French Renaissance

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French renaissance

Introduction

French renaissance also called rebirth of French. It also refers to or deciphers economic and intellectual changes that occurred in Europe dated back to 14 century. This movement is also called an intellectual movement that developed in Italy, specifically in Florence. French renaissance is also called the rebirth of the ways life of antiquity or to pursue a new set of attitudes that were driven by following Greece and Ancient Rome as a model. The French revolution was dominated by numerous schools of thought and ideologies such as rationalism, humanism, naturalism, and individualism. French renaissance a movement of revolution was a mode of bringing social, moral, technological and cultural upheaval of the French.

Discussion

French Revolution was a cultural and artistic movement in 15 to 71 century in France. This period of revolution is also associated with the pan-European Renaissance, a word which was used for the very first time by the French Historians such as Jules Michelet (Ford, pp. 463). He used this word to define the cultural as well as artistic rebirth associated with the "revolution" of Europe. A flashback to history highlight that during French Revolution, there was a breakdown of Roman Empire which was followed by Northern Italy to be overrun from the East. Also, there was a continuation of urban lifestyle on the Italian Peninsula accompanied by trade and other geographical contacts with the countries outside Europe. Before Renaissance, the papacy behaved more like a state rather than a church, controlling all the fielded armies, playing the roles of a leader. The major city-states included in the Renaissance were Florence, Venice, Papal States, Milan, and Naples. There were some notable differences and evidence that were observed during the French revolution such as spread of humanism, exploration of the New World, and the development of new techniques as well as variant artistic forms in different fields of life (Ford, pp. 463).

Different scholars have defined renaissance as an ability that brought insight to the contrast between past as well as present in the new age. The renaissance led to a view of society that was self-independent and has the ability to analyze and interpret different things in the required way and highlight a critical understanding of worldly affairs. Renaissance is defined as the convergence of different artistic, economic and social forces. Renaissance is defined as a time period of refinement and mainstream of the classical artistically impulses that brought a massive revolution. Art and crafts were one of the major areas of interest that were emphasized taking into account the symbolic meaning of life presented by artists such as Leonardo Da Vinci and Michelangelo Buonarroti, who drew symbolic as well an emotional demonstration of the human emotional conditions at that time (Hillman & Richard). Mannerism is another major aspect to discuss, taking into account a style of expression that was an appeal to classical artistic parameters. As per the mannerism movement, the practitioners were found to be engaged in the process of perfecting different forms and functions.

Renaissance brought into limelight a view of society that was brought from sheer darkness of violence and darkness. There were hardly positive associations with nature taking into account that nature was perceived a something worth studying and beautiful. Different plant was studied, that paved the way for new endeavors of knowledge in cultivation, botanical gardens as well as breeding. There was a unique and systematic collection of exotic animals, along with the use of studs in the breeding of horses. In accordance with naturalism phenomena, artists were taught to portray life in a unique manner. There was a complete denial of personality moralities. There was a naturalistic portrayal of human beings in the renaissance, where drama included obscenities and jokes, the depiction and portrayal on stage was similar to that of actual happenings in life. Rationalism was also very evident, taking into account the application of reason that was expanded to a wide range of human affairs. Space was taken as an illusion of reality. A double entry for bookkeeping was used. Also, in renaissance currency was standard where profits could be made in buying and selling, along with the establishment of the economic process. A central role was played by rationalism, which was expanded to human affairs. It is also important to note that mannerism can be considered as an umbrella term for architectural production through a critical understanding of a tradition that yielded said production (Hillman & Richard).

The architecture of France is one of the interesting areas of focus in association with the subject of a cross-section study between renaissance and mannerism expression. There are some sound and key examples of ideas which were observed in terms of architecture such as Tuileries Palace and Loire Valley that suggested a clear connotation of applying expressionists of the Italian Renaissance. According to (Aksamija & Amra), the architecture of France is more like an interesting contrast between mannerism as well as renaissance expression. The French renaissance was more like a country with the ambitions of renaissance aesthetics. There is a streamlined and soft natural beauty along with a straightforward representation of offset forms that would remain central to the architectural tradition.

Individualism was also given due significance because biographies became popular. The lives of humans were taken as a source of artistic recreation. Along with that, there was an emergence of celebrities, artists, rulers, and other well-known people. Also, artists began to sell their works along with signatures and stamps so that they can spread their talent, also new avenues of knowledge were discovered to master some kind of talent. It was accompanied by the emergence of Humanism. This placed a significant emphasis on classical studies as well as classical authors. Humanism also included studies of rhetoric, grammar, poetry, music as well a moral philosophy. Under the essence of humanism, people were taught that there is no man above criticism and original learning sources are the only potent avenues to get knowledge (Ford, pp. 463). Different people attempted to study and then return to their cities so that they can adopt new thinking methods and new teaching methods. In a nutshell, the renaissance society believed that this world can be molded, changed and studied. Humans have the potential to create the world and get what they actually want to gain. Also, the people living in the renaissance believed that now they don’t want any recognition of God to analyze their actions and deeds. Also, they believed in the deeds that can bring them close to the worldly affairs such as wealth and reputation (Hillman & Richard).

There were a lot of discoveries associated with renaissance ranging from households to the mechanical instruments that were used to facilitate tedious tasks. In addition, different tools were developed for exploration. Several tools were introduced for the very first time such as the astrolabe, also called a portable device that is issued by the sailors so that they can be helped in finding their ways. Also, the astrolabe was used for measuring the distance from the stars as well as the sun above the horizon that can play a central role in finding the latitude. This can play a central role in finding and directing navigations. Another major tool was the manufacturing of a magnetic compass which was used for finding directions, was presented in a more improved way. Maps also underwent different changes, taking into account that they become more reliable which facilitated the travelers and other explorers in their shipbuilding. There was a common tradition of large ships also called gallons. Those ships were powered by different sails rather than by men who used oars. There was a massive start to the slave trade that began to flourish and Europeans who were discovering other parts of the world (Hillman & Richard). It was 1445, the era of the French Renaissance when Gutenberg invented printing press that changed the lives of people forever. By 1500, there were about twenty million books that were printed in Europe However, many of the standard edition of the texts and books such as Bible was available. Also, there were a lot of ways of getting in touch with literacy because books can be purchased by different urban dwellers. Also, education was expanded to the far-off places, where more people could learn and buy books (Aksamija & Amra).

Conclusion

French Revolution was more like a time period that brought humans to the world stage, taking into account the promotion of man from ignorant beings to someone who knows all about the world and learning. French Revolution was one of the events that brought an upheaval of people by enlightenment and close coordination with the worldly affairs... In a nutshell, the French renaissance set the stage for people so that they can get rid out of the set traditions and step ahead with an aim to conquer the world. The upheaval in a different department of life such as arts, craft, architecture, learning, technology, and industries renewed the world with a positive approach towards life that was void of any mythical association. Also, God was given the position of abstraction rather than the central driver of all the actions along with a massive shift in perception, ideas and schools of thought negating ignorance and affirming intellect.

Work Cited

Aksamija, Amra, et al. "Investigation of organic additives in Italian Renaissance devotion stucco reliefs from French collections." Journal of Cultural Heritage (2019).

Hillman, Richard. "Staging romance across the Channel: French–English exchanges and generic common ground." Cahiers Élisabéthains (2019): 0184767819835566.

Ford, P. "R. Black, ed., The Renaissance; Critical Concepts in Historical Studies, 20 vols (London, 2006)." The Oxford Illustrated History of the Renaissance (2019): 463.

George S. Halas Biogrpahy

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George S. Halas Biography

George Halas, was a famous American footballer who was a very influential figure in the sports industry of the United States. He born in Chicago on February 2, 1895, and his parents were immigrants from Austria-Hungary. He was not only a famous footballer but also a coach and team owner. He was head coach, owner and founder of The Chicago Bears which is a professional football team based in Chicago. Being very famous and professional in American football, he was nicknamed “Mr. everything” and due to his team Chicago Bears, he was also known as “Papa Bear”. He was also one of the pioneer founders of NFL (National Football League) and was included in Pro Football Hall of Fame ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"CmMdiJqB","properties":{"formattedCitation":"(Services, {\\i{}Hall of Fame})","plainCitation":"(Services, Hall of Fame)","noteIndex":0},"citationItems":[{"id":382,"uris":["http://zotero.org/users/local/5OlhLovK/items/GT6S7FKL"],"uri":["http://zotero.org/users/local/5OlhLovK/items/GT6S7FKL"],"itemData":{"id":382,"type":"webpage","abstract":"Hall of Fame","language":"en","title":"Hall of Fame","URL":"https://grainger.illinois.edu/alumni/hall-of-fame","author":[{"family":"Services","given":"Engineering IT Shared"}],"accessed":{"date-parts":[["2020",1,21]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Services, Hall of Fame).

George Halas joined Western Electric before beginning a regular career in football, and worked there for some time and later joined the University of Illinois after graduating from Crane High School based in his city, Chicago. He graduated from the University of Illinois in civil engineering and also played basketball and football (for Bob Zuppke) in that period. During 1919, he had been playing as an outfielder with the New York Yankees and specifically played 12 games with the club ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"HFAtu764","properties":{"formattedCitation":"(Services, {\\i{}George S. Halas})","plainCitation":"(Services, George S. Halas)","noteIndex":0},"citationItems":[{"id":386,"uris":["http://zotero.org/users/local/5OlhLovK/items/I9IQG986"],"uri":["http://zotero.org/users/local/5OlhLovK/items/I9IQG986"],"itemData":{"id":386,"type":"webpage","abstract":"For his indelible influence in growing the sport of football in America—from establishing and coaching the Chicago Bears for 40 successful seasons to founding the National Football League.","language":"en","title":"George S. Halas","URL":"https://grainger.illinois.edu/alumni/hall-of-fame/19002","author":[{"family":"Services","given":"Engineering IT Shared"}],"accessed":{"date-parts":[["2020",1,21]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Services, George S. Halas). He ended up having a severe hip injury and his baseball career ended effectively. George participated in World War 1 as an ensign which is a junior ranked commission officer and played football at Naval training station of Great Lakes for a team with the famous Jimmy Conzelman and Paddy Driscoll.

The peak of his professional career is not only characterized by his excellent playing skills and records but also as an outstanding coach and organizer. George Halas joined Decatur Staleys’ based in Decatur, Illinois and served there as an outfielder, player-coach and also a sales representative of the A. E Staley Company. After suffering from financial loss despite a compatible record, the company decided to give full control of the team to Halas in 1921. He moved the team to Chicago and later founded Chicago Bears and rest is the history. Halas made many significant records in the field including stripping the ball from Jim Thorpe and return it 98 yards after recovering the fumble which was a record and could not be broken until 1972. He actively left playing in 1930 (Davis).

George had an exceptional record in coaching leading 6 victories in APFA and NFL West. He made significant changes in the playing method especially as he introduced the concept of T-formation offense which resulted in a historic win of 73-0 against Washington Redskins in NFL West in 1940. Chicago Bears won the title again in the very next season in the 1941 NFL championship game indicating the huge success of new alterations and changes in T-formation and other aspects of play which other teams also started following. He retired from coaching in 1968 with a remarkable 40-year career in coaching. In all these 40 years, he only endured 6 losing seasons in American football which is a huge record.

With the advent of World War 2, he again joined the US Navy in 1942 with a distinguished rank of lieutenant Commander. He worked under Admiral Chester Nimitz and served 20 months overseas supporting the recreational and welfare activities of the seventh Fleet ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"d4l8KNAz","properties":{"formattedCitation":"({\\i{}Pro Football Hall of Famers Who Fought on D-Day - NFL.Com})","plainCitation":"(Pro Football Hall of Famers Who Fought on D-Day - NFL.Com)","noteIndex":0},"citationItems":[{"id":384,"uris":["http://zotero.org/users/local/5OlhLovK/items/Z99YD2AH"],"uri":["http://zotero.org/users/local/5OlhLovK/items/Z99YD2AH"],"itemData":{"id":384,"type":"webpage","title":"Pro Football Hall of Famers who fought on D-Day - NFL.com","URL":"http://www.nfl.com/news/story/0ap1000000209782/article/pro-football-hall-of-famers-who-fought-on-dday","accessed":{"date-parts":[["2020",1,21]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Pro Football Hall of Famers Who Fought on D-Day - NFL.Com). He met with Chief of Staffs of Navy, Army, and Air Force and proposed to set up a charity match every year hosted by Chicago bears with the intention of donating the money to armed forces relief operations. He was a patient of pancreatic cancer which resulted in his death in October 1983. By that time, he was 88 years of age and was the lasts of participants who formed the National Football League in 1920.

