak and ruthless appearance to his actions. The Tell-Tale Heart, a horror story of crime and murder, can easily be recognised as a heavily dramatic novel. Poe, In consequence to the timing in which it was written, has created a strongly macabre piece, that in its day was probably very horrific and shocking. The way in which society has adapted to accept more and more gruesome revelations means that this tale may not be so shocking to the modern day reader, but was quite a feat in its time. It is however, still evident that the novel, in particular the opening, contains many devices employed in conjunction with one another to create a sense of drama intention. This is used to great effect, causing the reader to appreciate the dramatics of the novel, whilst becoming deeply involved with the plot.

Symbolism And Narrative Voice

Symbolism And Narrative Voice This extended essay aims to challenge the categorization of the female protagonists in Alice Walkers The Color Purple and Nawal El Saadawis Woman at Point Zero as repressed by examining the question How is symbolism and narrative voice used by the authors to demonstrate each womans struggle with marginalization? The scope of this essay encompasses two works which endeavor to empower women as it depicts their overcoming society ´s norms. The use symbolism and narrative voice by Walker and El Saadawi to portray Celie and Firdaus ´ experiences drew me to this particular work. This paper explores Walker and El Saadawi ´s use of these literary devices to cast the actual complexity and defiance of their protagonists ´ behavior, which overrides generalized nature of marginalization. Both books are an example of the influence caused by female ´s struggle with chauvinism in two very different cultures showing it is still a global problem as it is being referenced in two literary pie ces from distinct times. The essay counts with two main sections, each emphasized in the specific literary device which is aimed to be explored. It acknowledges the powerful effect of the narrative voices and the symbolism on the reader, on how these two devices are intentionally introduced by the authors to strengthen up the intensity of the protagonists life situation and by complementing each other they manage to give the character the development it deserves. Word Count: 230 Table of Contents Abstract 2 1. Introduction.. 4 2. Symbolismà ¢Ã¢â€š ¬Ã‚ ¦ 5 3. Narrative Voiceà ¢Ã¢â€š ¬Ã‚ ¦..10 4. Conclusion..16 Bibliography17 1. Introduction Women ´s struggle to overcome oppression has become a major issue over the last 50 years. The subjugation of women has not been an eternal feature of the human society, but it became a product of the development of class society. This struggle is something that two authors have tried to demonstrate, proving there is not only one point of view about it. Still women have fought for their importance and this gets to be evidenced through literary devices of symbolism and narrative voices in The Color Purple published in 1982 by Alice Walker, American writer and Woman at Point Zero published in 1975 by Nawal El Saadawi, Egyptian feminist. Books are a very efficient method to express an idea or a thought. Who does not have the ability to convey their feelings verbally has the ability to do so in writing, and regardless of the background context of the story (whether based on fact or fiction), by presenting these ideals in a written form, the necessary ingredients will be added to make the writing part of literature, that is why the literary features are as important and relevant as the same thread of the plot. The feminist genre has become a popular form of literature this is why the following question How is symbolism and narrative voice used by the authors to demonstrate each womans struggle with marginalization in The Color Purple and Woman at Point Zero? is going to be answered. It is important to generate a comparison between these two novels as they have been both written by female authors as stated before and they show the overcome of chauvinism by the main characters, writing about a subjective look into the es sential underdevelopment of marginalized characters. Celie from The Color Purple and Firdaus from Woman at Point Zero, are part of these characters, both led by different religions and political borders but with a very similar struggle. 2. Symbolism The use of symbolism throughout both novels is constantly present. Symbols have as a purpose to communicate a meaning. It is inside any literary piece to generate a deeper meaning in the stories [  [1]  ], generally, the symbols are highlighted through the book to support the literary theme, just as shown in The Color Purple and Woman at Point Zero, where symbols play an important role in the overcoming of the marginalization suffered by the main characters. To highlight in The Color Purple we find sisterhood, the relationship between Celie and her beloved sister Nettie, the one person who is constantly cheering Celie up and motivating her to keep on moving forward. The bond that represents their relationship is quilting. It is directly linked with the theme of sisterhood. Nettie and Celie used to spend their free time (their free time meant the time none of them were serving for their dad or generally doing household work) together laughing and sewing old pieces of curtains in order to make one single quilt. The idea of sewing up different pieces and making them part of one same whole, represents unity. The union between this two sisters, were leaning on each other formed a particular engine, especially used by