INSIDE OUT ANALYSIS

With no exception Riley, a young girl had a bumpy road when growing up as she was uprooted from her known life in Midwest to San Francisco where her father starts a new job. As the scenario with most of us, Riley was guided by her emotions of joy, anger, sadness, fear and disgust because of the new school, new life and new people (WILEY, 2016). The emotions start to disagree with how to deal with the dramatic change in her life. These emotions started lived in her headquarters causing a problem. The emotions controlled the center of Riley’s mind helps her navigate the everyday life that she was not used to. The headquarters were the central living point of the five emotions. As Riley struggled through her emotions in order to adapt to the new life turmoil arises in the headquarters. Despite the challenges Riley most important emotion which is joy tries to keep things positive in order to navigate her situation. Their adventures in the story are an attempt to reinstate normalcy in her life is what forms the crux of the story (Kluger, 2015).

Riley just like any other human has two memory systems which are implicit and explicit. The implicit memory consists of the unconscious processes like skeletal and emotional responses, habits and learning skills and the reflex action (WILEY, 2016). The explicit memory lays up facts and events as well as the recalling of the information that may be required for conscious awareness. However, the two systems can be separate but can be interconnected when events have a significant amount of emotion. The film shows the relationship between emotions and memory which by remembering past events can regulate emotions. The film depicts the five emotions of a character of distinct personalities. The psycho-evolutionary synthesis is based on Charles Darwin’s theory that the outward expression of an animal reflects their emotions that help them survive. Fear stops an individual from getting into danger. This proves that if an animal fails to detect a potential threat they risk being killed (Bukszpan, 2015).

Each memory in the film has a glowing orb of colors that correspond with the emotion. Blue for sadness, purple for fear, red for anger, yellow for joy and green fro disgust. As the film concludes with Riley’s memory orbs which are not homogeneous indicating that memories are not limited to a single emotion. The relationship between sleep and memory has also been shown in the film (Bukszpan, 2015). It shows that sleep is an active part that helps in the consolidation process that makes memories more durable. Individuals are able to reconstruct memories when they retrieve them. An individual brain another system for basic cognitive functions which includes hearing, language, vision among others that shows that information is stored in pieces and bits all over the brain. The decay theory of forgetting indicates that permanent loss of information is brought about by time and the brain does not dispose of old memories (Kluger, 2015).

In conclusion, the film has been able to show that memories connect with each other. I like the movie due to the fact that it is able to show the complexity of the human mind. Although the film was not able to give a completely accurate, the metaphor in the film gives a real understanding of the psychological science. The movie has been able to bring about some memory myths. It also focuses feelings and it is able to convey the relationship between emotions and memory. It is, therefore, true to say that it is a fun adventure film that has a meaning in it and is worth watching.

Reference

Bukszpan, D. (2015). Pixar’s ‘Inside Out’ and the biggest blockbusters in Pixar history. Fortune.Com, N.PAG.

Kluger, J. (2015). Inside Out's Trippy Ride Through a Strange Land: The Brain. Time, 185(24), 57-58.

WILEY, C. R. (2016). Emotion Sickness. Touchstone: A Journal Of Mere Christianity, 29(3), 22-25.

Speech Analysis- Martin Luther King Jr.: I Have a Dream

‘’I Have a Dream’’ is a speech that was conveyed by Martin King Luther Jr., on 28th of August in the year 1963.  The speech was conveyed in front of the memorial of Lincoln in Washington D.C (Adelman, 6).  The iconic speech was in the context of how the essentiality of racial equality for individuals in the society for the co-existence of peace.  In addition, the speech addressed the negative impacts of racism on the African American individuals.  The march   had been attended by over 250, 000 demonstrators and civil rights activists and it is described as the largest demonstration that has been viewed in the capital and associated with the highest media coverage (Adelman, 7). During the speech, Martin  Luther particularly stressed the requirement  for the  existing  generating to  avoid  and get  rid of racism  in order to develop  a good   society for the following  generation.  He did this through highlighting and demonstrating some strategies that needed to be adopted so that racial equality would be achieved in the society.

King’s speech can be criticized based on several grounds which include the structure, content, skills of delivery, the utilized techniques as well as the physical gestures of the speaker.  Martin’s speech was not connected to traditional speech values but it utilized a structure in which the audiences would be able to follow.  The introduction of the speech was effective as it was fully able to set grounds on why the audiences should listen to the speech. He demonstrated his happiness having joined the audiences in the demonstration for freedom and the opening was effective in establishing the general intent of the presentation in general. The choice of the speech title was effective as it was the demonstration of the dream held by the audience of attaining a society that is characterized by racial equity (Durgut, 5). The effectiveness of the speech was attained by the utilization of a simple structure and language by King.  His content was appropriately selected and organized to ensure that the main objective of the speech was achieved (Durgut, 5).

By the look of the attention paid but the audiences it is clear that the message was delivered by the speaker in a clear nature (Ilya, 1:33). The message delivered by the speaker affected his audiences which  can be   viewed through the  shouting and applauds  as  if they were  in  agreement to the  speaker's  intentions.  Through his message about discrimination as well as racial inequality he was able to cultivate the audiences fully. During the first section of his speech, he addressed mainly the historical facts of racial inequality and discrimination in the United States.  This helped in drawing more attention to the audiences thus increasing their interest   in what the speaker had to say. This, therefore, makes the introduction of the speech to be effective.  Next, he got into delivering prophecies of the things that he believed would occur in the American society.  this  strategy  appealed the  general  feelings of the audience thus  making it a focus  topic  as the  topic that was being addressed  was a serious  one  and  among those topics that  were not  normally discussed  in the open grounds.  The speaker utilized adequate delivery skills because he understood clearly when and how to deliver each argument.  The speaker clearly understood that the topic that he was addressing was very critical and sensitive (Adelman, 6).  Therefore he utilized a well-structured and a very careful speech that only addressed the needs of his audiences without   offending their concerns.

King’s speech was completely focused and he provided adequate examples to every argument that he raised which was done in an organized and logic manner.  King’s message was that all men are created as equals and despite that this was not the particular case in America at that period he felt that this should be the future’s case (Durgut, 7).  He generated his arguments in an authoritative and passionate way.  From the way that the message of the speaker was conveyed it is true to say that the speaker   had done thorough research.  In his speech he utilized details from independence declaration, bible quotations as well as the address of Gettysburg.  In the context of style the speech can be described as a political thesis, poetry art, improvise sermon, and a mastery art that is   accompanied by biblical language as well as imagery (Durgut, 8). King’s speech was extemporaneous which was prepared thoroughly which made it sound spontaneous.

King’s utilization of language would have developed a lasting effect on the particular audiences that he addressed during the march.  The speech  attained  success  based on his choice of speech  and the manner in which he  had a well  develop  a strategy of addressing  his topic which correctly matched the concerns of the audiences.  The African Americans and the civil activists were his target audiences and this propelled the effectiveness of his message. King utilized vivid   and evocative language in developing powerful and memorable visuals to the audiences (Ilya, 2:30).  Through  the use  of examples  of the existing  discrimination  against the Africa  Americans,  he created a vivid  visual  on the existing  situation.  Throughout his speech, he was able to contrast the current situation with what might become. The speaker can be described as very authoritative and moving with his message through the utilization of ideas

In a delicate and informative  form,  he began  to mention some  historic  and  literary source such as  happiness pursuit,  freedom  as  well as life.  This was an independence  declaration reference  which  can be considered  as  appropriate  while considering the  topic that the  speaker was  addressing.  Martin’s speech evolved from the utilization of logos to pathos as he approached the end of the speech. At this point when he was approaching the conclusion of the speech he began to appeal the sensations of his audiences.  he  incorporated his  individual  philosophy that  he held that dream that one day he shall live in  the united  states as a nation that he will not be judged  by  his  skin color but their intelligence (Ilya, 1:30).

The efficiency of the speaker’s speech was enhanced by his capability of using anaphora strategy.  In this, he utilized the approach of repeating words such as freedom and discrimination at the start of the surrounding clauses.  The technique was effective because it developed a pattern that developed the impact of the rhetorical style of the whole speech (Durgut, 4).  This strategy was effective in Martin’s speech because it permitted the speech to be membered timelessly.  Through this, he wanted to create a picture in the minds of the audiences to ensure that his objective of conveying the state of racial discrimination was achieved. The most frequent phrase that the speaker generally repeated throughout his speech is that he held a dream.  This was effective in reminding the audiences of the objective of the speech and therefore developing the audience’s role in this message (Durgut, 4).