Cited By:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Pro Football Hall of Famers Who Fought on D-Day - NFL.Com. http://www.nfl.com/news/story/0ap1000000209782/article/pro-football-hall-of-famers-who-fought-on-dday. Accessed 21 Jan. 2020.

Services, Engineering IT Shared. George S. Halas. https://grainger.illinois.edu/alumni/hall-of-fame/19002. Accessed 21 Jan. 2020.

Davis, Jeff. Papa Bear: The Life and Legacy of George Halas. McGraw-Hill, 2005.

---. Hall of Fame. https://grainger.illinois.edu/alumni/hall-of-fame. Accessed 21 Jan. 2020.

Gilgamesh- Odysey Essay

Cody Barlow

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30 January 2019

Title: Gilgamesh- Odyssey Essay: Powerful Female Character

Homer’s Odyssey extensively described diverse roles of women discussing the dynamics of their character and social roles. The women in the Odyssey are unique in their intention, personality, and relationship towards men. It described a dynamic view of women at a time when their position was considered to be subservient to men, limiting their roles to domestic duties and childbirth. The paper will explore the role of Penelope in Homer's Odyssey as a powerful woman of influence and discuss the desirable traits that were valued in ancient Greek society.

Penelope as a character is positively portrayed throughout the Odyssey. She was the wife of Odysseus and studying her character provides much insight into how women would exert their influence and power in Ancient Greek society. She was loyal to her husband who is out to battle but would use her sexual charm and smart and cunning ways to manipulate the emotions of men to suit her needs. She represented the ideal wife, that Homer portrayed as a layered, complex and a contradictory character who not only exhibited submission, frailty, and meekness but strength, cunning and independence as well. Penelope would fend off the suitors, as men saw the ideal wife in the submission, fertility, and loyalty, she had. “She gives hope to each of us, makes promises to everyone, and sends out messages. But her intent is different" (Homer 29). She is strong-willed, canny, and has grit, not only competent and loyal but someone with a vivid imagination. She shows profound love for her moody and difficult son and looks after her family and large household for decades as a single mother.

The extent of her influence on Odysseus can be seen when Calypso, the goddess confronts Odysseus about her, demanding to know why he would prefer a mortal over the pleasures and power a goddess can offer him. He accepts the logic of the offer, yet wishes to remain faithful to his wife. Moreover, Penelope’s strong wits are acknowledged, described as, “the one who wore the lovely headband— none of them had shrewdness which could match Penelope'sCITATION Hom07 \p 30 \l 1033 (Homer 30). She is cunning yet gives out a sympathetic and romantic impression that makes her appealing in her culture CITATION Nor13 \l 1033 (North). The devotion she had to her husband was heard of very less in ancient myths, her loyalty to a husband presumed dead is almost heroic in Ancient Greece.

Moreover, the power she exerts comes from her intelligence and appeal, described by Homer with the word ‘Periphron’, one who carefully calculates and is prudent. One way she demonstrates her qualities is when she tricked the pestering suitors through a cunning plan, in which she managed to convince them that they should wait until she had finished weaving a burial shroud. This not only tricked the suitors but showed her devotion to Odysseus despite being able to preserve her dowry and land through remarriage. This was significant in a culture where a woman’s worth was measured by what she could offer.

Although, the characterization of female characters in the Odyssey was unique for the time, yet there is a limit to their representation; often restricted to the roles of a mother, servant or goddess. It reflected male domination within ancient Greece. Nevertheless, Penelope is a very strong character within the poem, and like Odysseus, faces many challenges throughout the poem, exhibiting the notion of equality with the story’s hero. Compared to Sita from the Ramayana, there is strong resemblance as both were portrayed as ideal wives with ideal gestures and qualities, and remained loyal and honest throughout their ordealsCITATION Buc00 \l 1033 (Buck). Her representation is more powerful in comparison to the leading character from Gilgamesh, Shamhat, who would only use her sexuality to influence male characters CITATION Der07 \l 1033 (Hines). However, in all of these mythical stories, honesty and loyalty seemed to be the most valued qualities among women.

Works Cited

BIBLIOGRAPHY Buck, William. Ramayana. 1st. Delhi: Motilal Banarsidass Publishers, 2006.

Hines, Derek. Gilgamesh. London: Oberon Books, 2007.

Homer. The Odyssey. Trans. Ian Johnston. 2nd. Arlington, Virginia: Richer Resources Publications, 2007.

North, Connor Q. "On the Agency of Penelope: Odyssey 18.158-163." Studies in Mediterranean Antiquity and Classics 4.1 (2013): 158-163. <https://digitalcommons.macalester.edu/cgi/viewcontent.cgi?referer=https://www.google.com/&httpsredir=1&article=1027&context=classicsjournal>.

Gun Violence

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Gun Violence

Introduction

The Washington Post published an article Gun Violence is out of Control on July 27, 2019, on the topic of Gun Violence in the countries where keeping a gun is legal. The article consists of the letters to the editor by three different leaders of Moms Demand Action for Gun Sense movement. Their letters serve as the paragraphs of this article. Aristotle proposes three modes of persuasion that are used by the speakers/writers to convince or persuade their audiences/readers. Those three modes are ethos, pathos, and logos. Ethos means ethical appeal it is a Greek word that refers to the character. The character of the speaker is presented as a reference to integrity to persuade the audience. Pathos appeal targets the emotions of the audience. Typical language and examples are used by the persuader to pinch the feelings of the audiences because they are emotionally attached to the subject that is being discussed. If a persuader uses logical arguments to convince the audiences, this approach is called logos appeal. This essay discusses the structure of the article analyzing the pathos mode of persuasion.

Body

First paragraph of the essay is written by Peter Linn. Linn refers to the tragedy of Christchurch in New Zealand where dozens of people were shot by a shooter in a mosque. This incident stirred the New Zealanders in specific and the whole world in general. This was taken as a too sensitive for the New Zealanders that the Christchurch remained haunted by the non-Muslim citizens of New Zealand who were gathered to console their Muslim brethren and condemn the shooter. A state apology was asked by the victims’ families. Linn has artistically selected that example because people are emotionally attached to that incident. Logos appeal has been used by Linn and he after quoting that terrible example indicates that at least 19 people have been eliminated in the United States in the last five days in Gun Violence.

The second paragraph is by Lenore Jarvis who uses the technique of pathos more expertly. The targeted audiences of this article are generally the mothers as it consists of the letters by the leaders of the Moms Demand Action movement. They are women and thus it is easier to evoke their feelings especially when their children are a matter of concern. Jarvis starts his letter by mentioning the murders of eleven years old boy and a ten years old girl who died because of gun violence. When mothers and even fathers learn that young children are at the threat of death because everyone is armed with a weapon, they would definitely condemn this practice and would demand a national ban on weapons for civil citizens. Children are not the only target of gun violence, but Jarvis mentions the victimization of children frequently to bring a strong feeling of awe and to invoke sympathy from the audiences. If the examples of dead children are not in abundance to quote, Jarvis notes the depression caused by this practice, because his target is the emotional side of his audience. The use of pathos is apparent when he says that the presence of firearms at homes provokes the adolescents to commit suicide when they are hurt or heartbroken (Webster, Daniel. 2013). He does not quote a specific example of any such case to support his argument that could make his approach a logos appeal approach rather he just indicates the possibility in a way that people can comprehend what he is saying because they might have noticed such incidents around in society. He argues that firearms have created a national health crisis, due to feeling of insecurity prevailing everywhere. Jarvis is at his best in using pathos appeal here.

The third paragraph written by Rachel Usdan is typical in using pathos appeal. This paragraph starts stating that it is too late to take any action against this inhumane practice where many innocent children have already died without any rational cause. Usdan gives specific examples from the past with the names of the children who were slain earlier by the so-called mentally shooters (Follman, Mark. 2018). He argues that every mentioned adolescent was single-handedly worthy of becoming the cause of national action against armed society. The description of the names is an intentional attempt to stir the national memory and provoke the feelings of all the parents. Apart from mentioning the names of the deceased children, Usdan states the passive effects of gun violence that are more dangerous than the direct effects because a larger community is affected by the passive effects. It creates a feeling of terror among parents who are concerned about their offspring. It seems he uses logos appeal when he quotes facts and figures, but the dominant appeal is still pathos appeal because the intention behind quoting such details is still to provoke the feelings of audiences and to convince them to stand against Gun Violence. The article is concluded with Usdan’s words; he appeals to the citizens to put their guns down and demand legislatures’ action against this mad practice so their children will grow up without the fear of immature mortality.

Conclusion

The article Gun Violence is out of Control is fragmented with pathos appeal. Three paragraphs are in fact three letters to the editor of The Washington Post by the leaders of the Moms Demand Action movement in America. The authors use the language and examples to provoke the feelings of audiences and to invoke sympathy from them. A feeling of awe and terror haunts the mind of the person who reads this article. Pathos appeal has been used because the targeted audiences are parents especially women among parents who are more sensitive cum emotional towards their children in comparison to men.

Works Cited

Webster, Daniel W., et al. Regulating Gun Sales: An Excerpt from Reducing Gun Violence in America: Informing Policy with Evidence and Analysis. JHU Press, 2013.

Follman, Mark, et al. "The true cost of gun violence in America." (2018).

Hamlet

Melanie Dematos

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Literature

18 December 2019

Hamlet

William Shakespeare’s Hamlet talks about the inner chaos of a protagonist and about his fears. Shakespeare, unlike his other plays, has illustrated madness to cover facts and to show the hidden attributes of the characters. It primarily illustrates how, in this case, another’s world can be a distressing aspect to us. In the play, Hamlet meets a demon, who apparently is his father, who urges Hamlet to take revenge from his uncle, who murdered his brother and claimed the throne. Apart from the philosophical attribute of the play, Hamlet’s artistic stature is universally acknowledged. Despite the presence of many characters, the character of Hamlet had appealed to its many readers. Hamlet, who is also a Danish Prince, is forced to face many problems which are related to his responsibilities, morals and ethics. Many of the play’s critics comment about the mystery, which is attached to the character of Hamlet and makes his character more complex and unidentified, throughout.

Hamlet’s motivation throughout the play is an attribute, generally attached to the relationship between the mothers-son-father relations. It suggests that the reason for Hamlet’s commotion is quite personal in nature, which lessens his courage and makes him less morally resolute. Such traits in a character’s personality suggest that Hamlet lacks the ability to make a decision. Although he overcomes this flaw of character, late in the play, since that time, any reader becomes wiseacre to hamlet’s character. The play has undoubtedly achieved avant-garde fame, but the characterization, especially that of Hamlet, appears vague. Furthermore, at some parts in the play, the story surrounds between some characters like Laertes and Claudius. Their characterization suggests that Hamlet had been belligerent towards an unreal threat. Such characterization of events had also been segments of the play in many other parts, therefore it appears right to augment that Shakespeare’s characterization in Hamlet had been quite different from his other literary pieces.

Hamlet And Revenge

Frantzieb

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Literature

4 January 2020

Hamlet and Revenge

The stories and novels from the Elizabethan era mostly revolve around taking revenge for the fallen fathers. The play Hamlet of Shakespeare is, therefore, not different. Throughout the story, the theme of revenge has remained dominant ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"uey2Ar4X","properties":{"formattedCitation":"(Eliot)","plainCitation":"(Eliot)","noteIndex":0},"citationItems":[{"id":262,"uris":["http://zotero.org/users/local/8reWiRZH/items/TRFJ5CV9"],"uri":["http://zotero.org/users/local/8reWiRZH/items/TRFJ5CV9"],"itemData":{"id":262,"type":"article-journal","container-title":"The sacred wood: Essays on poetry and criticism","page":"103","source":"Google Scholar","title":"Hamlet and his problems","volume":"95","author":[{"family":"Eliot","given":"Thomas Stearns"}],"issued":{"date-parts":[["1920"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Eliot). Shakespeare’s Hamlet is also different in many other aspects, from other stories of t Elizabethan era. For example, Hamlet talks about emotions, rhetoric and climax of the acts. The characters had employed their powers to abort and to subvert the moments of revenge. Shakespeare employs that it is not necessary for anyone to ultimately sort for the tool for vengeance, rather revenge must be left for those in heavens to decide ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"feZeWZeq","properties":{"formattedCitation":"(Eliot)","plainCitation":"(Eliot)","noteIndex":0},"citationItems":[{"id":262,"uris":["http://zotero.org/users/local/8reWiRZH/items/TRFJ5CV9"],"uri":["http://zotero.org/users/local/8reWiRZH/items/TRFJ5CV9"],"itemData":{"id":262,"type":"article-journal","container-title":"The sacred wood: Essays on poetry and criticism","page":"103","source":"Google Scholar","title":"Hamlet and his problems","volume":"95","author":[{"family":"Eliot","given":"Thomas Stearns"}],"issued":{"date-parts":[["1920"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Eliot). He therefore, argues that revenge is considered as a return of evil for evil. In Shakespeare’s play, Hamlet first aspires to limit the revenge in a swift manner and believes that the ghost is actually a devil, who is imitating him to take revenge for his father’s death, which will be bad for his life after death.

