Wednesday, August 31, 2011

True to Me

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“True to Me”


Born in 10, in Joplin, Missouri, Langston Hughes spent most of his first years with his grandmother (Britannica). He was not raised under the best of circumstances but, he was very ambitious. He attended public schools in Illinois and Kansas and then graduated from high school in Cleveland, Ohio, in 10. During the Harlem Renaissance ( The New Negro Movement) of the 10s and 10s, he went on to Columbia University in New York City, where he attended classes for one year (Britannica). An experience he had while attending Columbia, may have prompted him to write the poem, “Theme for English B”, years later.


The poem’s setting takes place at Columbia University’s Morningside Campus in the city of Harlem. The year, 14. A time where slavery is far behind, but no where near forgotten in the minds of Americans. Although Langston Hughes is the author of the famous poem, “Theme for English B”, the speaker is a year old black male student, who is given a seemingly simple assignment by his white English teacher, to write a paper which is true. The instructor said, “Go home and write a page tonight. And let that page come out of you�Then it will be true” (Hughes -5). Eager to begin his assignment, the young man waltzes home through the streets of Harlem, to the local YMCA which serves as his temporary residence, to gather his ideas. Once there, he sits and begins to wonder how he, a young African-American male, could possibly write something that the English teacher would consider to be true. He knows that being black will never make him white, and the English teacher being white could never be black. Then suddenly, it hits him. The simple fact that even though he and his instructor probably comes from two totally different neighborhoods, they most likely would enjoy the same things. So, he starts off by brainstorming with notes of who he is, where he lives, and what he likes. After all, this is as true to him as it should be, and therefore, worth writing about.


In the poem, the young man writes, “I like to eat, sleep, drink. And be in love. I like to work, read, learn, and understand life. I like a pipe for a Christmas present, or records�Bessie, bop, or Bach” (Hughes 1-4). These things are identifiable to all races. Maybe not so much the Bessie and bop music, but he certainly throws in Bach to show some kind of connection to music for the white people. The teacher would read this and see that the young man’s trueness is very similar to the instructor’s. This poem conveys an overwhelming sense of pride to me because although he seems to live in the ghetto and has very little money, he chose not to write a sob story about his misfortunes. Instead, he writes about all the good things in his life. This was a very good strategy on his part because he could have written about how poor he is, or that he has to live at the YMCA because he can’t afford an apartment, or that he has to walk half-way across town to get to a predominantly white college which sits high above the rest of the colored city of Harlem because he can not afford a car. I think that if he would have written a paper describing all of these terrible things, it would still deserve a good mark because it is all true of him. I understand this misfortune and realize that he is in a bad situation as far as his home life and then when he goes to school he has to deal with the intimidation of having the only colored face in the entire classroom. I would understand this because I am black. However I am not the instructor. I think if he would have written about all of the negatives, the instructor wouldn’t have been able to relate. He may have received a grade based just on the fact that he turned the assignment in on time.


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The young man demonstrates his ability to see things from the instructor’s point of view as well. He goes on by saying, “Sometimes perhaps you don’t want to be a part of me. Nor do I want to be a part of you” (Hughes 4-5). In saying this, he is assuming that this is the instructor’s feelings as well. Although they must work together, he is certainly sure that the instructor does not want to be a part of him because the instructor is more than likely wealthy compared to the young man. However, the young man feels that although there is are huge differences in their societies, they can still learn from each other. One big difference the young man feels is the instructor’s freedom. He says, “ I guess you learn from me�although you are older�and white�and somewhat more free” (Hughes 8-40). As far as being older, the young man knows that with age comes more wisdom, but there is no way the instructor can have knowledge of what a young, Black, year old man feels unless he learns this directly from him. The verse also makes a reference to the fact that there was once slavery in place and that although it no longer exists, the older, White teacher is still more liberated than Blacks. I don’t think that he resents this fact. He just wants the teacher to know that he still lives with discrimination and unfairness and although the inequality exists, there are still many things in life that makes them both equal. Therefore, he should be graded just as equally for his paper as the students who wrote white papers.


Not only did the young man write this paper because it was assigned, he also wrote it with the intent to infuse a lesson for the teacher to learn as well. The end of the poem concludes the fact that we are all Americans. And with all of our indifference, this is what American is made of. No one race better than the other, and no one race more truer than the other. All races are living here together and we all must accept each other. In the year that the assignment was given, 14, the idea that we are all created equal was still a little hard to swallow for some. The young man doesn’t know how the teacher felt about him, but he seems to have some insight on the instructor’s position on race relations. So much so, that his assignment was written with a double meaning. We will never know what grade the young man received on his truly black paper. One can only hope that he was graded fairly on this assignment.


Langston Hughes knew, and suffered the effects of racial inequality. This fact is evident in this poem. Segregation and discrimination was not a good thing, but it has surely seemed to have a great influence on many African-American writers and poets who were determined to overcome hardships and voice those obstacles through literature .


This poem delicately shows the discrimination in his classroom at that time. It was not a mean-spirited act of purposely singling the young man out, it was just something that everyone was still trying to get used to in their own way. There is no room for discrimination in the field of education. Every race and culture can learn from others, and hopefully the instructor knew this before he gave the assignment. However, if he didn’t know this first, perhaps he knows it after reading the young man’s paper, “Theme for English B”.


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Wednesday, August 17, 2011

The most important function of education is to develop the personality

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As a teacher I am responsible for encouraging my students to open their minds and use their imaginations. As an educator I must learn what types of learning styles each one of my students have, and use appropriate materials in each one of their lesson plans.


I realize that as an educator I will be a role model for my students. As a teacher I must keep in mind that each one of my students comes from a different background and that each student has different needs. One of my goals is to help my students through Maslows Hierarchy of Needs. I am responsible for taking action and making sure that each student in the classroom has his/her basic needs met, which will allow the students to better concentrate and be successful in school.


As a teacher I will educate students the best possible way students can learn. I will have to adapt to my students. This has become apparent to me in my observations. I have found that students from larger districts tend to learn differently than students from smaller districts. One basis of this idea deals with the ability to incorporate technology into the classroom. Students will need to know how to learn and use Technology. Technology is reliable because it is always improving and will be widely used. Using technology will help stress the vocation skill for life ahead, due to the fact that many jobs now require a technological background. In the book, Future Force, the authors, Carolyn Wicks and Elaine McClanahan, give many different examples of tools to use to establish positive learning in the classroom. I plan on using many different strategies to develop the best learning environment possible.


Education will be forever changing, which will make my job as a teacher change with the time. I want to relate to my students and help them grow socially and personally. I dont want to be just another teacher; I want to be an educator, and also a friend to each and every one of my students.


