A Farewell To Arms Analysis Essays - English-language Films

A Farewell To Arms Analysis Essays - English-language Films A Farewell to Arms Analysis John Stubbs' "Love and Role Playing in A Farewell to Arms" John Stubbs' essay is an examination of the defense which he believes Henry and Catherine use to protect themselves from the discovery of their insignificance and "powerlessness...in a world indifferent to their well being..." He asserts that "role-playing" by the two main characters, and several others in the book, is a way to escape the realization of human mortality which is unveiled by war. Stubbs thinks that Hemingway utilized role-playing as a way to "explore the strengths and weaknesses of his two characters." Stubbs says that by placing Henry's ordered life in opposition to Catherine's topsy-turvy one, and then letting each one assume a role which will bring them closer together, Hemingway shows the pair's inability to accept "the hard, gratuitous quality of life." Stubbs begins by showing other examples, notably in In Our Time and The Sun Also Rises, in which Hemingway's characters revert to role-playing in order to escape or retreat from their lives. The ability to create characters who play roles, he says, either to "maintain self-esteem" or to escape, is one Hemingway exploits extraordinarily well in A Farewell to Arms and therefore it "is his richest and most successful handling of human beings trying to come to terms with their vulnerability." As far as Stubbs is concerned, Hemingway is quite blatant in letting us know that role-playing is what is occurring. He tells that the role-playing begins during Henry and Catherine's third encounter, when Catherine directly dictates what is spoken by Henry. After this meeting the two become increasingly comfortable with their roles and easily adopt them whenever the other is nearby. This is apparent also in that they can only successfully play their roles when they are in private and any disturbance causes the "game" to be disrupted. The intrusion of the outside world in any form makes their role-playing impossible, as evidenced at the race track in Milan, where they must be alone. The people surrounding them make Catherine feel uncomfortable and Henry has to take her away from the crowd. He goes on to describe how it is impossible for them to play the roles when they are apart and how they therefore become more dependent upon each other's company. Stubbs goes on to explain how, "neither mistakes role-playing for a truly intimate relationship, but both recognize that it can be a useful device for satisfying certain emotional needs." He says that originally Henry and Catherine are playing the "game" for different reasons but eventually move to play it as a team. Henry is role-playing to regain the sense of order he has lost when he realizes the futility of the war and his lack of place in it. Catherine is role-playing to deal with the loss of her fiance and to try to find order in the arena of the war. When they are able to role-play together, "the promise of mutual support" is what becomes so important to them as they try to cope with their individual human vulnerability. He also analyzes the idyllic world introduced early in the story by the priest at the mess and later realized by Henry and Catherine in Switzerland. They fall fully into their roles when they row across the lake on their way to their idealized world. The fact that they actually are able to enter this make-believe world strengthens their "game" and allows it to continue longer than it would have otherwise. And once they are in this new world they adopt new roles which allow them to continue their ruse. They also need to work harder to maintain the "game" because far from the front they are both still aware the war is proceeding and they are no longer a part of it. The world in which they exist in reality (!) is not conducive to role-playing because it tries repeatedly to end their "game". Stubbs manages to uncover numerous inezces in which the two are role-playing and he makes a very interesting case that this is exactly what they are doing and not just his imagination reading into the story. He does make certain assumptions, that their love is not "real", that the characters are searching for order, which are

Second Examination Term Paper Example | Topics and Well Written Essays - 500 words