The only thing Hamlet want to gain, from taking revenge is the honor, he wants to pay his father. As Hamlet is a true believer of the fact that his father was killed, when he was not committing a sin, therefore he would be rested in heavens. However, when he finds Claudius committing a sin, he decides to take revenge, but it leaves him in an uncertain and difficult situation ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"hXKl2zPW","properties":{"formattedCitation":"(Neill)","plainCitation":"(Neill)","noteIndex":0},"citationItems":[{"id":265,"uris":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"uri":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"itemData":{"id":265,"type":"chapter","container-title":"Jonson and Shakespeare","page":"35–56","publisher":"Springer","source":"Google Scholar","title":"Remembrance and Revenge: Hamlet, Macbeth and The Tempest","title-short":"Remembrance and Revenge","author":[{"family":"Neill","given":"Michael"}],"issued":{"date-parts":[["1983"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Neill). Claudius who is his enemy comes in a more favorable position to get rid of Hamlet. Many critics and evaluators of this play argue that no matter, how just is the cause, but the person who decided to avenge is always in a bad situation. Although Hamlet decides to take revenge, when he is not feeling good to do that, for this reason, he kills a bystander Polonius, which makes Hamlet as bad as Claudius ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"dHCur51p","properties":{"formattedCitation":"(Neill)","plainCitation":"(Neill)","noteIndex":0},"citationItems":[{"id":265,"uris":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"uri":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"itemData":{"id":265,"type":"chapter","container-title":"Jonson and Shakespeare","page":"35–56","publisher":"Springer","source":"Google Scholar","title":"Remembrance and Revenge: Hamlet, Macbeth and The Tempest","title-short":"Remembrance and Revenge","author":[{"family":"Neill","given":"Michael"}],"issued":{"date-parts":[["1983"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Neill).

Generally, while taking revenge, the revenger tries to limit the casualties and work to inflict as many damages over the foe, as possible. In Hamlet’s case, it is different. Whenever he decides to avenge, he becomes a killer of those, who had not been involved in any incident against him before. For example, Hamlet becomes the reason for the death of Guildenstern and Rosencrantz. Much importantly, Hamlet’s desire of taking revenge from Claudius results in being a cause of madness of Ophelia. In making her feel, that he is not Hamlet, she had been looking toward, and he becomes the reason of Ophelia’s madness ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"8bUy8YHG","properties":{"formattedCitation":"(Skulsky)","plainCitation":"(Skulsky)","noteIndex":0},"citationItems":[{"id":264,"uris":["http://zotero.org/users/local/8reWiRZH/items/L5SETBVI"],"uri":["http://zotero.org/users/local/8reWiRZH/items/L5SETBVI"],"itemData":{"id":264,"type":"article-journal","container-title":"Publications of the Modern Language Association of America","page":"78–87","source":"Google Scholar","title":"Revenge, Honor, and Conscience in\" Hamlet\"","author":[{"family":"Skulsky","given":"Harold"}],"issued":{"date-parts":[["1970"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Skulsky). Ophelia starts to think that Hamlet had rejected her love and is interested in pursuing other objectives. Finally, when Hamlet kills Polonius, he pushes her away from him both physically and mentally. Shakespeare’s characterization of Hamlet’s revenge shows that once anyone decides to avenge, it narrows down many options for him, and the case of Hamlet is the same ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"INOJCHJY","properties":{"formattedCitation":"(Neill)","plainCitation":"(Neill)","noteIndex":0},"citationItems":[{"id":265,"uris":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"uri":["http://zotero.org/users/local/8reWiRZH/items/7JTAJB7T"],"itemData":{"id":265,"type":"chapter","container-title":"Jonson and Shakespeare","page":"35–56","publisher":"Springer","source":"Google Scholar","title":"Remembrance and Revenge: Hamlet, Macbeth and The Tempest","title-short":"Remembrance and Revenge","author":[{"family":"Neill","given":"Michael"}],"issued":{"date-parts":[["1983"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Neill).

Although during the end of the play, Hamlet becomes some bit successful in avenging his foes, it costs him his life. In the end, he was surrounded by guilt, anger and regret and nothing else. He becomes negligent of his beliefs that if the avenger left taking revenge to God, it becomes much relaxing and pleasing, but throughout the story Hamlet had the search for easy ways, to take revenge from Claudius ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"6ABE8alE","properties":{"formattedCitation":"(Skulsky)","plainCitation":"(Skulsky)","noteIndex":0},"citationItems":[{"id":264,"uris":["http://zotero.org/users/local/8reWiRZH/items/L5SETBVI"],"uri":["http://zotero.org/users/local/8reWiRZH/items/L5SETBVI"],"itemData":{"id":264,"type":"article-journal","container-title":"Publications of the Modern Language Association of America","page":"78–87","source":"Google Scholar","title":"Revenge, Honor, and Conscience in\" Hamlet\"","author":[{"family":"Skulsky","given":"Harold"}],"issued":{"date-parts":[["1970"]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Skulsky). This aspect is also shown in Hamlet right after the performance of the mouse, where Claudius is praying. On his own part, Claudius is ashamed of killing his own brother, and therefore, he does what he can do to please God. These all incidents show how Hamlet’s desire of taking revenge finally led to his own downfall.

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Eliot, Thomas Stearns. “Hamlet and His Problems.” The Sacred Wood: Essays on Poetry and Criticism, vol. 95, 1920, p. 103.

Neill, Michael. “Remembrance and Revenge: Hamlet, Macbeth and The Tempest.” Jonson and Shakespeare, Springer, 1983, pp. 35–56.

Skulsky, Harold. “Revenge, Honor, and Conscience in" Hamlet".” Publications of the Modern Language Association of America, 1970, pp. 78–87.

Hamlet Formal Essay

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Title: Parallelism in Shakespeare's Hamlet

Parallelism is a literary device generally employed in literary works as well as ordinary conversation. This device has been used by many authors in their literary pieces to impress upon readers and to covey certain lessons and meanings. In addition, it allows the writers and readers to maintain a steadiness in their speech and to maintain a flow of ideas. Parallelism is also employed as a tool of persuasion. In one of the masterpieces by William Shakespeare, Hamlet, the technique of parallelism has been used by Shakespeare to reveal the truth about characters. For instance, a contract has been created between Laertes and Fortinbras to showcase the qualities they possess. Besides, parallelism can be found among King Claudius and Polonius in terms of the guidance they provide to Laertes. Hamlet's soliloquies unearth his suicidal thoughts and intentions, alongside revealing his unwillingness to live. Laertes and Fortinbras also show some parallelism as both are foils to Hamlet. In the play Hamlet, parallelism is found between the characters of play Hamlet to deliver some vital themes and ideas of the play.

The tragedy of Hamlet is a deconstruction of the "revenge play," as well as an exploration of humankind's pondering of one's mortality. This is mainly clear in Hamlet's famous "To Be or Not to Be” soliloquy, and the gravedigger scene towards the end of the play. The connection between characters of Hamlet has always been analyzed by many literary critics since it delivers the key meaning of Shakespeare’s play. The characters Laertes and Fortinbras are very important, and they are the most parallel characters along with Hamlet. They are used by Shakespeare to compare the emotions and actions of Hamlet, as uncovered by many literary critics. Three men, Hamlet, Laertes, and Fortinbras are put into similar situations; all have to take vengeance of their father’s death. The only difference between these characters is the way each of the plans their vengeance and comes to woe of their father’s demise.

The two main characters of the play share many similarities with the protagonist, Hamlet. However, they react differently as compared to Hamlet. Hamlet considers Fortinbras to be a natural soldier and wishes to be like him. However, he often envisages his morals. He questions what is correct and what is not. Hamlet spends too much time considering revenge; on the contrary Fortinbras is setting the army. Hamlet finally decides it is better to act on the plan rather than debating. He finally says, “Rightly to be great is not to stir without great argument, But greatly to find quarrel in a straw When honor's at stake" (Shakespeare). Hamlet's foil motivates him to move ahead with his plans. Hamlet's other foil, Laertes, hears about the demise of his father comes back to Denmark. Hamlet to Laertes, "I'll be your foil, Laertes: in mine ignorance you skill shall, like a star I' the darkest nightstick fiery off indeed" (Shakespeare). Hamlet is familiar with the fact that one day he will be compared with Laertes, and he will outshine him due to his audacity. Hamlet thinks both of his foils, Laertes and Fortinbras are much better than him in skills and capabilities. Unlike him, they demonstrated bravery and tenacity on the death of their fathers. This is an example of parallelism Shakespeare created in his play.

Other characters that show parallelism throughout the play are, Polonius and King Claudius, as they give similar advice to Laertes. Despite having many conflicts, they are shown as similar in many ways. Polonius advises Laertes to be true to himself before he leaves for France. He says, “This above all: to thine own self be true, and it must follow as the night the day." Here he is advising Laertes not to rely on his own ambiguous nature and be aware of the home he tells about himself. Furthermore, his advice to Laertes is to observe others keenly and not to be dishonest with himself. Similar advice is given to Laertes by King Claudius. He says, "Make a choice of whom your wisest friends you will. And they shall hear and judge 'twixt you and me. If by direct or by collateral hand. They find us touched; we will our kingdom give, our crown, our life, and all that we can ours" (Shakespeare). King Claudius also tells Laertes to select his wisest friends to tell him what is right. If he is the one responsible for the killing of Polonius, he will compensate Laertes with whatever he owns. Nonetheless, if he is declared innocent by Laertes's wisest friends, he will do anything to help Laertes taking revenge for his father's death. Here parallelism is employed by Shakespeare to show the associations between their morals. Other examples of this literary device can be found in Hamlet's soliloquies.

"To be or not to be" is one of the most celebrated soliloquies from the play Hamlet. In all of the soliloquies, Hamlet reveals his feelings about how unworthy is his life. He uncovers his desire to commit suicide, and he is in a catch twenty-two situation as Hamlet is not able to kill King Claudius. Either way, there is no way for him to run away or hide; he has to kill someone. His dialogues show his frustration, "To be or not to be, that is the question: Whether tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles” (Shakespeare). Hamlet contemplates what is better, the patient endurance of wrong or its daring disapproval. Hamlet thinks about life and death, about being alive and being dead, and also compressions both the situations. He thinks death is a perfect end to this life of misery, but again the life after death diverts his attentions and changes the direction of his thinking. He says, “To sleep, perchance to dream-ay, there’s the rub, for in that sleep of death what dreams may come. When we have shuffled off this mortal coil?” (Shakespeare). The proposition that life after death could be worse stops Hamlet. Besides, his conscience also warns him from making a mistake as he says, "Conscience does make cowards of us all." This exposes the truth about Hamlet's character; he wants to be free like Laertes and Fortinbras and wants to act upon his wrath rather than procrastinating it. The parallelism here is the way suicidal thoughts links with his true nature; it is not evident that he is unloyal to himself unless faced with a dilemma.

To conclude, William Shakespeare has used the device of parallelism in the tragedy of Hamlet to uncover some truths about the characters. Three characters are shown very similarly to each other, Hamlet, Laertes, and Fortinbras. Fathers of all have been killed; however, unlike Hamlet, the other two take quick actions. In addition, similarities amongst King Claudius and Polonius is also shown by the way they guide Laertes. They connect by having parallel values and morals. Hamlet’s soliloquies reveal his true nature and his thoughts about himself. Though he is full of rage but fears about life after death, this motivates Hamlet to continue his sufferings, his plan of taking revenge for his father's death, and being untrue to himself.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Shakespeare, William. Hamlet. Simon and Schuster, 2003.

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References

Hawthorne, N., & Breen, R. S. (1969). The minister's black veil. Spoken Arts.

Hawthorne, N. (2012). Young Goodman Brown. Simon and Schuster.

Boone, N. S. (2005). " The Minister's Black Veil" and Hawthorne's Ethical Refusal of Reciprocity: A Levinasian Parable. Renascence, 57(3), 165.

LoFaso, L. (2011). From isolation to insanity: The doubt that destroys in" Young Goodman Brown" and" The Fall of the House of Usher".

Saunders, J. P. (2012). Hawthorne's Theory of Mind: An Evolutionary Psychological Approach to “The Minister's Black Veil”. Style, 46(3-4), 420-438.

Ostrowski, C. (1998). The Minister's" Grievous Affliction": Diagnosing Hawthorne's Parson Hooper. Literature and medicine, 17(2), 197-211.