Celie, to continue on with her life. The color purple itself is the most evident symbol in the book. Purple may have many meanings and they all fit into the story of the book. Every different meaning ties up the thread of the story and guides the reader through the characters struggle showing them all the process until they overcome chauvinism. In the first place, Shug Avery is the person who points out the concept of the color purple to Celie [  [2]  ]. Shug, tells Celie how God does small things for people, like creating the color purple just to make them happy and give them pleasure in their lives, he wants people to notice the beauty of his own creations, to love his creations. As Celie learns to love life throughout her whole development in the fight to reach her happiness, she learns to love her inner self, well just as the color purple is a very small but important creation she finally recognizes the beauty she carries with her and decorates her bedroom in her own home with the color purple. The bruises on Celie ´s beaten face throughout her pitiful life, the pain she has gone throughout her life has been showing off through the bruises in her face as she was being beaten up by her father and husband. Still all these bruises never stopped her from achieving her independence, the bruises just made her stronger. [  [3]  ] Last, the color purple is not as common as other colors; the actual color was discovered with the secretion produced by some mollusk found around the cities of Tyre. By being so rare and hard to find, it became a symbol of royalty because only the very wealthy people could afford it[  [4]  ]. In relationship to the book, Celie associates the color purple and longs for a purple dress[  [5]  ], well wearing it would make her feel more confident but overall, more powerful. The same color suffers en evolution as the development of Celie ´s struggle is being exceeded. At the beginning, Celie did not consider herself to be treated as royalty, though at the end, as she feels more confident, she decides that purple should now be the color that represents her. Clothes are a major symbol through the book. Pants, are another important factor. In the 1930 ´s, pants were not common amongst women; they were only used by men while women were only allowed to use fancy dresses or long skirts. This is why pants are the greatest symbol of women ´s liberation from the confines of a dress. When Celie decides not only to wear them, but to start her own business on them, she becomes freed from gender stereotypes. Therefore they represent liberation from patriarchy and sexism, as well as economic independence, where women show they can also have success without the help of men. Trousers are the main symbol in relationship to the overcome of struggle, they are the last symbol shown in the book letting the audience know how this change is Celie ´s last and ultimate achievement. The letters to God are also important, as the tale is being told primarily through Celie ´s own letters. Due to her isolation and despair, she initially addresses these letters to God. God is at first a confidant. Throughout the story, Celie by discovering the letters from Nettie that Mr__ had hidden from her: Now that I know Albert hiding Nettie ´s letters, I know exactly where they is.[  [6]  ]. This helps her regain confidence and hope, by feeling she does have someone else to lean on and she was never forgotten making her change the recipient of her letters to Nettie. After the whole story has concluded, the last letter written from Celie is once again addressed to God, the starts, the sky and every other one of his creations thanking him for all her achievements, showing the last phase of her struggle, the recovery.[  [7]  ] In Woman at Point Zero, Firdaus, a young woman waiting to be executed in an Egyptian prison, narrates the events and relationships that led her to become a prostitute and murder her pimp. El Saadawis perspective frames the story as she visits Firdaus in jail and feels overwhelmed by her strength. Money is one of the books greatest symbols as it creates a game between the parallelism of its own value and Firdaus; well a man does not know a woman ´s value. She is the one who determines her value. [  [8]  ] Firdaus was told by Sharifa that the higher you price yourself, the more he will realize what you are really worth, and be prepared to pay with the means at his disposal. And if he has no means, he will steak from someone else to give what you demand.[  [9]  ] On her own, she learns that her body has a monetary value to men, and gets advantage of the fact that pleasure was something men desired, meaning that for the first time, men depended on her. The more she built and strengthened her self-esteem, the more confident she felt, and the more confident she felt, the more she would charge and higher the price of her service. In fact the real symbol comes to be  ´price ´ as it is what really categorizes something or someone ´s value. Still the part of her narration with more symbolism is when Firdaus tears up the money and demonstrates money has no power over her anymore. The prince will then declare her a total princess, outside the reach of money. Being a prostitute means developing a job, and money is its remuneration but Firdaus wants more than just being paid for her job, she wants to be recognized as a strong woman. Firdaus ´s school certificates are also a symbol during her overcome. Books have accompanied her since she childhood; her first encounter with books was thanks to her uncle as he secretly taught her how to read. He