Second Examination - Term Paper Example n part or the whole quantity [UCC 2-601, 2A-509)] If Joseph rejects the goods, he may acquire the cover, cancel the contract or sue the seller in the court of law as if the seller never delivered the goods (Miller, p 274). Joseph has the right to recover damages for the accepted goods. Joseph can accept the damaged portion of his goods, hold them and inform Jack (the seller) on the breach of contract. This information would prevent the buyer from pursuing any remedy [UCC 2-607(3), 2A-516(3)]. In Jack and Joseph’s case the goods delivered are, not as promised, the extent of damages would be the difference in price between the goods during the acceptance, and the value if they would have been delivered as warranted [UCC 2-714(2), 2A-519(4)] (Miller, p 271). Joseph has the right of inspection. Joseph as the buyer has an unconditional right to vet the goods before making payment. This right allows the buyer to assess the goods before making any payments to ensure that they conform to the contracted specifications (Miller, p 272). The buyer should only make payments on goods if the goods delivered maintain their quality similar to those contracted. An opportunity for inspection is therefore a condition precedent to the right of the seller or lessor to enforce payment [UCC 2-513(1), 2A-515(1)]. In case the goods are rejected because they are not conforming, the buyer can recover the costs of inspection from the seller [UCC 2-513(2)]. Jack has a right to cancel the contract the seller has a right to rescind the contract if the buyer breach the contract [UCC 2-703(f), 2A-523(1)(a)]. The seller has to notify the buyer promptly and at this point, the seller is discharged of obligations. The buyer is not discharged of all obligations and the seller can pursue the available remedies under the UCC for breach. Jack is right to cancel the contract (Miller, p 272). Jack has the right to withhold delivery. The seller can withhold the performance of their obligations under the

Biology Essay Example | Topics and Well Written Essays - 250 words - 11

Biology - Essay Example Hence, it is paramount to protect the biodiversity in order to avoid adverse effects on the environment. Biodiversity is an issue of immense concern to me because I love my city and natural environment, and I need to conserve the ecosystems. Kuwait has been experiencing challenges in the ecosystem. Notably, desertification has affected the ability of Kuwait to support and maintain the native fauna and flora. The plant cover has reduced drastically, and accelerated soil erosion is a reality. I believe that the human interference with nature has contributed to desertification and the threat of wildlife extinction in Kuwait. Such undesired effects have disrupted the natural dynamics of the ecosystems. I support any effort that seeks to protect diversity in Kuwait in order to restore the natural environment. In my opinion, it is important for Kuwait to develop and promote sound environmentally friendly strategies to identify the endangered plant and animal species and conserve them. The collection of the plant seeds is an important exercise that can assist in preserving the natural plants and restoring the natural heritage of Kuwait’s