Note and Quotes

Story no # 1

“There is an hour to come when all of us shall cast aside our veils” (Hawthorne, 1257).

God manifests itself in everyone, in the form of kindness, talent and merit. He dwells in everyone’s heart and soul. Everyone has something that is good in them.

Believing in God thus means finding something good in people, finding something to appreciate in someone.

When there is no faith in the kindness of people, a person has nothing in common.

Story no # 2

"Dearest heart," whispered she, softly and rather sadly, when her lips were close to his ear, "pr'y thee, put off your journey until sunrise, and sleep in your own bed to-night”.

It symbolizes the average young, religious man, not quite grasped the essence of truth. It reflects the dual nature of man: good and evil.

He is shown as a person who gives evil after his faith is lost, and then looks at everyone with doubt.

It symbolizes people who have become cynical forever after they face an unpleasant event in life.

He represents those people who, instead of getting out of a difficult situation, remembering and realizing the teachings, religion and spirituality and their mentors taught them, begin to doubt their validity in difficult times. Therefore, these people become completely useless in life.

Article no.1

“It seems that Goodman Brown is not justified in isolating himself upon his return from the forest because he cannot prove whether or not the events actually occurred (Boone, 2005, pg. 35)”.

Although we drenched the principles, values, and moral lessons from our mentors, in order to fully absorb them, we should reflect on them and put them into practice. This will lead us to believe in their reality.

Instead, we deify the mentors ourselves, and when they lean towards corruption, we are disappointed. Even if our role models showed bad behavior, we still believe in the morality of our loved ones.

But everything seems hopeless when our loved ones betray us and unite with evil. Thus, instead of basing our value system on the fact that someone follows, we must protect them in difficult times, even if it seems to others, immoral.

Article no.2

“it is in everyone’s self-interest, after all, to retain some access to other people’s intentions via visual signals” (LoFaso, 2011, pg. 423).

This shows that it is a people interest and people’s intention through visual signals.

The torment in an individual when sequestered from realism causes a disturbance of steadiness, self-assurance, moral being, and state of mind.

The Hawthorne effect describes the situation in which the results of an experiment are not due to the experimental factors but to the fact that the subjects are aware of participating in an experiment in which they are tested, which translates most often by greater motivation.

This social motivation is satisfied in an organization that is not planned by the company: it is the informal structure constituted by the affinity groups.

Article no.3

“Since deception and self-deception prove critical to the pursuit of fitness in human social environments, efforts to eradicate these behavior” (Saunders, 2012, pg. 439).

The article gives a fascinating case of the ethical and psychological facade of a spiritual man and his public throughout Puritan Age and New England.

The tale starts by the villager’s congregation on the forward-facing portico of the Milford meeting-house to delay for Reverend Hooper.

Article no. 4

“Hawthorne presents a correspondence between and spiritual beauty, with the result that characters who symbolize moral purity are physically attractive (Ostrowski, 1998,pg.3).

The author explains that correspondence among and divine beauty, by the consequence that characters who represent moral concentration are physically attractive.

The generally drive for Mr. Hooper trying his black veil was to communicate the communal an example, the veil was a representation and a notice to all and sundry all their inadequacies.

Hedda Gabler

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Hedda Gabler

The seminal works of Henrik Ibsen are persistently effective in challenging and enriching the perspectives of his readership and audience. Accounting to his ability to explore the emotional and psychological tensions of various characters in narratives that are relatively simpler, Ibsen has been regarded as the “Father of Modern Tragedy.” Laden with social grace due to her lineage from an aristocratic family, Hedda is an intelligent and beautiful woman and the daughter of the influential General Gabler. Hedda’s social ranking due to her father is a notable aspect of the play and is mentioned by the playwright in his correspondence during the creation of this play. At the beginning of this play, Hedda is 29 years old and has an intense lust for life. Taking a leap beyond the conventional desires of girls and young women her age, she merely yearns for beauty and courage. Pushed by her impulse to influence the fate of other people, she also displays shades of nihilism and egoism. In an attempt to seek entertainment and satisfaction, she drove her adolescent friend Ejlert Lövborg to the throes of suicide, ironically describing it as a ‘beautiful death’. To escape a potential scandal and the monotony of her bourgeois life, Hedda shoots herself with her father’s pistol.

The argumentative thesis statement of this essay is that Hedda Gabler was a product of society and a victim of ideals that were prevalent in society during the Victorian Era. Hedda Gabler, as a realistic drama, is a depiction of differences between the bourgeois and aristocratic classes, their moral faults and the niche of women in this patriarchal society. The manipulative schemes propounded by Hedda allow the scholarship and the audiences to think about the psychological impacts that affect women. This essay is an attempt to persuade people so that they accept her actions and do not reject her unique character as the epitome of evil.

The techniques used by Henrik Ibsen in sketching different characters of this play are highly appreciable. The creation of Hedda Gabler is a perfect fit to exhibit the complications and resulting consequences of modern tragedy. The concept of tragedy according to Ibsen is entirely different from those writers who utilized the conventional techniques for curating tragedy in their works. Ibsen created Hedda Gabler to portray an individual with psychological problems. The main character of the play has been meticulously detailed by him CITATION Nil03 \l 1033 (Nilsen). Hedda has a vast spectrum of psychological, moral, and social problems which are evident in many instances of the play. The characteristics and qualities of a traditional woman of the Victorian era have not been shown in Hedda’s character. As far as the conceptualization of tragedy in literature and classical writing is concerned, Hedda is altogether a different and new concept. Many symbols have been inter-related and associated with this major character of this play and Hedda is, beyond the stretch of any doubt, the most allegorical character of the play. In the play, Hedda is representative of the behavior patterns of elite class people. She is married to George Tessman who is an intelligent and young scholar. The accounts of the couple’s interactions and conversations in the play demonstrate that how hard Tessman tries to please and satisfy Hedda. George Tessman is unable to identify in many instances that his wife is manipulating him. Most often, he seems imprudent and unwise for his age and the audience rightfully sympathizes with Hedda when her husband annoys her through her childish acts. Hedda is married to George Tessman but both have extremely different personalities and nature.

Writing off Hedda as an evil character is justified because the play is written during the 1980s which did not prove to be a conducive environment for the emancipation and growth of women. Hedda was not allowed to go out unless she was accompanied by a chaperone, or to be casual in her conversation because then people around her could interpret differently. The women in that era mostly had only one job, sitting all day and looking pretty for their husbands. Throughout the play, Hedda poses one question to herself and to the people around her in an explicit manner repeatedly that what she should make out of this boredom that has surrounded her life. The men in the play are not bothered by this problem because they are largely explicated by the virtues of their profession. Hedda’s father is a mighty general, her husband is a potential professor. Therefore Hedda addressed this problem by making use of ever-worsening contrivances and manipulative schemes. Fake friendships (demonstrated in Act I), fabrication of hidden motives (Act II), and the suppression of her rage are some manifestations of her unorthodox behavior.

The symbolic significance of choosing ‘Hedda Gabler’ as the title of the play has been examined by many scholars. After her marriage, Hedda’s name is Mrs. Hedda Tessman and the playwright has used this name in that list where he introduces all the characters. The employment of ‘Gabler’, the maiden name of Hedda for the title of this play sheds light on the aristocratic background of her family and her close ties with the bourgeois people and their spiritual and material standards of living CITATION HeC01 \l 1033 (He). The title also suggests the complications and various difficulties that pose a barrier in Hedda’s hesitant attempts to adjust in the Tessman family, which is largely middle-class as demonstrated in the play. The title of the play signifies that Hedda could not transition from Hedda Gabler to Hedda Tessman because of her internal struggles. From the account of physical descriptions in the play, it is perceptible that the house in which Hedda lived with her husband was visibly elegant but it was not the material discomfort which infuriated her. Hedda is actually insolent of her husband and is not able to associate with his bourgeois standards of living. In various acts of the play, George Tessman, the elderly maid in his house, and Tessman’s old aunts and their collective interactions portray a unified bond. There are striking similarities in their ways of thinking, memories, and their attitudes towards the circumstances of life are also similar. Hedda thinks of their bond as prejudicial and it appears to her as foreign power posing threats to her fundamental nature CITATION Thr08 \l 1033 (Thresher). The disparities between Hedda and Tessman were too great in magnitude and could not let them unite. In another book by Else Host illuminating different themes of the book, she notes that Hedda primarily used her husband for social security and a provider, and had very little to do with him as far as the duties of a wife are concerned towards her husband CITATION Hos58 \l 1033 (Host). Hedda responded to the romantic initiatives of Tessman very formally and did not hold his opinions in high regard CITATION Moi13 \l 1033 (Moi).

Annotated Bibliography

He, Chengzhou. "Hedda and Bailu: Portraits of Two" Bored" Women."." Comparative Drama (2001): 447-463.

This article strives to dwell deeper into the expressions of boredom and frustration as displayed by Hedda. The heroine is pushed further and further to the edges of her capacities to tolerate the unwanted circumstances in which she is present. In the pursuit of changing the events of her life, Hedda in disguise ends up preparing for her own death. Her death arouses a range of different feelings in the audience and cannot be categorized as an ultimate defeat or complete victory. The play depicted several times how Hedda had the courage and willingness to rise above the monotony of her life through courageous acts. Although Hedda does not strike as a traditional heroine to me, still this article will help me to look at her character through the lens of essentialism. Her fights against the prosaicness of her life circumstances are central to many themes of this play.

Moi, Toril. “Hedda's Silences: Beauty and Despair in Hedda Gabler.” Modern Drama, vol. 56, no. 4, 29 Oct. 2013, pp. 434–456., doi:https://doi.org/10.3138/md.S89

In this article, Toril Moi writes about the three times in which Hedda Gabler remains silent or chooses to demonstrate indifference within the play. Moi believes that Gabler’s silences speak volumes about her characteristics and the way in which she fits into the play. This article extenuates Hedda’s silences as a way to explain why she chooses to die and this can be useful information when trying to evaluate and discuss Hedda as an important character in the play. I will use this article to scrutinize the dynamics behind Hedda’s choice to end her life, even though she was a powerful personality. I will explore her silences in order to determine why she wanted to die and this will give me insight into her character.

Nilsen, Havard. “How Ibsen Found His Hedda Gabler.” Ibsen Studies, vol. 3, no. 1, Jan. 2003, pp. 1–1., DOI:10.1080/15021860304320

This article is research done on the playwright’s past because after watching the play there was an element of curiosity among people who questioned if there was ever a person of the same personality characteristics present in the life of the playwright from whom he drew inspiration. The reason behind this thinking was a result of marveling at the detailed portrait of Hedda Gabler as curated by Henrik Ibsen. The prominence of her character and the elaborate delineation of her actions led people to question the presence of such a woman in the playwright’s past. Upon in-depth scrutiny, it was found that there had been an object of interest in Ibsen’s life with whom he corresponded through letters but it was later discovered that Ibsen was acquainted with a woman who was a model by occupation and she poisoned herself, thereby committing suicide. This article is an attempt to outline different theories about the existence of a person mirroring the personality characteristics of Hedda Gabler in the playwright’s life. This article has been employed in this essay in the pursuit of exploring various personality attributes and traits of Hedda and to simultaneously write about the perspective of the playwright.

Thresher, Tanya. "Vinløv I håret”: The Relationship between Women, Language, and Power in Ibsen's Hedda Gabler." Modern Drama 51.1 (2008): 73-83.

Examining the relationship between gender, language, and power, this article indicates the process in which Hedda fails to negotiate her shrewd potential and eventually chooses permanent silence in the pursuit of challenging her niche in the patriarchal society. There is a striking lack of garrulity in Hedda’s character but at the same time, she is acutely aware of the power of her words and social ranking which gives the character dominant and feminine shades at the same time. During the Victorian era, men were the only societal figures who were considered dominant and this article denotes the uniqueness of Hedda’s character in that society. Hedda also handles her feelings in a distinct manner while expressing her love for others or power over her contemporaries. Since the beginning of Hedda’s entrance on the stage, there is an evident development of a chain of linguistic endeavors to control reality. This article determines that this reality is shaped by the domineering ideology of the time which is patriarchy. I will use this article to see how Hedda attained power through words and utilized them to set up an efficacious barrier between the commonalities of the Tessman family and herself.

Works Cited

BIBLIOGRAPHY He, Chengzhou. "Hedda and Bailu: Portraits of Two" Bored" Women."." Comparative Drama (2001): 447-463.

Host, Else. Hedda Gabler. 1958.

Moi, Toril. " "Hedda’s Silences: Beauty and Despair in Hedda Gabler."." Modern Drama (2013): 434-456.