was the first person who initially shows interest in the young Firdaus and tries to guide her towards a better future. Reading helped her realize that there is more than just her small and poor village. Later on, as she moves with her uncle she starts school and achieves not only her school certificate but gets much academic recognition. Being a scholar made her self-esteem rise, she was proud of what she had achieved by herself with no one elses intervention, I have a secondary school certificate, and I want to work [  [10]  ] she claimed. She knew her certificates would mean her departure to success. Finally we can find one of the biggest symbols throughout the book; eyes. Eyes are constantly mentioned and highlighted in the story. As Firdaus ´s story starts to develop, she emphasizes in the fact that eyes always seemed to gaze upon her. At the beginning, the images of the eye could be interpreted as something trivial, physical. But, as she mentions the eye that always looks upon her, and the story keeps progressing and she becomes more mature to at least distinguish from what is right and what is wrong, the image of the eye starts to refer as the conscience that is constantly reminding her about her occupation. This brought also the meaning and interpretation of a new symbol feared by Firdaus, the feeling of someone watching over her. Another important point is the cultural relationship between eyes and the Muslim religion. Women are not to show their eyes to strangers, and it is prohibited for them to downright into the eyes of their husbands and fathers, they should lower their eyes in sign of respect and admiration. Women that are still into the orthodox tradition should stay under the hijab to observe from there the outer world. [  [11]  ][  [12]  ] The change the image of the eye suffers can be seen as the change in Firdaus ´s outlook in life. As she grows up and understands the rules of society, her outlook on life switches from optimistic to hopeless. Still, at the end they show themselves again as widely open and confident. Both books contain these symbols to enhance and intensify the real meaning of this whole struggle by these women who have learned how to fend for themselves. These authors may coincide in the use of similar symbols, but the way in which Celie and Firdaus overcome their obstacles is completely different considering the variety of situations that surround them. It is their cultural differences what protrude amongst both characters and derives the other factors. In order to successfully communicate to a wide audience, we must recognize the fact that things carry different symbolic meanings to different cultures. Economic independence for example, is crucial in both characters but the means of obtaining this independence is completely different due to the cultural and systemic possibilities given to both women. This economic independence is symbolized with the obtention of money through prostitution in Woman at Point Zero and with pants in The Color Purple. While Firdaus has to go throug h social humiliation and lack of self-respect, Celie goes through a low self-esteem and a more stigmatized oppression from men who do empower over her with more facility than what men managed to obtain from Firdaus as the story progresses. 3. Narrative Voice Narrative voice is the persona telling the story; the persona develops from the personality and attitude of the narrator, which are expressed by the narrator ´s choice of words and incidents. These in turn depend on the point of view of the story. The point of view goes hand by hand with the narrative voice; it is what makes emphasis in the personality of the character meaning that it would show the development of the character along the story. [  [13]  ] An interesting characteristic of The Color Purle, is the fact that the first person narrator will introduce the events in letter forms. As it has been mentioned before, the first half of the book is told completely from Celie ´s point of view as she addresses letters to God in some diary form to let God know about everything that surrounds her. As the book opens, Celie is clearly a victim; her narrative actually begins as a result of her victimization. Her father tells her to hide from everyone the secret about him raping her, telling anyone but God. This was the initial motor for Celie to confide God about her struggles. As she is being emotionally, psychologically and physically isolated, she is immerse in the idea that she has no one who cares about her, this is why she also leans on God. Celie ´s point of view gets to be interesting. Unlike her sister Nettie, she is an uneducated woman as she has been forced to quit school around the age of fourteen to attend her pregnancy, pregnant by her own father. Her lack of education is demonstrated with her shortcomings in grammar and spelling but this does not cover the fact that she is still telling a powerful story; She ast me bout the first one Whose it is? I say God ´s. I don ´t know no other man or what else to say. When I start to hurt and then my stomach is moving and then that little baby come out my pussy chewing on it fist you could have knock me over with a feather. [  [14]  ] The previous quote demonstrates a perfect example of Celie ´s lack of education mixed with the intense situation she had to go through. Both factors as they are combined generate a much bigger impact on the reader as he gets immerse in a story where there is not only an educational problem but a tragic narration driving the reader to think of how the same lack of education may have caused to damages to Celie as she has no other guide other than her own ignorance. As Celie discovers her sister Nettie never stopped writing to her, but it was Mr.