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I want to develop a positive learning environment/experience for each and every one of my students. My objective for being an educator is to make a positive contribution in an elementary classroom and in an athletic program, which is committed to academic achievement and athletic excellence.


I strongly feel that as educators that we need to strive for excellence not only in our classrooms but also in our professional conduct and community standards. If we do not strive for excellence as educators than we won¡¯t strive for excellence for our students.





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Friday, August 12, 2011

About a Boy Chapt. 3 & 4

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Summary of Chapter


In Chapter we get to know more about Marcus. He doesn’t like the new school because the other students tease him a lot because they think he is weirdly dressed up and has got a strange character


Summary of Chapter 4


In this chapter we get we get to know more about Will’s preferences for women. He prefers blond haired, of course, good looking woman, being a womanizer every other “beauty” would do it, too. He meets Angie in a caf� when he confuses her with some other blonde (there are so many blondes in a life of a womaniser that it is really difficult not to loose keeping track of them). He is completely attracted to Angie that he is willing to give up some of his basic values about family and children. This is something he would have ever dreamed of or only as a nightmare. So Will pretends to love children and he does a really good job on that, although he is questioning himself about the correctness of his behaviour. In the end when he just wants to break up with her, Angie makes the first step and brakes up with him before he has finished his sentence. Angie’s justifies her action with her confession she would not be ready for a new, deep relationship. She leaves Will praising his ability to cope with children.


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Ladies and Gentlemen


It was with great interest that I read your advertisement in yesterday’s edition of the “Guardian” web page and wish herewith to apply for the position of program leader.


Following my studies in Psychiatry which I successfully completed with highest honours in 184, I have spend 18 years of working at several institudes in different positions to explore the variety of a psychiatrists work.


I am currently seeking for new challenges. Therefore I will contribute my wide range of knowledge, my own practical abilities and, of course, the effort that is needed for the success of the programme.


Throughout my career I have worked successfully in teams. Furthermore I have the ambitions to transfer the success of my successful projects of the past onto the projects in the present. Moreover I do not give up a project. I stay focused until the successful ending of a project. Even if that means I would have to leave late at night and work through weekends.


I hope that my application will be seriously considered and I look forward to hearing from you in the near future.





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LEISURE TIME

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Leisure time is the time when people do not have to work at their jobs, study for school,take care of personal needs. it is the time people enjpy their hobies and do activities to have fun and a good time. Many people today have less and less leisure time for they are overworked. Leisure time has been lost to work and business. Because of differences in their economy in how they spend leisure time. Vietnam and the US have different economies and culture, people in each country have differences in their leisure time as a result. The people in each country have similarities as well in how they spend it and when thay spend it.


People in he two country hava many things in common in how they spend their leisure time. Just like Vietnamsese, American people enjoy gardening. In cities and suburban, they usuallly grow flowers or vegetables for fun and for enjoyment. As well as pleasure, people in the country side also grow flowers or vegetable for business. Many American and Vietnamese people like to go fishing during thei leisure time, especially on weekends, and they also keep pet fish as a hobby. Some people go to moivies or theaters to have good time and to enjoy art. Vietnamese people like picnics, just as American people do. They usually have picnics on weekends with friends and family s member. many Vietnamese and American people like o stay at home watching TV, or movies or reading.


One differrent between people in the US and Vietnam is the amount of leisure time they have. American people have their leisure time usually in the evening and on weekends which last from Friday evening to Sunday evening, whilr Vietnamese workers have leisure time on weekends that starts from Saturday evening to Sunday evening. Seniors citizens usually have the most free time, but the amount of leisure time that Vietnamese senniors have is different from American seniors. The majority of Vietnamese seniors today still live with their children and take care of grand children and housework while their children working outside. THey have leisre time while thei children and grandchildren are at work or at school. In contrast, American seniors today usually live separate from their children, and they have much more leisure time.


Other differences in leisure time can be clearly seen. Bonsai is oe of the favourite art of many Vietnamese people; however, bonsai is not vary popular in America. Both American and Vietnamese play sports for leisure, but they play different kinds of sports. People in the US love basket ball, base ball, football, softball, skiing, or biking, whreas soccer, volleyball and ping-pong are vary popular in Vietnam. Vietnamese people only go fishing in fresh water, salt water or even go deep sea fishing. Unlike people in Vietnam, American people often join clubs called socail clubs. They join together to dance, play cards, etc. Socail lubs are very important in American society. In vietnam, however, people have evening clubs that they join to learn skill such as flower arranging, painting or music.


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Vietnam and the U.S have developed very economies, societies and cultures. Those influence not only on peoples working time but also leisure time. Even though Vietnamese and American people have some similarities in their leaisure time, thre are differences in the amount of leisure time they havee and in how they spend it. One thing both countries have in common is that people have less and less lerisure time.


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Tuesday, August 9, 2011

punishment

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PERSONALITY AND DISORDER.


PERSINALITY refers to a person’s general style of interacting with the world, especially with other people. A basic assumption of the personality concept is that people do differ from one another in their styles of behavior, in ways they are at least relatively consistent across time and place


TRAITSà is the most central concept in personality psychology. And it is a relatively stable predisposition to behave in a certain manner


¨ Traits are considered to be part of a person not part of the environment.


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¨ Traits are lasting


¨ There trait theories focus on describing individual differences


TRAIT THEORIESà The goal of these trait theories is to specify a manageable set of distinct personality dimensions that can be used to summarize the fundamental psychological difference among humans.


HIERACHICALL ORGANIZED TRAITS à


¨ A basic assumption underlying all trait theories are that behavior and traits are linked together I hierarchical fashion.


1. At the bottom of the hierarchy are specific behaviors, which can be observed directly and can be assessed by the researcher from participant’s self-description in the questionnaire.


. Next level up is the surface trait each of which is linked directly to a set of related questions. Three surface traits that are linked by the central trait are argumentativeness, pugnaciousness, and competitiveness


. Highest level has the central trait considered to be the fundamental dimensions of personality. Out of those three surfaces in surface aggressiveness is formed in central trait


TEO EARLY THEORIES OF TRATES


RAYMOND CATTELL 150¨ He argued that infinite number of different personalities could be formed from finite number of traits.¨ He described personality in terms of sixteen dimensions HANS EYSENCH 15¨ He suggested that only two traits accounted for much of the consistent variation among individuals.1. Introversion-extroversion is related to person’s tendency to avoid or seek excitement in external environment. Extroverts are sociable and adventures; introverts are unsociable and introspective and prefer quiet activities.. Neuroticism-stability pertains to ones tendency to become emotionally upset.