Nilsen, Håvard. "How Ibsen found his Hedda Gabler."." Ibsen Studies (2003): 7-31.

Thresher, Tanya. "Vinløv I håret”. "The Relationship between Women, Language, and Power in Ibsen's Hedda Gabler."." Modern Drama (2008): 73-83.

Hercules Upholding The Heavens

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Hercules upholding the Heavens

Introduction

The legend of Hercules, no less than a super hero for Greeks and a semi form of God. He was a man having multiple qualities at that time. He was famous for his strength and his capabilities towards the empathetic feeling for mankind and was willing to bring the change on the humanitarian grounds. It was considered that he was a god in the form of human beings as he was half mortal and half of the immortal. He was also famous for being the son of Zeus who was also the God for the Romans. The role of Hercules is always remembered as one of the major heroes in the history of the world because of his unusual characteristics which were contradictory in various aspects. He was also famous for his adventures.

Similar to that of the adventures, he was also famous for his good deeds that he did by getting carried away for others as he wanted that the other people should live a life on which they may feel contented. The contentedness on the face of other people gave him the utmost happiness that he wanted to achieve throughout his time. Due to his brave soul and beyond imagination characteristics he was always famous for his attributes. His fame was always observed form the childhood due to which many of the leading artists during the era of renaissance and many of the artists who were really fond of his amazing characteristics and beyond imagination abilities that made him still alive in the eyes of people. There are many of his painting and sculptures that are kept in the various museums all across the world and all these sculptures and paintings are directly or indirectly linked with the Greek Mythology.

Discussion

1533525101536400The historic sculpture of the Hercules placed in the Museum of Fine Arts in Houston has the biggest impact in the history. The historic sculpture refers to the typical myth of Hercules where he was holding the heaven right on his head.

This image has the deepest roots entitled with the ancient Greek mythology which has played a significant role in the history ("Hercules Upholding The Heavens" (Paul Manship),2019) . The concept of heaven was defined when he killed his own six sons after the Queen Hera who was the God or the Goddess of that era made him all crazy by fabricating various storied out of jealousy and urged him to commit various criminal activities which were contradicting towards the personality of the Hercules and he was well aware that out of all these activities that these will generate a negative impact on the people of that era and they will be left in the middle of nowhere. At that time the only possible way for him to seek the help was to take from the Oracle of Delphi. He suggested him that only refuge he can seek from this entire situation was to be the servant of the King Eurystheus. This can help him out in all the ways (Safran,2005). By being his servant it was the obligation for Hercules to follow all the rule are regulation and fulfill all his orders as per the expectations of the king. In the ancient Greek mythology all these tasks that were followed by him were known as the Twelve Labors of Hercules and till date all these tasks are remembered by the people who are the staunch believers of the Hercules. There were various tasks that were assigned to Hercules in this entire period of time which were supposed to be followed at that time. All these tasks were to be done by Hercules on his own but all he was able to do was to take help was from the Atlas who was all there supporting him.

If we have a deep look at this historic piece of art, the typical image of Hercules as it was interpreted by the historians, can be seen in it. It was made up of all bronze. Hercules wears his mark lion skin shroud, and holds his huge, wooden club in his left hand. The lion skin shroud still has the head and paws with hooks appended. The front paws are tied around Hercules' neck, bound together with thick rope; or a standard, metal fasten. The lion's back paws covering Hercules' genitalia. Else, he is totally bare, as most Classical figures may be. The craftsman, in his execution of the piece in the mid twentieth century, conveys that Classical perspective to this work in reverence to the Classical artists of the early long stretches of workmanship history (Nielsen, Riley, &Silver, 2017).

By looking at the sculpture made by the artist, in my opinion it was truly depicting the burden and the cost of all the labors that he was carrying right on his head as a way to get rid of all those allegations that were imposed on him and get back towards the life of the righteous path.

Conclusion

The effect of the art work depicted by the artist by making the most unique sculpture of the Hercules was showing their beyond imagination creative skills that have a creative look on the sculpture that shows the burden as well as the affiliation of the mythology that can always give a reminder to the people about the hardships and sufferings and adventures that have been done by the greatest hero of all the times and the other reason was to give that awareness to the people to believe in the past and all the causes that have been linked with the mythology do exist and this can be a lesson for everyone.

Work Cited

Nielsen, Christina, Casey Riley, and Nathaniel Silver. Isabella Stewart Gardner Museum: A Guide. Yale University Press, 2017.

"North America/Sculpture: "Hercules Upholding The Heavens" (Paul Manship)." Mfahouston.blogspot.com. N. p., 2019. Web. 30 Jan. 2019.

Safran, Meredith E. "Re-conceiving Hercules: Divine Paternity and Christian Anxiety in Hercules (2005)." Classical Myth on Screen. Palgrave Macmillan, New York, 2015. 133-145.

Hhh

Literature

[Name of the Writer]

[Name of the Institution]

It is hard for me to take a breath without her, my heart beats in synchronization with her memories. It is unendurable for me to show gratitude and love for anyone to whom I’ll meet unless she is Abigail. The moment I think of pouring my heart to anyone else, except her, my heart is afflicted by futility. It is unimaginable to reside with someone with my soul entrapped in the memories of anyone else.

That was a magical conversation of two weeks that behooves me to believe “She is the one”. I'm striving hard to bounce but it seems futile. I never got the opportunity to meet her, have few words with her, never heard her but her few texts chained me with her soul. A minor conversation made me lose my heart for her unequivocally.

I can't imagine sharing her love with anyone; sometimes my confessions torment me because they are pulling us apart potentially. I'm transcribing all those emotions for her not knowing if I could ever share my inclinations with her, much like an autumn leaf drifted by the waves of winds unknowingly.

I'm dejection, resembling starless night but I hope like moon awaited by selenophiles. I am a feather, neither with the power to stand and express ego nor with the weight to see her leaving me in the old books of memory. I'm as empty as a dark slate but my emotions are as pertinent as chalk, they will never drift away from my heart till my last breath.

Hills Like White Elephants

Name

Instructor Name

Art 101

19 November 2018

Hills like White Elephants

Hills like White Elephant is a short story, written by Ernest Hemingway. Hemingway uses different imagery in his story. The most prominent imagery is ‘White Elephants’. The white elephant represents the unborn child of a girl that no one wants. The girl's remark at the start of the story makes it seem that the nearby hills look like a white elephant which seems unusual initially. It’s a signal to her and the Americans to converse their child and the option of having an abortion. The girl later withdraws this remark that the hills do not really look like white elephants, may because she wants the child to live. In fact, she says that the hills look like white elephants at first but looking at them closely, they are beautiful. The comparison of hills and metaphor of baby is a verbal expression of something sorely clear and nobody wants to talk about it. Another imagery of bamboo curtain is used by Hemingway. Bamboo curtain presents separations and partitions. Jig and the American man have different opinions about abortion, nature of happiness and their future. “It's really an awfully simple operation, Jig”, the man said. ’It's not really an operation at all ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"gaBkqrbx","properties":{"formattedCitation":"({\\i{}Bloom\\uc0\\u8217{}s Literary Reference Online | Normal Public Library})","plainCitation":"(Bloom’s Literary Reference Online | Normal Public Library)","noteIndex":0},"citationItems":[{"id":477,"uris":["http://zotero.org/users/local/WcSf8WB9/items/LG7K4FKK"],"uri":["http://zotero.org/users/local/WcSf8WB9/items/LG7K4FKK"],"itemData":{"id":477,"type":"webpage","title":"Bloom's Literary Reference Online | Normal Public Library","URL":"https://www.normalpl.org/blooms-literary-reference-online","accessed":{"date-parts":[["2019",11,19]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bloom’s Literary Reference Online | Normal Public Library).” The imagery of train station and the luggage is also used symbolically by Hemingway. There are two couples who are killing time between Barcelona and Madrid. They face difficulty in making the decision whether they should get married or have an abortion. Train station, ports and bus stations give the sense of being in experiences and worlds. The stickers on suitcase represents and serves a visual reminder of how and where Jig became pregnant.

The setting of the story is in a train station to highlight the fact that the relationship between the girl and the American man is at crossroads. Settled in the middle of a deserted valley, the station is not a journey's end but just a pausing point between Madrid and Barcelona. So travelers, plus key personalities of the story, must choose where to go, and in this circumstance, whether to go with each other and endure their relationship or not. “There was no shade…. The station was between two long rails in the sun ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"3NxZia0W","properties":{"formattedCitation":"({\\i{}Bloom\\uc0\\u8217{}s Literary Reference Online | Normal Public Library})","plainCitation":"(Bloom’s Literary Reference Online | Normal Public Library)","noteIndex":0},"citationItems":[{"id":477,"uris":["http://zotero.org/users/local/WcSf8WB9/items/LG7K4FKK"],"uri":["http://zotero.org/users/local/WcSf8WB9/items/LG7K4FKK"],"itemData":{"id":477,"type":"webpage","title":"Bloom's Literary Reference Online | Normal Public Library","URL":"https://www.normalpl.org/blooms-literary-reference-online","accessed":{"date-parts":[["2019",11,19]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Bloom’s Literary Reference Online | Normal Public Library).” This line endures to offer a literal account, which simultaneously fills the story setting in detail. Furthermore, the difference between the barren valley and white hills may highlight the dichotomy between death and life, infertility and fertility, and reflect the girl's choice between having a baby and having an abortion. The girl looks uncertain between the two scenes, not only remarking on the loveliness of the hills but also walking physically to the end of the platform and staring at the brown void around the station. The story is mostly narrated in dialogue, with slight parts used to explain the setting. Characters use dialogues to describe the setting of the story. Hemingway makes no comment from a particular personal point of view, nor does he, in storytelling, offer his candid sentiments on how to think or feel about emerging issues. Hemingway shapes the story that ends abruptly, without the couple's conflict being fixed ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"MekRuzBD","properties":{"formattedCitation":"({\\i{}\\uc0\\u8220{}Hills Like White Elephants\\uc0\\u8221{} and the Collusion of Non-Communication - Hektoen International})","plainCitation":"(“Hills Like White Elephants” and the Collusion of Non-Communication - Hektoen International)","noteIndex":0},"citationItems":[{"id":479,"uris":["http://zotero.org/users/local/WcSf8WB9/items/54WFKF7I"],"uri":["http://zotero.org/users/local/WcSf8WB9/items/54WFKF7I"],"itemData":{"id":479,"type":"webpage","title":"“Hills Like White Elephants” and the collusion of non-communication - Hektoen International","URL":"https://hekint.org/2017/01/23/hills-like-white-elephants-and-the-collusion-of-non-communication/","accessed":{"date-parts":[["2019",11,19]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (“Hills Like White Elephants” and the Collusion of Non-Communication - Hektoen International). The mystery of the end is much debated; though, the effect of what is not said in words can be obtained through the symbolism of their environment. When examining the setting, the final choice of the couple becomes immediately apparent anyway.

Work Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Bloom’s Literary Reference Online | Normal Public Library. https://www.normalpl.org/blooms-literary-reference-online. Accessed 19 Nov. 2019.

“Hills Like White Elephants” and the Collusion of Non-Communication - Hektoen International. https://hekint.org/2017/01/23/hills-like-white-elephants-and-the-collusion-of-non-communication/. Accessed 19 Nov. 2019.

Hinduism

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Difference Between Hinduism and Hebrews

One of the most visible differences that can be seen between the teachings of the early Judaism and Hinduism is that how creation of the graven images. When one looks at the Hindu ideologies, since the earliest of time, they have been quite eager to make sure that they graven images are some of the integral part of the way they operate. Status, ravings and the pictures of the deities are some witnessed quite frequently in the Hindu culture and religion. On the other hand, the any type of idol worship is something that is seriously considered to be completely off limits for Jews. The main reason for such a belief is that attachment with any physical form is only going to take people away from the relationship with the actual God at the given point of time.

The other major difference is that how they tend to look at God, when one talks about Judaism, the key concept is that how universe is not supposedly equal to God. As a matter of fact, God is witnessed as some sort of the transcending creation and there is a likelihood that is greater or separate from it. There are some branches of the Hinduism that do attest this school of thought but majority of times, the basic premise of the Hindu religion is that how the deity itself is the part of the Universe and it cannot be separated from the creator at any point of time no matter what the circumstances are. Thus, it is the same reason that the Judaism is a religion that is monotheistic where on the other hand, Hinduism is polytheistic. There is also a difference of the foundational text which is Torah for Jews but there is not foundational text for Hindu as Vedas, Upanishads and Bhagavad gita are considered holy.

Works Cited

Woodward, Kenneth L. The book of miracles: the meaning of the miracle stories in Christianity, Judaism, Buddhism, Hinduism and Islam. Simon and Schuster, 2001.

