Last Map Is the Heart the Broken Globe Essay Example

Last Map Is the Heart: the Broken Globe Paper Leaving home does not mean abandoning ones traditions and beliefs. One will find new truths with their new surroundings; one may reject these truths if they so desire. Canadian author Henry Kreisel uses irony throughout his short story The Broken Globe. It is an ironic drama that demonstrates the relationship between a father and son. Nick Solchuck, geophysicist, is the son of a man who believes the Earth to be flat and still. Many immigrants who leave their native land hold strongly to traditions and beliefs; this is particularly hard for Mr. Solchuck considering new world realizations and the ironic success of his son, Nick. Mr. Solchuck grew up in a small Ukrainian village where he was educated by a medieval priest. He believed that everyone spoke against what he had learned in that school was turning to Satan. He grew up in a place where â€Å"the sun rose in the East and set in the West,† †¦ (Kreisel 143), this demonstrates how medieval Mr. Solcucks education was, he literally grew up in a time and place that people believed the sun was mobile. This held him back his entire life as he could not even accept the possibility of new concepts. With prolonged hatred towards the French, Mr. Solchuck is deeply offended when his son, Nick is practicing French under his roof. We will write a custom essay sample on Last Map Is the Heart: the Broken Globe specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Last Map Is the Heart: the Broken Globe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Last Map Is the Heart: the Broken Globe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Kreisel includes this part of the story because it links to a bigger issue of Mr. Solchucks poor education and ignorance. Nick Solchuck realizes about his father: â€Å"He wasnt mad but that he lived in the universe of the medieval church,† (Kreisel 143). This was Nick coming to the clearing of an internal storm representing the relationship between him and his father. Mr. Solchuck was holding strongly to what he knew to be true. â€Å"That thing over there,† (Kreisel 148), Mr. Solchuck refers to his son Nicks globe, â€Å"its a false thing,† (Kreisel 148) he states confidently. Nick had brought the globe home when he was 13 years old. Mr. Solchucks inability to accept the globes shape and his sons acceptance of it results in a broken globe. The broken globe is a symbol of Mr. Solchucks battle with his sons success and beliefs. Mr. Solchuck physically attacks the globe because it goes so beyond his beliefs. This event is so significant in Kreisels short story, that the title is in direct relation with it. It is not easy for Mr. Solchuck to stay true to his beliefs, and traditions from his Ukrainian background while his son Nick takes to the new world realizations, and finds success in becoming a geophysicist. Mr. Solchuck was taught that the Earth was flat, and that anyone who spoke against what hed been taught was turning to Satan. Mr. Solchucks old fashioned grudge-holding, abusive ways to attempt to halt the education of Nick Solchuck; Nick knows his father is not mad, he knows there is something to be respected in what comes off as ignorance. The broken globe that stands between t he father and son is symbolic in represent Mr. Solchucks struggle and inability to accept science.

How does one experience sympathy for Shakespeares Shylock in The Merchant of Venice Essay Example