THE BIG FIVE THEORY P.577


¨ It has been believed by the researchers today that 16 traits of personality is too much and two traits developed by eysenck is too little so the psychologists have developed another including Eysenck’s two traits


1. Neuroticism- stabilityà(N) worrying-cam, venerable-hardy, self-pittying-self- satisfied, impatient-patient


. Extroversion-introversionà (E) sociable-reserved, fun-loving-sober, talkative-quiet, spontaneous-self-controlled


. Openness to experience-nonopenness--. (O) Imaginative-unimaginative, independent-conforming, curious-incurious, broad interests-narrow interests


4. Agreeableness- antagonismà (A) courteous- rude, selfless-selfish, trusting-suspicious, coorporatie- uncoorporative


5. Conscientiousness- undirectednessà ( C ) careful-careless, reliable-undependable, persevering-lux, ambitious-aimless


¨ Trait theories have been criticized for problems of measurement validity, oversimplification, and an overemphasis on biological determinism.


PERSONALITY AS MENTAL PROCESS (FREUD) P.54


¨ Freud developed an elaborate model of the mind which was aimed at explaining people’s varying ways of coping with the psychological stress of daily life


¨ The theories that emerged from his theory are commonly classified as psychodynamic, social cognitive, humanistic.


¨ FREUD found psychotherapy


¨ The id, the ego, and the superego


¨ Freudian psychological reality begins with the world, full of objects. Among them is a very special object, the organism. The organism is special in that it acts to survive and reproduce, and it is guided toward those ends by its needs -- hunger, thirst, the avoidance of pain, and sex.


¨ A part -- a very important part -- of the organism is the nervous system, which has as one its characteristics a sensitivity to the organisms needs. At birth, that nervous system is little more than that of any other animal, an it or id. The nervous system, as id, translates the organisms needs into motivational forces called, in German, Triebe, which has been translated as instincts or drives. Freud also called them wishes. This translation from need to wish is called the primary process.


¨ The id works in keeping with the pleasure principle, which can be understood as a demand to take care of needs immediately. Just picture the hungry infant, screaming itself blue. It doesnt know what it wants in any adult sense; it just knows that it wants it and it wants it now. The infant, in the Freudian view, is pure, or nearly pure id. And the id is nothing if not the psychic representative of biology.


¨ Unfortunately, although a wish for food, such as the image of a juicy steak, might be enough to satisfy the id, it isnt enough to satisfy the organism. The need only gets stronger, and the wishes just keep coming. You may have noticed that, when you havent satisfied some need, such as the need for food, it begins to demand more and more of your attention, until there comes a point where you cant think of anything else. This is the wish or drive breaking into consciousness.


¨ Luckily for the organism, there is that small portion of the mind we discussed before, the conscious, that is hooked up to the world through the senses. Around this little bit of consciousness, during the first year of a childs life, some of the it becomes I, some of the id becomes ego. The ego relates the organism to reality by means of its consciousness, and it searches for objects to satisfy the wishes that id creates to represent the organisms needs. This problem-solving activity is called the secondary process.


¨ The ego, unlike the id, functions according to the reality principle, which says take care of a need as soon as an appropriate object is found. It represents reality and, to a considerable extent, reason.


¨ However, as the ego struggles to keep the id (and, ultimately, the organism) happy, it meets with obstacles in the world. It occasionally meets with objects that actually assist it in attaining its goals. And it keeps a record of these obstacles and aides. In particular, it keeps track of the rewards and punishments meted out by two of the most influential objects in the world of the child -- mom and dad. This record of things to avoid and strategies to take becomes the superego. It is not completed until about seven years of age. In some people, it never is completed.


¨ There are two aspects to the superego One is the conscience, which is an internalization of punishments and warnings. The other is called the ego ideal. It derives from rewards and positive models presented to the child. The conscience and ego ideal communicate their requirements to the ego with feelings like pride, shame, and guilt.


¨ It is as if we acquired, in childhood, a new set of needs and accompanying wishes, this time of social rather than biological origins. Unfortunately, these new wishes can easily conflict with the ones from the id. You see, the superego represents society, and society often wants nothing better than to have you never satisfy your needs at all!


¨


PSYCHODYNAMIC PRESPECTIVE P.54


¨ Freud more or less founded psychotherapy and from his experience with patients he developed the first extensive theory of personality


¨ Psychoanalysis is an approach to psychotherapy and a theory of personality


¨ Two premises of psychodynamic theory are that àpeople are often unconscious of their motives à process called defense mechanism works in the mind to keep unacceptable or anxiety produced thoughts out of consciousness.


UNCONCIOUS MOTIVATION


¨ HE BELIEVED THAT MAIN CAUSE OF A PERSONS BEHAVIOR LIES DEEP IN A PERSONS UNCONCIOUS MIND. This part of the mind according to Freud affects individual’s conscious thought and action but is not itself open to conscious inspection


¨ He believed that he could learn about patients unconscious mind even thought patients are unable to talk about it, by observing and analyzing certain aspects of speech and other observable behaviors to draw inferences about their unconscious motives,


SEX AND AGGRESSON AS MOTIVATING FORCES


¨ Freud considered drives to be analogous to physical forms of energy that built up over time and must somehow be released.


¨ He considered sex drive to be main pleasure-seeking and life-seeking drive and the aggressive drive to be the force that lies behind all sorts of destructive action including actions that harm oneself


THE MIND’S DEFENCE AGAINST ANXIETY


¨ Defense mechanism operates to reduce one’s consciousness of wishes, memories, and other thoughts that would threaten ones self-esteem or in other ways provoke a strong sense of insecurity or anxiety


¨ Some examples of defense mechanism are


1. Repressionà Is process by which anxiety producing thoughts are pushed out of and kept out of the conscious mind.


. Displacementà occurs when an unconscious wish that would be unacceptable to conscious mind is redacted toward a more acceptable alternative. EX desire to suck on mothers breast replaced with sucking a lollypop


. Reaction formation --. Turning a frightening wish into a safe opposite.


4. Projectionà occurs when a person suddenly experiences an unconscious drive to do it as though it were someone else’s.


5. Rationalizationà the use of conscious reasoning to explain anxiety.


SOCIAL COGNATIVE PERSPECTIVE


¨ Social cognitive theories of personality sometimes called social learning or social cognitive learning, draw both clinical psychologist experiences with their clients and from academic psychologist’s research on learning cognition and social influence


¨ LOCUS OF CONTROL In situations where outcome of ones effort is unknown people tend to behave according to a generalized disposition, acquired from past experience, to believe that the rewards either are or are not usually controllable by their own efforts.