Philosophy of Education for Foundations of Education Essay Example for Free

Philosophy of Education for Foundations of Education Essay Introduction Education is an ongoing process based upon experience. The old adage you learn something new everyday is very true, and nothing fascinates me more than simply talking to other people; you can learn so much from them. Education is the foundation of our American society, and the children of today are the future of our country, but educating them is not enough; we must be good role models and present a system of morals and values in our classrooms. Our objective in education is directly related to the social sciences in that the classroom is a microcosm of our society. As teachers we try to prepare our students for real-world situations. Interacting socially, communicating effectively and understanding other peoples emotions, feelings and points of view will help our students blossom into productive and understanding adults. Howard Gardner wrote about multiple intelligences, which I think is a huge step in improving the classroom environment and lesson plans to include ways that everyone can learn (Tomlinson, 2002). He identified eight different ways to be smart that traditional IQ tests would not show. This model allows students to excel in these categories through different types of instruction, such as verbal ability, referred to as the linguistic intelligence, or the ability to play an instrument, referred to as the musical intelligence (Johnson et al. , 2005). My classroom will be entertaining, first and foremost. I understand the material I am teaching elementary school children, but delivering that material effectively depends on how they feel about school. Motivating children and getting them excited about learning is not always easy, but it is a key ingredient to a successful classroom. As a male entering the elementary education field I understand my role as a possible father figure (Kindlon and Thompson, 1999) and recognize the importance. I want to make a difference in the world, and I see no better way than through the efforts of education. Definition of Philosophy From the perspective of a future educator, I see myself identifying with the qualities of existentialism the most. This theory can be hard to explain at times because it relies so heavily on the meaning we impose on our lives through education, an idea that cannot be expressed in a limited amount of words and one that differs from individual to individual. Existentialism is routed in the fact that our lives are meaningless; we live in a meaningless world and a meaningless period of time no different than any other. In essence, the quest to find meaning in our lives defines our life. A large part of this view is the idea that we are all free, an idea embraced in America but not typically recognized throughout the world or throughout history. Given this, our freedom allows us to make choices and these choices define us. The goal of the teacher through this philosophy is not to teach freedom, but to embrace it. Tracking, measurement and standardization homogenize the classroom, whereas our goal as teachers is to individualize the classroom and foster a healthy student-teacher relationship. The students feelings are important and we should not compare ourselves to an ideal self but who we actually are, and education is the tool that fills the gaps of understanding this. Because I have yet to become a teacher, I am not quite sure how and in what ways measurement and standardization negatively impact the classroom, but I am aware of the separation and animosity created my tracking. Getting the students to think positively about themselves will foster healthy learning and create a positive self-esteem that will drive them to learn both in the classroom and through questioning on their own. Sparking that fire is the idea behind existentialism, and in a world where we are essentially meaningless, it is up to us as teachers to inspire our students to grasp the freedom they have, bring meaning into their life, and use that excitement to find meaning in all that they do. Also, in sparking critical thinking, students will engage in a thoughtful and reflective process similar to Blooms taxonomy where a number of levels of learning are happening, dependent on how information in the classroom affects them and their existence as well as essence. Another important tool we can use to define our philosophy as a teacher is the Ways of Knowing. I feel like I identify most with the Eastern Way of Knowing, particularly the Chinese thought because of the emphasis on moral development. Understanding facts and theories is important in education, but sometimes it is hard to distinguish what is actually necessary from what is trivial. Preaching morals allows us to respect others, particularly elders, and gain from their knowledge, something that cannot always be taught in the classroom. Also, it will foster a more productive and peaceful society, one that is the best to learn in. Confucianism and Taoism play a large role in this type of knowing as well, and the reliance on harmony can be compared to the need for smooth transitions in the field of education. Although Confucius implemented the need for rules and standards, contradictory to my belief in existentialism, he has influenced society and education in particular for thousands of years. These rules help keep life orderly and efficient, and the success of Chinese government, business and family life can be attributed to this as well as the harmony between the three. Taoism affects the Chinese thought by suggesting that we should leave things alone and not force personal desires onto the way things will naturally occur. This eliminates the need for competition and is more consistent with the existentialist view. Competition can be good in many ways, but when comparing students we must be careful and considerate. There is no place in the classroom for making anyone feel inferior, and I feel more strongly about that than any other aspect of teaching right now. In relation to morals and respect, I will never allow a student to think they are better than any other student, and hopefully using this method will prepare them for life in the real world, where manners and morals can actually take you pretty far. Even if its not for achievement, preaching this will promote self-improvement and a genuine compassion for other students, which is what I strive for in the classroom. Based on the work of Jean-Jacques Rousseau, and rooted in existentialism, humanism is the educational approach that I fell closest too. Humanism makes the assumption that we are essentially born good and that children enter the world not as a blank slate, but with innate qualities and dispositions. Consistent and nearly identical to existentialism, humanism stresses the role of individualism in the classroom and says that society turns people evil. Group-oriented education is rejected because it weakens the student-teacher relationship, limits self-actualization (based on the students feelings), and measures students as objects, effectively doing away with the individual self. Teachers involving humanism in the classroom look for student interests as guidelines for instruction and assessment and even go as far as letting the students pick the material and activities. Students discover their own opinions through divergent thinking and should not be influenced by the teachers views. Eastern influences on Humanism are also prevalent, as people should be looked at as valuable individuals that deserve respect, not as objects to be manipulated, described by the I-Thou and I-It example, respectively. I am an optimist; the glass is always half full. Therefore, I strongly believe that people are created equally, good and free. Society can have a negative impact on individuals, but it can also have a positive impact. Our goal as teachers is to become that positive force and to let every student know that we care about them as individuals. The book cites how a college classroom can consist of more than one-hundred students, leaving know room for a personal relationship with the professor. One of the main reasons I came to W and J was for that small school feel where I could have a personal relationship with my professors: I feel like I do better in my classes and that I also learn more and feel more confident about my abilities. If we can achieve this goal, rather than making our students just a number, we will truly succeed as educators. References Johnson, J. A. , Musial, D. , Hall, G. E. , Gollnick, D. M. , Dupuis, V. L. (2005). Introduction to the foundations of American education (pp. 448). Boston: Allyn Bacon. Kindlon, D. , Thompson M. (1999). Raising Cain: Protecting the emotional life of boys (pp. 333). New York: Ballentine. Tomlinson, C. A. (2002). Different learners, different lessons. Scholastic Instructor, 9, 21, 24-26, 91.