___ who hid the letters from her, she changes on the recipient of her letters; still there is nothing artificial about her writing style. The reader can always identify a pervasive and enduring quality of honesty throughout her letters. When I told Shug Im writing to you instead of God she laugh. Nettie don ´t know these people, she say. Considering who I been writing to, this strike me funny [  [15]  ] writes Celie to Nettie. Celie gains confidence as she knows she does have someone watching over her and even though God is somehow left aside, he does not lose importance, Celie just gets overwhelmed by the fact that her new discovery would have seemed something impossible. The previous quote indicates her happiness, happiness achieved for the first time in a very long period of time. This evokes hope amongst the audience and reflects the characters emotion. From this event on, the book makes a certain turn and the reader will continue on knowing about her story but not throughout the letters addressed to God, but this time in the letters between Celie and Nettie. Nettie, however, is an educated woman, her grammar and spelling are correct and she discusses more complex topics in the letters. Still, it does not compare to how powerful Celie ´s story is. In Woman at Point Zero even though the first person narrator persists, the story is differently told. The narrative point of view is used to inform the reader of the political and socio-cultural context of the situation in which the protagonists find themselves, due to the fact that it is not only a story but it is based in a real life situation. The voices vary not from character to character but from character to psychiatrist, who represents the voice of the author. El Saadawi ´s narrator starts by fulfilling the role of a psychiatrist who introduces the story of Firdaus. As the psychiatrist, she is looking forward to portray the traditional oppression of women, in this particular case she works on the oppression embedded within the Islamic traditions as well as the lack of gender equality. Firdaus ´s story begins to be embedded in which we think is El Sadaawi ´s life. I felt somehow that my research was now in jeopardy. As a matter of fact, my whole life seemed to be threatened with failure. My self-confidence began to be badly shaken, and I went through difficult moments[  [16]  ] The quote not only lets the reader know about her situation but corroborates the fact that she was there just to compliance with her work as a psychiatrist. As Firdaus agrees to see her, she now becomes the listener, Firdaus becomes the narrator. The psychiatrist gets immersed in who is supposed to be her patient ´s story, a new twist occurs, and the person who seemed to be vulnerable despite her wealthy economical position and social class; she expresses love and admiration for Firdaus who opened her eyes: The power of truth, as savage, and as simple, and as awesome as death, yet as simple and as gentle as a child that has not yet learnt to lie.[  [17]  ] The psychiatrist writes this after hearing Firdaus ´s story and watching her be escorted towards her execution. As she feels light-headed, Firdaus has convinced her that what surrounds her is a lie and, lies must be destroyed, this leaves her within the dilemma of thinking whether if her whole life has been an illusion or pure and simple reality. She also realizes that Firdaus is not in prison because authorities fear she will kill again if released, but because they fear the truth that she now possesses. Killing a pimp is not her real crime, exposing the hypocrisy and powerlessness of the leaders and princes she so despises, is. She now stops playing the role of the psychiatrist, and changes to play the role herself as a human being. Firdaus ´s story is purely more complex. Her story arises from silence, from her initial refusal to speak. This presence of the voice, which is meant to be experienced as the voice of a real person rather than the one of a fictional character, is the mark of a desire not to be silenced or defeated, a desire to impose oneself on an institution of power, from the position of the marginal. Firdaus was able to discover how Men impose deception on women and punish them for being deceived, force them down to the lowest level and punish them for falling so low, bind them in marriage and then chastise them with menial service for life, or insults, or blows.[  [18]  ] Men ´s imposition over women was just being developed with the excuse of a culture and a religion, but that was not to be allowed anymore. Life taught her the significance of being a woman inside her society. Her eyes went wide open over the fact that it was no obligation for women to yield over men, but it was women ´s obligations to have the courage of standing up against them and stop that believe once and for all. She is constantly expressing these emotions with resentment, an outraged tone evoking compatibility between the reader and the character through imagery. In her outcry against men ´s dominance, she exposes the multiple forms of hypocrisy and control used to gain authority over women. She hated men who tried to give her advice, or told her that they wanted to rescue her from the life she was leading, she said they saw themselves in some kind of chivalrous role.