How does one experience sympathy for Shakespeares Shylock in The Merchant of Venice Essay Example How does one experience sympathy for Shakespeares Shylock in The Merchant of Venice Paper How does one experience sympathy for Shakespeares Shylock in The Merchant of Venice Paper and 1 shylock is alluded to the devil by salerio, antonio and Portia (who has not even been acquainted with him). At the pinnacle of his anguish after the elopement of his daughter, Christian boys of Venice deride him and salerio exercises verbal aggression that is both gratuitous and undignified which would have had profound repercussion on his mental health. Salerio, after making the sexual mockeries, remarks how he know(s) the tailor who made wings (Jessica) flew withal attempting cruelly to exacerbate his woes. Shylock may possess a sordid mind but he does not intend to undertake any perverse fantasies. In fact, the unyielding Christian insults themselves represent the even more dissolute mindset of the Christian community. Thus after one considers Shylocks plight and insanity (ascribed to Christian abuse) and considers the wanton Christian enmity, pity overwhelms us. We feel indignation over how shylock is susceptible to unprovoked assaults and abuse. Shylocks compelling and phenomenal speech in act3 scene 1 resonates with self pity and is a simple plea for humanity; manipulating our emotions through the application of powerful language. He shouts hath not a Jew eyes! , hath not a Jew hands! : this is moving language artistically constructed by Shakespeare using simple, concise and succinct phrases that heightens pity and sustains the tension. The way Shylock screams hath not a Jew organs! shows that this speech is not embellished with sophistry or complex language but it is a simple plea for humanity expressed from the innermost depths of his heart. The way Shakespeare equates Ch ristians to Jews and asks whether or not they are cooled by the same winds and subject to the same diseases adds rhetorical eloquence inducing pity. Although Shylocks speech does take a sinister turn the audience still retains compassion acknowledging how shylocks deplorable mental state has been induced by relentless provocation. We sympathise immensely because Shylock has never retaliated so vigorously; this explosion is an unprecedented response caused by overwhelming anger never expressed. As his plea becomes a justification for vengeful murder we get a complicated feeling: his justification seems crazy but also a little reasonable; it seems immoral but also perhaps righteous. This demonstrates the excellence and rhetorical eloquence of his speech and how images and language contribute to our pity. There are intrinsic and striking attributes that exist in Shylock which are manifestations of his integrity and his scrupulous character. We can find distinctive components in his character that are capable of inspiring understanding and pity. In Act3 scene 1 we are informed of a turquoise ring which belonged to Leah; Shylock overtly expresses how he would not have given that ring for a wilderness of monkeys. These words are a compelling and heartfelt gesture of the sincere love that thrived between Shylock and his late wife. They reflect the love that Shylock is capable of nurturing; the ring exemplifies his capacity to love. Thus the ring is an emblem reminiscent of Shylocks decency, morality and humanity that has been corrupted and sadly destroyed by the Christian abuse. This is a poignant notion to reflect on and should entail sympathy. One can also ascertain that Shylock is a principled individual advocating the correct ideals. He is cynical of the Christians; reviling their debauched ethos; this is revealed when he articulates What Christian husbands! . The play displays a portrait of Bassanio as a prodigal, flamboyant and frivolous youngster who has foolishly squandered his wealth. He is concerned fundamentally about aggrandizing his affluence and prestige. The primary characteristic of Portia that he considers is how she is richly left- which conveys his superficiality. This shallow and foolish man ends with the best circumstance while Shylock is left desolate and discredited. This unjust image should surely inspire pity. Another possible way to experience pity is by recognising how Shylocks financial and religious freedom is implacably constricted. The Jews were prohibited from possessing any real property and a large proportion accumulated wealth by practicing usury making significant contributions to the industry yet receiving excessive Christian enmity. One of his only means of acquiring reasonable wealth is through this sensible and honest exercise yet still he is severely reproached and denounced. He is inhibited by Antonio who lends money gratis and lowers the rate of usance needlessly obstructing Shylocks success. In Act 4 scene 1 Shylock is rendered speechless as the Christian establishment exacts even more severe financial concessions stipulating that Antonio should seize one half (of Shylocks) goods and that the other half (well earned and deserved) should come to the privy coffer of the state. This is a great social injustice and would surely stimulate deep indignation and pity amongst the audiences. The Christian characters have all colluded and conspired against Shylock -a helpless victim- forcing him into a perpetual state of despair and bankruptcy. The Christians have permanently dismantled his wealth that was assiduously accumulated this should surely inspire sympathy. After the duke has delivered his verdict Shylock cannot even articulate his ineffable agony. Considering stagecraft as an integral part of the play we should note how the audience would see a cowering and defeated Shylock limp out of the courtroom. This