Christianity Essay -- essays research papers fc

Christianity, Islam, and Judaism: Perspective on Fasting One of the longest established disciplines of the human body is that of fasting. Fasting is abstaining from food, drink, sleep or sex to focus on a period of spiritual growth(www.alinaam.org.za).Fasting has also been used in nearly every religion in the world, including Christianity, Islam, and Judaism. Many of history's great spiritual leaders fasted for mental and spiritual clarity, including Jesus, Buddha, and Mohammed. Fasting is an important element in religious practices. Christian Perspective Nowhere in the New Testament is fasting commanded as a binding obligation upon the Christian. However, if one elects to fast it should be nothing less than drawing nearer to God. Even though fasting is not commanded that doesnà ¢Ã¢â€š ¬Ã¢â€ž ¢t mean that fasting isnà ¢Ã¢â€š ¬Ã¢â€ž ¢t recommended as a part of a Christianà ¢Ã¢â€š ¬Ã¢â€ž ¢s spiritual growth. Fasting is very important in Christianity. Jesus fasted for 40 days and nights. The Book of Acts records believersà ¢Ã¢â€š ¬Ã¢â€ž ¢ fasting before they made important decisions (Act 13:4, 14:23). Fasting and prayer are often linked together (Luke 2: 37; 5:33). Although fasting in Scriptures is almost always a fasting from food; there are other ways to fast. Anything you can temporarily give up in order to better focus on God can be considered a fast (1 Cor. 7:1-5). Fasting should be limited to a set time, especially when the fasting is food. The occasions for a fast is total voluntary. Christians fast for different reasons. They fast during difficult times, to express sorrow or regret for sin or to seek guidance from God. Christian also fast to communicate emotion to God. Christian fasting is more than denying he or herself food or something else of the flesh à ¢Ã¢â€š ¬Ã¢â‚¬Å" ità ¢Ã¢â€š ¬Ã¢â€ž ¢s a sacrificial lifestyle before God. In Isaiah 58, a à ¢Ã¢â€š ¬Ã…“true fastà ¢Ã¢â€š ¬? is not just a one-time act of humility and denial before God; it is a lifestyle of servant ministry to others. Isaiah tells us, fasting encourages humility, loosens the chains of injustice, unties the chords of the yoke, frees the oppressed, feeds the hungry, provides for the poor, and clothes the naked. (Isaiah 58: 1-9). The concept of Christian fasting isnà ¢Ã¢â€š ¬Ã¢â€ž ¢t a one-day thing à ¢Ã¢â€š ¬Ã¢â‚¬Å" ità ¢Ã¢â€š ¬Ã¢â€ž ¢s a lifestyle of servant living for God and others. Jewish Perspective Fasting is a part of the Jewish tradition. Fasting was instituted in Biblical times as a sign of morning, or when... ...d Judaism rely heavily upon law for fasting. They have major fasts based on the Holy Quà ¢Ã¢â€š ¬Ã¢â€ž ¢ran and the Torah. Christian fasts are not restricted to commands from the Bible. As a matter of fact, fasting is not required at all. They are encouraged to fast for spiritual growth. If Christians decide to fast, they have individual freedom to choose when and how they fast. Unlike Christians, Muslims and Jews have to fast completely from food. Christians have a choice to fast from whatever keeps them from focusing on God. Even though Islam, Judaism, and Christianity have different perspective on fasting, they all have a common goal to get closer to God. No matter how a fast is carried out, one should never lose sight of the main goal of fasting. Fasting provides an environment for a deeper spiritual life. Bibliography http://www.aish.com Retrieved February 20, 2005. http://www.alinaam.org.za/ramadhaan/freligions.htm Retrieved February 20, 2005. Fisher, Mary Pat (2002). Living Religions, Fifth Edition Prentice-Hall, Inc. Upper Saddle River, New Jersey. The Holy Bible, New International Version Grand Rapids, Michigan 1973. http://www.islamworld.net / Retrieved February 26, 2005.