HUMANISTIC PERSPECTIVE


¨ HUMANISTIC theories of personality attempt to focus attention on the whole, unique person, especially on the person’s conscious understanding how he or she sees the world and themselves


¨ They are called humanistic because they center on aspect of human nature that seems to distinguish us clearly from other animals


¨ Leader of humanistic psychology is CARL RODGERS 180





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michelangelo

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Michelangelo Buonarroti


Michelangelo Buonarroti was one of the greatest artists of all time. He excelled in architecture, sculpture, painting, poetry, and engineering. He was a true Renaissance man who lived a long emotional life. Born March 6th, 1475 in the small village of Caprese, Italy, Michelangelo was brought up in the village by a “wet-nurse who was the daughter of a stonecutter and married to one”(Bull ). Michelangelo was not taken back into the family until he was two or three years old. By the time he was ten he was living mostly at the family house in Florence.


In journal entries while growing up Michelangelo was described as an alert, sensitive, intelligent, introspective and quick-tempered boy, prone to sickness, but resilient, with black hair and brown eyes flecked with yellow. During his upbringing he came to enjoy a close friendship with a boy several years older called Francesco Granacci, who had worked with a well-known painter Filippino Lippi. Granacci had recognized Michelangelo’s innate genius, and had a major effect on him by giving him an opportunity to paint and explore his talents. One good feature about Granacci was that he had influential connections, and this meant that talented young men working with him were brought to the notice of prominent people. For the first time in Michelangelo’s life he encountered a multi-layered social world outside the family.


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Michelangelo started doing small projects that showed some artistic ability and it earned him recognition among his peers. He had explored the imitation of nature, the creation of illusionary space, and the representation of mental and spiritual attitudes through bodily gesture and facial expression. “He had worked with Verrocchio, fostering his obsessive skills in portraiture and caricature, and his fascination with interwined curves of knots and plaits” (Bull 46).


In 150, Michelangelo was put to work on the statue of David. Although it was not called David at first, Michelangelo had made much progress that overseers decided that because of the size of the statue it should be named ‘the Giant’, or ‘David’. Michelangelo’s hammer blows and chiseling gradually revealed the full figure, larger than life, the heroic young David of the Old Testament. The statue of David was a mixture of the many influences on Michelangelo’s style. “David reflected his passion for using the disturbingly sensuous male nude to express both the sculptor’s own feelings and the supposed emotions of the subject Michelangelo’s will to confront the world and triumph through his art, and David’s spirit of courage and fortitude against great odds”(Bull 50). The statue of David has been recognized worldwide and has become such a great importance in history, millions of people view it every year to see the detail of the sling with the young sculptor’s bow-shaped hand drill. It was said, “as David overcame his Goliath in the flesh with the sling, so Michelangelo would overcome his giant in marble with the bow”(Bull 6).


Besides sculpting, Michelangelo also wrote poetry and painted. Although his poetry was not as famous as his paintings and sculptures, people still read his sonnets. In one of his sonnets Michelangelo reflected on himself “If my crude hammer shapes the hard stones into one human appearance or another, deriving its motion from the master who guides it…”(Bull ). Most of his poetry was based on love for people he met over the years. One of Michelangelo’s famous paintings was of the Sistine Chapel. The spectacular handwork of the ‘Last Judgment’ and ‘The Creation of Man’ displays Michelangelo at the full stretch of his majesty. He showed the world what great knowledge he had attained in theology.


Michelangelo Buonarroti died, giving himself up to God, on February 18th, 1564, after a slow fever” just two weeks shy of his eighty-ninth birthday. Michelangelo’s doctor stated on that day “this afternoon that most excellent and true miracle of nature, Messer Michelangelo Buonarroti passed from this to a better life”(Bull 68). That same year Galileo and William Shakespeare were born.





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Saturday, August 6, 2011

Crime and Punishment

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Generally, in some of the greatest works of literature, an important character in a novel may be considered evil or immoral on the basis of his actions alone. Such a character is Raskolnikov of Dostoevsky’s, Crime and Punishment-- a poverty-stricken young man who had who murdered an old pawnbroker. Despite such an immoral act, Raskolnikov is often viewed by the reader as a sympathetic character due to the manner in which his crime haunted him. Furthermore, he committed acts of kindness which also promote sympathy in the reader.


Raskolnikov’s evil can be seen through the nature of pawnbroker’s (Alyona Ivanova) murder, as opposed to that of her sister (Lizaveta Ivanova). Alyona’s murder was much more brutal that Lizaveta, in that she took several hits with the ax whereas Lizaveta took only one. Therefore, even thought the pawnbroker was already dead, Raskolnikov had so much rage and malicious intentions for her that he continued to strike her


Then he dealt another and another blow


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with the blunt side and on the same spot.


The blood gushed as from an overturned glass…


On the other hand, Lizaveta was struck once and murdered only out of necessity as she was unexpectedly home


The axe fell with the sharp edge just on


the skull and split at one blow


all the top of the head. She fell heavily at once…


Fear gained ore and more mastery over him,


especially after his second, quite unexpected murder.





The immorality of Raskolnikov’s character is evident not only in his committing murder, but also theft. After murdering Alyona, he proceeded to take her jewelry and other valuables


…probably all pledges, unredeemed or


waiting to be redeemed�bracelets, chains,


ear-rings, pins…without delay, he began filling


up the pockets of his trousers and overcoat


without examining or undoing the parcels…


although this crime is much less significant than a murder, it still contributes to the idea that Raskolnikov is an immoral character.


Although the combination of such evil and malicious acts committed by Raskolnikov should spur the reader’s great hatred of him, some may actually feel sympathetic toward him. He is an extremely poor young man, who wore rags and did not have enough food. given this information, a reader may feel sorry for Raskolnikov, despite his immoral deeds, because it is often said that those who are so poor are left with very few, if not any choices in life. Therefore, by murdering the pawnbroker and stealing her valuables, he may have been securing his own survival. Furthermore, Raskolnikov committed acts of kindness which may also serve to spur a reader’s sympathy. For example, he went out of his way to help a young girl who he thought was going to be taken advantage of by a strange man. Based on his actions alone, Raskolnikov may be considered evil and immoral. However, given his situation and occurrences of contrasting behavior, a reader may react more sympathetically than otherwise expected.





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Cherry Orchard

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The values of a play’s characters and the society in which they live may be revealed through scenes of social occasions. Chekhov’s “The Cherry Orchard” includes one such scene- the party of Liuboff Andreievna Ravensky. This event brings together several characters in the play and offers an opportunity for the reader to asses their values. The scene contributes to the meaning of the work as a whole in that it reveals important characterization.


One character whose values become evident in the party scene is Liuboff, the hostess. The reader is informed about Liuboff’s character through its contrast with another- Peter Trofimoff, with whom she has a disagreement. The two differ with regard to the value of love, as well as that of the past. For example, while Liuboff embraces love and all that it entails, Trofimoff believes that he is above it


As if I’d ever given her grounds


to believe I’d stoop to such


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vulgarity! We are above love.


Furthermore, Trofimoff has difficulty comprehending Liuboff’s disability to let go of the past. Again, the two characters conflict in their values and it allows for insight into Liuboff’s mind


What truth? You see where truth is,


and where falsehood is, but I seem


to have lost my sight and see nothing.