moment is of symbolic resonance demonstrating Shylock, once a proud and prosperous citizen, now discredited and lost. It heightens our pity and sorrow as we reflect on the injustice and how the Christians have all maliciously abused Shylock. To intensify his anguish after his defeat Gratiano exercises severe needless aggression with relish echoing Shylocks own preceding words of upright judge and learned judge; the language is crafted to enable Gratiano to derisively simulate Shylocks speech in an offensive and unchivalrous manner which evokes pity for the helpless Shylock. One can discern the words scornfulness and the racism embodied in o Jew. In Venice one of Europes most liberal cities in Shakespeares epoch- the Jews were constrained to live in the citys Ghettos and were obliged to don Jewish gabardines and hats to label them as Jews in order to facilitate discrimination. With such an historical context, sympathy for Shylock surely must have resonated with certain ancient and contemporary audiences. Certainly another malicious penalty to exact is demanding that Shylock presently become a Christian; this not only embodies Christian manipulation but it is undermining an individuals livelihood by forcing him to renounce his faith which engenders his irremediable descent into despair and oblivion. This is a callous infliction; as one knows the Jews distinguished themselves ethnically and this command would have robbed Shylock of his identity. In the play, considering matters of stagecraft Shylock would have in fact worn certain garments to characterize himself denoting how he prides his faith. Forcing him to revoke his faith is a dismissal of his identity which relegates his livelihood. The Jewish garment that he constantly wore would remind the audience of his pride in his faith and the way he is dramatically forced to repudiate it. The garment is a stagecraft device contributing to the pity that one experiences by reminding us of how Christians have needlessly stolen his dignity and pride. The entire play is suffused by prominent yet underlying themes of alienation. One must not only consider the religious and ethnic alienation that has already been discussed but how Shylock is isolated and lonely. His wife, whom he affectionately and profoundly adores, is deceased. His only remaining echo or embodiment of his wife is his daughter whom he also loves. One can experience unyielding pity after his daughters elopement with a Christian because this signifies his irrevocable descent into loneliness and isolation. Our pity intensifies when we learn that Shylock drifts through the streets not only because he is stripped of his dignity but because he is articulating profound emotional distress screaming my daughter! which perturbs the audience. He has no other family; although a substantial proportion of his wealth has diminished there is no greater pain than betrayal. His woes are aggravated when his daughters lavishness and indulgence is disclosed. His daughter is revelling and basking in extravagance and does not seem to express any remorse or reluctance. This is insufferable for Shylock and the audiences pity is consolidated while Shylock is remarking how it tortureth me or how the knowledge is like a dagger that sticketh in (him). The stagecraft here is of considerable significance in the evocation of pity: in this scene, while conferring with tubal the character of Shylock would display agitated movements on stage that reflects his deep agony and his inconsolable distress. His expression would be of anguish and revulsion; he would be afflicted and plagued and this is an immense contribution that heightens our pity. This theme of alienation which generates pity is perennial and palpable through the play. It is not only Jessica who alienates and marginalises Shylock but also Launcelot who forsakes his master for no adequate reason except his masters ethnicity. Admittedly servicing Bassanios sumptuous lifestyle would constitute a more pleasant experience but Launcelot also enacts this betrayal without reluctance. Shylock is obliged to convert to Christianity and conform with a race that has oppressed, alienated and disenfranchised him. Unfortunately for him, in becoming a Christian he is now alienated by his own tribe and he now becomes what he most abhors. This not only exacerbates his situation but this may give rise to damaging psychological ramifications, evoking greater pity. Admittedly Shylock is degenerate (he cannot be blamed), but his powerful and realistic depiction incurs sympathy. Having meticulously examined Shylock we can comprehend the ways we experience pity for this character; Shakespeare contrives an image of injustice: Christians exercise excessive abuse, Christian machinations and scheming against a weak victim and Christians propelling Shylock to the brink of insanity. Acknowledging the cruel historical context Shylock is also alienated, betrayed, stripped of dignity, derided and scorned even though he has executed no crime. He possesses a callous and perverted mind two blemishes attributed to Christian provocation. There are characteristics composed in his character that inspire understanding and empathy the turquoise ring embodies his humanity. One must also remember an overlooked aspect: Shylock commands pity with sustained striking language. A prevalent notion that actively impedes our pity is knowledge of Shylocks wickedness but as Shylock himself understood it was Christians who taught him this villainy; after all he merely speculated that it would be nothing more than a merry bond and the pound of flesh was just a perverse fantasy not to be undertaken; he never actually anticipated that he would be embroiled in a circumstance that involved him, Antonios chest and a knife.

