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Symbolism in A Warn Path - 1229 Words

A Worn Path is a story with a manifold of symbolism. It talks about a time where you needed to walk a long way in order to get to your destination . The goal is to get medicine for her sick grandson, who swallowed lye. Phoenix Jackson is a symbol herself she represents a mythical bird. The bird symbolizes rebirth and rising from the flames. This is just the beginning of Eudora Welty’s list of symbols. The title signifies that she has gone through that path many times before. The story focuses on her determination to help her grandson who is ill because he swallowed lye when he was younger. She faces all types of obstacles like racism, poverty, hard travel, the cold weather and her old age. Phoenix starts by making her way through the wilderness and says, â€Å"Out of my way, all you foxes, owls, beetles, jack rabbits, coons and wild animals. . . Keep out from under these feet, little bob-whites† since its winter the animals will probably hibernating and this symbolizes her easy travel. The old lady without hesitation continues her journey up the hill. She says, â€Å"Seems like there is chains about my feet, time I get this far.† She uses the chains as a sign of slavery since she is a very old lady she might have been through that rough period of time.Show MoreRelatedSymbolism : A Warn Path, And Shirley Jackson s `` The Lottery ``1636 Words   |  7 PagesSymbolism has been used for hundreds of years it has been used to help writers express different elements of their work. Katherine Mansfield the author of â€Å"Miss Brill,† Eudora Welty author of the short story â€Å"A Warn Path,† and Shirley Jackson author of â€Å"The Lottery† all use symbolism wonderfully in their work. They all use symbolism in a different way but they all use this process to help describe a deeper thought or meaning behind elements of their work. Symbolism is putting a symbolic meaning behindRead MoreEssay Symbolism in The Great Gatsby864 Words   |  4 PagesIn the novel, The Great Gatsby, there is lots of reflection on symbolism, and especially colored symbolism. In this novel symbolism is a very important factor, it shows the difference between the different characters and scenes in the novel. The color green influences the story a lot. Green shows many thoughts, ideas, attitudes, and choices that Gatsby has throughout the story. White too plays an even more important role in the novel as it is used to represent some of the characters, it also talksRead MoreSymbolism within in A Worn Path861 Words   |  3 PagesSymbolism is a literary device that uses objects or events that hides the even greater idea beyond what the text it gives you. For example, the bald eagle may seem like a fascinating bird, but to the eyes of an American the bald eagle represents freedom. Symbolism can be found throughout our everyday lives. Shoe s have logos that are used to show what brand of shoes ones self is wearing, also money may seem like just paper, but it can also represent power. In the short story, A Worn Path, the mainRead MoreA Worn Path Analysis944 Words   |  4 PagesThe short story A Worn Path, is around an old African American woman named Phoenix Jackson who makes an arduous trip into town needing prescription for her sick grandson. Amid her outing she talks resoundingly to herself in an urging way to bear the troublesome trek. She has made this trek commonly some time recently, yet this one appears to be essentially harder to oversee. After her daring endeavors and love for her lone grandson, she is effective at recovering the solution. Shockingly, the creatorRead MoreCritical Response Fahrenheit 4511592 Words   |  7 Pagesthought provoking novel which raises important concerns about what the future may hold. Predominantly told through the eyes of the protagonist Guy Montag Bradbury warns humanity of a future containing mind manipulation, abuse of technology and heavy government censorship. The purpose of this book is clearly to warn society of t he path we are headed to if we continue to value new technology over knowledge by showing us â€Å"that although knowledge can cause disharmony, knowledge of the past can help preventRead MoreThe Danger Of The Atomic Bombs974 Words   |  4 Pagesgiant mutated ants that symbolized Americans fears. These films use the symbolism of destruction to show their fear and belief in the dangers of using science to make things such as nuclear weapons, and in even some occasions to show the destruction of a particular political ideal such as communism. Gigantic monsters are symbols that represent societal fear. The origins of these films is not one of entertainment, they exist to warn society and help society cope with their fears of death through eventsRead MoreThe Merchant Of Venice By William Shakespeare Essay1724 Words   |  7 PagesSymbolism is used extensively in the play The Merchant of Venice. It is used to represent aspects of the people’s culture and to signify feelings wi thin people in love. The caskets signify the choices that people have in the community as well as depict the character of Portia’s suitors. The three caskets are the key