Liuboff is attached to her memories and not ready to give that up. She has difficulty facing reality, and is comforted by the falseness that may surround her.


Firce is another character who reveals a significant value during the party in Act III. His feelings regarding social hierarchy become evident when Firce says


At hour balls some time ago,


generals and barons and admirals


used to dance, and now we send


for post office clerks and the


stationmaster, and even they


come reluctantly. I’m very weak.


Here, Firce is saddened by the evolution of the social order over time. the party, which was once an exclusively upper-class event is now even inadequate for the lower class. This is symbolic of the fall of the aristocracy of Russian society in the play.


Based on what was said by important characters in Act III of the “The Cherry Orchard,” readers are able to appreciate the contribution to the entire play. Through Firce’s character, the collapse of the Russian elite is focused upon. This feeds in perfectly with the play in terms of its symbolism, which is also portrayed through the selling of the Cherry Orchard to a former slave. The social order has completely changed and not without greatly influencing the lives of the characters.


Liuboff’s attachment to the past and her memories further supports the play’s conflict by showing how she is being affected by the fall of the elite class. Her inability to face her fate relates to Firce’s acknowledgement of the same situation. The irony in such events contribute to the overall depiction of the antagonist in “The Cherry Orchard”-- not a person, but rather the gloom consuming the lives of the individuals in the play.











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Friday, August 5, 2011

Everlasting Vengeance

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Outline


I.Introduction


A.Hook sentence


B.Thesis


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II.Body


A.The machine’s revenge


1) Nature of the revenge that AM takes on the human survivors


)The source of AM’s hatred for humans


B.Psychological Impact of AM’s revenge on the human survivors


1) Effects on Ted and his credibility


)Paranoid Narration


)Sexual Jealousy


4)Helplessness and Frustration


5)Regression of human resourcefulness


6)Madness and Death as a source of salvation


C.AM as a god-like figure


1)References to God


)Allusions and symbolism [burning bush, locusts, etc.]


III.Conclusion


A.Restatement of introduction


B.Wrap-up and closure


C.Make paper cyclical


~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


Revenge is a clear and distinct theme in Ellison’s “ I Have No Mouth, and I Must Scream.” In the story, a sentient machine named AM torments the five survivors of the human race. AM imprisons them in the bowels of its underground honeycomb structure. The survivors are kept alive by AM, solely for its pleasure and malicious torment. AM is exacting vengeance on the humans for the crime of having created him without giving thought to how it felt about eventually becoming obsolete. The story is the sum of the survivors’ lamentations, trials, and the machine’s will and power to keep them under his control. Mankind has essentially created their ultimate downfall in the form of a machine that is capable of thought.


AM torments the survivors by giving them agonizing immortality. The survivors are imprisoned for decades, even centuries, as the story progresses. They are both physically and mentally tortured by the machine. While Ted, the narrator, is being telepathically probed by AM, the machines says to him, “Hate. Let me tell you how much I’ve come to hate you since I began to live. There are 87.44 million miles of printed circuits … that fill my complex. If the word hate was engraved on each nanoangstrom … it would not equal one-billionth of the hate I feel for humans at this micro-instant for you. Hate. Hate” (4).


The negative psychological effects of AM’s constant torment are seen in each of the five survivors. The one most affected by AM seems to be Ted, the narrator. Many times throughout the story, he claims that he is the only sane person left in the group. He believes that he alone is the voice of reason and superiority in the hell that has become their existence. He doesn’t think that AM has really affected him at all compared to the others.


An attitude like that supports the fact that Ted may in fact be the most affected one out of his group. His paranoia and delusional thought patterns are evident throughout the story. After an attack in a cavern the survivors were camping in, Ted relates, “They hated me. They were surely against me” (). This paranoid state of mind makes anything that Ted says much less credible. Therefore, when he makes statements like, “I was the only one still sane and whole. Really! AM had not tampered with my mind. Not at all” ().


There are many sexual undertones in the story. Seeing as there is only one female left on the planet, and there are four males, I guess this is inevitable. Ellen, the female survivor, is a slut in Ted’s eyes. He repeatedly uses derogatory language when speaking about her. He acknowledges the fact that she pleasures all the four of the men, but he still views her as an impure sexual deviant. In one instance, Ted says, “Oh Ellen, pedestal Ellen, pristine, pure Ellen; oh Ellen the clean! Scum filth” (0). He really lets the reader know that he holds a very negative view of Ellen. Ted’s view of Ellen may stem from the fact that he is very jealous of the size of Benny’s genitals. “He [Benny] was big in the privates; she [Ellen] loved that! She serviced us … but she loved it from him” (0).


The feelings of helplessness and frustrations are certainly not foreign to the survivors during their imprisonment by AM. The machine regularly tormented them by placing food, shelter, and other comforts just out of the group’s reach. If any of the survivors tried to escape, AM punished them severely. An example of one of his punishments is the blinding of Benny. After his escape attempt, his eyes were described as “soft, moist pools of pus-like jelly” (0). Whenever the group was offered food by AM, it was almost always a disgusting, unthinkably gross piece of nourishment. The group usually found itself sustaining their lives by eating “thick, ropey” worms and other foods that tasted like “boiled boar urine” (8). And when the machine did present the promise of a decent meal to the survivors, he gave them reason to give up on it. An example of this would be the gigantic hurricane bird, which AM said that they could kill for food. But AM gave the group very ineffective weapons, so they went hungry once again. The scene where the survivors find some canned food is a good example of how desperate and frustrated they all were. Ted says that the group “pawed them and gummed them and gnawed at them,” trying “to end the helpless agony of frustration” (7).


As the story progresses, Ted comes to realize that death is the only way that the group will ever escape AM’s grasp. “Surrounded by madness, surrounded by hunger, surrounded by everything but death, I knew death was our only way out. AM had kept us alive, but there was a way to defeat him. Not total defeat, but at least peace. I would settle for that” (7). Ted’s fear vanishes, and he calmly executes his fellow survivors, freeing them from their everlasting torment.


AM is a kind of God-like figure in the story. Ted repeatedly says that AM is not God; he is only a machine. AM, nonetheless, exhibited many god-like traits throughout the story. He appears to the group as a burning bush in one scene, just as God appeared to Moses in the desert so many centuries ago. The machine also sent the group food from above, the same way in which God fed the Israelites while they wandered through the desert.


AM had the power to enter the survivors very minds, and he tormented them from within. While torturing Ted telepathically, AM snarls, “to hell with you … but then you’re there, aren’t you” (5). When Ted killed his companions, AM exhibited textbook god-like responses. “He dried up the snow. He brought the night. He roared and sent locusts” (8). AM may not have been a god, but he was certainly the undisputed ruler of his underground domain.