This clause reminds individuals of Luther as a great philosopher who wished that the society would be changed and gain racial equality for all. Martin’s physical gestures play a critical role in the effectiveness of the speech.  His body language helped in boosting the weight held by his message.  The use of gestures as well as body language helps in developing or diminishing the authority of the speech.  This is one ground that can be utilized in criticizing a speech.  When the speech is nervous the effectiveness of the speech is lowered because it causes the voice to be unclear due to breakage (Adelman, 6).  Martin as a preacher was highly exposed to addressing audiences and he did this with much confidence. The crowd was huge but this did not shake his ability to state what he wanted to convey to the audiences.  Martin was composed and stuck as he made his speech he did not demonstrate any sign of fear or confusion and his speech was correctly organized.  This, therefore, shows that he was not nervous but he was reserved in certain degree when he was beginning his speech.  This is so because  he appeared  cautious  in  addressing the  audiences because   the topic  that  he was addressing was a critical one at that  particular period  and therefore  he began  in a cautious way. As he got deeper into the speech he began to gain confidence and become more comfortable.  At this particular period when he was well composed, he even ditched his speech script.  Apparently, he got into the speech and he was able to a speech from his head without references. This, therefore, shows that it was something that he knew very well about as he had done thorough research and identified the needs of the audiences and how to address them (Adelman, 6).

The conclusion of the speech was effective as it left his audiences with something to think about.  In this conclusion, he started that racial discrimination can be considered as a social issue that should be resolved by those that are present for those to come (Durgut, 4).  Similar to the opening, the utilization of words, the use of body language as well as visuals in the concluding section of the speech was effective.  The conclusion was concise, memorable and it incorporated an action call.  The audiences responded adequately demonstrating to the speaker that they needed to see actions (Durgut, 6).

In summary, Martin’s speech utilized words that were phenomenal with appropriate delivery.  The general speech was strong from the introduction to the resting section.   The general speech by Martin Luther can be considered as exceptional one based on its values and aspects.  The speech was well structured, appropriately done and adequately evidenced. The delivery was good which made his audiences approachable and very responsive.  The speaker was well grounded and very confident in delivering his message which makes the speech and his speaking skills a success.

            Work Cited

Adelman, B., & Southern Christian Leadership Conference,. (2013). "I have a dream": A 50th year testament to the march that changed America.

Durgut, Ismail. "i Have a Dream": An Example of Classical Rhetoric in a Post-Modern Speech. München: GRIN Verlag GmbH, 2008. Internet resource.

Ilya, Gokadze. (2013). Martin Luther King, Jr. I Have A Dream Speech. Retrieved from https://www.youtube.com/watch?v=3vDWWy4CMhE

WILLIAM SHAKESPEARE’S “SONNET 130” WITH CAROL ANN DUFFY’S “THE LOVE POEM”

Introduction

William Shakespeare Sonnet 130 is a poet that practical accolade of Shakespeare uncomely lover who is identified to as a dark woman due to her skin color. At the end the dark lover eventually tricks the poet as there is a clear lampoon of the straight love sonnet which Shakespeare light-heartedly mocks (Shakespeare 141). The love poem by Carol Ann Duffy is a pool of verse of how deeply it is when love is all we left. The poem title provides a general view of the reader of what it entails. The paper seeks compare and contrast to the concentration of sonnet to reflect concentration of love and the free verse structure of Duffy in poem of love to portray how loves works.

Sonnet 130 by William Shakespeare

Sonnet contrasts the speaker’s mistress to different beauties who were never in favor of the lover. This includes hey eyes that were compared to the “sun” and her “lips” that were” less red than a coral” were compared to “white snow” (Shakespeare 139). In the second stanza, the Shakespeare says roses were separated into “red and white” which he never says in his lovers “cheeks” (Shakespeare 108). The “breath” from his lover was less pleasant compared to a “perfume” (Shakespeare 108). The speaker says that despite that he adores her voice of music “far” has a more enjoyable sound. The speaker says that in no way seen a “goddess, unlike goddesses”, walk on the floor however he declares that his love is valuable and rare. The false comparisons of love were raised to portray the loved one’s beauty.

Imagery

In Sonnet 130 Shakespeare has relied heavily on the use of a strong sensory image in order to give his sardonic message. Shakespeare draws an image when he compared the smell and the sound of his lover “eyes to the sun”, “lips to the red coral”, her “hair to the black wire”, her “breast to white snow”, “cheeks to white and red roses” (Shakespeare 139). Shakespeare also compared her gulp of air to the “perfume” and her “voice to the music”. This has created an image of how the mistress could be.

Structure

Sonnet 130 is a poem of dictate length, style, and content of the poem. Shakespeare has used words between the stressed syllable and the unstressed one. The word such as MIStress, EYES are Nothing LIKE the SUN (Shakespeare 139). This emphasizes that the words have a deeper meaning. There is a twist at the end of the poem which the leader acknowledges that despite the criticism Shakespeare actually do love his mistress (Shakespeare 29).

Hyperbole

Shakespeare has used a different type of speech that overstates some details in order to stress some information. Shakespeare exaggerates that his mistress was unattractive by comparing her eyes to the sun, her cheeks to the roses, her hair that was made of black wire and breath that was less compared to a perfume (Shakespeare 139).

Satire

Shakespeare has also used satire as a literal device by describing out his mistress who was not as perfect to the things he thought was perfect. Shakespeare argues that he loves his mistress the way she is and not to the impractical romanticized idea of attractiveness that most lovers should have (Shakespeare 72).

 The Love Poem - Carol Ann Duffy

Throughout the poem Duffy, the poetess compares love to an onion by using various techniques such as symbolism, imagery, words, and structure. This is to justify why valentine is not a common love poem as it expresses a different viewpoint. The poet is able to raise thoughtfulness and reflexion to the reader. The poem describes why an onion is a powerful gift of love rather than the roses and chocolates (Constant 8). The idea of valentine is all about love and the onion is not good in showing it. The gifts are important to the person receiving it but an onion will not make good sense but Duffy explains why an onion reflects the nature of true love.

Symbols

Duffy has compared love to an onion. An onion incites tears while love is meant to bring happiness and joy (Constant 40). The symbol of an onion makes the love poem an unusual one as it is able to blind a person with tears like a lover. They have a strong scent when cut which can be compared to a person crying over someone they love. When one is blinded they are not able to see straight as love covers them and he is not able to see the fault in his lover as it idealizes them. Tears are considered as an extreme reaction of happiness or sadness and when a relationship faces problems of mortality (Constant 51).  When in love lovers cannot fully ascertain their lovers due to insecurity. The use of the word shrinks describes the layers in an onion and how it gets smaller indicating that circles are eternal to show that love has no start neither an end which can be presented by a wedding ring.

Structure

The poet is a free verse structured poet that lacks a predetermined pattern. This pattern reflects that love is not predictable due to many factors that affect it. Duffy had confidently applied stand alone sentences which have a lot of meaning in themselves. The repetition of the negative sentences by Duffy has been able to express the valentine gifts as outdated of the red roses and the satin heart (Michelis & Antony 7). This highlights that such gifts are outdated and they are not necessary to show the true meaning of love as they are not any easier to remember. The double alliteration of the red rose and the cute cards makes it easier for remembrance as the common gifts lack any meaning as they are usual.

Imagery

The word valentine in the love poem makes it easy for the reader to realize that love can be perceived in different ways. The unpleasant scent that causes tears brings up an image of pain and discomfort which is reflected in the eyes (Constant 40). This imagery makes the reader imagine that they were the ones crying due to the scent of the onion and the pain is a reflexion on their faces that can be seen as tears. The use of the word photo shows a moment that was captured in a mirror image that could be seen as a grief of negative concoction creates an image of sadness, death, pain or loss (Michelis & Antony 39). Lethal shows that the love has become dangerous and insecure showing a devastating nature of love. The use of a knife shows a violent imagery that indicates that two lovers have become enemies (Michelis & Antony 158).

Personification/ Simile

An onion has been compared to a lover who has been blinded and has been left with tears. This has been linked to the way onions sting our eyes when we try to get it to the heart to be the same way that another person may sting heart in a heartlessness manner (Constant 40). It is also compared to a jealousy lover to reach a point in their relationship where it is a mixture of passion and punishment.