[  [19]  ] Indeed, all those who supposedly rescue Firdaus, men and women alike, end up using her for their own purposes. Though her life made her look as a victim, her tone as she tells her story does not show either sorrow or gloom, but anger and bitter. As it pertains to both books, The Color Purple and Woman at Point Zero, narratives are expressed in two different forms, private letters as demonstrated with the first book and a traditional storytelling based on a real life event, still both done in first person narrative. The differences between the two main characters are protruded with the tone that both authors imply. Celie is never seen as anything else but a victim, even though she achieves her independence at the end of the story her image only changes from victim to surpass, while Firdaus despite the difficulties always knew who she was, pointed to where she was going and demonstrated it since the beginning of the story as she stated: I knew that women did not become heads of state, but I felt that I was not like other women. [  [20]  ] About the authors intentions, both embed their books with their life. Alice walker pretends to demonstrate not only the marginalized life of the characters she created but of black writers such as herself through the written word. The story itself is a representation of what Walker ´s ancestors went through in the eighteenth century.[  [21]  ] On the other hand, Nadal el Saadawi not only narrates a real life story but in the same book she connects it to her life and describes how she felt while living the moment. Here is where the relationship with both authors varies; Walker recreates what should have been the life of her family some years ago to feel close to her history while El Saadawi makes a direct connection and gets herself involved. Here, the cultural differences are not much of a factor influencing the authors to achieve their intentions, as narrative voices point out the outcry of two characters who aim for the same achievements. 4. Conclusion Both literary techniques complement each other to give the character the development it deserves. It is through the narrative voice and the first person that the character is expressed in its entirety to set free to a set of oppressed emotions in which the characters may find themselves immerse. Whether in writing as Celie did, or verbally as Firdaus, whose story was later on transferred to paper, the tranquility of both women is caused by the release of these feelings. With symbolism, the author looks to supplement those repressed emotions to give a deeper meaning to their struggle and give more validity to the achievements of these characters. Through these symbols the reader can be aware of the development of the characters as the story goes along, the more the symbol gets highlighted, the more important it is. The symbol is an essential element, which also integrates the background context of both, the author and characters to interpret the significance of they ´re development and demonstrate the author`s intention. Word Count: 3971

Essay --

The most shameful and worst thing that Socrates states is corruption of soul, including â€Å" â€Å"ignorance, cowardice, and injustice (Plato 822),† Ignorance, cowardice and injustice are caused by the lack of knowledge, according to Socrates’ claim that the essence of each virtue (e.g., holiness, justice, courage, self-control) is the same as knowledge or wisdom (Plato 779). Therefore, based on his doctrine that no one knowingly and willingly behaves wrongly, Socrates could make comments on the given case by drawing on the dialogues (e.g., â€Å"Protagoras† and â€Å"Gorgias†), in which he also mentions about ignorance, cowardice, or injustice. Most importantly, Socrates would want to investigate the central concepts closely since he believes that one must know the truth about the subject s/he is going to discuss (Plato 547-548, 847-857). Therefore, this paper shall also discuss how and why Socrates prefers a philosophical discussion with his dialecti c method to mere rhetoric persuasion. 1. Ignorance, Cowardice, and Injustice To Socrates, some incidents mentioned in the case would seem to manifest the perpetrator’s lack of wisdom. Undoubtedly, plotting to rape is an immoral action, and according to Socrates, to commit an immoral action is to do something in the state of ignorance—the lack of knowledge of what is good (Plato 775-777); in other words, Socrates would think that if people fully understood the damage of evil deed then they would not have plotted to do it. Also, Socrates declares that courage is synonymous with knowledge and that the opposite of courage—cowardice—represents ignorance of what is and is not to be dreadful (Plato 789-790). Therefore, Socrates could raise a question whether the father, who fled when his son kept behind, ... ...idences confirm the effectiveness of Socrates’s dialectic in disclosing unexamined premises and flawed arguments. Therefore, Socrates would maintain his view that the dialectic is the best way to truth and philosophy. Conclusion Instead of explicitly drawing conclusions, the discussion over the present case will remain to be continued with real presence of Socrates’ interlocutor so that they can present each other’s own opinions and to engage in the philosophical labor oneself (Plato 778-779). Also, in Socratic dialogues, each interpretation is often a beginning for another series of examination (e.g., Socrates states at the end of the â€Å"Protagoras† and â€Å"Euthyphro†, their discussion has to start once again from the very beginning); thus, many Socratic dialogues suggest that lessons may actually attained from the method, not the matter of the argument (Plato 546-554).