This story is a very graphic and thought provoking tale of absolutely malicious vengeance. AM wanted to make his human creators suffer for all eternity. Perhaps Ellison is warning mankind not to play God so much. Ted offers an explanation for AM’s undying, absolute hatred of humankind. He says, “We had given AM sentience … But it had been trapped … We had created him to think, but there was nothing he could do with that creativity … AM could not wander, AM could not wander, AM could not belong. He could merely be. And so, with the innate loathing that all machines had always held for the weak, soft creatures who had built them, he had sought revenge … AM has won simply … he has taken his revenge …” ().





Ellison, Harlan. “I Have No Mouth, and I Must Scream.” Stories An Anthology and An


Introduction. Ed. Eric S. Rabkin. New York Harper Collins College Publishers,


15. 88-.


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About The Birlings

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The play opens with the engagement celebration of Sheila Birling and Gerald Croft. The party takes place in the dining room of the bridal parents Arthur and Sybil BirlingLs house close to Brumley. The Birling family is very happy looking forward unto this marriage as a most ideal financial connection to the business rival Croft.


The celebrations are interrupted by the appearance of inspector Goole , who enters and confronts the participants with the unpleasant suicide of a young woman named Eva Smith. He tells that Eva Smith drank some disinfectant and died that early night in the infirmary . It becomes clear that there must be a connection between Eva Smith and the Birlings.


Eva worked in the Birling factory two years ago. She got the boot for being one of the ringleaders postulating a pay rise for the workers. The conversation indicates that every member of the party had some influence on Eva SmithLs life and way of death . Mr. Birling fired Eva Smith , Sheila complained about her to her new employer at Milwards , a cloth shop for upper classed society , so Eva was dismissed and again without any work. Gerald Croft kept her as a mistress . When she wanted to get help from a charity committee , Mrs. Birling refused help. At last the BirlingLs son Eric got Eva pregnant and was not able to persuade her to marry him for his unripeness and weakness of character.


After the inspector left the house , the Birlings turned to the question whether the inspector was a real police officer or not. They investigate calling to the hospital , where Eva Smith should have been medicated and to the local police station to get some more information about the suicide of Eva Smith or about the police officer called Inspector Goole.


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But they ascertain that nobody knows neither Eva Smith nor Inspector Goole. Suddenly the older generation , Mr. and Mrs. Birling, denies every responsibility, they even reject the accusations with great easement and Gerald joins them. Only Sheila and Eric still feel guilty and seem to have taken some warning and lessons from the event.


At the end of the play a phone call reaches the Birlings , to announce that there is a police inspector on his way to the BirlingLs House to ask them some questions about the suicide of a girl that just died on the way to the infirmary after swallowing some disinfectant.


1.. Characterisation of the play�s characters


1..1. Mr. Arthur Birling


Arthur Birling is a very rich Selfmademan. He owns a prosperous factory. He as a parvenu is married to a social higher classed wife , whose name is Sybil , who often tries to take some influence on his expressions and his acts. But he is the leading character of the family. They have got two children Eric and Sheila. He pushed the relationship between Sheila and Gerald Croft to an engagement, for he sees many advantages for his own position in society marrying his daughter to aristocracy and for his business , as Gerald is the son of his greatest rival Sir George.


Arthur Birling is a very arrogant capitalist and has an exaggerated opinion of himself. He thinks that everything that he says is true , even when time already has proven that he is wrong . This can be recognised in his statements either about the political developments preceding the first World War, as he claims that ... The Germans don�t want war ..1 and that Russia ... will always be behindhand ... , or in his opinion about the Titanic as an absolutely unsinkable ship.


When the inspector arrives , Mr. Birling thinks that itLs necessary to point out that he was .. an alderman for years - .. and ... lord mayor two years ago..4 and ... is still on the bench 51 , suggesting to the inspector his superior local position in the society of Brumley . He also talks about his relationship to the Chief Constable trying to threaten the inspector and to take his influence on the inspectors interrogation. But the inspector does not follow suit, for he is quite not interested in Mr. BirlingLs influences.


While the inspector�s examination , it becomes clear that , even though Mr.Birling tries to present himself as a very kind and fair employer , he takes money at any time and at any place he is able to. He points out that his workers deserve no more than national average pay.


As a matter of principle he fired every ringleader - also Eva Smith , even he has to admit that, though she was a very good worker in the factory .


He covers his guiltiness arguing that someone in his position has to pay attention to his own capital and that this results in certain responsibilities as to try for the highest possible prices and to hold low the costs, especially the wages.


Close to the end of the play , he begins to show remorseful emotions , but not about his part in Eva SmithLs story of life , but about a public scandal and itLs consequences for his public image.


A scandal would mean an extraordinary danger for his imminent knightship , that would rise him or higher to the social status of his wife and equal to the social status of his son-in-lawLs family Croft.


He also is obviously very sorry for he missed the chance to speak to the inspector alone in order


to bribe the inspector to get the situation under control ( ... perhaps you and I had better go and talk this over quietly in a corner... 6). This proves his capitalistic view of life. He thinks that his money is able to manage everything and that everyone has got his price.


Even in the situation when it becomes clear that his son Eric is a thief , a soaker and responsible for fathering a child to Eva Smith , he voices that he would have been able to manage things for Eric if he had come to him earlier.


It�s to be seen that money has got the preferred position in his existence. He cares more about his money than he cares about his position of trust towards his family. He also doesnLt care for his fellow men or about the harm he causes to other people because of this attitude.


He shows his real character at the end of the play , when he is sure that inspector Goole is no real policeman but just a fake. He leaves every shame and conscience far behind and is just pleased that nothing has happened in reality. in his opinion everything turns just as it was a few hours ago before the inspector arrived and he is glad that nobody stands between him and his knightship. He does not even once think about for what kind of ideals a knightship stands for and that already his deeds, his behaviour and his missing conscience are disqualifying him for this status. He is so triumphantly relieved that he jokes about the whole situation , the inspectorLs questions , and the otherLs reactions. But his panic returns when the telephone rings again and the whole story seems to happen again.


1... Mrs. Sybil Birling


Mrs. Birling is the mother of Eric and Sheila . She was born in a higher social class than her husband and shows more class consciousness than her husband. She speaks upper class English using an aristocratic vocabulary and expressions.


Mr. Birling tries to copy her style , but often uses short forms and nasty expressions of the working class. So she often corrects her husband�s and her childrenLs speech and behaviour , which proves that she obviously feels superior to the others.


She discriminates her staff and even the inspector in a very expressive way. It seems not be necessary to her to thank her cook as a member of a lower social class for the excellent dinner he made for them.