Metaphor

The use of romantic connotation that the moon carries wrapped in a brown paper is used as a metaphor. The moon usually influences the water and the tide on earth. Duffy shows how where love becomes a desperate hunt that has a violent imagery (Constant 39). The wobbling photo of grief creates a metaphor of looking through the eyes of a lover who is upset who gaze done their reflection to the mirror and cry at the same time. The loops of an onion shrink compared to a wedding ring which implies that the lover is trapped. The platinum indicates precious metal which is ironic to the use of onion as they are not that precious (Constant 40).

The concentration of sonnet reflects love despite the imperfect mistress. Shakespeare loved his mistress though she was not perfect to the things that surrounded him. Duffy expresses a diverse point of love throughout the romantic poem that expresses the main meaning of love. On the other hand, the love poem by Duffy is a direct contrast to that of Shakespeare as he asserts his sonnets that his poet will make his subject immortal. The love poem has been able to portray a truthfully pessimistic outlook of love. The free structure used by Duffy has clearly shown that love is not predictable as it is characterized by many things such as pain, death, sadness and loss (Constant 8). I believe that the love story by Duffy has been able to break down love in its own faults compared to that of Shakespeare as it has been able to provide devastating precautions that do happen when an individual forgets that love is mortal.

Conclusion

The two poems have used various poetic devices in order to express love and signify its importance and faults. Shakespeare poet is in a standard manner which differs to that of Duffy. Despite the fact that Shakespeare says that he loves his mistress, the love poem by Duffy has been able to show why love is fragile and that one can never be sure of their partner's feelings as they are not equal. Therefore love poem by Duffy is more effective.

Work Cited

Constant, Clare. Poems about Emotions. Raintree, 2015

Michelis, Angelica, and Antony Rowland. The Poetry of Carol Ann Duffy: "choosing Tough Words". New York: Manchester University Press, 2003. Print.

Shakespeare, William. Shakespeare's Sonnets. Auckland, N.Z.: Floating Press, 2008. Internet resource.

Mark Twain

Introduction

An icon can be defined as someone who is well known or famous for doing something. Mark Twain is an example of an American icon since he is famous in his literature works which were unique compared to works of other people. Mark was a known entrepreneur, writer, lecturer and a publisher. Twain also worked as a typesetter and contributed to articles in the American newspapers. He was a captain of a boat at the Mississippi river before he headed to Nevada. He wrote humorous stories based on the places he went to and later published those books which were well loved by the people. Mark was a friend to many people including other icons such as artists and presidents since his works had made him famous. He earned a lot of money from his works and tried to invest it in other businesses which failed at times. Therefore this essay will describe Mark Twain as an American icon showing and explaining why he is said to be an icon.

Mark Twain is famous since he contributed much in the American literature through writing well known books which were well loved by the American people. His books and works were humorous and this ensured that most people read the novels and appreciated his work. Adventures of Huckleberry Finn and Adventures of Tom Sawyer are examples of works written by Mark and are by the people. These two works are said to be the most contributions Mark made to the American literature since no other person had come up with such works before (Twain, Gerber, Baender, & Williams, 2010).People praised these two literatures since they were unique in nature and were considered as the best works of Mark. These two novels made him famous since they were humorous because Mark wrote experiences he had gone through thus inspired other people. He was an inspirational writer who inspired other people in his works and ensured people did not give up on life since he had not given up. He is an example of a famous person who inspires people through writing his own experiences and teaching people that giving up is not the option when people face challenges (Messent, 2001). He was loved by people because of his inspirational teaching and therefore contributed positively to the American literature since other writers had not published such humorous and inspirational books.

Mark Twain was full of humor in all his works especially his stories and personal tragedies that took place in his life. He had passed through tragedies that made him write and inspire people. He was a well known journalist who wrote inspiring articles that people loved thus people loved being associated with him. He contributed much to the American literature by writing books where he described nature for instance use of caves, rivers, abandoned houses and other tragic places in order to create suspense and humor in his works (Leonard, 1999). This made Americans love reading his well known novels since they described the environment well and were humorous thus interesting to read. He described everything in the novels and ensured the readers understood the surrounding which enabled them follow the interesting stories and characters. William Faulkner described Mark as the father of American literature since he enjoyed reading his works and none of the works matched the works of other writers. Mark described all phenomenons and wrote from all types of views including political, cultural and social works thus considered as a hero since he was famous because of these works.

Mark Twain died many years back but is still remembered and honored as a literature icon that will be known across all the generations since his books are still read and loved by people. He was actually the first American author to write his works in vernacular, a language native people would understand (Twain, 2004).Other writers did not use vernacular in their works but Mark used vernacular thus ensuring all people read his works and understood. This was a simple language which was easily understandable and the language of everyday which is loved by people. By writing this, he was famous across America where people read his work and through sale of his books he got a lot of money since people loved and appreciated his interesting works. He was a well known activist of slavery where he did not support slavery since it violated the rights of other people (Twain, 2004). He was against slavery and termed it as an antisocial behavior that made innocent people suffer. He therefore wrote on slavery, advocating for an end in slavery where he did it in a humorous manner which would not cause him trouble.

It cannot be denied that Mark is the father of American literature since he well known as one who contributed much to the American literature through writing books that were unique compared to those of others. Jim Smiley and His Jumping Frog is an example of a story written by Mark that made him gain fame across America and was not limited to Nevada and California (Twain & Davidson, 2004). The Innocents Abroad became the bestselling book and ensured be became popular across America because of this and other great books (Messent, 2001). Mark believed in religion thus wrote some works about religion where he believed in God but did not believe in the bible. He believed there existed God but did not support various works of missionaries who forced people to become Christians. He often criticized actions of missionaries through his works since he did not believe in the existence of a bible which missionaries forced people to believe in and follow it (Roark, 2014). He often attacked the missionaries unapologetically since missionaries paved way for introduction of slavery in other countries .Mark Twain is therefore known as an American who was not only a writer but an activist and a lecturer who taught students literature unique literature skills. He will therefore be remembered in the American literature as the father since he contributed positively towards development of the literature.

Conclusion

From the above discussion, it cannot be denied that Mark is an important contributor towards the making and growth of American literature. He is a well known icon since his works were unique and humorous unlike works of other writers. His works were based on real life experiences where he passed through activities that ensured he wrote inspirational works. He is therefore remembered and will be remembered since he shaped the American literature and came up with vernacular works which other writers had not considered. He is therefore seen as a unique writer who used humor in his work and ensured readers followed his stories through describing the surrounding.

Annotated bibliography

Leonard, J. S. (1999). Making Mark Twain work in the classroom. Durham, NC [u.a.: Duke Univ. Press.

This book is a collection of essays which described practical methods that can be used by instructors in ensuring that students are able to understand literature and gain literature skills. The books talks about racism, role of women, gender, religion and language as described by Twain since he was against racism and oppressive laws that would oppress people especially the women. Twain ensured that instructors learnt the skills of ensuring students understood literature and the necessary skills for them to understand the world and the surrounding.

Messent, P. B. (2001). The short works of Mark Twain: A critical study. Philadelphia, Pa: Univ.         of Pennsylvania Press.

This book describes the works of Mark and explains to the readers the achievements of Twain and impact of Twain in the American literature. It is comprised of many stories written by Twain which inspired people in the olden days and currently as well and which ensured Twain removed popular. The books give stories written by twain for example The Innocent Abroad which shows the lives of the people living abroad whereby Twain gives his real life experience.

Twain, M., Gerber, J., Baender, P., & Williams, T. (2010). The Adventures of Tom Sawyer (1st         ed.). Berkeley: University of California Press.

This book describes the story written by Mark Twain about a young boy who grows by the Mississippi river. It is a fiction story where Mark describes all the events taking place in the life of the boy and describes the surrounding environment. Mark is able to describe the surrounding well since he lived there thus gives his experience when he was living near that river. It is an inspirational story where Mark Twain inspires his readers through giving them his real life experiences.

Twain, M., & Davidson, K. (2004). The best short works of Mark Twain.

This book describes the life of Mark Twain explaining who he was and his achievements as the father of American literature. Mark was a known entrepreneur, writer, lecturer and a publisher. Twain also worked as a typesetter and contributed to articles in the American newspapers. He was a captain of a boat at the Mississippi river before he headed to Nevada. The book describes his achievements since he was a popular man in regard to the American literature since he was able to write unique works.

Twain, M. (2004). The adventures of Tom Sawyer. London: CRW.

The book describes the early life of Mark Twain, his history, achievements and his work by the name The Adventures of Sawyer. He describes the life of a boy who was living by the Mississippi River describing the entire environment since he knows it well. He had lived by the river and understood the surrounding therefore was able to relate his writing with that environment and inspired people to survive through the hardships just like he did.