The Strengths and Weaknesses of International Law Essay -- Internation

Even after decades of relatively established pattern for the relations between the states there is still an ambiguity on the issue of state sovereignty. To which extent its’ violation could be justified? In the study of International Relations there are two major perspectives on the legitimacy of such actions, they are: liberal and realist. Whilst former advocates for this measures when the state itself violates human rights of the citizens and extended intervention is required (Kegley, 259), latter claims that the state sovereignty is the central assumption of this theoretical framework (Kegley, 28) and the actions that might infringe it are not legitimate. 2011 military intervention in Libya, intended to cease Gaddafi’s regime (UNSC), can demonstrate both of these perspectives. Moreover, it particularly highlights the presence of peacemaking actors’ responsibility to protect the human rights of civilians. Nevertheless, both realist and liberal perspectives incl ude the legitimacy of violation of the state sovereignty and at the same time reveal illegitimacy of this issue. The liberal theory emphasises the importance of non-state actors such as the political institutions, Nongovernmental Organisations (NGOs), Intergovernmental Organisations (IGOs) in world politics decision-making. All of them should act according to the public international law which regulates the government-to-government relationships (Kegley, 400). Thus, when Libyan government started to suppress the riots and demonstrations of civilian population by the military means the international community became cautious about the outcomes of such policies (UNSC). Moreover, when the government failed to respond for the calls to stop the violence, the response of the Un... ...ng of international law’s efficiency. Works Cited Allen, Peter. "France Stops All Italian Trains Carrying North African Immigrants." The Telegraph. 17 Apr. 2011. Web. 28 Apr. 2012. . "Iran Profile." BBC News. BBC, 03 Feb. 2012. Web. 28 Apr. 2012. . Kegley, Charles W., and Gregory A. Raymond. The Global Future: A Brief Introduction to World Politics. 4th ed. Belmont, CA: Wadsworth, 2011. Print. Schenk, Caress. Politics of Global Security: Liberal alternatives. Lecture notes. 17 Apr. 2012. United Nations Security Council. Security Council Report. Rep. United Nations, 8 Nov. 2011. Web. 28 Apr. 2012. .

Anne Hutchinson :: essays research papers fc

ANNE HUTCHINSON Anne Hutchinson made the journey to the New World to break away from the Church of England. Anne wanted to feel free to express her increasingly Puritan views. Upon expressing these views, the government of Massachusetts believed that Anne was a great threat to the social and political order of Massachusetts Bay. Anne Hutchinson had claimed that a holy life was no sure sign of salvation and that the truly saved need not bother to obey the law of either God or man (Cohen, 47). Anne was basically telling the people that if they were already chosen by God to go to heaven, it did not matter whether they attended church because they were already chosen to go to heaven. Her claim also meant that if they were not chosen by God to go to heaven, it did not matter if they went to church because they were already chosen to go to hell. This also meant that they didn’t have to listen to the law of man. This was a great threat towards the government of Massachusetts. If all peoples were to live by what Anne claimed, there would not be any law-abiding citizens. The whole state would turn into a state of corruption. The government of Massachusetts was not going to let this happen. It was the very life of the colony that they should have conformity. They had to protect the unity of the colony. The government felt that Anne challenged all male supremacy. Women like Anne Hutchinson, strong-willed and very talkative, were unheard of during this time period, and had no real place in society. The role of a woman during the colonization period of the New World was basically that of a housewife. The chief duty as a wife was to her husband and children. Gathering a select group at her home, she would review and even reinterpret the ministers’ sermons in the light of her own brand of Calvinism (Bailey, 45). She taught them that every person could ask and receive an answer from God if they would listen. If Anne would continue to express her thoughts amongst other women, all women would become a challenge to all male supremacy. The government of Massachusetts was forbidding letting this happen to their society.