to the marriage between Bassanio and Portia, and the rings signify the love and affection among the two of them as well. The caskets and the rings are used to enhance the two major themesRead MoreA Worn Path By Eudora Welty1707 Words   |  7 PagesMichelle Andrews Dr. Goss ENGLISH 1102 9 February 2016 A Worn Path In the Eudora Welty’s ‘‘A Worn Path’’, there is a distinct description of characters that live in the era of segregation and the great depression. Because Welty is a native of the south, this story is based from the experiences during her life. Her struggles are relived in the characters of not just â€Å"A Worn Path† but also a lot of her other stories. She uses hidden messages in her stories and includes deep meaning in the simplestRead MoreSymbolism In The Scarlet Letter1101 Words   |  5 PagesScarlet Letter Symbolism Essay Nathaniel Hawthorne was a writer in the 1800s, an anti-transcendentalist, and the great-nephew of John Hathorne, a judge in the Salem Witch Trials. Hawthorne is obsessed with Puritanism and, due to being obsessed, bases all his writings on Puritan towns. All of his stories take place in New England in the 1600s, before the Salem Witch Trials; The Scarlet Letter is one of these stories. In his novel, The Scarlet Letter, Nathaniel Hawthorne uses the symbolism of the WildRead MoreThe Book Of Amos By The Minor Prophet Amos1130 Words   |  5 Pagesestablishes that God will bring darkness over Israel if they do not repent for their corruption. The book continues with Amos’ visions and warnings to Samaria and Zion, alongside the eventual deportment and restoration of Israel, after Amos continues to warn Israel about their ways of injustice to those around them and their excessive wealth which has blinded them to what is righteous. Amos 5 holds significance as God’s ultimatum for Israel and a forewarning of woe. The pericope is laced with consistent

Artist Statement On Nature Essay Example For Students

Artist Statement On Nature Essay I know its cliche to say, Im inspired by nature, but I am. More than its eternal presence, a thing much greater than I creating both destruction and beauty. In death and destruction, brings new life. The eternal rebirth of ourselves. The natural instinct to survive knowing that death is imminent, but always looking forward in passing what we can to the next generation. Natural instinct thriving among all even in the most urban environments. I am inspired by the decay and carry on. The beauty in death, the nourishment for life. I know death brings sadness, blackness. But as a people we stick together, help out, and protect the ones who have lost. Isnt that beautiful? Our mechanism for carrying on. I am inspired by animals and their instincts all developed over a period of time to help them to survive in their environment. I am an animal, I am not afraid to die. My love for nature grows much deeper in science, cells, and anatomy. The human form is regularly my topic for question. It amazes me that we are built as machines, and yet we feel. The human touch, the curvature of a hip, or a bust and yet we are machine. I have an appreciation for beauty, and Mother Nature is beautiful. But yet I am so simple, boring. I live a dull and mundane life in a routine and I am happy with that. I look out at the world as a viewer, not participating but constantly living a life on the outside. I am in my own world, but I appreciate and see everything. Not that I dont let people in, its that I am very select. My they are the people I hold dearest to me, I trust them indefinitely. I am in love. My life isnt full of darkness, but I do love its eternal baring. I create work in black and white for my 2d practice, as I like to see things simply. Colour always loses focus, but I am not clean cut. Mistakes happen. I am happy with that but is that because I am lazy? My 2d practice is inspired the natural; but not so natural. The abnormalities that occur as natural, but are not accept in the natural norm. I like to think I am an abnormality, a weirdo amongst a sea of conformists. But I am lazy like majority. My work is inspired by the likes of Luke Dixon, Alex Pardee, James Jean, their works thin line between the real and the ludicrous. The beautiful and the disgusting. As an artist I am trying to show the world through my eyes, the bleak, cold and dark and the lights contrast. For my 3d practice I turn to the more animalistic side of textiles, the raw materials and the old techniques. I like to dabble in tapestry, a historic method of picture making. I am inspired by the natural and the waste in my textiles work and I like to use a contrast of things that can decay and cannot. Its eternal life. I am passionate in the circle of life and waste doesnt help in the future, thats why I like to use recycled objects in my work. To give everything a purpose, with my build, demolish, rebuild. My perception of the future is a sustained one, and I must do my part in raising awareness for its rebirth. For this I look to the inspiration from Donya Coward, taxidermy and the works of Frederique Morrel that create a sense of another world with their work. A sense of fantasy that I wish to create with mine.