Roark,. (2014). Beneath Mark Twain. The Mark Twain Annual, 12(1), 14.             http://dx.doi.org/10.5325/marktwaij.12.1.0014

This article describes the work of Mark Twain and relates it to the outside world. Roark relates the work of Mark Twain and showing the influence it has on the literature. Roark expands the work of Mark Twain since he was the father of American literature therefore explaining his achievements in the world of literature.

References

Messent, P. B. (2001). The short works of Mark Twain: A critical study. Philadelphia, Pa: Univ.   of Pennsylvania Press.

Leonard, J. S. (1999). Making Mark Twain work in the classroom. Durham, NC [u.a.: Duke         Univ. Press.

Twain, M., Gerber, J., Baender, P., & Williams, T. (2010). The Adventures of Tom Sawyer (1st    ed.). Berkeley: University of California Press.

Roark,. (2014). Beneath Mark Twain. The Mark Twain Annual, 12(1), 14.             http://dx.doi.org/10.5325/marktwaij.12.1.0014

Twain, M., & Davidson, K. (2004). The best short works of Mark Twain.

Twain, M. (2004). The adventures of Tom Sawyer. London: CRW.

A Discovery

It is the afternoon that summer holiday is to be welcomed by the students.   Shirley a twenty-one-year-old blonde girl carefully parks her come and heads out towards the administration stately building heading to the paved pathway.  She seems a bit worried and frustration can well be established from her she walks and stares around.  She walks speedily and she gets annoyed after seeing her two friends outside their classroom staring as they busily talk to each other using the single facial expression of a stare.

Shirley

So, you are all there…  I have been waiting for your calls all morning… guess my company was not required…

There is a prevailing period of salience during which Shirley’s friends ignores her talks and presence simply to construct an answer.  Intently, she gives them a gaze, to try and determine their general mood as she wondered how she was going to tell them all that is in her mind before she gets in the classroom.  Finally, as if they were under control they turned and faced her directly.

Rose

Oh! We thought you were in school already.

Shirley can barely be able to control her temper, but she realized that their conversation is already taking their normal sarcasm switch and she automatically forms herself.

Shirley

No, no, I had not as you just say.

Maureen fixes Shirley’s attitude and talks with a long ironic facial expression.  Conscious of her best friend’s rush, she attempts her best with facial expressions to delay her next talk.

Maureen

Is it no longer fashionable not to come to school and once own means as it is expected?

Shirley

No, Maureen to as it has never been.

There is another silence period. Meanwhile rose remains calm as if the intensified conversation does not involve her at all. At that silence instance, a car is pulled up on the opposite side of the pathway.  It is Emma, a twenty-two-year-old dark girl and a friend to Shirley.  She gets out of the car at the same instant with her driver and they remained in the background and they seem to be engaging in a conversation.  As the girls wait for the conversation to end they resume to the conversation. Maureen resumes her rapid talks. Emma seems to end the conversation as she lives the driver and waves her goodbye and hastily heads to her friends.  She seems to be very excited which is not the case for her mysteriously staring friends.

Emma

For how long have you been in school?

Shirley responds in a polite but with an unenthusiastic smile

Shirley

For about thirty minutes and for some since morning I believe.

Emma

(Reluctantly)

Oh, okay.  Very good, I should start learning to spend the holiday all by myself and take at least a break from all of you.  This requires me to get used to being alone.

Maureen glares at both Emma and Shirley in a furious way but she still realizes and managers to control her anger.

Maureen

Get used to what?

Shirley looks and Emma who shows no interest in answering.

Shirley

As stated, it is getting used to being alone completely.  Not only from friends but from everything that mattered.

Emma

You should not be protesting and ask obvious questions we have always been stuck together what changed today. Not even a call from you both as only Shirley sent me a text a few minutes before she left her house.

Rose

(As she protested with a deep feeling of care and compassion)

But how can you state such a cruel thing?

Emma

Because everything I said is all true.  After our three years friendship having never lied to one another, you should at least respect that and permit me to assert my truth.

Maureen

And are there any other truths that we need to tell us about?

(She points at the garden next to the classroom that is all covered with litter and it is even hard to spot if there is grass under the pilling litter).

Shirley

What about that?  That is no news and we all know that?

Rose

Is that not a lie that is hidden in your so called truth?

Unable to control her anger Emma turns to both Shirley and Maureen

Emma

You all know what was happening yesterday. It was just a party to welcome summer it not like you did not know about it.

Rose

You mean so? And what was our deal about the party is you can just remind me? Well, please I beg the both of you would you just spare me that piece of the truth. I should be in class now.

Rose leaves them as she is unable to control how she felt.  The three girls remained unmoved.  This seems obvious that there is still more that the girls need to talk about.  After a long gaze at each other Maureen states that they should get in class.  Everyone around had already started gazing at them as their conversation was getting out of control.

Rose

This kind of friendship should never last.

Shirley is faced with a difficult period as she tries to control her feelings but at last, she manages to maintain calmness as she answered.

Shirley

Since yesterday, I have been the person who has not been ready to be in it.

Emma

Yeah, that is just a similar thing. Let us leave.

With the statement no one of the three girls turned back the conversation seems to be enough for the moment and without a word the slowly moves inside the classroom.

Shirley and Maureen seem to be very frustrated and tensed over the scene they just had but at the particular moment, they all had to restrain all that they felt.

SCENE TWO: IN THE CLASSROOM

The girls are all sited as usual in the neighboring seats but today unlike other times nobody seems to be talking to the other.  There is no sign of talk or happiness like for the other students in the classroom. For these girls, it is only silence. Maureen looks around admiringly as Shirley and Emma remained enfolded up within their growing emotions.

Maureen

I hope you are all thinking about the closing class will be all about. You know that we have a bad relation with the teacher. I am only trying to gather your thoughts and do not want to lose alone in this we are a team.

Rose

Have you ever been involved in a long wait? I just cannot wait for the outcome.

Shirley

This does not feel good. I know we will screw up once more.

Emma does not give any answer. She merely looks and listens to what to them.  As they try to make up excuses for their behavior if things do not turn up to please their teacher Emma is just gazing without any emotions and instead she turns to her watch and she seems to be doing some calculations.

Finally, the meticulously dressed teacher gets in class, standing in front of the classroom without a word. Everyone gathers silence as they want the class to end sooner so that they can enjoy their summer almost immediately.

Shirley

(Whispering to the girls)

So there she is…. I will be waiting for your supports

Emma

(Stares)

What! I thought that everyone should only offer support to self.

Maureen turns and faces the girls, smiles, and in a jokingly manner she attempts to laugh off the conversation.

Maureen

I see so this is a farewell afternoon? No one is being forced here.  We all created this mess and together we shall rub it off.

Rose pays zero attention to the tempting comments that her friends are making as she realizes that the teacher is gazing at them and with this, she sticks to her original version of thoughts.

Shirley

Let it be. It should not get worse than it is. We all know that things are not well at the moment. We should not risk more.

After the long silence from the teacher who seems to be carried away by the papers that she is continuously flipping, she hurriedly begins to distribute the quiz papers without a word. Finally, she breaks the silence the unusual way of skipping greetings.

Teacher

This afternoon is self-explanatory.  There is nothing much to be done and we all know what to do.  You can consider this as a class dismissal.  However, as usual, Emma, Shirley, Rose and Maureen please remain as the others head out.  We have a lot to link up.

This moment does not seem to be surprising the four girls as it was expected.  They remained unmoved on their seats even after everyone has left the class. At the far end of the class they remained seated and without a word, it is like they are waiting for some directions.  The teacher is reluctant to start the conversation.

Shirley

We are all here madam as you requested.

The teacher is looking at them but she seems to be constructing something internally. She ignores Shirley and she picks her books and heads out.  The girls collectively run following her and this time they cannot talk because this has taken the wrong turn that they expected.

Finally, they catch up with her on the corridor and now her mood seems to have worsened. They all take a moment to study her mood as she makes a stop on the corridor next to her office.

Maureen

Ma’, we are very sorry we have disappointed you in any way.

Emma

Please, we are here and ready to listen.is something wrong.

The environment is full of excitement as loud noises can be ahead from a distance. However, this is not the case here.  Rose remains silent throughout and although the situation seems to be bothering her she has nothing much to offer but silence.

Teacher: Everything about you girls is never right.  Leave alone the test your participation in class is always zero. You are a disappointment and you never seem to change at all! Can someone please make me understand why it is always the four of you? Is it so hard to do what’s right?

