The Lesson free essay sample

The Lesson, written by Toni Cade Bambara, the question of inequality and poverty arises in response to the juxtaposition of the two neighborhoods in the story, Harlem and Manhattan. Bambara introduces children as the most important occupants of a typical New York slum, mainly in regards to their ability to escape the constraints of their own environment. As highlighted in the story, the elders of this African American community have accepted the social inequality and the economic conditions without question, which only hinders their ability to break away. To contrast this complacency, Miss Moore is portrayed as an independent, educated, and liberal African American woman who not only recognizes the lack of democracy, but who also seeks to educate children and encourage them to demand more from their society. In order highlight the gap between the rich and poor, Miss Moore brings the children to F. A. O Schwarz on Fifth Avenue so they can learn firsthand of their own social conditions compared to the conditions of others. We will write a custom essay sample on The Lesson or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Through Sylvia, the story’s narrator, and her friends Sugar and Q. T, Bambara is able to shed light on the hardships of the poor, while also hinting at the need for a change of attitude within poor African Americans. Additionally, Bambara focuses on the meaning of money in each neighborhood. Sylvia, the most out-spoken and prideful of the group, immediately recognizes the differences between her community, most likely Harlem, and that of which Fifth Avenue, Manhattan. Although Sylvia cannot recognize her own neighborhood as a slum, or the occupants as poor in the beginning, she slowly realizes that everyone is not equal through the distribution of wealth. Sylvia is angered by the prices in F. A. O Schwarz because she knows that the items for sale are just toys, and that these toys would never take precedent over other things her parents desperately struggle to buy. This is apparent when Sylvia thinks of the thirty-five dollar clown in the store: â€Å"Thirty-five dollars could buy new bunk beds for Junior and Gretchen’s boy. Thirty-five dollars and the whole household could go visit Granddaddy Nelson in the country. Thirty-five dollars would pay for the rent and the piano bill too† (Bambara 94). Although Sylvia cannot directly face the injustices that surround her by speaking outwardly, she inwardly questions the frivolity of the wealthy in order to keep the realities of the situation at bay. Sylvia knows that the prices in the store are outrageous and that she could easily get the toys elsewhere, but what really bothers her is the fact that people actually have the money to buy the toys that are only imitations of the real thing. For instance, the price of the sailboat confuses Sylvia because she knows that not only can she build one herself for fifty cents, but that the toy boats costs as much as a real boat. Sylvia demonstrates a maturity that allows her to separate her wants from her needs, which is what seemingly distinguishes the wealthy from the poor in the story. Sylvia’s shame to enter the store and her inevitable jealously only fuels her desire to find out how others are able to make money and buy expensive things; she questions why she â€Å"ain’t in on it,† which is only answered by her recollection of Miss Moore’s words that symbolize the connection between where you live and who you are. In the end Sylvia has gained a new perspective of herself, her community, and her race as a whole. She recognizes the unfair advantage the wealthy have over the poor, which only stimulates her desire for a better future. Sugar, perhaps the most disgusted by the inequalities she is presented with, fascinates Miss Moore with her views on society. Sugar, like Sylvia, feels that the money spent on frivolous items like a paperweight or toy microscope would be enough to last a family like hers a lifetime. Sugar silently goes through the toy store in astonishment, touching the toy boat as if she were in a museum. Sugar’s behavior in the store is indicative of her absorption in the atmosphere and in her own thoughts; normally Sugar has no problem being outlandish, but within this environment she is restrained and serious. For example, Sugar feels an inability to even enter the store, yet she is fully capable of entering a church with the intention of fulfilling a dare or yelling obscenities at a cab driver. It is clear that Sugar is amazed by the prices of the toys in the store, relating the price of the toy boat to the price of food: â€Å"You know, Miss Moore, I don’t think all of us here put together eat in a year what that sailboat costs† (Bambara 95). Sugar’s response to Miss Moore’s question is surprising not only to Miss Moore but to Sylvia as well; Sugar feels a certain responsibility to speak about the inequalities and injustices that face her community because they now seem so clear to her. Before visiting Fifth Avenue Sugar had nothing to compare her neighborhood to, and most likely believed that everyone was equal, but now she recognizes that she lives in a completely different world than those in Manhattan. Additionally, Sugar’s response demonstrates her strong beliefs because she was not reluctant to address Miss Moore and she continued to do so knowing that Sylvia didn’t want her to speak. Sugar’s views reflect the idea that the toys in F. A. O Schwarz indicate the inequality of society and the absence of democracy. Q. T. , the youngest member of the group, brings forth the idea of wanting something that is out of reach. Though Q. T. may be too young to fully understand the reasoning behind his poverty, he still recognizes that F. A. O Schwarz is a store predominately for wealthy people. Q. T. being the youngest, has the greatest chance of breaking the cycle within his own community because of his early recognition of the wealthy lifestyle. His obsession with the toy boat has the ability to manifest itself in his future life choices to become educated, wealthy, and equal to others. Q. T. ’s unwavering stare at the toy boat also serves as an accurate depicti on of a child who has spent most of his life in the slums; Q. T. desires a toy that he inherently knows he cannot have and does not approach the situation with any animosity towards those who cannot provide it for him. Even at his age, Q. T. holds maturity, like the rest of the children, which allows him to differentiate between practicality and impracticality. The Lesson, true to its name, depicts the invaluable learning experience of Sylvia, Sugar, Q. T. , and other children who also live in the poverty-stricken neighborhood of Harlem. These characters, unaware of their social and economic constraints, are forced to recognize, question, and examine why their lives differ from those who live in Manhattan. Through the trip to F. A. O Schwarz and Miss Moore’s encouragement, the children encounter a world that sharply contrasts to their own. In seeing the prices of meaningless items in the store, the children immediately learn that they are faced with extreme injustices and have been simply excluded from the world in which they visit. Money, to these children, is the distinction between life and death, and yet to the wealthy patrons of the store, money is spent abundantly and carelessly. After witnessing the inequalities they face, the children vow to take control of their future before it’s too late.