Symptoms of Amyotrophic Lateral Sclerosis

Medical history has been filled with an array of diseases and illnesses, ranging from the common cold to deadly killers. Some are easily treatable and others can be terminal, but some of the worst are those that still remain without a cure; one such disease is amyotrophic lateral sclerosis. Amyotrophic lateral sclerosis, or ALS, is a degenerative disease affecting the human nervous system. It is a deadly disease that cripples and kills its victims due to a breakdown in the body's motor neurons. Motor neurons are nerve cells in the brainstem and spinal cord that control muscle contractions. In ALS, these neurons deteriorate to a point that all movement, including breathing, halts. Muscle weakness first develops in the muscles of body parts distant from the brain, such as the hands, and subsequently spreads through other muscle groups closer to the brain. Such early symptoms as this, however, can hardly be noticed. Early symptoms of ALS are very slight and often overlooked. They begin as simple things, such as tripping or dropping things. Twitching or cramping of muscles and abnormal fatigue of the arms and legs may soon follow, causing difficulty in daily activities, such as walking or dressing. In more advanced stages, however, shortness of breath or difficulty in breathing and swallowing ensue, until the body is completely taken over by the disease. Intellect, eye motion, bladder function, and sensation are the only abilities spared. Where and how this deadly disease originated is unknown, but it was first identified in 1869, by the noted French neurologist Jean-Martin Charcot. ALS is not contagious, but research is still vague on the cause of the disease. Today, there are three recognized forms of ALS: genetic, sporadic, and Guamanian. The genetic form of ALS appears to be inherited or passed down within a family, and about ten percent of ALS patients have a family history of the disease. An abnormal gene has been located in about half these families, but the cause of the remaining half is still unknown. The next, most common form, is sporadic ALS. These patients have no family history of disease, and the cause of their coming down with ALS is a mystery. Finally, is Guamanian ALS, called this because a high percentage of cases occur in the Pacific Islands near Guam. One major reason ALS is such a frightening disease is because no cure has been established. Although no effective treatment has been developed, a number of drug trials have been conducted, and there are some devices designed to help ALS patients maintain independence as well as safety as the disease progresses. These devices include ankle or foot braces, cervical collars, and reclining chairs. Since there is no cure, however, the primary treatment is for management of symptoms. Amyotrophic lateral sclerosis is also a difficult disease to diagnose, primarily because no one test can definitely establish if the disease is present. A diagnosis includes most, if not all, of the following procedures: electrodiagnostic tests, blood and urinary study, thyroid and parathyroid hormone levels, spinal tap and imaging, and muscular or nerve biopsy. Most who develop ALS are between the ages of forty and seventy years of age, although cases have been reported of victims in their twenties and thirties. It was once thought to be a rare disease, but studies have shown that about 5,000 people in the United States are newly-diagnosed with ALS each year–about 13 new cases a day! It isn estimated that about 100,000 people who are apparently well in the country today will die with ALS. Amyotrophic lateral sclerosis is also popularly known as Lou Gehrig disease. Lou Gehrig was a famous baseball player in the 1930's for the New York Yankees. Once known as baseball's â€Å"Ironman†, Lou Gehrig was truly a sports legend. His promising career came to a screeching halt, however, when he was diagnosed with ALS. The disease not only took away his career in baseball, but his life; Lou Gehrig died at the young age of thirty-eight. In conclusion, amyotrophic lateral sclerosis is a deadly and frightening disease; its victims cannot be saved. Someday, hopefully, a cure will be developed, and the suffering this disease is causing will be stopped.