Holy Scriptures Of Judaism, Christianity, And Islam

Holy Scriptures of Judaism, Christianity, and Islam

Name

Affiliation

Date

Holy Scriptures of Judaism, Christianity, and Islam

Judaism, Christianity, and Islam are three of the most important and widely practiced religions of the world which are also called as the scriptural religions. These are called the scriptural religions because they affirm the notion that a divine existence is responsible for creating the world, human beings are managing the system of the whole world. The affirmation has been made in the written form, through the holy scriptures of the three religions which are Torah, Gospels and the Holy Quran. The books were transferred to human beings through the prophets of their religion and have reached to modern society after passing through a number of phases. There are different views about the responsible figures for writing the Holy Scriptures of Judaism (Torah), Christianity (Gospels) and Islam (Quran). In addition to it, a number of challenges were also posed to the transition of these holy texts from the oral tradition to the written word and the holy texts also pose a number of challenges to the historians who try to comprehend the origins and development of the respective religions. This paper will discuss in depth the Holy Scriptures of Judaism, Christianity, and Islam and explore the challenges deemed to the transition and writing of the Holy Scriptures.

One of the most important questions posed towards the holy scriptures of Judaism, Christianity, and Islam, which are Torah, Gospel and Quran is that who was responsible for writing these Holy Scriptures. There are a number of views and concepts about this matter, which the historians have discussed in their writings and which have also been communicated to the general society through the words of mouth. The most common belief about the Torah is that God is the figure who taught Moses, which has been composed in the form of the Holy Scripture. Friedman (2019) has discussed in his writing that

“There are traditions concerning who wrote each of the biblical books – the Five Books of Moses and supposed to be by Moses, the book of Lamentations by the prophet Jeremiah, half of the Psalms by King David – but how is one to know if these traditional ascriptions are correct (Friedman, 1)?”

The writing provides support to the point that the Torah is written, Moses. However, the matters and issues discussed in the holy book and the teachings presented through it are not the words of Moses, but of God, who has directly communicated them to him, in order to provide guidance to His people. In addition to it, the gospel is also the words of the god which was communicated to human beings through Jesus. However, there are a number of other holy transcripts of the Christians which are associated with different holy figures (Friedman, 2019). Those holy figures have not only composed the holy teachings but also have made the amendments, according to their understanding and the need of time. The holy books describe the events of the life of Jesus, as well as shed light on his teachings. The language of the book is not that formal or authoritative that it can be associated with the words of God. Peters (2018) has discussed in his book that

“The ascribe authors of the gospels, each of whom has a somewhat distinctive voice, are all enveloped in an opaque tradition or else turn out be another anonymous collector of logia like the unknown figure who stands behind Q and the Gospel of Thomas. In the Pauline letters, however, and in the Quran, we stand face to face not merely with a voice but with a full-throated personality (Peters, 123).”

So, the evidence reveals the fact that the language of the Holy Scriptures, apart from that of Quran is opaque and anonymous. Different historians and scholars have accounted that the god is the figure who is responsible for the writing of the Quran. The text of the whole Quran was revealed upon the last prophet of Islam, Mohammad (SAW) through the angel Gabriel. The holy Quran was composed in a long time span of twenty-two years, in the life of the holy prophet, who then narrated the revelations to his companions, who were assigned the duty of composing it in the written form. The teachings of the holy Quran or its writing are the same even after hundreds of years and no change has been made in it by the followers of the religion (Peters, 2018).

A number of challenges were by the transition of these holy stories from oral tradition to the written word, which is also one of the most important reasons that the teachings and writing of Torah and Gospel are not in their original form. One of the most important challenges in this regard is that at the time the Holy Scriptures were revealed to the people of their era, most of the people denied their authority and refused to accept it. With the passage of time, they accepted the fact that the scriptures were from the god and not the words of human beings. For a great period of time, the messages and teachings of these holy books were passed on to the believers through the oral tradition, which greatly changed the original text, except that of the Holy Quran. The scripts of Torah and Gospel were then composed by the common people, according to their understanding of the teachings, who also changed them for the clarity of the readers, as well as due to their efforts of making it easier for the followers. No specific challenges were accounted during the transition of the holy Quran from oral tradition to written word because the teaching was composed into a transcript n the guidance of the last prophets of Islam, who was the direct receiver of the teachings. In case of any issue or concern, the composers of Quran sought the guidance of the prophet, who amended it. Once it was completed, the written transcripts were sent to different parts of the world which were initially copied and later published and reached the next generations in its original form (Hussain, Bakhtiar, Brettler, Bruce, Carrigan, Frankel, & Reda, 2012).

The challenges that these writings pose for historians trying to comprehend the origins and developments of these three religions is that there is a number of variations in the texts of Torah and Gospel and there is no way to find which one is the real. The people of different times have tried to justify the authenticity of different versions, however, comparing the language, teachings and time of availability of different texts of Torah and Gospel raise serious concerns for the historians, who cannot deny the fact that the changes have been made by the human beings in the original scriptures, as the detail of the incident and events are altered in different versions. The historians have to face the challenge of identifying the truth and its evidence through historical incidents or transcripts. On the other hand, the writings and teachings of Islam provide a complete detail about the development of the religion, as there are no variations in the transcripts of the holy book (Hussain et al., 2012).

The holy scriptures of any religion are the source of teaching and guidance for their followers. The holy scriptures of Torah and Gospel which had been presented by the god are not in their original form now, and changes have been made by the different religious figure according to their understating and ease of the followers. This has posed a challenge to the historian who cannot be sure about the development of the religion. O the other hand, the teachings of Quran, which had been revealed by the god on the last prophet of Islam, is in its original form even after such a long time and provides the opportunity to the historians to know the development of the religion.

References

Friedman, R. (2019). Who wrote the Bible?. Simon & Schuster.

Hussain, A., Bakhtiar, L., Brettler, M. Z., Bruce, D., Carrigan, H., Frankel, E., & Reda, N. (2012). Three Testaments: Torah, Gospel, and Quran. Rowman & Littlefield Publishers.

Peters, F. E. (2018). The Voice, the Word, the Books: The Sacred Scripture of the Jews, Christians, and Muslims. Princeton University Press.

Home And Family Essay

Your Name

Instructor Name

Course Number

Date

Title: Home and Family Themes in Literature

A literary theme can be defined as an idea or underlying meaning in a piece of text which the author or writer explores in their literary work. These themes hidden in stories, plays, novels, and poems are conveyed through characterization, setting, plot, dialogues. It is in fact, an amalgamation of these elements. Literary themes also explore human nature and hence multiple books or pieces of literature explore the same ideas. Among other themes of love, good vs. evil, revenge, courage and redemption, themes of family, home, and parental relationships have also been explored by different authors and poets. This paper seeks to explore the theme of home and family in three pieces of text selected from the chapter.

The first poem, "My Papa's Waltz" is written by Theodore Roethke; it appears to be very simple but explores deeper meanings of the theme of family and parental issues, employing effective literary devices and techniques. The poem was written in the 1940s and holds the status of one of the classical works by the author. The poem revolves around the moment shared in the life of a family where the father and son are romping around while the mother keeps an eye on them. There is a mixed feeling of fear and love. At one moment, the poem shares the lighter moments of family life, alongside he also shared how the drunk father is threatening the home life. There exists love and hardship and the relationship between father and son is somewhat confused. It looks like a happy family but sad at the same time, torn apart due to alcohol abuse. Also, the mother’s expression reveals there is a tension between the father and her, “My mother's countenance / Could not unfrown itself”; the domestic scene presented is a bit messy (Roethke). The father, a hard worker wants to have some moments of fun with his son, however, the mother is angry and disgruntled. It is assumed by many that the poem is inspired by the childhood moments from the author’s life.

“Those Winter Sundays” is a poem by Robert Hayden and it shares the memory of childhood. The speaker is recalling the action of his father on Sundays and re-captures some moments from family life. At its heart, the key theme in the poem is familial love between a father and son. It is love that makes the father wake up early in the morning on the weekend despite him being exhausted from a long hefty week of work. The title reveals that the father wakes up early even when it’s “blueblack cold” outside and he has a day off from work just to provide for the family (Hayden). Sunday, that has always been the day of rest throughout Judeo-Christian history, is not the day of rest for the father. He is working selflessly and without expecting anything in return, “No one ever thanked him” (Hayden). Moreover, parental love is quiet and brave; there are no snuggles but little action to demonstrate it. The author is trying to convey the way homes are made with parental duty and sacrifice, but it takes years for the child to acknowledge this constant love. The poem also illustrates the father-son relationship. The last stanza of the poem is dedicated to the regret the speaker feels over his father’s efforts. Child’s ignorance is reflected in these lines, “What did I know, what did I know / of love's austere and lonely offices?” (Hayden). The key take away from the poem is to care about these selfless relationships before it is too late.

The third piece of text is “Mother to Son” by Langston Hughes, a famous American poet. The poem is basically an advice from a mother to her son concerning the adversities of life. Alongside telling the child about the challenges and hardships, she tells the child to keep going and have courage. A very important message in the poem is, ‘Life is not a crustal staircase’ rather it is tough and one has to keep climbing no matter what. Besides, the theme of family hardships and mother’s love and affection is also explored by the poet. The poem also reflects on the challenges faced by mothers; these challenges have been represented by “tacks” and “splinters” in the staircase (Hughes). At every step, she confronts something new. The missing board in the staircase discloses that she got no support from others and had to climb all alone. However, despite everything she had to go through, she went ahead. She had been to places where there was no light. She advises not to sit still or stop in between but to keep going. In the end, the speaker reiterates that despite life being very tough for her, she is “still climbin” (Hughes). It is also an outlook on the life of a homemaker as a representation of reality. A mother’s life is sometimes surrounded by misery but she knows the best ways of dealing with these hardships with her abilities and remains strong for her children. The same lessons of hope and courage are transferred to her son in the poem.

To sum up, these poems have deliberated the theme of home and family by demonstrating the life of parents and parental relationships. All these pieces are centered on one key element; homemakers put a lot of effort for children and risk their peace to protect their children. This is what acts as a binding force for the family. Though their efforts are not always regarded, they keep going to make their children successful.

Works Cited:

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Hayden, Robert. “Those Winter Sundays.” Every Shut Eye Ain’t Asleep, 1940.

Hughes, Langston. “Mother to Son.” The Collected Poems of Langston Hughes, 1994, p. 30.

Roethke, Theodore. My Papa’s Waltz by Theodore Roethke | Poetry Foundation. https://www.poetryfoundation.org/poems/43330/my-papas-waltz. Accessed 13 Jan. 2020.

How Do The Last Lines Of Phyllis Wheatley’s “On Being Brought From Africa To America” Make The Beginning Of The Poem Mean Something Different Than What Readers At First Think?

On being brought from Africa

Introduction

Story title, Background information

Phyllis Wheatley’s poem “On Being Brought from Africa” conveys the themes of freedom and redemption. Phyllis Wheatley is a famous African-American poet, brought to America during her childhood.

Transition/ general statement: Blacks are the children of Cain having the duty of serving the whites.

Thesis statement: Blacks can be trained like whites for attaining equality and freedom.

Body paragraph 1

The first point of discussion: The belief that blacks as children of Cain, promoted the concept of slavery and oppression.

Specific support 1

Quote: “Remember, Christians, Negros, black as Cain, maybe refin’d and join th’ angelic train”.

Follow-up explanation

The quote reflects that the freedom of blacks depends on the training that will change them. The miseries suffered by blacks is due to the fact that they lack training and education.

Specific support 2: Redemption will allow the black race to connect with God like whites.

Quote: “once I redemption neither sought nor knew. Some view our sable race with the scornful eye".

Follow-up explanation

What African-Americans suffer is the result of contemporary social structure. The poet considers America as a land of redemption.

Conclusion

Rather than complaining about slavery, Negros must find ways of redemption.

Essay

Phyllis Wheatley’s poem “On Being Brought from Africa” conveys the themes of freedom and redemption. The poet uses her personal experience for highlighting the tragedy of African-Americans. The last lines make the beginning of the poem by portraying the realities of Africans in America. It transmits the central idea of Wheatley about the miseries endured by blacks. Blacks are the children of Cain having the duty of serving the whites. This ideology convinced Africans to continue serving the whites. Blacks can be trained like whites for attaining equality and freedom.

The belief that blacks as children of Cain promoted the concept of slavery and oppression. The poet states, “remember, Christians, Negros, black as Cain, maybe refin’d and join th’ angelic train” CITATION Phi68 \l 1033 (Wheatley). It was impossible for blacks to get rid of slavery because society related them with Cain. They lacked equal rights and were treated brutally. The quote reflects that the freedom of blacks depends on the training that will change them CITATION Man15 \l 1033 (Mani). The miseries suffered by blacks are due to the fact that they lack training and connection with God. Wheatley claims that the only way of refining the black race is by uniting with God.