The Causes and Consequences of Economical Disturbances in Turkey (as of 2002)

The Causes and Consequences of Economical Disturbances in Turkey (as of 2002) The Causes and Consequences of Economical Disturbances in TurkeyThe lands of Turkey are located at a point where the three continents making up the old world. Asia, Africa and Europe are closest to each other, and straddle the point where Europe and Asia meet. Geographically, the country is located in the northern half of the hemisphere at a point that is about halfway between the equator and the North Pole. Turkey is roughly rectangular in shape and is 1,660 kilometers wide.Because of its geographical location the mainland of Anatolia has always found favor throughout history, and is the birthplace of many great civilizations. It has also been prominent as a centre of commerce because of its land connections to three continents and the sea surrounding it on three sides.Today, Turkey has a free market economy oriented to Western markets. The share of agriculture in the economy is decreasing as industry and services continue to expand rapidly.Turkish 10 Lira note.In Turkey, 43 percent of all employed persons work in agriculture. However today, agriculture only contributes 18 percent of the gross national product. The country has undertaken economic reforms over the past 15 years that have reduced the government's role in the economy and permitted the private sector to thrive. An export-led growth strategy and free-market principles catapulted Turkey into the ranks of the fastest-growing economies in the Organization for Economic Cooperation and Development (OECD) .Turkey's leadership, however, failed to complete the reform program that was initiated in the early 1980s. This has accelerated Turkey's economic problems in those days. Large public sector deficits and the high inflation still continue to hamper the economy. Turkey continues to examine ways to improve its investment climate through changes in its IPR Legislation and taxing policy. The Turkish privatization board continues to evaluate...

Consanguinity and Medieval Marriages

Consanguinity and Medieval Marriages Definition   The term â€Å"consanguinity† simply means how close a blood relationship two persons have- how recently they have a common ancestor. Ancient History In Egypt, brother-sister marriages were common within the royal family.  If the Biblical stories are taken as history, Abraham married his (half-)sister Sarah.  But such close marriages have been generally prohibited in cultures from fairly early times. Roman Catholic Europe In Roman Catholic Europe, the canon law of the church forbid marriages within a certain degree of kinship.  Which relationships were forbidden to marry varied at different times. While there were some regional disagreements,  until the 13th century,  the  church forbade marriages with consanguinity or affinity (kinship by marriage) to the seventh degree- a rule which covered a very large percentage of marriages. The pope had the power to waive the impediments for particular couples.  Frequently, papal dispensations waived the block for royal marriages, especially when more distant relationships were generally forbidden. In a few cases, blanket dispensations were given by culture.  For example, Paul III restricted marriage to the second degree only for American Indians and for natives of the Philippines. Roman Scheme of Consanguinity Roman civil law generally prohibited marriages within four degrees of consanguinity. Early Christian custom adopted some of these definitions and limits, though the extent of prohibition varied somewhat from culture to culture. In the Roman system of calculating the degree of consanguinity, degrees are as follows: The first degree of kinship includes: parents and children (direct line)The second degree of kinship includes: brothers and sisters; grandparents and grandchildren (direct line)The third degree of kinship includes: uncles/aunts and nieces/nephews; great-grandchildren and great-grandparents (direct line)The fourth degree of kinship includes: first cousins (children sharing a pair of common grandparents); great uncles/great aunts and grand nephews/grand nieces; great grandchildren and great grandparentsThe fifth degree of kinship includes: first cousins once removed; great grand nephews/great grand nieces and great grand uncles/great grand auntsThe sixth degree of kinship includes: second cousins; first cousins twice removedThe seventh degree of kinship includes: second cousins once removed; first cousins three times removedThe eighth degree of kinship includes: third cousins; second cousins twice removed; first cousins four times removed Collateral Consanguinity Collateral consanguinity- sometimes called Germanic consanguinity- adopted by Pope Alexander II in the 11th century, changed this to defining the degree as the number of generations removed from the common ancestor (not counting the ancestor).  Innocent III in 1215 restricted the impediment to the fourth degree, since tracing more distant ancestry was often difficult or impossible. The first degree would include parents and childrenFirst cousins would be within the second degree, as are uncle/aunt and niece/nephewSecond cousins would be within the third degreeThird cousins would be within the fourth degree Double Consanguinity Double consanguinity arises when there is consanguinity from two sources.  For example, in many royal marriages in medieval times, two siblings in one family married  siblings from another.  The children of these couples became double first cousins. If they married, the marriage would count as a first cousin marriage, but genetically, the couple had closer connections than first cousins who were not doubled. Genetics These rules about consanguinity and marriage were developed before genetic relationships and the concept of shared DNA were known.  Beyond the genetic closeness of second cousins, the statistical likelihood of sharing genetic factors is almost the same as with unrelated individuals. Here are some examples from medieval history: Robert II of France married Bertha, a widow of Odo I of Blois, in about 997, who was his first cousin, but the Pope (then Gregory V) declared the marriage invalid and eventually Robert agreed. He tried to get an annulment of his marriage to his next wife, Constance, to remarry Bertha, but the Pope (by then  Sergius IV) would not agree.Urraca of Leon and Castile, a rare medieval reigning queen, was married in her second marriage to Alfonso I of Aragon.  She was able to get the marriage annulled on the grounds of consanguinity.Eleanor of Aquitaine was married first to Louis VII of France.  Their annulment was on the grounds of consanguinity, fourth cousins descended from Richard II of Burgundy and his wife, Constance of Arles. She immediately married Henry Plantagenet, who was also her fourth cousin, descended from the same Richard II of Burgundy and Constance of Arles.  Henry and Eleanor were also half-third cousins through another common ancestor, Ermengard of Anjou, so she w as actually more closely related to her second husband. After Louis VII divorced Eleanor of Aquitaine on grounds of consanguinity, he married Constance of Castile to whom he was more closely related, as they were second cousins.Berenguela of Castile married Alfonso IX of Leon in 1197, and the Pope excommunicated them the next year on grounds of consanguinity. They had five children before the marriage was dissolved; she returned to her father’s court with the children.Edward I and his second wife, Margaret of France, were first cousins once removed.Isabella I of Castile and Ferdinand II of Aragon- the famous Ferdinand and Isabella of Spain- were second cousins, both descended from John I of Castile and Eleanor of Aragon.Anne Neville was a first cousin once removed of her husband, Richard III of England.Henry VIII was related to all of his wives through common descent from Edward I, a fairly distant degree of kinship.  Several of them were also related to him through descent from Edward III.As just one example from the multiply-in termarried Habsburgs, Philip II of Spain married four times.  Three wives were closely related to him. His first wife, Maria Manuela, was his double first cousin. His second wife, Mary I of England, was his double first cousin once removed. His third wife, Elizabeth Valois, was more distantly related. His fourth wife, Anna of Austria, was his niece (his sister’s son) as well as his first cousin once removed (her father was Philip’s paternal first cousin). Mary II and William III of England were first cousins.