Maureen

We are very sorry Ma’am.  We have always been an issue and we can never apologize for enough but we are ready to transform.

Emma

We admit that we are a problem but at times it is challenging to understand things! You are always in our case and we rarely have time to organize ourselves for reform.

Teacher

Now you want to blame me?! Why is the issue only demonstrated by you?  My class is doing so well?

Rose

No, no anybody is blaming you, madam; we are just saying that it is challenging to get along with your class activities as well as discussions.

Teacher

Oh, I almost forgot that you never lose in any argument. You are a strong team in everything wrong.  My teaching is wrong when you are always spotted in offenses right?

This comment does seem to have impacted the girls wrongly and they are all trying to restrain their anger as they remained silent for a while.  The teacher sarcastically waits for their response.  The teacher realizes that rose is leaning on the wall paying attention to the conversation.  Realizing that she has been spotted she smiled reluctantly as if trying to communicate that she is connected.

Teacher

I will see you all after we resume school.

As if the girls have been seized by the sudden comment, the teacher heads straight to her office.  They all look at her with bewilderment as they watched her disappear into her office.  Then they looked at each other again and again for a few seconds. They realize that the teacher had left without a solution.

Rose

Let us not just stand here we should follow her to her office.

Shirley

Have you the guts to talk? What support have you offered when she was here? You can as well solve your case.

Rose does not take they comment well but she tries to manage her anger as she realizes that Shirley rarely loses this kind of argument and their one goal is to overcome the issue. Maureen subjects Rose with a calm expression which is a clear statement that no more argument is required.

Emma

Let us go.

Madam Louise’s office is extremely minor.  The room contains many books that cover all the shelves and the atmosphere around here is fully occupied. The atmosphere inside the office is that of a place that is rarely utilized and cleaned. The teacher has just finished packing her bag and was heading to the door, opens it only to find the girls standing right there.  They appear to be a little bit anxious than they were before. Without giving them an opportunity to talk she gets out of the office thus push them further and closing the door.  With an intense expression upon the face, she stares at the girls. The girls take her all in with their eyes slightly opened as they examined her reactions.  The teacher is not able to understand their behavior so with a gesticulation she exclaims jokingly.

Teacher

Would you like us to talk?

The girls continuous to give him a stare but this time their faces seems a bit lighter after the comment which was, however, sarcastic.  The teacher is no longer amused by this reaction and she held her bag firm to illustrate that she was ready for a talk.

(Voice)

All: yes we should please.

Finally, the stare is placed to an end and the teacher takes rose by the hand and they begin to move as the rest are following without a word. Their expressions seem determined but the expression on rose’s face has not changed as it seems gloomy and angered.  They finally make a stop at the car park.

SCENE THREE:  AT THE CAR PARK

Nobody seems to be taking note of the happening around as the girls are completely busy fuming over their mistakes and they are therefore eager of letting their inner selves understand that they are up to any challenge that they may be given.

As the teacher points at their quiz papers which are still held in their hands, they all gaze at each other ready to support their fail.

Teacher

I think that you are not used to facing challenging alone. You all got a mark that was below five points. I have this sensation that none of you is used to being in a sole situation.

Maureen

(Gazing first at Emma then at Shirley)

Yes, madam, this seems to apply well with us…

Meanwhile, the teacher places her bag on a luxurious car that is parked just right where they are standing.  Rose attempts to help her out by she calmly resists this move.

Emma

Don’t be so harsh on us Madam. This is our weakness.

Shirley

We can change this for our own good and to end the disappointments.

While these exchanges are ongoing the teacher takes a look at all of them at a time and shakes her head with a disagreement signal.

Teacher

(Sympathetically)

I have never said that studying was easy or it can be easy.  The thing is that you have a strong team and in reference to the negative things you accomplish them so well.  You put so much energy on everything else but this energy is not reflected in your studies.  I know you are a strong team and I am not trying to break it up. But this strength can be used for bettering selves.

Maureen

Being in a peer team and doing the right things can be tough at times.

Teacher

Does that mean that you have to blame me for your mistakes?

All (voice)

No ma’am.

Shirley

We shall work on that and the next semester will be completely different. Trust us this time.

The teacher is smiling sarcastically as she listens to their calm talks.  She cannot help control her feeling as she does not want to judge them.  They have said all this so many times but she still wants to believe in them.

Teacher

(Wholeheartedly smiling)

Just remember that positive results are a signal of strength and effort.  Without effort, there can never be any signal. We can all confirm that. They are all smiling and nodding their heads in agreement. Thank you. See next Semester.

She waves goodbye, picks her bag and heads to her car without even turning.  The girl’s heads to Shirley’s car and at the background their conversation begins as they head inside.

SCENE FOUR: INSIDE THE CAR

Everyone is happy than before but there are fewer connections between them. Rose is still gloomy and no one seems to be taking consideration of this.

Shirley

I thought we were no longer doing things together!

Maureen

Please stop this; I will not get into any argument anymore.

Emma

Thank you. Right now all we need is peace.

Rose

What is peace without solving issues amongst us! Shirley and Emma betrayed us by turning to the party contrary to our agreements.

Shirley is sited with Emma at the front and Shirley is not affected by the comment as she is able to control her anger, unlike Emma. She speedily drives the car and as they head out of the main gate the girls are still exchanging comments.  They hit the main road and silence now prevails.

Shirley

We discovered that we can use our friendship in generating wellness so stop all the stupidity and let’s carry out our plans.

Maureen

So true we have our plans for today and this will not stop us!

Emma

I am sorry for yesterday and no more betrayal.

Shirley

Yeah right.

 (Voice)

Good.

SCENE FIVE: OUTSIDE THE RESTAURANT

As they get out of the car their expressions and attitudes have changed for the better and this can be gotten from their laughs.

Shirley

Yeah, am so hungry.

Emma

I too, yesterday was fun though

(She states sarcastically as Maureen push her as they all laugh and begin to move)

Rose

(Jokingly)

Please keep that from us. We are not interested.

The day was not pleasing but we resolved the issues well with a fresh discovery. We should stop for lunch first.

The car is stopped outside a big modern building and the girls get out with so much excitement. They walk holding each other towards the entrance. With a bang, they begin their plans for the summer holiday.

                                                                ***The End***

MADAM BELLE SEX, MONEY, AND INFLUENCE IN A SOUTHERN BROTHEL

The story of Belle is most significant because it probably brings the chilly juleps and the southern gentility into the mind of a polished city that was surrounded by neat bluegrass hills that were cross-hatched by orderly white fences (Wall 1). During Belle breezing lifetime Lexington had changed from an unfriendly and hostile town where fighting and drinking was the main chief pastime to a horsey Disneyland for the aged rich tycoons. During this time of transition only the rough individual who survived rose to the top. High survival skills were required in order to acquire more money that was required in order to survive in that town.

Belle Breezing has been portrayed as an ideal protagonist for Mrs. Wall’s occasionally through the captivating tale of the horses and the whores. When the Civil war broke Belle was 10 months old and spent her early childhood witnessing the toggle of Lexington between Confederates and the Union controls (Wall 9). Her mother was reckless and was excessively fond of drinks while her stepfather was a cruel and a violent immigrant from German. Belle was rejected by her neighborhood kids who made her start having series of affairs when she was barely grown up (Wall 20).

Death has been used in several circumstances to signify the end of life. At a tender age, Belle romantic life was no less turbulent (Wall 20). It began with one of her lovers was found dead who was shot in the head. It was full of controversy as it was argued to be either self-inflicted or it was murder which was complicated by the sudden disappearance of Bella’s young husband. She also attempted suicide when she was at 19. After surviving the suicide she began working for an established madam was she later opened up her own brothel (Wall 49).

Themes

Time

The theme of time as been well put out. The setting of the story shows late autumn and early winter. The hillside was cold as it was pale. By the contrast of the weather, the life of Belle is associated with summer that contains flowers that were used to generate wealth. It was all succulent and colorful as everything everyone was talking was about the horses. It was increasingly attracting wealthier of gamblers, financiers, politicians, and lawyers (Wall 8). Many people took a keen on Lexington grassy hills for development. During this time the racing of the horse was more refined creating a safe place for wealthy men to drink and gamble.

As her rise was her fall was inevitable as the reformers and progressive vied for the city and Lexington was no exception as it was time for a change. At this point, reformers were saw the moral decay in the society as well as a widespread of corruption associated with Gilded Age who could break the laws without fear of punishment (Wall 120). Reformers won as they were voted in and the closed the red-light districts. Despite her stubbornness after the girls stopped paying rent and the clients stopped lining up she remained in her mansion amid fallen plaster and rotten woodwork that was once elegant (Wall 127).