Redemption will allow the black race to connect with God like whites. The poet mentions, "once I redemption neither sought nor knew. Some view our sable race with the scornful eye" CITATION Phi68 \l 1033 (Wheatley). It is time to forget about slavery and develop redemption. This is the only way of changing the fate of blacks. What African-Americans suffer is the result of contemporary social structure. The poet considers America as a land of redemption and people must focus on God’s redemptive plan CITATION CHE12 \l 1033 (Sesay). The poet emphasizes on redemption and changes rather than complaining about slavery. There are people who have scorned African-Americans. However, he explains that it is not only the right of whites to build a connection with God. Blacks can learn ways of establishing a link with God that will change their status of slavery and oppression.

Rather than complaining about slavery, Negros must find ways of redemption. Wheatley is against black oppression but she does not limit herself to the problems. her poem provides a solution for overcoming slavery. Through redemption and building bonding with God, blacks can get rid of slavery and inequality.

Work Cited BIBLIOGRAPHY

Mani, Manimangai. "Racial Awareness in Phillis Wheatley’s Selected Poems." International Letters of Social and Humanistic Sciences 56 (2015): 74-79.

Sesay, Chernoh M. "Review: “A Narrative . . . On Being Brought from Africa to America”: The Poetics of Liberation and the Business of Redemption in the Black Atlantic." Massachusetts Historical Review (2012).

Wheatley, Phillis. On Being Brought from Africa to America. 1768. <https://www.poets.org/poetsorg/poem/being-brought-africa-america>.

How Social Media Can Be Used As A Platform Of Education

Impacts of social media on eduction

[Name of the Writer]

[Name of the Institution]

Abstract

With the advancement of time, many changes have been witnessed in the educational system. Technology is taking over all fields of life and at present and social media is one of the main most form of technology. Communication setting of today’s social world is being changed through social media. The academic life of students has been influenced greatly with the emergence of social media. Experts, institutions and academicians are making untiring efforts to introduce the use of social media, hoping to excite critical thinking skills, knowledge construction and collaboration. Higher institutions have accepted the idea of making social media a platform through which students and instructors can interact. Not only students and instructors, but higher authorities of the board are also considered who could have direct access to the students and teaching faculty. Getting information and sharing it with others has been easier than ever through social media. One of the main claim made by most of experts is that the creation of groups for discussion of college projects could be taken as a great example that facilitates and fulfills the educational processes. Posting of the important material, information about seminars, and important advertisement for group mates, could be made easier using social media.

Introduction

Technology has been helping humans by providing them with a substantial medium of interaction for teaching and learning. Social media includes an array of internet-based platforms and tools that enhances and fastens the information sharing experience. Social media has a number of interesting forums that could be used for making the educational processes easy and interesting. According to the reports, 41% of American professors use social media as a tool for teaching. Social media has been turned into an effective platform for education. Social media could be used as a platform of education by accepting the fact that it is an advanced age where things must be changed accordingly. Social media when used for educational purposes provide students an easy access for gathering important information and they could connect various learning groups (Li et al, 2016, p. 18-24). Social media communication and collaboration benefits could positively impact learning outcomes. It could also help students become socially and academically integrated. Schools and educators are trying hard to leverage the engaging qualities of social media for making classes more relevant and interesting.

Problem statement and research question

How online classes can be authenticated on social media?

How a student’s ability to learn online will be distracted?

Literature review

Use of the internet could be seen every field of life especially for educational purposes it’s use is known the most. According to Nicole, teenagers and students particularly, are more indulged in the idea of social media platforms to contact their professors, class fellows and institution managements. Social media usage was more of a hobby in the start for computer literates, but with the exploration of its advantages and wide uses, it has turned into the existence style and a social norm for students around the world. Two types of perceptions can be found when opinions of researchers and experts are analyzed about the impact of social media on education. There are two groups i.e. one who supports social media and claims about its positive impact on education and the second group believes that social media has negatively impacted education and academic performance of students. According to Karpinski, major distraction for the present age is social media platforms such as Facebook, WhatsApp etc. There exists a correlation between dependency on social media platforms and academic performance as per the research work of Kubey, Lavin and Barrows. On the other hand, some scholars believe that social platforms are now used with the desire and enthusiasm for attaining good scores in academia. The ways of using the internet have been altered in modern age by shedding light on how these tools could help in earning good grades by sharing information within no time. The positive impact of social media is also supported by Seo who credits the creativity of students who are use social media platforms through innovative ways. Seo also claims that teenagers have changed the perception about social media influence in the way of thinking, communication and participation. With the extensive usage of social media, many researchers are carrying out studies for exploring impacts of social media on student’s academic performance. Researchers want to know how social media platforms could be used in favour of students so that they could have positive outcomes.

Hasnain and his co-workers researched studying the relationship between a student's academic performance and social media usage. Results suggested that there is an inverse relationship between social media platform usage and academic performance. This study also suggests that students would gain knowledge and assistance in academia only if they use social media platforms in a positive manner (Greenhow & Lewin, 2016, p.6-30). According to Douglas Thomas and John Seely Browns, advancement in technology has enhanced the new culture of learning that says collective exploration is the base of new learning rather than relying on individual instructions. Social media supports the aspect of knowledge construction and consumption, which are quite different than the principles followed in informal education. All these ideas are being reflected explicitly in the notion of connectivity. Connectivity claims that learning through social media rests upon the ability of the students how they access and use available information. George Siemens claims that learning can be conceived in terms of capacity to explore more through social media rather than relying on one’s prior knowledge. His claim represents the view that social media helps in broadening knowledge. Social media is looked upon as a medium that provides students with a new mechanism for familiar exercise. Raymond believes that social media could be used as a platform of education as it provides a direct medium to the students through which they could evaluate comments regarding a campus’s environment, classes, professors and institutional policies. Also, social media provides a medium through which students, teachers and management could be in touch with each other. It is difficult to deny the positive impact of social media on education since, at present, students communicate through technology and if a student someone linked with education, says no to Facebook and other social media sites. Many teachers are using online technology for delivering lectures. According to Raymond and fellows, social media has opened new ways for discussion and collaboration i.e. it offers an opportunity to students as well as teachers for posting academic content. They can share the helping material and search tools that would help them achieve good grades. Students could gather important information and content that would help them score good marks.

According to Dewing, students and teachers both use social media for communicating with each other as a group outside the class. For arranging sessions, social media has become an important tool that conveys messages to the students about where and when they have to meet up. Making groups on social sites facilitates students and teachers in spreading useful academic information in no time. According to Tamayo and Dela Cruz, social media and academic performance of students are closely linked. They claim that social media influences attendance and impede the learning of students. Social media has become a tool that adss value to both teaching and learning. Staff and students must realize that social media would improve their academic performance only if they use it effectively. Dabbagh and his colleagues in their research claim that it depends on the user (students, teachers and management) how they are use media channels for enhancing learning and teaching. The Community of Inquiry model suggests that there are three components that play a significant role in learning and these components are teaching presence, cognitive presence and social presence. So it would be tempting to conclude that social media utility lies first in facilitating social presence (Altinay et al, 2016, p. 89-99). In today's world, no student could stay socially separated when the whole class and professor interact on social media platforms. Interaction on social sites has been accepted as well as appreciated by teachers and management if students are spending time on these sites for academic purposes. Social media also supports and facilitates cognitive presence, students construct meanings through communication and teacher presence, which includes active learning. Georgios Zachos and his co fellows believe that social media has created a new perspective for acquiring knowledge as many social sites allow students and teachers to participate in both formal and informal learning conditions. Social platforms help in communication as people share their educational experience from which others learn a lot. Student interaction on social media with people of same mindset help in exchanging knowledge that broadens their views in solving many academic issues. Students are encouraged to produce and share their academic notes and work through social sites. Andreas Kaplan and Michael depicted in their work that social media is being used as a tool by the students, and provides platforms to students and rest of the population linked with education, for conveying their ideas, information and thoughts via social media sites.

Methodology

To evaluate the impacts of social media on education and how it could be used as a platform of education, the qualitative method is chosen (surveys and interviews are conducted). In the field of education, there are three main groups from which information could be gathered regarding how social media is influencing the academic performance of students and how it could be used as a platform for education. Primary data was collected by distributing the questionnaire. For acquiring primary data, questionnaire (for a survey) could be used to know the point of view of the target population. One of the main things in both survey and interview would be asking questions that would help in getting reliable answers. Respondents would be chosen as per the topic of the survey, so the survey conducted for this report must include all people who are linked with education. Qualitative method (Interview and survey) is used for collecting the data in a natural setting and knowing the views of participants.

Interviews

It is a technique used in qualitative research for exploring the intensive individual perspective on a particular idea. For knowing influence of social media on academic performance, interview could be conducted from individuals who are directly or indirectly linked with academic grades. The viewpoint of the interviewee would also help in letting us know how social media could be used as a platform for education (Zheng et al, 2016, pp. 419-428). Four groups are formed for conducting the interview and these groups are students, teachers, management and parents. A structured interview is conducted in which predetermined questions would be asked from each of the participants. Questions need to be more straightforward so that answers could be compared.

Interview from students

Ten students from five different universities were selected for face to face interview in which the same questions were asked. Two of them were international students., four of them were females and six were males. They all were master’s students and mentioned that they use social media for getting help in their subjects. It is important to know that participants were studying different subjects.

Interview Questions

Communicating with teachers through social media helps solve queries?

Does a social platform distract students from their academic aims?

Can social media be used as a good platform for education?

Participants Gender

Males

Females

Numbers

6

4

Participant 1

According to the first student, living in digital age means, one needs to behave as per the demands of this scientific age, when technologies are there to facilitate us then one must take full advantage of it. The response of the first participant is :

Yes, communication with teachers over social platforms helps in resolving the queries on time.

It depends on how one is using social platforms

Yes, it helps a lot in gathering relevant material.

Participant 2

According to the second participant, being engaged on social media has become a part of the routine and using social platforms for interacting with the class fellows, professors and institution’s management has become essential for achieving academic success. Responses of second participants are:

Yes, it makes things clear and help in understanding things well

Sometimes, it distracts.

Yes, it could be used as an effective platform for education

Participant 3

When face to face interview was conducted, the third participant shared his view about the impact of social media on education and said; in most cases, students are using social platforms for non-academic purposes. They interact with others just for having a good conversation that mostly does not help them academically. Responses of the third participant are:

Yes, it would help in having an understanding of things that remain unclear during the lecture.

Yes, it distracts when not used for academic purposes.

Yes, social media could be used as a good platform for education only if parents and teachers have a check over the user.

Participant 4

When the fourth participant was interviewed, he shared his views over social media and its influence on academic performance by claiming that as per the statistics, a person on average spends two and half hours daily on social media and most social platforms are used for chatting and informal communication especially students spend their time on dating sites, games, snap chat and Facebook. The response of the fourth participant is

It would be effective to get in touch with the professors but students usually do not add their teachers on the social media platforms.

It distracts students from their academic goal.

Internet could be, but not social media platforms could be used for educational purposes.

Participant 5

When the fifth student was interviewed, he claimed that social media is one of the only things that keep students updated about their classes and assignments. Mostly they take online classes so it could be said that social media platforms are helping students to communicate with class fellows, teachers and institutional management. The response of the fifth participant is

Communication with teachers through social sites and platforms helps in resolving academic queries.

Social media platforms could become a source of distraction only if not used sensibly.

Yes, social media could be used as a good platform for education if teachers and management cooperate.

Participant 6

The sixth participant when interviewed shared his thoughts saying that social media connects people across boundaries and one can get helping academic material from other countries as well. The response of the sixth participant is

Interacting over the social platforms with teachers would help in resolving queries of students.

It does not distract but as everything has its pros and cons so if not used carefully, it may distract.

Yes, social media could be used as one of the most effective tool and platform for education.

Interview from teachers

Teaching faculty are viewed as the second most important group who are using social media for communicating with their students. Teachers as a group outside the class used to plan things when they have to plan any events. A phone call and We Chat are used for communication but when it is about sharing of material and ideas among group social platforms are used. Social media is influencing teaching ways and helping teachers in having effective communication. Some teachers believe that good relationship with students helps in making them understand better the lecture and this communication could be improved by interacting and assisting students on social platforms (Chugh & Ruhi, 2018, p605-616). For knowing the perception of the teachers regarding the use of social media an interview has been conducted. In this structured, face to face interview, five teachers were selected from different five different universities who were teaching different subjects to their students.

Interview Questions

How helpful is social media in improving communication between you and your students?

Is social media source of distraction for your students?