Text of Abraham Lincolns Gettysburg Address

Text of Abraham Lincoln's Gettysburg Address In November 1863, President Abraham Lincoln was invited to deliver remarks at the dedication of a cemetery on the site of the Battle of Gettysburg, which had raged in the Pennsylvania countryside for three days during the previous July. Lincoln used the opportunity to write a brief yet thoughtful speech. With the Civil War in its third year the nation was enduring a staggering cost in human life, and Lincoln felt compelled to offer a moral justification for the war. He deftly connected the founding of the nation with the war to keep it united, called for a new birth of freedom, and ended by expressing his ideal vision for the American government. The Gettysburg Address was delivered by Lincoln on November 19, 1863. Text of Abraham Lincolns Gettysburg Address: Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting-place for those who here gave their lives that this nation might live. It is altogether fitting and proper that we should do this.But, in a larger sense, we can not dedicate - we can not consecrate - we can not hallow - this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us - that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion - that we here highly resolve that these dead shall not have died in vain - that this nation, under God, shall have a new birth of freedom - and that government of the people, by the people, for the people, shall not perish from the earth.

Aesthetics in Early Childhood Education Research Paper

Aesthetics in Early Childhood Education - Research Paper Example Undeniably, technology instruments have been located in children’s music teaching and learning, children’s visual aids, and children’s role-play and their contributions to learning experiences in early childhood education environments accordingly. In that case, children’s music teaching and learning, children’s visual aids, and children’s role-play are the three most important pre-school activities because they influence instructional outcomes in early childhood education directly. Proof of the combination of technology instruments in children’s music teaching and learning, children’s visual aids, and children’s role-play in the Early Childhood education contexts exists. A rigorous literature review of a substantial amount of varying sources explores the argument that technology instruments play a crucial role in children’s music teaching and learning, children’s visual aids, and children’s role-play. After carefully elaborating the relevant literature and argument, three major proposals emerge; the first one suggests that technology instruments in music teaching facilitate the quality and efficiency in the learning motivation of early childhood education children. ... ve and interesting visual aids that apply technological instruments are large motivation boosters to the early childhood education learning experiences. The third and final proposal is that technology instruments facilitate the levels of performance of children (this entails several aspects namely emotional expression, emotional regulation, emotional utilization, and interpersonal relationship) in Children’s role-play in the kindergartens. In this respect, the early childhood education children are highly involved in role-plays that apply technology instruments because they are able not only to express their emotions, but also to utilize these emotions and subsequent interpersonal relationships in learning. Overall, this paper arrives at three major conclusions in relation to the three proposals mentioned before; firstly, indeed technology instruments in music teaching facilitate the quality and efficiency in the learning motivation of early childhood education children. Secon dly, technology instruments in visual aids facilitate the quality and efficiency in the learning motivation of children, and finally, technology instruments facilitate Children's performance in children’s role-play, especially in terms of emotional expression, emotional regulation, emotional utilization, and interpersonal relationships. B. Introduction Normally, early childhood educators are constantly searching for the most effective learning experiences that can help to enhance the quality of education for young children (Lim, 2005), and aesthetic experiences in particular have proven quite successful especially in the teaching of arts and even across disciplines (Whitehead, 2004). Expert analyses have established that aesthetic experiences have the effect of expanding the learning