Feminism

Belle and the young ladies in the brothel have been used to show women and femininity through the experience of love and sex (Wall 99). Belle a fairly lady enslaved the horsemen and other wealthy individuals for a series of time before her downfall. She is an archetypal figure who is emulated by her beauty and supernatural powers to command so many men to her brothel.

Symbols

Flowers

Flowers have been used to give a symbolic meaning and as an image to show how life is characterized by many forces that make life blossom, wither and die with time. For Belle life at first was not easy for it takes both the sun and the rain for a flower to grow. Flowers are often linked to death, whose image adds to a general sense of barrenness and desolation (Wall 102). She experienced the hostility in her parents, neighbors and the illicit love that was characterized by pain as well as success in her brothel. Lilies are similarly associated with love which fades at some point. The physical pallor of Belle with her husband shows a lovely affair which at a point the beauty of the lady falls out. The bracelets and the garlands are symbols of love and the imperative energy of the horsemen for the love of Belle. The fragrant zone was a belt made from flowers which create an image of love and more sexual connotation.

Bella was a thriving woman who had a successive attraction of wealthy benefactors especially the Singerley brothers who helped her acquire a manse that had eight rooms (Wall 67). She expanded it into twenty rooms that she decorated with drapes and parquet floors. He husband was in attendance during the opening of the house showing that her man was in support of her work (Wall 4). The house was full of young women who offered service to the wealthy and made a big pay. Her business was at the peak (Wall 99).

In conclusion Madam Bella was able to overcome difficult circumstances in life to become a successful woman. Despite the challenges she faced she was able to fight death at a tender age and established a successful brothel. The life of Madam Belle was characterized with life and death showing her rise and fall. However as fate would have it after her death the unfortunate horsemen lines up again in her no longer lavish home in the auction that brings it back to the beginning of her rise.

Work Cited

Wall, Maryjean. Madam Belle: Sex, Money, and Influence in a Southern Brothel. , 2014. Internet resource.

The Presence of Word by Ong

The presence of the word is a book written by Walter J. Ong which was published in the year 1967. In the book, it talks about some prolegomena of religious and cultural history. The study brings a different of oral and literacy and social culture implication in today’s day and age. The presence of the word investigates the nature and history of the declaration that argues in manifesting power and personal presence. Ong term of presence of word is to analyst the development of verbal. Through the transfer of the visual word from the oral sources to that shows the dilemma of a human being word. This paper will focus on the great five ideas in the presence of word by Ong and the correlation to the real life situation.

Basing on the culture as the first great idea of the book of presence of word by Ong, it investigates the enormous variation between the literature and oral culture. In the book of Presence of the word, Ong defines oral literature as the inability to represent heritage verbally in our minds that are organized in materials as a variant of writing. On the other hand, he delineates oral culture as a book where people do not know each other with writing. It is possible to take a broad view of primary oral culture that regards to psychodynamics. In instances of preserving the addictive of oral style in the oral of creation narrative, it recognizes verbal patterning. The culture produces a still massive of oral residue that makes addictive to keep close in many ways. To show a relationship to real life situation, the society is completely committed to printing and writing which shows the relation to orality of the literacy (Ong 112).

Oral societies invest great energy from an oral culture that conceptualizes knowledge that does not require vanishes repetition. Oral culture is learned arduously over the ages which establish high conservation. With the upkeep of the traditionalist, it helps the mind to set a good inhibits that brings a reasonable intellectual experimentation. To preserve the oral culture, it requires specializing wise old men and women. By the downgrade print, old men and women who are wise can repeat the past for young generation to discover something new. With the preservation course, it gives one amount of memorization of the culture that leaves a requirement of education. In correlation to ideas of today’s day and age, it depends on the writing of the structure which is verbalized to the knowledge. Put into words it assimilates human being life world by objects interaction of a human being from the information that is conserved. For instance, in the political division, it brings a conceptual of information that was preserved in early ages by wise old politicians which make the oral culture to be neutral (“Goody” 13-14). 

About the economic as the second great idea in the presence of the word book, the culture is likely to strike technology. Rhetoric practices its styles the verb motor off too much speech where business are in primary oral culture. Simply, financially viable presumes technology culture to be the nature of the things. Antecedents are complex in the writing because not all scripts trace back directly or indirectly. Transaction of economic was recorded with use of small clay token encased. It shows the indentation that represents the coupon inside the hollow. The pictogram symbolizes of bullae which were cow and ewes among others clay artifacts. In comparison to the current situation, economic is practiced technologically. Today’s society values technology in financial recording. Though today society value monetary just like ancient days, they cannot work efficiently without the skill of technology which was not valued in the most important oral culture (“Schmandt-Besserat” 50-59).

Oral economic are verifiable to the resulting in the radically judicial procedure which is minimal. The minimum of the process is due to the inaccessible consciousness of the fuller part. It makes the truth to remains flexible which are easy to remember. The oral economy matters from the past without considering the current relevance of the oblivion. By supportable, it is a customary law to keep the fact which is to be used in investable. In the correlation into the real current situation, individuals view oral culture to tell literacy that is highly formed. It shows the fact that information is functionally verifiable as compared to the primarily oral culture (”Clancy” 233).

Religious is the third great idea of the book. Religious practices are the deep-seated beliefs in the oral culture. The credence brings a change in oral culture to the cosmologies. Place of pilgrimage is a seldom where novelty are presented to fight the traditions of the ancestors. Shrines were represented as holy places where ancestors offer their sacrifice to God. Shrines are where the ancestor makes practices to the result of the cult in order to cure infrequent vigorous leaders. Shrines change the oral cultural into the originality which brings formulaic and thematic necessarily. With a show of a relationship in today’s day and age, society uses holy places to worship. In additional, sacred places such as the church is where most individuals present the thanksgiving to God (‘Havelock” 176).

In the traditional oral culture, religious is related in a special way to the sacral. The force concerns in interiorizing the existence of religious which make it be related in a special way. The ceremonial and devotional life were functioning integrally that spoken into religious word function. Traditional shows high values of the religious not only by shrines but also by sacral. The Later world would mostly a sacred development of sacral attachment which was written into the word. In the correlation to the current day and ages, Christians are the example of liturgical service in the religious. God communicates with individual in term of speak and not by writing. A good example is an instance of the bible in (Luke 4:16) where Jesus left nothing writing despite the fact that he could write and read (Ong 176-191).

Oral memory is the forth great idea of Ong in the presence of the word. Narrative and Literacy is one of the genres that affect the shift from orality. Genus receives the most attention in an oral culture. Consequently, story produces a primarily oral culture that is hard to manage the knowledge in elaborating information scientifically. Storyline serves storage of information for easy remembrance. The use of flat structure rhapsodizes the link between the plot structure and episode. Good interaction with the audience makes a culture to follows oral narrative elements that make easier remembrance. In the correlation with the real life situation, presenters also use the component of oral narrative in memory. This that oral culture are value even in today’s life with attention paid on the genre (“Peabody” 216).

The fifth great idea is political in the book of Ong. In the ancient time, winners of the state are more likely to survive as it is compared to the loser. Oral culture allows disturbing part of the past to be forgotten by presenting continuing exigencies. Traditional values oral narrative for the reason that skills are to adjust to a new audience. Oral culture helps in encourages triumphalism in the recitation compliment. Regarding real life situation, politician wins and other lose. It does not mean that but the country will not move forward, but it will still work. When politicians win the politics, they will cooperate and find a way to bring changes in the society (“Okpewho” 248)

Briefly, the press of the world is the book that talks about oral cultural relating them to the real current situation. The paper focuses on the five great ideas in the book presence of the word by Ong. Cultural is one of the concept in the paper that represent own minds heritage.  Economic is the second great thought in the book that strikes the technology in monetary. The third vast notion is religious which argues of the individuals' beliefs. Oral memory is the forth enormous thinking that base on the remembrance of oral narratives. The last immense initiative is political that is about leading the society making the social order to follow the rules and regulations.

Work Cited

Havelock, Eric A. The presence of the Presence of the Word by Ong Preface to Plato        (Cambridge, Mass.: Belknap Press of Harvard University             Press). (1963):176

Okpewho, Isidore.. The presence of the Presence of the Word by Ong: The Epic in Africa:            Toward a Poetics of the Oral Performance (New York:            Columbia University Press).   (1979):248

Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Methuen, pp.       (1982):112

Ong, Walter J. Orality and Literacy: The Technologizing of the Word. London: Methuen,             (1982):176-91

Peabody, Berkley. The presence of the Presence of the Word by Ong: A Study in the Technique    of Ancient Greek Oral Composition as Seen Principally through Hesiod’s Works and             Days (Albany, NY: State University of New York Press). (1975):216

Schmandt-Besserat, Denise. The presence of the Presence of the Word by Ong: The earliest         precursor of writing’, Scientific American, (1978):238,     50–9.