Compare and contrast three examples of gothic fiction Essay Example

Compare and contrast three examples of gothic fiction Paper Frankenstein, The Strange Case of Dr Jekyll and Mr Hyde and The Island of Dr. Moreau are excellent examples of Gothic fiction. These stories deal with the forces of good against evil. The good forces are the family, social conscience, religious belief and moral judgement, all constituents of a civilised society. The evil side is the corruption of conscience, the misuse of power, violation of nature and rampant ego. The themes of each work explore the dual nature of mankind. Behind the benevolent face of civilisation there still lurks the beast within every man and it is this fear that the protagonists exploit to justify their blasphemous experiments. The brooding gothic background is powerful vehicle for writers to express their unease regarding the imbalance between nature, science, man and spirituality. Frankenstein is the story of a brilliant chemist who discovers the elixir of life and sets himself up as a creator. The second story is The Strange Case of Dr Jekyll and Mr Hyde, the equally famous tale of a scientist who assaults the social order by unleashing his dark side. We will write a custom essay sample on Compare and contrast three examples of gothic fiction specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compare and contrast three examples of gothic fiction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compare and contrast three examples of gothic fiction specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Finally The Island of Dr Moreau, is where we meet the most modern of the three scientists, but we are left without a solid description of what we must fear. The Island of Dr Moreau, as with the other two novels, deals with the failures of science. As Mason Harris points out: The Island of Dr Moreau, where science fails, belongs entirely to the Gothic genre Early reviewers condemned the story for gruesomeness and blasphemy and readers since have found it particularly disturbing. (Harris 7) He also points out that: Gothic horror endows the story with a deep ambivalence towards science and contributes much to the mood and anxious uncertainty in which it ends. ( Harris 7) The very fact that practically everyone knows of Dr Frankensteins experiments is ample proof of the fear that science can invoke. What draws us to this tale is the very nature of what Frankensteins experiments. Sometimes in the gore of Hollywoods version of the tale, it is possible to forget the magnitude of his accomplishment. He does not reanimate a corpse, he fashions a new being and through his own knowledge imbues it with life. Only one other being has every accomplished that feat; namely God. That Shelleys anti-hero is usurping the role of the Divine is evident from the outset. Shelleys tale is one of a terrible act against God and humanity. Frankenstein sought to create something beautiful and larger than life but ultimately created something corrupt and pathetic. Unlike God who oversees his creation in what is perceived to be a paternal and all-powerful way, Frankenstein is unable to maintain any paternal responsibilities or care for his monster. The monster was of a cerebral conception, of a monstrous creation without proper nurturing. In his laboratory of dark horrors Frankenstein fashions an entirely male birth denying the necessity of the female in creation. The monstrous conception and birthing room is described in Frankensteins journal: I pursued nature to her hiding places. Who shall the conceive the horrors of my secret toil, as I dabbled among the unhallowed damps of the grave, or tortured the living animal to animate the lifeless clay?.. I had returned to my old habits, I collected bones from the charnel houses-houses; and disturbed, with profane fingers, the tremendous secrets of the human frame.. he dissecting room and the slaughterhouse furnished many of my materials. (Shelley 54-55) As God breathed life into Adam, so Victor Frankenstein used his perverted science in re-animating the monstrous corpse into an abomination of Gods creation. When Frankenstein has to confront the truth of his actions he is horrified and the beauty of the dream vanished and breathless horror of disgust filled my heart. Such is his fear and horror, Frankenstein is compelled to leave the monster and walk out his terrors through the streets. As he hurries on a verse from Coleridges Ancient Mariner fills his mind: Like one who, on a lonely road, doth walk in fear and dread. Because he knows a frightful fiend, Doth close behind him tread. (Shelley 59) This verse highlights Frankensteins isolation from his monster, his fellow man and his original intentions. It is at this time that Frankenstein is aware that his experiment was a failure and indeed far worse. The very subtitle of the book, A Modern Prometheus, must in part refer to the Titan who fashioned men from clay, and thus establishes Frankenstein as both creator and god. Repeatedly Shelley hammers home the direct analogy between God and Frankenstein. The Monster likens himself to Adam and Satan, and no opportunity is lost to refer to Frankenstein as creator and father. Furthermore, while there is a direct theft of Gods duties there also is what amounts to an attack on God himself as the creator and embodiment of nature. When Frankenstein is hiking in his native mountains we are told that: The immense mountains and precipices that overhung me on every side. . . spoke of a power mighty as Omnipotence and [Frankenstein] ceased