Business Plan Analysis Assignment Example | Topics and Well Written Essays - 750 words

Business Plan Analysis - Assignment Example 2. What are sections-in-common in these plans? Describe the style used in the business plans, and discuss what you believe to be an appropriate style for a business plan (i.e., first-person narration, contractions, level of formality, citing references, etc.) In the two business plans, the following sections were common: Executive Summary General Company Description Products and Services Marketing Strategy Operating Plan Management & Organization Financial statements and financial plan Income Statement, Balance Sheet, Cash Flow, Break Even Point, Capitalization Required The writing styles that were used were formal, direct to the point and business like. It also adhered to the academic style of writing that avoided using contractions, euphemisms and figures of speech. Numbers were also utilized through a financial statement to illustrate a point. There is, however, noticeable difference between the referencing of a business plan and an academic essay. Compared to an academic essay wh ich requires data to be referenced by any of the writing styles (Harvard, APA, MLA, etc.), business plan is not that strict about it. Instead, it uses appendix such as the business plan of Fresin Fried Fast Food Restaurant (â€Å"Fast Food Restaurant Business Plan: Fresin Fries†) where the details of sales forecast, personnel expense and cash flow were enumerated to provide clarity in the financial statements of the business plan. It can also be skipped if it is not deemed necessary in a business plan such as in the case of American Management Technology (AMT) sample business plan (â€Å"Sample Business Plan for American Management Technology (AMT)†). I believe that this is the appropriate writing of a business plan. It is direct, simple, clear and formal. Business plans should be written in this manner because they are intended to serve as a blue print on how a business can make money and not to show literary genius. Writing directly and concisely is also an efficient way of utilizing the time of the one who prepared it and the people who would read and implement it. The saved time and energy in deciphering a complicated business plan can be used in other money making activities of a business. Furthermore, a clearly written business plan avoids confusing interpretation that would render the plan ineffective. In addition to general description, numbers shown in financial statements are equally important if not more important than the written texts. It is because these numbers determine whether a business can make money or not, when and what is the needed capital, and the break-even point where the business can start making money. These numbers can also serve as targets and benchmarks when a business is already operational to ensure that the business plan will profit according to plan and schedule. 3. What are the critical ideas/plans that must be communicated in a business plan? The critical ideas/plans that must be communicated in a business pla n are the following; First are the vision and mission of a company. They serve as a signpost or a compass of where a business is going and what it intends to do. It is the idea or any intangibles that animate or motivate a business to be profitable. Second are the objectives. Having a plan without a goal is pointless. The very essence of a business plan is to achieve certain goals which should be enunciated in the objectives section. A brief

Using an event case study of your choice, discuss and analyse the role Essay

Using an event case study of your choice, discuss and analyse the role and evolution of events and their impact on society - Essay Example They were competing in 43 events. As from the year 1994, the Olympics of summer and winter have been done separately and have been alternated after every two years. The Olympic Games were closely related to the religious festivals of the cult of the Zeus. It was not the Integral part of the right. Indeed, they had a unique behavior and their aim was to show the physical qualities and the tremendous performance of the young generation. In addition, it was aimed at fostering good relations between the cities in Greece. According to the views of the specialists, the games had vital importance to the religion and owed them their purity. The Olympic Games are the sole and complex scheme, and its extent, range and complexity are like no other. Therefore, following this reason, for a town to host a fruitful Olympic games, many years of keen and precise planning is required, with all the relevant authorities, organizations and stakeholders working in unity together. Many games are played in the Olympics. These games include Rugby, athletics, Badminton, Judo, Olympic, Swimming, Boxing, Table tennis and many others. The beginning of the Olympic games is buried deep in the ancient times. Historical records show that a weird Olympic was played in Egypt 3,000 years ago and Ethiopia it was played 1000 BC. Several museums give evidence of this event played in Greeks and Romans. In South Africa, history states that Olympic was played in Aztec Indians before Columbus landed in the new universe. The current game of Olympic advanced in England in the early 18th century. It evolved mainly in the schools of England. The first competition done for Olympic for men was in 1908 games in London Olympics, in England. Ireland, Scotland and England were the main competitors. Olympic had many controversies since it was started. After appearing for the first time in 1908, it was subsequently dropped in the 1912 event. It then appeared in 1920, in

The Dead Poets Society By Peter Weir

The Dead Poets Society By Peter Weir Neil Perry is a confident and popular student who excels in his studies. He is well-liked by both his peers and teachers and is a natural leader. Inspired by his passionate English teacher, Mr Keating, he re-establishes the Dead Poets Society. This shows that he is prepared to challenge the schools authority. Neils aspirations to become an actor are snuffed by his controlling father who refuses to give Neil any choice about his future. As a result, Neil commits suicide at the end of the film. à ¢-  Todd Anderson Todd is a shy and introverted student who is new to Welton Academy. Todds older brother was a previous valedictorian of Welton and both the school and his parents clearly have high expectations of him. An obedient and studious young man, Todd tries hard to please his teachers but lacks confidence at the beginning of the film and this prevents him from reaching his potential. However, both Neil and Mr Keating support and encourage him and he consequently develops considerably as a character. At the end of the film, he is the first student to stand on his desk in support of Mr Keating. à ¢-  Knox Overstreet Though shy and academically focussed at the beginning of the film, Knox develops considerably as a result of his inchoate relationship with Chris. Romantic and idealistic, he pursues Chris relentlessly, applying Mr Keatings philosophies to his circumstance. By seizing the day and taking risks, he ultimately wins Chris, in spite of the fact that she is practically married to Chet Danberry, the son of a family friend. Knoxs