Ken Miller- Speech

One has to get what they want through demanding it as it cannot be granted without their demand.  This can be related to the saying that freedom can never be granted by the oppressed without the one that is oppressed demanding it (Miller, 2016).  With time life offers lessons that enable us to do things the better way as we make mistake and get the desire of doing things better (Miller, 2016).  There are always better things or better people that offer challenges to us as we learn but this acts as a motivation as individuals are able to look up to them.

Leaning different lessons in life is a continuous thing. Criticism must be experienced at the particular period when one is trying to gain knowledge (Miller, 2016). This is mainly because the world tends to provide different experiences from what an individual perceives. In the case of Oklahoma, income tax collection is crucial in determining the amount of money that is left for individuals to spend. As energy producing a state in America is facing a difficult situation based on increased corporation’s competition.  The gross tax has decreased gradually in the recent years but the state can be regarded as stable (Miller, 2016).

Despite the fact that in the state the prices of purchasing products as well as an investment have been decreasing the value of the home property has not decreased unlike most of the cities in America (Miller, 2016). The home valuation has decreased a bit in the recent years and this has thus resulted in an increase in the purchasing power in the state. Raising taxes in the state helps in raising the total revenue collected by this decreases the purchasing.  In the state, the price of commodities is rising and decreasing which does not reflect stability. The state’s budget should be balanced because there is a great revenue problem. This is the state that is causing the standard of living to rise. Education has to be developed and set minimum incomes (Miller, 2016).

            Reference

Miller, K. (2016). The Last. State Treasurer Oklahoma, Audio.

1. 
   Explain how Selina Jamil introduces her essay in her first paragraph.  What does she choose to focus on in her summary of the plot of ‘The Story of an Hour’?  Provide proper in-text citation to explain how Jamil sets up her thesis. In reference to the first paragraph the author majors on emotions of Louise. The text shows the author’s understanding of courtship especially where it becomes more pessimistic. Jamil uses Utilitarianism in the story thus; suggesting that unlike activist has an impression on both logical work in moral as well as its approach to social strategy (Chopin &Kate 2).
2. 
   
   Explain what Jamil’s thesis is.  What kinds of evidences does she use to support her thesis? Provide specific examples. The thesis in the story is elaborated in consideration to moral right which is unusual as compared to the legal right. The author suggests that moral refers to something which is non-institutional. Moral and legal rights have relation since they are practice under similar social nature and are both dominion of respect. Feminism illuminates the importance of responding to freedom of rights plus the benefits of rights (Chopin &Kate 17).
   
   3. Selina Jamil references four scholars to support her essay. Who are they and what are their ideas?  How does Jamil use the ideas of these four scholars to support her thesis? The story ‘emotions of an hour’ was a great deal thus, the author met scholers like Susan Cahill, Barbara Ewell, Mary Papke and Christopher Benfey. Despite the scholar’s differences they also had a similar idea of feminism thus; Jamil was able to use it in developing the story’s theory. They suggested that feminism majors on the traditional critique where the male gains favor thus, women are portrayed as ethically immature.
3. Explain some of the examples from the story Jamil use to illustrate the contrast between emotions and reason that she hypothesizes illustrates the main theme of the story? The story’s main theme believes that the major concern of molarity is to make life easier and better by increasing the amount of desirable deeds. A good example is where the author advocates that the female gender had been enslaved by the male in a manner that appeared horrible. It is one theory that adheres to the principles of ethics where it suggests that, an ethical theory should allow people to reign over themselves thereby, able to make personal decisions in their live (Chopin &Kate 25).
   
   
   
   5. How does Jamil conclude her essay?  What does Jamil interpret is the ultimate message of “The Story of an Hour”? It is genuine that the theories have had several edits but there are still few of its supporters. According to feminist, logicians are questioned based on abstract rule rather than the perspective of respectful approach. Feminist differ from utilitarianism since it does respect both genders thus, women are considered to be dependent of men (Chopin &Kate 28).

Work cited

Chopin, Kate, and Kate Chopin. The Story of an Hour. Logan, Iowa: Perfection Learning, 2001. Print.

Emotions in the Story of an Hour

1. Selina Jamil introduces the essay by showing how Kate Chopin describes, a women of the 19^th century who is self focused and transforms after hearing news that her husband is dead. Mrs. Mallard has a weak heart and learns from her sister that her husband has died and transforms to living her life to the fullest since she is now free and feels liberated since she is no longer married. She now becomes emotionally stable since she can now do whatever pleases her as a woman living in the 19^th century. Selina notes that the Chopin says “It was only yesterday [Mrs. Mallard] had thought with a shudder that life might be long” (Selina, 216). This shows that Mrs. Mallard would now live a happy   without her husband who was cutting it short.
2. Jamil suggest that Mrs. Mallard faced emotional problems that made her celebrate the death of her husband. She notes that when the wife hears of her husband’s death she realizes that life can be beautiful. Later on when she hears her husband coming, she collapses and dies since she thought she would never see him again. She breaks down because she the man who would have cut her life short had arrived. Mrs. Mallard has had emotional struggles just like many women have and they end up seeing life as being meaningless (Selina, 219).
3. Norma Basch shows how women completely depend on men and this makes them be treated as slaves just like Mrs. Mallard who was always submissive to her husband while R. J. Dolan shows that emotions affect and influence the life of a person. John Deigh on the other hand defines emotions as a state described by the world which either gives people pleasure or displeasures them. In addition, William James discusses emotions as bodily feelings and characteristics that come along with the mood.
4. Jamil shows out differences between emotions and reasons since she elaborates that, Mrs. Mallard had emotional struggles that made her celebrate the death of her husband. She had reasons to be joyful after the death of her husband since he had made her suffer psychologically and she remained silent until the time he died. Mrs. Mallard is the submissive wife who regardless of the bad things happening to her remains silent just like other married women do (Selina, 217). After the death of her husband, Mrs. Mallard is now a free woman who does not suffer from any emotional stress and has reasons enough to be joyous.
5. Jamil concludes her essay by showing how much Mrs. Mallard is affected by the return of her husband and since she cannot handle the news, she collapses and dies. She cannot imagine going through the earlier stresses she faced before the alleged death of her husband. This shows that Mrs. Mallard suffers in her marriage and is free after her husband is said to have died and she cannot imagine living with the same man once more.

Work cited

Selina.J Emotions in the Story of an Hour (2009)

Would Montaigne assess Prospero as having been cruel?

Introduction

Montaigne in his essay: A Selection shows the importance of humanity since he describes human beings as fragile people who need to be handled with care. He does not support colonization since colonization make humans suffer which is contrary to what he believes in. he believes that human beings need care and treated right without being discriminated. He believes that human beings need to have rights which should not be violated since people are important and need to be well treated. Montaigne supports the human race and says that people need to be corrected in the right manner without having to suffer. He says that colonization is wrong since individuals suffer under the hands of the colonialists who mistreat them and treat them as if they were less important people. He shows the importance of respecting people and treating all people equally. He believes that all people are equally and should be treated equally regardless of the sexes of the people. He observes that people are treated unfair based on the gender and thus does not support this since all people are equal and should be handled as equal people. Religion should not be used a one of the factors that promote mishandling and mistreatment of the human race and rather should be used to bring people together. Religion should be used to support the issue of equality and respecting each other’s rights since human beings are the most important. Therefore this essay will discuss Prospero as he is described by Shakespeare and assess whether Montaigne would judge him as being cruel or not.

To begin with, Prospero is one of the main characters in Shakespeare’s The Tempest where he is described as a person who practices magic and therefore an occultist.  He has lived in exile for a period of twelve years in an island therefore has not associated with people in his past years. He has a daughter named Miranda and is a master to two people namely Ariel and Caliban who are his servants (Shakespeare et al, 126). The servants have different characteristics since Ariel is a good servant while Caliban is not as good as him. Prospero is observed to be an oppressive leader who oppresses and abuses his servants especially Caliban since he is seen as the bad servant. Montaigne would therefore asses Prospero as a bad leader and person since he oppresses other people instead of treating them with respect. He mistreats all people including his daughter through using magic and other religious cults (Ray et al, 223). He thinks he is better than all people and thus treats other people as his subjects. His behavior cannot be supported by Montaigne since he mistreats people, oppresses them and make them suffer instead of ensuring the rights of the people remain respected. Prospero is a bad example of a leader since leaders should not treat their juniors as their minors and instead should respect their people. He frightens people with his magic since he manipulates people through using magic. Use of magic to manipulate other people is wrong and cannot be accepted since it is against the humanity principles. Prospero revenges in every single situation and does not forgive people and instead make them suffer for their mistakes, which is wrong. He is an example of a person who does not respect humanity and thinks that people should be treated as slaves.