Can social media be positively implemented in curriculum vitae?

Teacher 1

The first teacher shared his views regarding social media and education, who was a teacher of international relation. He claimed that it is an exciting experience to be in touch with students over social platforms and know their level of understanding well. Response from the first teacher is

In the present age, social platforms could be looked upon as the best tool for improving communication between students and teacher.

Excessive and unnecessary use could distract students.

Yes, social platforms could be positively implemented in curriculum vitae if managed properly.

Teacher 2

The second teacher when interviewed shared her view regarding social media platforms how they could be used for improving the academic performance of the students. She claims that social media is used to achieve good grades could improve the academic performance of students. Response from the first teacher is

Social media is very helpful for improving communication between student-teacher as it helps in building a strong association between them and facilitates the sharing of academic material and ideas.

It depends on students if they are going to misuse the social sites then they would be get distracted off course.

Yes, social media could be positively implemented if proper planning and strategy are used.

Teacher 3

According to the third teacher, social media platforms are difficult to handle by the teachers as most of the teachers are mature and finds it difficult to use technology and the latest gadgets. Inability to effectively use social media platforms creates distance between some teachers and students as well. Response from the third teacher is

For some teachers who don’t know how to use social platforms cannot use social media so in some cases where teachers don’t know how to use social platforms it creates a gap among teachers and students.

Yes, most students use social media for games and chatting.

No, not in all cases, social media can be positively implemented.

Teacher 4

According to the fourth teacher who was interviewed, he uses Skype and other social media platforms for arranging lectures by cutting short the hassle of students when arranging a class on campus becomes difficult. According to him, some educational experts claim the erratic behaviour of students is because of the absence of connection between students and teacher. If communication between professor and student is not strong, the feedback process would remain vague and thin.

Social media is improving communication between me and my students as I could get timely feedback from them that helps in understanding each other.

No, social media could not distract students if they are made clear by the professor how to use it effectively for enhancing their academic performance.

Yes, social media could be implemented positively in curriculum vitae as it would help

Interview from educational institutional management

Many researchers in their work have mentioned that social media could be used for serving many academic purposes. For management, social media has become an important tool for resolving the internal issues of students. When students would be given a peaceful environment and get updated about the latest happenings and class or seminars through social networks, it would be helping the struts to get good grades.

Interview Question:

Is there any influence of educational institution management and its use of social media on the academic performance of students?

Is it possible for the management of the educational institute’s at present to perform their duties without using social media networks?

Management 1

Management Social media networks are helping and bot teachers and students in teaching and learning by making advance learning management systems through which students and teachers communicate. Managements of two universities were interviewed for knowing their perception regarding. The response of first management is

Yes, management and its use of social media network influence academic performance of students as if students are not updating on time about important accouchements, students won’t be able to participant in examinations and seminars etc.

No, without social media networks educational managements could not perform their duties well.

Management 2

Management in educational institutes needs to communicate with teachers, faculty members and students for which they have used to make different groups on social networks so that they could approach others in no time. The response of second interviewed management is

Yes, management and its use of social influence academic performance of students.

No, it would become difficult for management to operate and perform its duties without using social media.

A survey conducted by students

To know to the impact of social media and knowing how it could be used as an effective platform for improving the academic performance of students a survey was conducted from university students randomly. 170 students with different subjects were selected as a participant. In this survey, even a questionnaire was filled by some students who were having online classes from some universities and were living aboard.

Table 2. Use Aims of Social Media by Students

Social Media Use Aims %

f

%

Texting

170

100

Friend following

168

99

News update165 97

165

97

Sharing of media files

158

93

Being updated trends happenings

155

91

Music

150

88

Use of other Applications

146 8

86

New social friends

129

76

Location check-in

111

65

Application download

70

41

Total

170

100

InstrumentThe questionnaire was used as an instrument for conducting the survey and the questions are listed at the end.

Audience

The audience for this research would be students, teachers, institutional management and the general public. Any individual who is linked with the academic performance of students could be the audience, such as students, social media users and the people who are interested in the use of social media for knowledge.

Limitation

Untiring efforts were made for conducting error-free research but there has been witnessed few elements that could have been considered carefully before conducting research. This research could be used for educational purposes as well as the making of the stats when any wants to know how teachers, management and students see the relation of social media and education. This fact cannot be denied that despite trying hard, there remained some loopholes that other experts could avoid in their work for making their research more effective and usable. The first limitation in this research is that the number of participants (whether students, teachers and management of universities) are small in number.

Conclusion

This paper aimed to address the impact of social media on education. It is asserted that social media is one of the tools that can bring people close to each other not only by reducing the distances but it also helps people to come closer to each other in terms of knowledge sharing and the use of online media a to share opinion. Social media is one of the tools that can help students to get in touch with the students who are residing in other parts of the globe. Students can not only learn from them but also share their cession and get lessons from the. Moreover, social media is one of the networks that have made peopleware of international scholarships and other sources of knowledge that can be effective and fruitful for a student in the long run. In conclusion, research asserted and proved that social media can play a major role in bringing a positive shift in education.

Survey Questions

Role of social media in education?

How social media facilitates product knowledge?

Is social media a tool for promoting education?

How social media has brought people together?

Is social media facilitating new knowledge?

Is social media productive for students?

Our online study materials a positive contribution?

Is social media empowering cooperative learning skills?

Is social media source of sharing knowledge?

Is social media a tool for exchanging knowledge?

References

Altinay, Z., Saner, T., Bahçelerli, N. M., & Altinay, F. (2016). The role of social media tools: accessible tourism for disabled citizens. Journal of Educational Technology & Society, 19(1), 89-99.

Chugh, R., & Ruhi, U. (2018). Social media in higher education: A literature review of Facebook. Education and Information Technologies, 23(2), 605-616.

Greenhow, C., & Lewin, C. (2016). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, media and technology, 41(1), 6-30.

Li, Q., Lau, R. W., Popescu, E., Rao, Y., Leung, H., & Zhu, X. (2016). Social Media for Ubiquitous Learning and Adaptive Tutoring [Guest editors' introduction]. IEEE MultiMedia, 23(1), 18-24.

Zheng, S., Han, K., Rosson, M. B., & Carroll, J. M. (2016, April). The role of social media in MOOCs: How to use social media to enhance student retention. In Proceedings of the Third (2016) ACM Conference on Learning@ Scale (pp. 419-428). ACM.

Humanism

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

Humanism

Humanism is an ethical and democratic way of life which declares that humans are having the right and responsibility to provide meaning to their own life. It is an approach to life-based on reasons and common humanity which recognizes that in human nature moral values are properly found. The word humanism is derived from the Latin concept which is known as “humanitas." Humanism is the policies for people who think about themselves, and there is no way that humanists are afraid to challenge and explore (Davies, n.p).

Renaissance humanism was a cultural movement which was started from Italy, in the end of the 14th century and later spread through Europe. The term humanism was coined much later in the 19th century to describe a program of study which was different from science and engineering. These studies are pursued by educators known as Umanisti, and those were professors and students of classical literature. The classical literature of 15th century consisted of grammar, history, poetry and moral philosophy. One of the benefits of the Renaissance was the production of new intellectual ideas. The Renaissance humanism program brought so much influence that it become a reason for the Renaissance popularity.

Early humanism allocated in large part of realism that rejected conventional assumptions and instead aimed towards the objective analysis which was perceived by experiences. The humanism helped in the rise of the modern social sciences, which did not only emerged as an academic discipline but also brought social self-inquiry practically. Humanism indicated a fully critical attitude and the production of early humanism composed a declaration of independence. The rise of humanism was found in the mid of the 13th century because of one man named Brunetto Latini. He was the main reason in the establishment of civil laws that would lead to major achievements of Italian humanism.

Work Cited

Davies, Tony. Humanism. Routledge, 2008.

Hw

[Name of the Writer]

[Name of Instructor]

[Subject]

[Date]

A Handmaid’s Tale

The novel a handmaid’s tale is written by an award winning writer Margaret Atwood, apart from being a writer she is known to be a poet, and teacher her expertise on literary critics and essay writing are highly professional. This Canadian writer has won a number of awards for her work including lifetime achievement awards as well. This novel sheds light to one of the most crucial problems of the past which is still going on in different forms such as gender inequality, male dominancy, sexual harassment and class system.

In this novel the writer discusses the life of a handmaid named Offred. Handmaids were females especially from lower class backgrounds that were treated as a slave for the purpose of bearing the pregnancy and birth of children for the rich couples who faced complications in conceiving a baby. This story depicts the life of Offred worst than any slave can every have which she bears with a hope that she might get freedom someday. She becomes a victim of the brutality from her owners every day. She is forced to have sexual intercourse with her commander especially in the peak time of her periods so that she can conceive the baby as soon as possible. Furthermore she is not alone in the room the commander’s wife is always in the room during this activity to keep her hands tied in order to make sure that she doesn’t perform any act of resistant. The Offred is kept under strict supervision and control in order to make sure that she doesn’t escape the territory. She cannot go out according to her own will, nor she can sleep in complete privacy as the couple or the police forces of Gilead kept a strict watch on her every public move.

These handmaids are depicted in the story as to be known by the name of their owner. For instance the word "of" in the name of Offred means that this maid belongs to Fred. Offred as she steps in the flashback discusses that how she got married to a guy named Luke who divorced his own wife to marry her. They later became parents of a daughter and decided to move towards some place in Canada. The main reason behind taking this decision was after noticing the rapidly increasing trend of gender discrimination, pornography and hiring prostitutes. These things became common in the time when pollution and excess use of chemicals resulted in decreasing the fertility rate. Due to the ongoing violence on females, the females were also restricted from owning any kind of property or employment. Offred and her family was captured at borders during their escape and separated in a way that they never got a chance to witness each other again.

The couple got divorced as Offred ended up in the re-education center serving the purpose of practicing and implementing the ideology of Gilead. Aunt Lydia was responsible to teach the females how to become handmaids. Despite of being a female herself she is shown to be in favor of the ideology brought by Gilead and according to her if a women stays under the dominancy of a male she receives more respect that any independent women can get. The Offred often received offer from her doctor to develop a sexual relationship with him, as being a slave her position is very crucial and she can get caught if things get worse by any chance. She was also hesitated because according to Aunt Lydia she was honored when she was selected to become a handmaid. The life she was living as an Offred not only demanded freedom but also the rights of being a human being. Her freedom was not guaranteed even after her escape, no matter how hard she tried. As she explains in the novel when she sheds light on the dreadful days of her past, she explains how she was used constantly as a sex slave for a rich couple. She mentions about the dreadful feeling that she used to get every time by sitting in a room filled with loneliness which was also the place where she was used for sexual activity.

Margaret Atwood as being a female showed how a woman is tortured and used by the male gender for their own personal benefits and advantages. Offred and other females despite of being aware that they are being called for a sexual activity were helpless. They had to have sex with anyone that their owner demands without saying a word against their will. The writer in the voice of Offred seeks freedom but hesitates as she knows about the countless restrictions under which she was living. Her every single action was being monitored by the couple and their other servants in the house and by the police forces of Gilead when she was outside to shop for the house. Her escape in the last was supported by Nick who was working with an under covered society serving the purpose of helping the females and planning a revolution against the ideology of Gilead. Nick’s plan of getting Offred out from the house of the commander turned out to be successful as she departs with the people who came to save her from the same society. However the threat of getting caught and getting punished was still there until she reaches a safe place.

I Will Provide That On The Email

Essay

The overall analysis of the essay depicts that it is well structured and presents a discussion in a coherent manner. The essay includes a brief introduction that provides the central theme and area of discussion. It contains clear body paragraphs that cover the main aspects of the analytical essay. The first paragraph talks about the settings of the two stories that give the idea of themes of loneliness to the readers. The comparison is also drawn inappropriate manner. The introduction of the essay is strong because it includes the titles and author details. It also explains the central argument that sets the stage for the entire discussion. The essay is well-organized and offers in-depth analysis of the two stories.

Direct quotes are added from the two stories for providing evidentiary support to the analysis. This reflects the strength of the essay because quotes are effective tools for familiarizing the readers with the themes of loneliness. The quotes are also explained that builds its relevance with the topic. The essay uses quotes for drawing a parallel comparison that briefs the readers about similarities and differences. The body paragraph is constructed in an appropriate manner that attempts to cover different aspects of the story. The third paragraph explains the similarities between the two protagonists and highlights factors that convey themes of loneliness. The conclusion is also developed in a way that provides a brief summary of the essay.

Although the essay includes many strengths there are some weaknesses such as long paragraphs. It was more effective to use short paragraphs and covering different aspects separately. The conclusion is too short and does not cover all aspects of the essay. It was appropriate to add some more details in the conclusion.