to fear, or to bend before any being less almighty than that which had created and ruled the elements. If God is the master of nature then Frankenstein seems to aspire to no less a title when he states: It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things, or the inner spirit of nature and the mysterious soul of man that occupied me, still my enquiries were directed to the metaphysical, or in its highest sense, the physical secrets of the world. (Shelley 37) At times of great tension, Shelley changes the mood to a more descriptive and reflective setting. For example, after the death of his mother, Frankenstein goes hiking in the mountains to reflect upon the power and omnipotence of nature, which acted as a salve to his tortured soul. Similarly, Frankensteins creation the monster seeks relief from his misery. After being abandoned by Frankenstein he is tormented by hunger, cold and solitude and he seeks out somewhere warm and safe. The monster has not been created without intelligence or feelings but has been left to learn without direction or education. His sorrow is the realisation that he is hideous to his fellow man and he will always be isolated, a permanent outcast from society. If Frankenstein feels at the end of the story to have put himself outside of accepted society by reason of his actions, then the monster pathetically has no choice in his exclusion and longs for the serenity of death. Frankensteins desire to master the science of creation is far stronger when measured against his subtler desire for mastery of his beloved, Elizabeth, who is presented as a proxy for nature from her first appearance. Is it at all surprising that the Frankensteins Monster destroys Elizabeth, just as Frankenstein is trying to usurp God? The fear that Frankenstein evokes is thus not just the fear of a murderous monster; rather, it is the fear of science run amok. It is possible that Shelley was merely trying to write a scary ghost story with the trappings of science that she picked up from her travelling companions. While there is certainly a case to be made for the fact that the story can be read as a proxy for any creation that spin out of control, it remains particularly poignant when thought of in relation to science. Firstly because it implies that the very act of science can undermine belief systems. If man can create life then does one truly need a God? And secondly, it implies that the material products of science, whether intended for good or ill, may have disastrous effects on their creators as well as innocent bystanders. It does not seem at all surprising that a world in the political, economic and social unrest of the early 19th century would call forth something like Frankenstein. Robert Louis Stevensons The Strange Case of Dr Jekyll Mr Hyde maintains some of the elements we have seen in Frankenstein but adds a new twist both to the role and character of the scientist and to the dangers of science. The novel is enduring because of the protagonists actions and their effects on his own psyche and his social environment. However, it may be worthwhile to take a moment to re-examine the character of Jekyll. Most perceive Jekyll as the good side of the coin with Hyde as the bad. While Hyde is definitely Jekylls dark side, it is a mistake to see Jekyll as the good. Jekyll implies that he was prone to living a life somewhat more immoral than that of a decent English gentleman, but that he had done his best to suppress these urges under a respectable veneer. Jekyll created Hyde as a mechanism to let his socially inappropriate impulses free. Of course, he soon found that his own will was not strong enough to control the beast he had created and when science eventually failed him as well, his very self was destroyed. In some ways Jekylls crime does not seem to be as ungodly as that of Frankensteins. His crimes were against the social structure of man, rather than an immediate affront to God. He reshaped a being out of his own person who was, alone, in the ranks of mankind, [who was] pure evil. With such a terrifying description one might think that the fear this book inspires is about the depths of evil that lurk within every mans soul. This, however, is not the case. While our age may have dulled our senses to everyday sins, it seems difficult to think that Victorian society would have considered Hydes debauchery, grouchiness and even his single murder to be the ultimate in evil. This is not to say that Hyde would not have been a frightful notion to that society, but simply that his fearfulness would have arisen from the threat that he posed to the social order. We may take the pre-transformation Jekyll as the paradigm of a proper gentleman. He was: born to a large fortune, endowed . . . with excellent parts, inclined by nature to industry, fond of the respect of the wise and good among my fellow men, and thus, as might have been supposed, with every guarantee of an honourable and distinguished future. (Stevenson 81) His friendships with men of substance, including a peer of England confirm his status. He may have been wild when he was young, but he reformed in order to fit in with the rigid requirements of society, where even misplaced gossip could cause horrific repercussions. Such a society certainly tolerated science so long as it, like emotions and behaviour, were channelled down acceptable routes. The reason that Jekylls research seems so terrifying is that it suggests that when science moves outside of acceptable realms it may alter humanity in such a way that society itself