A Portrait Of Daisy Buchanan - Free Essay Example

Sample details Pages: 3 Words: 819 Downloads: 10 Date added: 2019/03/26 Category Literature Essay Level High school Topics: The Great Gatsby Essay Did you like this example? In the book The Great Gatsby novel written by F. Scott. Fitzgerald, Daisy B is portrayed as a manipulative character. Don’t waste time! Our writers will create an original "A Portrait Of Daisy Buchanan" essay for you Create order Throughout the whole book this is shown in various ways from the ups and downs in emotion, the naive mind in her scandalous relationship, and to her own actual affair that set her free from hurt. Daisy Buchanan, born Daisy Fay, is from a wealthy family in Louisville, Kentucky. Popular and beautiful, she was stunning to officers during World War I. She met and fell in love with Jay Gatsby, an officer at the time, and promised to wait for him to return from the war. However, she succumbed to pressure from her family and married Tom Buchanan instead. Eventually ending in a baby girl named Pammy. Daisy in the books voice is given reign over a fools heart described here in the novel as the author glides through the introduction of characters I looked back at my cousin who began to ask me questions in her low, thrilling voice. It was the kind of voice that the ear follows up and down as if each speech is an arrangement of notes that will never be played again. ( Fitzgerald 33). Daisys voice is captivating and a lust call to men unknowingly. Though this is not her fault. Daisy mentally uses this to her advantage as shown by her superficial and senseless conversations with men. Daisy grew up spoiled and she is used to getting everything her way or no way at all. The author shows this She had told him that she loved him, and Tom Buchanan saw. He was astounded. His mouth opened a little, and he looked at Gatsby, and then back at Daisy as if he had just recognized her as someone he knew a long time ago. Here Daisy uses her manipulative voice to enroll Gatsby in. This was not for rea l sparks but the entertainment of Daisy watching her affair man feel some type of way. Although Daisy may be a very rich woman her mind is confused and she lacks knowledge. Daisy shows her confusion of life when she states Im glad its a girl. And I hope shell be a fool. Thats the best thing a girl can be in this world, a beautiful little fool (Fitzgerald 85). Here it is clear that Daisy has taken this statement and reiterated it into her lifes standards. The sad part is that Daisy believes that this ok and even wishes the foolish heart on her unborn. The actual foolish behavior that is deemed right by Daisy is that of being a manipulation at a young age and still having everything go her way. Even in her wrongdoing, her way is right the author clearly states Theyre such beautiful shirts, she sobbed, her voice muffled, in the think folds. It makes me sad because Ive never seen such beautiful shirts. ( Fitzgerald 120). What this shows is confusion because Daisy believes her sadness is from the shirt while in all actuality the sadness is from the realization of lost she h as gained. Daisy has a mentality of everything going her way and she doesnt care who will be hurt in the process this reflects Daisy as selfish. In the book, it states Oh you want to much! I love you now isnt that enough. I cant help whats past. She began to sob helplessly. ( Fitzgerald 130). This shows Daisys selfishness because she once had Gatsby and the true old love is not there anymore and she continues to hold onto him. Daisy has built up hurt and in that hurt that lingers for Tom, she still loves him. Her holding both in hand knowing Gatsby can be with whoever is selfish. Even when Daisy killed Myrtle the wretched mistress of her husband Daisy in her selfish ways let Gatsby take the blame for it all. Fitzgerald distinctively let readers know that all the pain Daisy endured would not go undone because she let her emotions get the best of her. The author stated It all happened in a minute, but it seemed to me that she wanted to speak to us, thought we were somebody she knew. Well, first D aisy turned away from the woman toward the other car, and then she lost her nerve and turned back. ( Fitzgerald 160). By the end of this, you have realized that this Daisy is not the flower well bloomed. Her soft white petals have easily being confused, and manipulated, distraught and hurt. Fitzgerald intricately lets this beauty fall from grace. Daisy shows on numerous occasions that everything will only work for you if it works in her favor. Though this is not Daisys own fault for the lifestyle given to her was not the greatest example of life. Daisy doesnt know how to get things done the right way and forever more the injustice will be that she is lost in this world.