Movie Review-Sydney White Essay

â€Å"Sydney White† is a story about a tomboy named Sydney White, who was raised up by her foreman father and a group of construction workers since her mother died nine years ago. In this movie, Sydney White is set to be a freshman in a college. She is a happy go lucky girl. When it was the age for Sydney heading to the college, she decided to enroll and joined her late mom’s alma mater sorority which her mom proud and cherished much. She believed that by doing so, she will get closer to her mom and have the chance to experience the life which her mom went through before. As a legacy, Sydney was successfully chosen to be one of the Kappas in the college. On the first day, Sydney met Dinky, a nice, cute kappa legacy as her roommate. While both of them were on the searching to Kappa sorority house, Sydney’s naive, sincere and her candour had stole Tyler Prince’s attention, which is the president of Beta sorority house. He is a good-looking and smart man. He was then kind enough to offer himself to be the guide for both of them to the Kappa sorority house. Sydney had a great chat with him and this was seen by Rachel Witchburn, the princess president of the Kappa sorority house. Rachel is a pretty and confident girl, and is very conscious on her appearance and fame in the college. Sydney who had been in the limelight since the very first day had boosted her jealousy and as a result, Sydney had some confrontation with her. This is followed by kicking out Sydney from Kappa sorority house by giving the excuses that Sydney did not fulfill the condition to be a kappa. Sydney ended up living in the Vortex, a soon-to-be demolished house and also the home to seven great geeks or dorks in the college. However, Sydney had never give up for what she had received. In fact, she found some kindred spirit with the seven dorks. Her altruism made her felt that they, the resident of the Vortex have the same right as the Kappas and Betas in the college, she then rallied the seven dorks, asked them to stand up and voice out their rights by joining the student council. With the determination and cooperation from the seven geeks, plus some helps and supports from Tyler and schoolmates, in the end, Sydney was successfully been elected to be the new president of student council in the college. The movie â€Å"Sydney White† is an idea taken from the story â€Å"Snow White and the seven dwarfs†. Sydney White is the new and modern version of Snow White. I personally like the plot of the story. It is great and well arranged. Despite the good messages, determination, tolerance and the success of the hard work, the story also put in some problems that might be faced by the people especially students nowadays. For example, discrimination to the geeks, bullying, lack of confident in handling problems and confrontation. The story taught the people how to face and handle the problems and obstacles in our life. As we know that, life is not always smooth and easy, people need to learn how to handle it. Sydney White’s determination in facing the problems and confrontation between her and Rachel had been a good example and indication that we must not easily give up something in our life. Overall, it was a nice movie and I enjoyed watching it very much.

Successful People

How to Become a Successful Person Knowing how to become a successful person is essential for every person. It gives him an easy way for a good living. The characteristics of a successful person is different for every person, it depends on how they view it. My view about a successful person is someone who has the right balance in happiness between family and career and is happy in who he/she is and what he/she does. The first thing to become a successful person is to have skills.A successful person eeds to become the specialist in their Job area, no matter how difficult the situation is. Next is to have self-confident, never look down in yourself, because when you do it, that's when you will fail. Passion is also an important need, because success can be obtained by many people, but maintaining the drive to reach the goals requires a passion to achieve it. Beside all of that, there is one thing that is hard to be earned. Why do so many of us fail to act? We know what we must do, yet w e lack the will to do t.In another word, we lack of the courage. Success cannot exist without courage, many people who cannot be success are those who have the highest training and ethics, but lack of the courage. So what we need to overcome failure is having the will to act. A successful person is not afraid to take risk and make difficult decisions, and the important thing is they are ready to accept the responsibility of it. The next step to be a successful person is focus, creative, and optimistic. Why do we need to be focus?Because it is our drive that pushes us forward and keeps our momentum, but without focus we will Just move for the sake of motion. Why do we need to be creative? Because when we stuck with the old ideas, we can make the new ones. And why do we need to be optimistic? Because, an optimist can see the opportunity in every difficulty, optimism is in the heart of a successful human being! After having and being all of that, the next step is what needs to be done. Find the goal of your life can be a good start.After that define the meaning of success as you ee it, you can't be success if you dont know what it means to you, so set clear goals and be realistic. Trust other people to do their Job so you can focus on your own Job. Being surrounded by successful people is also a way to create a culture of success, they can make you become enthusiastic and even connect you to other people that can change your life. Stay away from distractions is also an important thing to become successful. There are always distractions and it is your choice to stay away from them or not.The last is gather as much information as you can, make intellectual connections from it and use it to make your life better. So listen, study, learn, and understand everything that you think is important. The characteristics that you need to have, what you need to be, and thing that needs to be done are all important. Things that you need to have and you need to be are the basic that must be in you, and then use all of it to do the things that need to be done. Each part plays a role that is vital to turn someone into a successful person. Adrian Kohar Accounting 1