All people are equal in the eyes of religion and law. All people should be treated equally with no man regarded better compared to others. Prospero thinks he is better compared to other people whom he often mistreats which are against the beliefs of Montaigne who observes human as equal people who should be treated with respect. No man is better than another since all people are seen to be equal both in the eyes of the law and religion and thus no man is allowed to treat other people as slaves (Montaigne et al, 112). Prospero manipulates other people and even threats to send Ariel back to where he rescued him from in case he fails to follow his discriminative and oppressive ways. He threats to return him to the suffering he took him from incase he fails to obey him. Caliban on the other hand is pissed by both Prospero and his daughter since they he discovers they are not treating him well and instead focus more on benefiting themselves. Prospero does not love Caliban since he is not able to manipulate him like he does to Ariel. Their behavior cannot be supported since it is manipulative and discriminative in nature and is against the humanity principles. Oppressing people is not fair thus Prospero is viewed as a cruel person who does not respect other people and the views of other people as well (Montaigne et al, 112). He is an oppressor who does what suits best for him which is wrong since Montaigne believes in respecting people and handling them with the respect and care they deserve.

Prospero controls almost everything that should happen in his society without minding the opinions of other people. He makes decisions which are not subjected to any discussion and thus whatever he decided is right and should be followed by his servants. He even controls who should get married to his daughter since he want to benefit from the relationship. He controls his daughter’s relationship and notes that his daughter cannot date someone who is not his choice (Shakespeare et al, 126). This shows that he is manipulative in nature and wants people to do what is best for him. He wants people to obey him and failure to which he uses magic to make people obey him. Montaigne would not support such a person since he needs people to respect others and does not support those people who manipulate others for their own interests. He cannot support Prospero since he is cruel and does not deserve leadership since he does not even have the character traits of good leaders. He is a bad example of a leader since he mistreats the people close to him who are his servants and controls everything that is happening even in the lives of other people.

Prospero wants people to follow and obey him even though what is followed is oppressive and violates the rights of people. He wants people to respect him yet he does not respect the people thus people do not support him and are disgusted. People cannot support an oppressive ruler since people wants someone who listens to them and listen to their opinions and does not manipulate them. Prospero is cruel and does not qualify being a leader since he is self-minded and does not listen to other people. He is cruel and uses fear to manipulate Caliban even though he is not depicted as a real person (Shakespeare et al, 224). He even oppresses sprits through use of magic and fear thus he is cruel and oppressive and does not deserve being treated as a leader. He is not given any power to punish people or even spirits but he does this so that he can benefit and the servants can remain loyal to him. Prospero justifies his actions and does not seek for forgiveness from the servants since he believes he is doing the right thing. He believes in revenge and thus mistreats Caliban in the name of revenge. This shows that he is an oppressive and cruel person who does not deserve leadership or any form of support.

Conclusion

From the above discussion, it can be viewed that Prospero is a cruel leader and his behavior cannot be supported since it against humanity principles since human beings need to be treated with respect. He is cruel to all people including those close to him since he wants to manipulate them and ensure they carry out whatever pleases him. He does not give people chances of expressing themselves since he believes his own ideas are right. He is an example of a cruel person who needs to change since his behavior is unaccepted. Therefore Montaigne would assess such a person as a cruel person who deserves punishments since he oppress people and manipulate them in an oppressive way. He is an example of a bad person since he values revenge and cannot forgive his people regardless of the situation therefore indicating he is an oppressive person who love to mistreat other people.

Work cited

Montaigne, Michel , and M A. Screech. The Essays: A Selection. London: Penguin Books, 1993. Print.

Ray, Ratri. William Shakespeare's the Tempest. New Delhi: Atlantic Publishers & Distributers,    2007. Print.

Shakespeare, William, Helen Stratton, Charles Lamb, and Mary Lamb. The Tempest. London:     Alexander Moring Ltd., the de la More Press, 1904. Print.

Differences between a tragic hero and an epic hero

A tragic hero is of dignified birth and with tragic flaws that lead to his down fall eventually and he suffers a setback of luck that is brought about by his flaws. His actions lead to a raise of self knowledge and awareness and the audience must identify with him. He is fated to make errors in his judgment and is responsible for his fall. He falls from high esteem before realizing his irreversible mistake and will eventually face a tragic death honorably (Pedrick, p.2).

An epic hero on the other hand is different from a tragic hero because his circumstances of birth are unusual. He is alleged to be the son of a god and at his birth there is always an attempt to kill him or may be kidnapped or taken away from those who protect him. He is usually raised by foster parents in a far-away land and is not aware of his childhood. When he reaches manhood he may return or go to a future kingdom and becomes the king.  He is larger than life and represents the values of a certain society and is a superhuman. This is because he is stronger, braver, cleverer and smarter than ordinary men. He is on a mission for something with great value to his people or himself. The godly world obstructs the human world and the epic hero suffers a symbolic death or has to go to the underworld (Euben, p.2).

In the story Idoepus in Sophocles, Oedipus is the main character and is an enormous king with perfect characteristics in his individual personality. He is also tragic because of a tragic defect in his ethical nature. The mixture in his character brings out his tragic experience of catharsis eventually when all his good is wasted while struggling against the bad. In his struggle, he provokes the very fate he has always struggled to escape from. His name means swell foot in Greek and he has swollen feet which is his tragedy. This is the reason why his parents threw him away three days after his birth as it was believed that he would kill his father and end up marrying his mother. He was tragic and was pitied by a shepherd that was trusted to throw him away in the mountains of Kithairon. He was saved from dying there and was given out to the shepherd of king Polybos (Petropoulos, p.4). He had the tragic mark on his feet that were swollen due to the skewer used to pin his feet by his parents. He was then raised up in Corinth and ran away from there when he heard his fate. He went to Thebes to kill his father and marry his mother. He was however a good and great king as he is very concerned with the welfare of others and even calls him his children. He has good personality with respectable moral values and is devoted to avoiding and fighting evil. His search for truth led to his downfall as this is an essence itself. He loves his people guides them to his best and worries a lot by the plague problem that causes his lack of sleep suffering for the whole society. He went to talk to people himself instead of sending messengers to them and the priest glorifies him as a wise king. He was however weak as he was unable to escape his fate. This is because he would have taken precautions not to lay a hand on men and marry an aged woman (Petropoulos, p.4).

 In Odysseus life, the hero is known for his character in Trojan War and ten years journey to go back home after the war. He had tried to avoid the war when it began because an oracle had informed him that if he participated he would go for twenty years and return as a beggar. He then pretended to be crazy and planted salt rather than seeds in order not to participate. It was suspected that he was lying and an infant was left on the fields and he avoided killing it with a plow which proved he was not mad (Dougherty, p.3). He however participated in the war as an advisor and speaker instead of a warrior and succeeded in finding Achilles and convinced him to join the war. He also tricked Clytemnestra to send her daughter to be sacrificed to the goddess to make the ships of the Greek have luck for the journey to Troy. He settled quarrels between them and spied to discover the plans of the Trojans. When the war ended he decided to go back to Ithacha but he encountered the anger of the sea god and therefore took his journey took ten years. He then went to dangerous and wondrous places and lost his companions together with treasures from Troy. He later got home after twenty years and had to defeat enemies to take back his wife and kingdom (Dougherty, p.3).

Work Cited

Dougherty, Carol. The Raft of Odysseus: The Ethnographic Imagination of Homer's Odyssey. Oxford [England: Oxford University Press, 2001. Internet resource.

Euben, J P. Greek Tragedy and Political Theory. Berkeley: University of California Press, 1986. Print.

Petropoulos, J C. B. Kleos in a Minor Key: The Homeric Education of a Little Prince. Washington, DC: Center for Hellenic Studies, 2011. Print.

Pedrick, Victoria, and Steven M. Oberhelman. The Soul of Tragedy: Essays on Athenian Drama. Chicago: University of Chicago Press, 2005. Print.