character is evidence of the positive effect of Mr Keatings teachings. à ¢-  Charlie Dalton or Nuwanda Rebellious, recalcitrant and reckless, Charlie Dalton is the most extraverted and daring of Weltons students. He resists the authority of the school and is ultimately expelled for refusing to sign the document condemning Mr Keating. Attention-seeking and chauvinistic, he also invites two girls to the Dead Poets Society meetings. Though he admires and respects Mr Keating, he takes Keatings principles too far and takes several imprudent risks. à ¢-  Richard Cameron Cameron is an assiduous and ambitious student who conforms totally to both the schools and his parents expectations. Keen to succeed academically and win the favour of his teachers, he is very compliant and is prepared to betray his friends in order to further his own interests. Cameron is ultimately responsible for the dismissal of Mr Keating as he selfishly accuses Keating of encouraging Neil to commit suicide; he is complicit with the schools administrators. à ¢-  Steven Meeks Meeks is the most academically gifted of the boys and; this is certainly his reputation amongst his peers. Though studious and compliant, he is well-liked by the others and is a strong supporter of Mr Keating. Like others, he reluctantly joins the Dead Poets Society but ultimately embraces all that it stands for. à ¢-  Mr. Perry Mr Perry is Neils paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. To this end, he ensures that Neil is focussed and not distracted by unnecessary extra-curricular activities such as the school magazine. Neil rebels against this but unable to confront his father, ultimately decides that he is trapped. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. à ¢-  Mr. Nolan He is the director of Welton School illustrating the four pillars of the institution tradition, honour, discipline, excellence. He is the opposite character of Mr Keating and represents the conformism of the high class society at this time. He assures to send his students in elitist colleges and possesses the complete trust of their parents. à ¢-  Gerard Pitts Pitts is an insignificant character but is part of the core group of boys who form the Dead Poets Society. Tall and lanky, he is socially awkward and somewhat withdrawn. Though he is introverted and does not seem to take risks, he rises from his seat at the end of the movie, demonstrating that he clearly respects Mr Keating. Different styles of Leadership Charismatic leadership vs. Authoritarian leadership In this part, we are going to focus on two characters and their difference of personality and behaviours through their leadership styles: Mr Keating and Mr Nolan. à ¢-  Mr Keating: a charismatic leader Charisma is linked to a number of criteria that we will develop. During the entire movie, Mr Keating seems to be someone who pays much attention to the person he is talking to. Hes making that person (the students) feel free to be who they are and feel like the most important person in the world. Hes able to create a climate of intimacy which is linked to the trust. For example, during his first class, hes talking to the students as individuals. He wants to make them realize that they all have their own desires and he wants them to follow their own path. Mr Keating pays a great deal of attention in scanning and reading his environment, and is good at picking up the moods and concerns of both individuals and larger audiences. In this way, he knows how to answer to the students needs and to adapt himself to these others. A good example is when he teaches in class: he knows hes subject to a number of interrogations but he adapts his exercises to the concerns of the students. He also uses a wide range of methods to manage his image. He engenders trust through visible self-sacrifice and takes personal risks in the name of his beliefs. He shows great confidence in his followers (the students). He is very persuasive and makes very effective use of body language as well as verbal language. Mr Keating has a deliberate charisma in a theatrical sense: he makes effective use of storytelling, including the use of symbolism and metaphor. Especially when he talked about The Dead Poets Society for the first time, he described the world of poetry which is linked to passion and aim of life. In the same time, we have the impression that all along the movie he tries to build a group, his group of students, by making it very clear and distinct, separating it from the other classes. No other group has classes outside or on a football field. In this way, he is building the image of the group, in particular in the minds of his students, as being different to all others, so superior in a way. Also, he attached himself firmly to the identification of the group, such that to join the group is to become one with the leader. In doing so, he creates an unchallengeable position for himself. Furthermore, Mr Keating appears as a Charismatic Leader because he may not want to force anything. His beliefs are by themselves highly valuable. As we saw, Mr Keating tends to be a charismatic leader. A number of criteria are relevant to emphasize this theory as his vision, his sensitivity to the environment, to students need, his personal risk taking and his unconventional behaviour. Besides, according to Emily Spencer charismatic leaders are the product of follower perceptions and attributions that are influenced by actual leader traits and behaviour, the context of the situation, and the individual and collective needs of the followers, we will study later how Mr Keating influenced his students and answers to their fundamental needs. A charismatic leader uses his personality and charms rather any form of external power or authority this characterizes Mr Keatings behaviour compared to Mr Nolans one. He never forced the students to do anything and he encourages them to find their freedom. Also, charisma is linked to a unique vision, which we will develop below. Mr Keating has his own vision and uses unconventional ways to express it. But because of his confidence in his own beliefs, he thought they were infallible, he didnt think about the impact of his changes even when he received adequate warning from others. Although he meant well, it was the cause of a lot of problems. à ¢-  Mr Nolan: an authoritarian leader A leader is a person whose charisma helps them to guide a group of people in a direction they believe is desirable. Someone with authority uses their power to guide a group of people in a direction they believe is desirable. Mr Nolan is the director of the School. Tradition, honour, discipline, excellence is his key words and his power is based on it. He is from the aristocratic and traditional society; his role is to preserve the integrity of the school and to prepare his students to get into the high society and to be their new models. If a person has the ability force a person to perform a certain act, or the ability to otherwise coerce them, than that person is an authoritarian. Mr Nolan can be recognized by how he makes his decision. There is no discussion or the discussion begins with a foregone conclusion. Also, he guides the students with negative motivation that leave them in a bad position. They feel that they are the only ones who disagree and that is why