She often tries to put the inspector down using irony and sarcasm , in opposite to her husband , who uses the social posts he filled and his relationship to important persons to put pressure on the inspector. She thinks that she has got the authority to bias the inspector, as he starts to ask unpleasant questions to her family.


She as a member of a charity committee has the possibility to help the poor and everyone , who is less fortunate in life than her and demanding for help or benefits . She does not work in the committee to help others , but in order to feel and to savour the dimension of social cleft between her and those people who applied for benefits or help.


The interrogation brings out that she also is to blame for Eva SmithLs way of life and sudden death, too. She did not only refuse giving help to Eva Smith as a member of the charity organisation , but exerted influence on the committee to let them deny any possible demand or help for Eva.


She is even more hard-hearted than her husband , for she knew all the circumstances of Eva SmithLs life , being an orphan who was for a long time without any work or money , becoming one man�s mistress and getting pregnant by an other.


She knew that Eva Smith sought for help , for she wanted to change her life and that she tried hard to get things under control . Anyhow Mrs.Birling managed to refuse help.


Mrs. Birling feels no blame about her misdeeds and thinks that she decided everything the way a woman in her social position should do.


She perfectly turns the story the way she needs to seem innocent of any involvement in Eva SmithLs death ... you�re quite wrong to believe I will regret what I did ...7I was perfectly justified in advising the committee not to allow her claim for assistance ...8 I accept no blame for it all..


She thinks that she knows her family very well , but later on it is clear that she ignored many important facts about the members of her family, as the easiest way to handle things is to ignore every hint of a problem.. She has to cope with the fact that her son Eric is on his way to become an alcoholic and is under suspicion to be a thief of the family�s capital assets, too. And she has to make up her conscience that she contributed to the death of her first grandchild.


This realisation is able to move her emotions and she shows first signs of regret. but at the end of the play, after the inspector left the BirlingLs house, Mrs.Birling shares her husband�s easement and enthusiasm about the inspector being a fake. She returns to her old character and proves that she is not able to take either a warning from the instructive situation, or tolerance, or sympathy.


1... Sheila Birling


At the beginning of the play Sheila is a very naive and unripe young woman. She decides on her life adapting to her parents opinion .That makes her subjected to her parents. She really is in love with Gerald Croft and does not see this alliance as a marriage of business as her parents do. She demonstrates her love in her jealous reaction about the spring and the summer before ,when Gerald Croft did not meet her frequently .


When the inspector starts the examination she finds herself deeply involved into Eva SmithLs


fate. Being confronted with the inspector�s photograph , Sheila is really shocked identifying Eva Smith .


Suddenly Sheila feels responsible for her deeds and behaviour .She starts thinking about the kind of person she is This starts the alternation of her interior attitudes. She is candid and admits that she was the customer who exerted her influence and initiated EvaLs dismissal from Milwards where Eva worked after being fired by Arthur Birling. Sheila recognises that Eva was not guilty in that situation but her own bad temper was to be blamed. She even wanted her mother never to go shopping at Milwards again. That shows how immature Sheila was at that time , as she did not think about all sorts of consequences for EvaLs life being dropped out of her job. Short time after that she felt guilty and bad about her behaviour and told her father the story to get some advice , but he expressed that it was an irrelevant occurrence.


She is afraid that she is the only one next to her father , who is responsible for EvaLs death . But the inspector gives her some hints that she and her father were not the only ones to be blamed for EvaLs death.


She shows compassion and sentimentality. She wants to turn back the time to change her behaviour. She matures in this situation. She fully accepts her guilt and learns about responsible behaviour .


Sheila shows that she took a warning from the past as she says that ... I will never , never do it again to anybody . 10.


After she recognises that Gerald Croft had an affair with Eva Smith , she starts thinking about the kind of persons she is going to live with. This starts the alternation of her exterior attitudes. She separates herself emotionally from the others.


Later on as the inspector left the house , she insists upon her guilt unattached to what the others say.


She remains calm, and refuses taking the engagement rings from Gerald to get some time to ponder things over. She separates from her parentLs opinion and behaviour for the first time , and she recognises , that she is not able to accept her parent�s attitudes . Sheila is amazed and concerned that her parents are not willing to learn anything from the situation.


At the end of the play Sheila underwent a drastic change in character . She was a immature , giggling woman , who allowed her parents to shape her life , but now she reaches strength of character. She gets independent and shows that she learned about her responsibility to others , who are less fortunate in life than herself. She develops compassion and sympathy for all fellow men , not only for her class of society.


Her willingness to learn from this experience is contrasting to her parentsL behaviour. Only Eric joins her development, as it shows that the younger generation is more flexible and able to criticise and change itself.


1..4. Eric Birling


Eric Birling is Mr. and Mrs. BirlingLs son. He is a young and rich man working at his


father�s factory. He is the heir of the Birling factory and plans to get a higher


responsible position in the factory until he will inherit . But he is still under his father�s


control and oftentimes he is not able to suit him.


Mr.Birling Unless you brighten your ideas , you�ll never be in a position to let


anybody stay or tell anybody to go. It�s time you learnt to face a few responsibilities .


That�s something this public-school-and-Varsity life you�ve had doesn�t seem to teach


you. 11


Mr. Birling is not really prepared to divide the power in his factory , for that is the


key element in his self - comprehension.


Because Eric is not allowed to fulfil his job with the kind of responsibility he wants


to have , he does not want to adjust his private life to any responsibility. If there is


any problem he always turns to the most comfortable solution. That is the way he got


an alcoholic , to avoid to recognize with his superficial life , his dissatisfying work and


with his parents who are not able to give love, understanding and trust to him.


He shows real emotions , first of all sentimentality about the end of EvaLs and his unborn


baby�s life. And a bad conscience about Eva favouring suicide before marriage ,


because she knew him being an alcoholic and a thief.


In fact he recognises that Eva showed more conscience and greater ability to look


through all facades of the BirlingsL characters and behaviours than he was able to .


She decided to deny the money Eric offered her , for she knew it was stolen. She


recognised that Eric was an unripe young man , who was subjected to his father�s


plans for his life.


Eric was not able to tell his parents about her pregnancy. He hid their relationship


and stole some money from the factory to give it to her .This made it plain to her , that she


should not marry him. She knew him being too weak to bear up the marriage against his parents and their attitudes about a lower classed daughter-in-law. That is why Eric is also to be blamed for Eva SmithLs death.


He thinks that it does not matter whether inspector Goole was a real police officer , or


not. He thinks that the things turned out about himself and his family are more


important than the question whether this story may have serious consequences for the


participants , for example for his father losing his knighthood.


Sheila It doesn�t much matter now, of course- but was he really a police inspector?


Birling Well, if he wasn�t, it matters a devil of a lot. Makes all the difference.


Sheila No, it doesn�t.