EPS Essay Example | Topics and Well Written Essays - 250 words

EPS - Essay Example All in all, Pinterest provides a healthy, interactive platform where buyers and sellers interact via pictures which are indeed more powerful than words. Also, the team at Pinterest can get a hands-on understanding of the customers who use it which it can use in future to generate useful customer insights for businesses. It can, therefore, become a powerful customer database where customers’ tastes, preferences, buying habits, lifestyle and personality can be examined through the content they upload (Falls). The next potential big thing is Dropbox. The reason why it is considered the next big thing is that they are profitable. The company started by the provision of a paid cloud storage service and with the growing number of subscribers, it is increasingly likely that individuals will surpass the storage limit which shall enable the company capitalize on its premium paid service (Barret). A major reason why it is likely to become a big hit is that it is enabling users meet their storage needs in today’s multi device world. Considering how devices have become disposable and users switch to a new device each year, it allows customers to have a wireless, virtual, safe backup of all their data. Finally, the new virtual marketplace – TaskRabbit, according to me, shall also be a big hit. The platform allows time starved consumers to get people to work for themselves through just a few clicks. The company is gradually expanding its market in order to avoid the chicken and egg issue. It will be particularly useful for organizations that do not have a minute to spare for daily errands. TaskRabbit’s system is very well organized which is demonstrated by their targeted city-wise marketing

Romeo and Juliet Essay Example for Free

Romeo and Juliet Essay The Montague’s and the Capulets are also holding a grudge for one another for very pointless reason. Now a day’s people all around the world hold grudges on people for very minor things. This is why Shakespeare is still relevant to today. Shakespeares idea on love in Romeo and Juliet relates a lot to today’s point of view on love. Romeo and Juliet know their families hate each other and disobey they parents just to see one another. This also relates to the 2002 movie ‘Bend it like Beckham’. Jesminder disobeys her parents and continues to do what she loves which is to play soccer. This is similar to Romeo and Juliet because the star-crossed lovers and Jesminder continue to disobey their parents. These just prove that Shakespeares plays are still relevant to today because Bend it like Beckham is a movie of this time period meaning Shakespeares play Romeo and Juliet influenced it. Loyalty is an important theme in Romeo and Juliet. Loyalty is displayed when Mercutio (Romeo’s best friend) to a blow for Romeo. Loyalty is still a very important aspect to today, as friends and family would do anything to keep one another alive. A great example of loyalty is John Marsden’s novel ‘Tomorrow When the War Began’. In the part where Lee was shot in the leg, Robyn could’ve left Lee to die and save her own life instead she helped lee. Robyn put her life on the line to save a friend. This is a great example of loyalty as it targets the young children of this generation. Shakespeare’s play Romeo and Juliet is still relevant to today. To conclude, Shakespeares plays are still relevant today because they deal with issues and themes that are still relevant today. Shakespeare has used Pointless fights and grudges, Love and loyalty as main points in his play Romeo and Juliet and all these ideas transcends across time.

Urban Legends :: Exploratory Essays Research Papers

Urban Legends      Ã‚  Ã‚  Ã‚   The subject of this report focuses on the phenomenon known as Urban Legend. Urban Legend, henceforth referred to as UL, is well known in the arena of folklore and other sorts of stories passed down through generations; however, it is relatively new to the world of literary composition as a legitimate genre to be analyzed and studied in texts by experts of literature. In fact, if it had to be labeled, UL would be considered a sub-genre of folklore by many of the experts. These stories are known as "modern oral folklore - typically a tall tale with a frisson of comeuppance of horror, related as having actually happened to a 'friend of a friend'" (Clute & Grant, 1997). UL is also considered to be very similar to myth and fantasy.    I originally became very interested in this phenomenon after seeing the film Urban Legend several years ago. My curiosity on the subject matter was rekindled when Stacey Burleson presented on "Legend" in our class. To be quite honest, I did not realize that UL was considered as being part of a genre of literature until Ms. Burleson's presentation. This newfound interest in the subject, as well as a desire to dig beyond the surface of the subject matter, is the reason I chose this topic. In doing this research, I realized that I have been participating in UL's every since I was a young boy. The simple fact that I never used the term "urban legend" is why I thought I was so unfamiliar with this subject area. During my childhood, my family and peers always referred to these legends as "campfire stories". It was not until college, when I saw the previously mentioned movie, that I associated the term with the countless stories I had heard and told to others.    According to Jan Harold Brunvand, considered by many to be the leading expert in the field of UL and fantasy folklore, UL's are "stories that are too good to be true. And are events that happen to a friend of a friend, or 'FOAF'."(Brunvand, 1999). Also, most of the time, the stories are told in such a believable manner because the storytellers themselves believe the story, or at least the probability that the actions in the stories could take place.