tumbles. Hyde is the ultimate threat to a society based on mutual friendship and patriarchal ties. He is a one-sided user of the friendships established by Jekyll both those of his lawyer, Mr. Utterson, and his fellow researcher, Dr. Lanyon. He commits the blatantly threatening act of murdering of Sir Danvers Carew, a member of the House of Lords. Importantly, this act is committed with the very cane given to Henry Jekyll by one of his fellow gentlemen. Hyde is no longer the underling, the hidden self; he becomes the master and the dominant persona. The Victorian social order is turned around, a great fear in that class-conscious society. David Punter in The Literature of Terror raises political parallels. He considers the novella can be viewed from different levels. For instance, perhaps it dramatises the striving of the bourgeois middle-classes to sublimate their more humble working class origins in their quest for social respectability. Therefore Jekyll mixes with the upper class in his desire to conform with accepted society. Hyde therefore is the antithesis of Jekyll desiring only the satiating of his appetites and inclinations and using Jekylls friends and contacts as his prey. It is the Freudian theory of the shadowy otherness within all of us. It is relevant that in the late 19th Century Imperialism was the dominant culture and the British Empire was Master and sought to dominate other countries for its own furtherance. Jekyll and Hyde represented the reversal of this relationship. While Stevenson, like Shelley, was certainly in part simply trying to write a terrifying tale, he was all too aware of the nature of the English gentry. His life varied between happy member and distrustful outsider, and it seems likely that he was well aware that the tenuous bonds of society were all that held the culture together. Moreover, he was familiar with the way that the infamous murderer, Deacon Brodie, used his upstanding reputation and appearance to prey on his fellows. Stevenson lived much of his life in Edinburgh, where he must have repeatedly seen the unsettling activities that gentlemen would undertake in the name of science. Using these influences, he crafted a character that remains with us today as another bogeyman of science the two faced aristocrat of science. We still fear the power that scientists have in society and the destabilising effects that trusted individuals may have when they are corrupted by their work. That there should have been a particular fear of social disruption in a rigidly class-based society is hardly surprising. Jekyll became the man who haunted himself. The tragedy of Jekyll was that as himself, he was aware of his id, namely Mr Hyde. His story is one of the best-known doppelganger tales. The tale of Dr Jekyll and Mr Hyde is from one point of view the story of a split personality and one, which would be easily recognised by a post-Freudian society. However it is even more modern as the split personality has been chemically induced. It follows a strong gothic tradition, which includes Edgar Allen Poes tale of William Wilson. However such was the strength of late Victorian fears regarding hideous murders that Stevensons tale captured societys imagination. Certainly Jack the Ripper is a compelling contemporary of Mr Hyde. In a similar vein to the tale of split personality contained in Dr Jekyll and Mr Hyde the theme of multiple personalities is contained in Mary Shelleys Frankenstein. Victor Frankenstein is the vessel for many personalities. He is the good husband, the fond son and the monstrous scientist and it is the conflict between these personalities, which create the heightened tension, drama and suspense within the novel. In the classic Gothic genre Frankenstein is the aristocratic intellectual who is tormented by his own ambitious ego. Although raised within a nurturing family background Frankenstein is compelled to punish his creation for failing to be perfect. The monster is Victors child. He is the antithesis of the educated and urbane Victor. If one were to make a list of corrupt scientists, H. G. Wells Dr. Moreau would merit a place. He was banished from England for his cruel experiments and both his methods and their results seemed to have generated universal disgust in the mass of humanity. However, his is the work most complex to criticise, as he is the most modern of the scientists. The story of Dr. Moreau undoubtedly still terrifies us, because his tale relates most closely to modern science and the slippery slope of modern ethics, which makes it far harder to construct a convincing moral argument for our fears. It was Moreaus clear lack of moral boundaries or obligations to humanity that horrify us. His science is science without conscience science for science sake. Because his experiments were so extreme and cruel, isolation from civilisation became vital. This isolation is a theme common to all the stories. Wells always sought to be more of a moralist than a science fiction author. Oddly, we are left with a puzzling dilemma concerning the moral message of The Island of Dr Moreau. There is certainly the thinly veiled message that all of humanity can easily act beastly toward one another and that much of a civilisation is still founded on barbarity. However, his thoughts on his villain, Dr Moreau, are not at all clear. While Frankenstein sought to usurp the place of God, and Jekyll to tumble society, in Moreau we find an individual who has indeed become God and who has altogether obliterated society so as to create his own anew. Moreau is described