they have to be exiled. Ultimately, this means that the only way to really oppose Mr Nolan was with the support of a sizable percentage of the group. Mr Nolan will speak of betrayal in this case. Mr Keating would not, as a disagreement is never a betrayal unless there is an expectation of being followed and obeyed. In comparison, Mr Keating guided students by the infectious nature of his vision. They wanted to follow him, but they were free not to. à ¢-  The relationship between Neil and his father Neils aspirations are to become an actor but they are snuffed by his controlling father who refuses to give Neil any choice about his future. Mr Perry is a paternalistic and dominating father. He is determined that Neil will finish school at Welton and study medicine. In this part, we are going to show that Neils character has a charismatic behaviour and his father an authoritarian one. Thus, we will try to establish a comparison between the Mr Keating and Mr Nolan relationship and the Neil and Mr Perry relationship. From the beginning, Neil appears as a bright student, he is engaged in a lot of activities within school and he is recognized as the leader of the group of students. But this character feels a deep contradiction between his own dreams and the ones his father has for him. He is going to fight again the morality of his parents following Mr Keating beliefs. We notice that Neil has a charismatic attitude towards the other students at the beginning of the movie You say things and people listen. He is the one who decided to re create the Dead Poets Society and used of his power to convince the other. He became more and more attracted to Keatings philosophy and acted as if it was a revelation for him. He is discovering a new state of mind through Keatings words and poetry and he is ready to listen to his feelings. The scene when Mr Perry enters in Neils room is quite relevant concerning the relationship between the two characters. Neil had decided to follow theater courses but he didnt advise his father. When Mr Perry find out, he orders his son to quit. At this instant, the illusions of Neil are falling apart and he cant express his feelings. He feels trapped and he acts as a child who did a mistake. Mr Perry uses the expression absurd acting business and refers to the deception he might have feel. He gives orders and Neil has no other choice than answering Yes Sir and crying. Mr Perry concludes with You will not let me down. We observe that the relationship is based on authority. The two characters are quite different: Mr Perry is cold, quiet and he hides his feelings and Neil is full of hopes and dreams with a deep emotional sensitivity. Mr Perry character refers to Mr Nolan one. He thinks that his way of thinking is the best for his son; he doesnt consider creativity, pleasure and feelings. Both characters express their power in the same way: they order, people have to follow. They dont let the opportunity to other to discuss and they are acting as if they were carrying the weight of the world on their shoulders. We also can say that this kind of character is complex because in away they are following their own beliefs, as Mr Keating does, and are convince its the right one. We have no doubts concerning the good intentions of Mr Perry to encourage his son to follow a medicine career. He thinks it is the best for his son to succeed. This kind of character has difficulty to open up the box and to extend the horizons. Two values can be differentiated concerning these characters that we will describe later: realism versus creativity. We also notice that after his conversation with his father, Neil goes to Keatings office to ask him for advice. Neil realized that the teacher always had a dream and that he is actually living for it. He expresses his feelings concerning his father hes planning the rest of my life, he never asked me what I want. Neil decides to not quit his role in the play and invites his friends and Mr Keating to watch him. Unfortunately, his father heard about it and comes to the theater. On stage, Neil talks to his father through the character he is playing and his last sentence in the play is I have a dream. The last interaction between Neil and his father takes place at home. Mr Perry is desolated, he accuses Neil to have defying him and to have run his life. At this time, we know that Mr Perry would never change his state of mind and will never allow his son to follow his own way. Mr Perrys refusal to support Neils acting aspirations ultimately lead to Neils death. Other personality and behavioural differences: the followers The movie is based on different characters and we will focus on this part on the evolution of the group of students through the leadership of others. Even if we saw that Neil for example was considered as a leader within the group, all the students are characterized as followers concerning or the leadership of Mr Keating or the authority power of Mr Nolan. The movie shows a lot of personality and behavioural differences concerning the characters. We can analyze the evolution of the characters in three times which correspond with the three classes of Mr Keating and we can focus especially on the influence of Mr Keating in their interactions. First of all, we have to remind that they all are part of the tradition, honour, discipline, excellence system. They grew up in this environment and their life has been predicted depending on these criteria. Their model is obviously Mr Nolan who is trusted by the entire community and also the teachers of the school. When Mr Keating introduced himself at the first class, they are all already prepared to receive a poetry class as they have been taught last years. Keating starts by asking them to open their book and to read the preface which sum up the poetry as a mathematical figure. Then he asked them to rip out the entire page. They are all shocked and dont know what to do because they know it goes against the system they are used to live in. Then, Keating asked them to get out of the class room and to look at the important figures of the school in the hall way. They are not either used to be taught outside of a class room. Most of them are wondering if its not a trap, no one is moving until one decides to do it. The rest follows. This attitude towards this new teacher is going to last during three classes. They dont dare to do something different, something which goes against their principles, to open up their perspectives and thats exactly what Keating tries to emphasize. But we notice that no one will directly be opposed to Keatings methods. They will all follow. They wait for someone to take the initiative, most of the time Neil. Someone who is recognized as their leader, they trust him. There is only one scene during the classes which shows that one student is opposed. At the third class, when Mr Keating asks his students to walk through the garden and to find their own way of walking, one student told Keating you invite us to find our own freedom, Ive the freedom to not do it. But the others continue because they found their new leader, Mr Keating. Thus, we notice that the characters of the movie can be considered as a group: they are re creating the Dead Poet Society under Neils recommendation, they are united by a group, a secret society