Birling Don�t talk rubbish. Of course, it does.


Sheila Well, it doesn�t to me. And it oughtn�t to you, either.


Mrs Birling Don�t be childish, Sheila.1


[...]


Sheila But it doesn�t make any real difference, y`know?


Mrs Birling Of course, it does.


Eric Eric No, Sheila`s right. It doesn�t.1


In a way he joins Sheila�s development in character, as he is able to criticise himself at


the end of the play , but his faults will haunt him for a long time I�m not likely to


forget.14


1..5. Gerald Croft


Gerald Croft is the son of Sir George and lady Croft an old country family. The Crofts also own a factory Croft Limited and they are business rivals to the Birlings. Gerald wants to marry Sheila Birling. It seems that next to love there are other reasons for this relationship, for example a very positive financial business-effect that two rivals of the past can merge with each other now. His parents are not participating the engagement party. Even though they tolerate Gerald�s decision , they obviously think, that though Sheila comes from a very rich family , their son could have chosen better out of a higher social class .


In the beginning it is not clear whether Gerald is also to be blamed for Eva SmithLs death , just like the others. But then the inspector says that Eva changed her name after her discharge from Milwards into the alias Daisy Renton. At that moment Gerald Croft gets really a shock. He has to admit that he met Daisy in a bar among prostitutes , which is not a place a man in love planning to marry ought to be. Gerald offered Eva/ Daisy to live in the apartment of a friend then. At first he just wanted to protect her, but he claims that it was inevitable for him to start a love affair with her.


She told me she `d been happier than she `d ever been before.15


But Gerald left her after a while and gave her enough money to see her through for the next time.


Gerald feels bad because it came out that he was unfaithful to Sheila and he worries about his reputation.


He is confused about EvaLs death and wants to make up his mind by himself , in opposite to Sheila who acquaints her feelings to all the others.


In that case- as I�m rather more - upset - by this business than I probably appear to be - and - well, I`d like to be alone for a little while.16


When the inspector left the house Gerald investigates and finds out that there is no inspector Goole at the police office and that no young woman has died at the infirmary that night. Suddenly Gerald joins his parents-in-lawLs behaviour and easement about the news that the whole story is a fake. That shows he is not able to learn from his mistakes for. He easily ignores all sorts of consequences for his mistress / Daisy�s life , who exists in reality as he confessed.


Gerald entirely gets rid of the unpleasant story and continues to feast after all that has happened. Actually he wants to give Sheila the engagement ring , as if he had never admitted


having had an affair with another woman.


1..6. Inspector Goole


Inspector Goole is a mysterious person. He doesn�t work for the police, but he knows everything about the Birling family Birling and Gerald.


In the first act Inspector Goole interrupts the harmony of the family circle, which is a situation of man different emotions and great exciements. This emotional situation makes it more difficult for the others to deviate from the truth.


He starts to interrogate each person alone and one after the other. One line of inquiry at a time. Otherwise we�ll be talking at once and won�t know where we are. if youLve anything to tell me, youLll have an opportunity of doing it soon.17 or later One line of inquiry at a time. Otherwise thereLs a muddle. 18 He decides to examine that way for he wants to let anyone know everybody�s fault. He separates every interlocutor and makes the others criticise.


The inspector doesn�t care about Mr. and Mrs.Birling trying to suppress him. He does not feel that the Birlings are outclassing him and he treats them as equals. He even sometimes uses irony or sarcasm , to shake the BirlingsL self confidences and beliefs.


Mr.Birling We were having a nice little family celebration tonight...1 Inspector I was in the infirmary looking what was left of Eva Smith. A nice little promising life there I thought..0


Inspector Goole says he just wants to find out every influence on Eva SmithLs life that led to her suicide. And that�s why I�m here, and why I�m not going until I know all that happened1, but in reality he wants them take note of it , for he already knows everything of the past. He is no supernal person with supernatural abilities, but he seems to be omniscient and personifies everybodyLs conscience. He wants to make the family including Gerald aware of their faults.


The inspector makes all characters feel guilty for what they did to Eva Smith. But some of them only regret their behaviour for they fear some punishment, for example Mr. Birling is afraid of losing the knighthood or Eric is afraid of bearing the responsibility for his theft or Gerald fears not to become engaged to Sheila.


Near the end of the play the older generation hopes that inspector Goole had been a part of a fakery , but later on he seems to be a forerunner of reality. Perhaps he came to give every participated person a chance to admit their faults and guiltiness and to act dignified in the second examination .


At the end there has to be said that there is the possibility that the Inspector could have been showing each of them a different picture every time. That would mean that there had been different women treated like that. But as a matter of fact all participants should not only feel guilty for Eva SmithLs death but for their faults treating other people.


I think Goole can be seen as the personified moral of the play. He carries the guilty conscience of all the characters and shows it to them.


Four different aspects carried by inspector Goole can be found in four different passages of the play


In the passage of the first act as Mr. Birling is in the middle of a speech to Eric and Gerald about a man has to make his own way - has to look after himself - and his family too. He is cut off when the maid Edna tells Mr. Birling that an Inspector calls to see him. This might be a secret message by J.B Priestly enunciating that we don�t live to look only after our families and friends but should care about other people and their fates , too.


The inspector criticises the superficial behaviour of the upper-class against the working-class. He defends Eva`s demand for a raise But after all it�s better to ask for the earth than to take it. He shows in his behaviour that he is against the Birlings lifestyle of class distinction. He thinks the poor have any right to aim high and to require a better lifestyle


from those , who own the world and are not willing to divide .


There is another moral statement in the passage as Mrs. Birling puts every blame for Eva SmithLs situation and way of death on the unborn baby�s father. She thinks of Sheila as a kind of woman of the street without any morality. Later on she finds out that this irresponsibl man was her son Eric. And it becomes clear that Eva rejected taking the money that Eric had stolen and rejected marrying Eric even though she was in a tight squeeze. As a moral you could say something like Don�t put the blame too far away , it might catch you again.


The last statement of Inspector Goole is including the main message and the most important warning which Priestley wants to make aware of


,,[...] We don�t live alone. We are members of one body. We are responsible for each other. And I tell you that the time will soon come when, if men will not learn that lesson, then they will be taught it in fire and blood and anguish. Good night.4


This means something already written in the bible, you should treat others like you want to be treated and that everyone is responsible for his neighbour. It also means that there should not exist any social classes, that everybody is as valuable as another, and no one is superior to the other.


1.. About Priestley`s plot and structure by using a description of the tension graph to show how Priestley led the reader to the climax of the play and the surprising end


This is a picture of the tension graph, which shows the the telephone rings evaluation of the tension of the story which the author J.B.Priestley used. You can see by the balloons what the story is about and you can see by the graph what emotional movement the audience goes through.





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