which they are all members ofà ¢Ã¢â€š ¬Ã‚ ¦ But in the same time, they are becoming less dependant on each other because they are all trying to find their own way. Their independence within the school is significant during the scene which shows two of them dancing on the sound of Radio Free America or when one of them declares For the first time of my life, I know what I wanna do. As we talked about in the characters description, all the students are differentiated by their own actions in the movie. At the beginning they are characterized by being students from the same school then they can be perceived as different individuals. Through Todd Anderson and Knox Overstreet characters, we can analyse the evolution of the characters. Todd Anderson is really shy and seems a bit younger than the others but he likes writing except that he doesnt have enough self confidence to do it. At the beginning, he is not able to stand up in front of the class and is always trying to hold Neil back from his desires. But at the end, he appears as the first one to show his opposition to Mr Nolan and to stand up on his table to show that he is grateful to Mr Keating. Knox Overstreet is a shy and academically focussed student at the beginning of the movie but influenced by Mr Keating he is going to listen to his feelings and to believe in himself. He will fall in love with a girl who is actually engaged and is decided to conquer her. Before kissing her for the fist time, he repeats to himself carpe diem and after telling his friends that he wrote her a poem, he says She didnt say anything but at least I did it. Besides, when the school is trying to accuse Mr Keating for being responsible for Neils death, we can note some different attitudes and behaviours. As we analysed before, their behaviours are linked to the notion of dependence or independence and its relevant to notice their different attitudes towards the institution at the end of the movie. All along the movie, these students formed a group. They have been influenced by Mr Keating, he was defined as their mentor and for some of them, their life changed considerably. As we saw, they were united by the Dead Poets Society and the beliefs of Mr Keating were ingraved in their mind. But at the end, under the pressure of Mr Nolan and their parents, they all betray their new principles and sign a paper which attests that Mr Keating had a bad influence on them and that he is the direct responsible of Neils death. Ironically, the only one who refuses it is Charlie Dalton, the only one who was opposed to Keatings exerciseà ¢Ã¢â€š ¬Ã‚ ¦ Their dependence to Welton academy is stronger that their dependence to Mr Keating and in this case, we can say that the Mr Nolans authoritarian model wins. The direct consequence on this is the break of their friendship. The group doesnt exist anymore because of the different attitudes they have towards Mr Keating or Mr Nolans influence. Different thematic The power of a myth : a necessity to unit Welton Academy versus the Dead Poets Society Even if Welton School and the Dead Poets Society are perceived as two different institutions and are opposite by their beliefs; nevertheless they have a similarity: they both are based on strong values established a long time ago constituting a model for students. In this part, we will focus on the power of myths and we will establish a comparison between tradition, honor, discipline, excellence referring to Welton and carpe diem referring to the Dead Poets Society. Besides, we will see that in both cases, the myth is a necessity to unit. à ¢-  Welton Academy tradition, honor, discipline, excellence The story of the movie is set in Welton Academy in Vermont in 1959, a conservative and aristocratic preparatory school where education is understood to be a rigorous academic learning program combined with the shaping of the students characters according to explicitly traditionalist ideals. The movie begins with a processional march of the students into the main auditorium of the school, where teachers and parents are awaiting the address of Mr. Nolan, who inaugurates the new school year by reminding everyone of the high standards of the institution, and the schools high success rate in sending its graduates to Ivy League universities. Students carry banners on which are embroidered the four pillars of Weltons pedagogical program: Tradition, Honour, Discipline, and Excellence. The key to your success rests on our four pillars. These are the bywords of this school, and they will become the cornerstones of your lives. Most of the students at Welton are from respectable families; most are destined to follow in the footsteps of their fathers and become doctors, corporate lawyers, or bankers. Also it is really clear that Welton has a conservative spirit and is dedicated to give to the students its traditionalist way of thinking. The school represents tradition and the teaching methods are very established, which is opposed to the innovative and creative way of teaching of Mr Keating. Honor represents the renown that the school receives by placing a lot of students in elite universities. The institution is well known and prestigious; Mr Nolan has for role to maintain the reputation of the school and to keep high standards. He is only here to watch that the students are taught in a traditional way. Discipline means repression in Welton. Its goal is to establish a framework for the students by controlling them. In the movie, the respect of discipline is really important to insure uniform behaviour and the repression of the students individuality and creativity. Their personal desires cant exist without discipline. Welton has a lot of rules. Fist of all, the school is only for boys and girls are not allowed in the institution. The students have to wear a uniform and have to spend their free time to study. Some extra activities are planned but even being part of the redaction of the school newspaper is a lost of time for Neils father. The code is really strict and can be perceived as old school concerning the punishments. Concerning the excellence, it refers to not simply succeed in what you are doing but being the best and get the approbation of the institution. In the movie, we notice that it is more important to get good grades than understanding what the subject is about. The school is a preparatory school to get into prestigious universities and all parents are counting on Welton to make their child succeed. It doesnt matter how they are treated and if they are happy or not, they just have to be excellent and behave the way the institution is expected them to. As we saw in the movie, with Mr Keatings influence, most of them realize that they have desires but the school will not allow them to develop their instincts. The authority of Mr Nolan and the pressure of their parents emphasize the importance of academic studies to get a successful career and also to answer to their parents dreams. Also, they cant recognize excellence if it is out of the frame. Neil could be really good at acting but his father doesnt even take that into consideration. Welton is an institution based on a philosophy where tradition, honour, discipline and excellence are the key words. It is also a school where the self reflection, the personal development, the creativity, the non conformityà ¢Ã¢â€š ¬Ã‚ ¦ are not recognized and not tolerated. Students nickname the school Hellton. Mr Nolan, model of authority and obedience, represents the traditionalism and the conservatism of Welton: an institution opposed to the individualism of Mr Keating and the Dead Poets Society philosophy. à ¢-  The Dead Poets Society Carpe Diem One day, Neil finds an old yearbook with Mr. Keating in it. After seeing that Mr. Keating listed Dead Poets Society as one of his activities, the boys ask Mr. Keating what this was. He replies that the Dead Poets Society was dedicated to taking the meaning out of life. To do so, the members would sit in an old Indian cave near a certain pond and in the enchantment of the moment . . . let poetry work its magic. When Knox has doubts about a bunch of guys just sitting around reading poetry, Keating claims that they were not just a Geek organization, that they were romantics, that they didnt just read poetry. Spirits soared, women swooned and gods were created, gentlemen That evening, under Neils leadership, the boys reconvene the Dead Poets Society. Neil honors tradition by opening the new chapter of the society the way Keating and his classmates used to open it, by reading the passage from Henry David Thoreau. I went to the woods because I wanted to live deliberately I wanted to live deep and suck out all the narrow of life To put to rout all that was not life And not when I had come to die Discover that I had not lived This first meeting of the renewed society is a tremendous success. The boys really get into reading poetry, including the concluding lines from Tennysons Ulysses, which Neil reads and which, in the context of the movie as a special significance. Come my friends, its not too late to seek a newer world We can notice at this time that Neil is completely influenced by Mr Keating character and curious about The Dead Poets Society. When he starts reciting poetry, he seems to have discovered a new way of thinking, it is a revelation for him. The words that he pronounces have an echo in himself. The Dead Poets Society is also the link between the past and the present which makes the students think about their future. It is also a way for them to avoid their parents values that are really heavy: it gives them the opportunity to have a special time to avoid constraints which create a strong link between all of them. Now the group of students is united by this secret. This intimacy allows them to act on their own, they are using it as a way to know all the things which are forbidden inside the school. They are smoking, drinking, playing music or bringing girls. We can say that they are experimenting the pleasures of life which give a real sense for Keating and which represent the devil for Mr Nolan. Also, we observe that tradition, honor, discipline, and excellence are represented in having taken the initiative to reconvene the Dead Poets Society, despite the fact that the school would not look too favourably upon it. Furthermore, The Dead Poets Society which could represent a place of decadence for Welton Academy is illustrating the values that Mr Keating is believing in. It refers to one of the first sentence he pronounces in class Life exists and identity. We see all along the movie that the Dead Poets Society will take more and more importance in the students life and that it will become their creed. I promise. The Dead Poets Society is my word Mr Keatings vision Carpe Diem, seize the day is the phrase that the movie is focusing on and is reflecting the vision of Mr Keating, an English teacher who has just been hired, and who displays ideas and a spirit that deviate sharply from the established Welton practices and norms. Keating propagates an anti-authoritarian philosophy of life and he will soon profile himself as the provocative and inspiring educator of the students of whom he is in charge. During his very first class session Keating demonstrates that he is not just there to convey academic information, but also to show what students can do with such knowledge in their everyday lives. The first class session is, indeed, not so much a lesson in English literature, but a dramatic philosophical wake-up call. Word and images can change the world The human race is filled with passion Examining some poetry lines, Mr Keating interpolates his students Why does the poet write these lines?. He answers Because we are food for worms, lads! Because were only going to experience a limited number of springs, summers, and falls. One day, hard as it is to believe, each and every one of us is going to stop breathing, turn cold, and die! To drive home this point Keating makes the students look at the old photographs of former Welton students that decorate the hallways. They are not that different than any of you, are they? Theres hope in their eyes, just like in yours. They believe themselves destined for wonderful things, just like many of you. Well, where are those smiles now, boys? What of that hope? The students are sobered by what Keating is saying. Then his vision is directly highlighted after pronouncing But only in their dreams can men be truly free. The students thought it was another quoting from famous poets but Keating revealed them it was from him. Here, we see that Mr Keating really want to express his vision and to change the way of thinking of Welton Academy. When the students leave the building after class, most of them are in thought. Keatings words are having an effect on their feelings, and Carpe Diem is becoming a firm reference point in their reflections and activities. Some of them will have occasion to quote the maxim while they are pursuing their various goals during the fall term. Then, we will see that Keating will manage to underline his conception of the liberal arts. He told them to not focus only on academic fields but to be interested in what seems at first only secondary importance. The human race is filled with passion! Medicines, law, bankingà ¢Ã¢â€š ¬Ã‚ ¦ these are necessary to sustain life. But poetry, romance, love, beautyà ¢Ã¢â€š ¬Ã‚ ¦ these are what we stay alive for. Mr Keating wants to make them think about their own life, about what makes them happy and what their absolute needs are. Passion is the word for him. He knows that these students have been sent in this school to succeed in their career but he wants them to understand that they only have one life and that the human race is filled with passion. Consider what you think Its not too late to sick a newer world Boys, you must strive to find your own voice We will see through this part that the vision of Mr Keating is underlining some values, opposed to the traditional Welton values. In this way, his teaching methods appear as unusual (by the standards of the 1950s). During the whole movie, he is attached to tell the students to keep an open and flexible mind and to and to look at things from different and changing points of view. We must constantly look at things in a different way even though it may seem silly or wrong, you must try! To illustrate his point, h

Pilgrim by Timothy Findley Essay

Pilgrim is introduced in the story in a strikingly interesting manner – a suicide attempt resulting to his death – a â€Å"temporary death† which only lasted for a few hours. From the beginning of the story which was supposed to be the end of the central character’s life, the character of Pilgrim presented a big mystery. Having failed to commit suicide, Pilgrim was though to be schizophrenic so he was placed in a clinic where he tells his astonishing story of how his life – or rather â€Å"lives† – spanned 4,000 years. The introduction of Pilgrim set the whole plot of the story. It introduced many mysterious questions that were seemingly illogical and irrational – Is Pilgrim really a madman or an immortal? Which side should the reader take – one who supports theories on psychological disorders or one that accepts the possible mysteries of life? Having lived â€Å"multiple lives†, why did Pilgrim want death? Such questions only show that Pilgrim was a very complex character – one that symbolized a wide selection of societal themes. Pilgrim, A challenge In the story, the character and nature of Pilgrim satisfied the intellectual and psychological challenge that Dr. Jung was looking for. The peculiar life of the supposed schizophrenic provokes many philosophical, spiritual, psychological, and scientific questions and these questions direct the action of the other characters. As they interact with Pilgrim, the other characters adapt his mythical makeup and doing so encourages them to question their own identity and their own real story of existence. As an effective and astounding mystery novel, this plot relation between the characters is also adapted by the readers. As one goes deep into the story, readers are encouraged to share with the questions of Pilgrim’s character. Findley and Pilgrim Pilgrim was a Timothy Findley character who presents all of author’s favorite themes. Findley loved to write about the past and history and that is probably why Pilgrim was depicted as a man who spanned several lives – not forward, but back to the past. This character also depicted isolation and war, though not literary. In the story, Pilgrim was seemingly â€Å"isolated† because he was one of a kind – the â€Å"immortal† supposedly who cannot die no matter how he tries to do so. Moreover, there was no other story character that showed support for Pilgrim’s claims. Logic demands story characters – and even the readers – to disregard what Pilgrim believes in. So, in that sense, he is alone, isolated, and is at war with himself and rationality. What’s more obvious here is the fact that Findley tries to evoke people to be more conscious with their own identity and sanity in the same way as Dr. Jung was after he examined the case of Pilgrim. Pilgrim was presented as â€Å"nothing† in the story – an ageless and genderless with no exact definition of himself other than the notion that he was a human being. However, that presentation also made him â€Å"everything† about the story – from how it began, how other characters behaved, how the readers will react, how the story will progress, and how the story will end. This character served as the â€Å"backbone† of the story, a character which summarizes the plot, setting, ideas, and themes that can be found or deduced from the novel. What does Pilgrim represent? â€Å"I have lived many times, Doctor Jung. Who knows, as Leda I might have been the mother of Helen–or, as Anne, the mother of Mary†¦. I was also crippled shepherd in thrall of Saint Teresa of Avila; an Irish stable boy and a maker of stained glass at Chartres†¦. I saw the first performance of Hamlet and the last performance of Moliere, the actor. I was a friend to Oscar Wilde and an enemy to Leonardo†¦. I am both male and female. I am ageless, and I have no access to death. † The character of Pilgrim can be interpreted in two opposing ways – from a psychological and irrational standpoint or following a mystical approach. Taking into account the view of another prime character in the story – Dr. Carl Jung, Pilgrim is a representation of the psyche or the â€Å"collective unconscious†. He is just a schizophrenic – who, because of his condition – seemingly had experienced different personalities which he himself concocted in his unconscious. The fact that he recognized that he had â€Å"multiple lives† implied that he has finally became in touch with consciousness after he has spent years imagining that he â€Å"lived† the lives of multiple personalities. This claim is supported by the fact that Pilgrim remembers nothing about being a child again after being â€Å"reborn† several times. Using the first line of reasoning, there is no point in analyzing the behavior and actions of the character because all of the irrational actions will only lead to the fact that he is psychologically ill. If Pilgrim is taken as a schizophrenic character then analyzing whether he is just or unjust is pointless because a mentally ill individual does not have a concrete concept of justice and righteousness nor is he capable of making the right decisions. On the other hand, if analyzed using a mythical standpoint, Pilgrim is taken as a special being – an immortal. If the concept of Pilgrim’s immortality is accepted, then the actions of the character can be further analyzed. Immortality, an illogical â€Å"ability† which is doubted but definitely aspired by many is presented as the key to the full understanding the complex persona of the character and the motivation he has for his actions. In the story, Pilgrim doesn’t talk and he exerts all of his efforts on committing suicide. His main goal is in contrast of what most people want to avoid – â€Å"to die†. To explain this willingness to die in this case, it should be noted that unlike normal human beings, Pilgrim has lived multiple lives. Pilgrim lived as both male and female for thousands of years. He has witnessed to some of the greatest events of human history and he was involved with many notable people who have shaped the world’s history and culture. Despite being part of the continuous evolution of the society, he also experience and endured the miseries of being a human being. And, based on that experience, his willingness to die implies that perhaps most of the aspects in human life were more wearying than pleasing. Pilgrim’s persona provides character to the novel The character of â€Å"Pilgrim† can be analyzed as what the term means – a journey. Pilgrim is society and Pilgrim’s life is human history – a mixture of ages, genders, values, and events that affected the evolution of the human life. As noted by Pilgrim, society has witnessed more hardships than progression – there were more revolutionary wars than radical advancements. So, it might be better if the society will end the changes that it had to endure. But, society cannot die – no matter what it does to destroy itself. Throughout the long human history, civilizations have been developed and destroyed by various factors but as represented by Pilgrim’s temporal deaths, these social groupings will always be born again. When the society is reborn, it then takes a new form – just like the new persona that Pilgrim develops each time he â€Å"lives again†. As such, in the same way that Pilgrim needs Dr. Jung – the society also needs logic and reasoning to â€Å"cure† the delusion of weariness and restore its willingness to exist no matter how hard it may be to live and live again. Reference: Timothy Findley, Pilgrim. New York. HarperCollins. 2000 (c1999). 486 pages.