as: The white-haired man. . . was a powerfully built man. . . with a fine forehead and rather heavy features; but his eyes had that odd drooping of the skin above the lids that often comes with advancing years, and the fall of the heavy mouth at the corners gave him an expression of pugnacious resolution. . . a white-faced white-haired man, with calm eyes. Save for his serenity, the touch almost of beauty that resulted from his set tranquillity and from his magnificent build, he might have passed muster among a hundred other comfortable old gentlemen. Far from being the kindly old grandfather figure, Moreau is in fact the epitome of corrupted paternalism and monstrous ego. Because his ambitions are thwarted by societys conscience, he seeks to create his own society in order to impose his own rules of evolution, thus he becomes both creator and destroyer: The version of the island myth conveys a powerful and imaginative response to the implications of Evolution. (Huntington 445) One would certainly be tempted to suggest that Wells is presenting Moreau as God. Moreover, Moreaus beastly creations consider him as divine, stating with awe that: His is the Hand that makes. His is the Hand that wounds. His is the Hand that heals. His is the lightning flash. His is the deep salt sea. (Wells 57) It is not at all surprising that the Beast Men should consider Moreau a god, not only did he create them, but he gave them the gift of civilisation. It is through his Law that they aspire to be true men. However, while attacking God and society were enough to topple Jekyll and Frankenstein, these do not appear to be the crimes for which Wells damns Moreau. Surely Prendick, as the symbol of Western morality, is viscerally offended by what seem to be Moreaus travesties of nature. However, he acknowledges that he would be willing to forgive these indiscretions were there some useful application to Moreaus work. Unfortunately, Moreau is not undertaking his research for any such reason; rather, he is on [a] different platform. Nothing, certainly not pain, can stand in the way of his research, research ultimately done for the sole academic satisfaction of answering a question: I [Moreau] went on with this research just the way it led me. That is the only way I ever heard of research going. I asked a question, devised some method of getting an answer, and got a fresh question. . . the thing before you is not longer an animal, a fellow-creature, but a problem. . . I wanted to find out the extreme limit of plasticity in a living shape. (Wells 72-73) Moreau is finally slain by one of his own creations that escapes his control. And then, with their God destroyed by his own ambitions the civilisation of the Beast Men collapses and soon after they physically cease to exist. So why did Wells slay him? Why are we still terrified of this man? The answer could lie in the fact that we fear science without the restraints of altruism. Moreaus experiments equate with pain for both men and beasts and pain is a great leveller, rendering us equal in suffering. Ultimately what Prendick despises is Moreaus absolute insensitivity to pain. It is the screams of Moreaus subjects that upset him and it is the Beast Mens talk of His House of Pain that inspires pity. Despite his endless self-loathing, Frankenstein ended his days by suggesting to his confessor that another might succeed where he had failed. Jekyll, in a laboratory, previously owned by a man with tastes more anatomical, died believing that future studies would confirm the validity of his work and prove mans mind to be composed of a legion of individuals. Moreau on his island achieved the greatest practical success although it was perverted. Darwin had slain a compassionate God and replaced him with one red in tooth and claw. The awareness of human evolution and psychoanalytic studies suggested that the mind was in fact as prone to evil as to good, if such concepts had any meaning at all. If science is to conquer ignorance it must take responsibility that it must not become so extreme or unregulated that it becomes repugnant and horrifying to those that it seeks to benefit. It must not become an end unto itself, losing touch with pain and anguish or it will be loathed as much as the supernatural demons it removed. This is a lesson, in an age when science fiction is fast becoming fact that must be remembered by those who would take up the mantle of Frankenstein, Jekyll and Moreau. These are cautionary tales of science without conscience set against a classical background of gothic splendour, sensibilities and atmosphere. Frankenstein was the precursor to The Island of Dr Moreau and The Strange Case of Dr Jekyll and Mr Hyde. It was written in the early 19th century following a time of great political unrest and violence. It is a tale of forbidden knowledge written at a time when science was just beginning to make powerful inroads into the day to day lives of ordinary people. The boundaries were falling and knowledge was filling the voids left in the collapse of old beliefs. With knowledge comes responsibility and not everyone has the moral and spiritual strength to meet this burden. Kelly Hurley in The Gothic Body examines the ruination of the human subject, by examining the way in which the human body is destroyed both in physical and metaphorical form in Gothic literature. In the second section, Hurley, situates the Gothics making-abhuman of the human body within a range of evolutionist discourse (Hurley 10). This links the behaviour of humans and animals with their physical appearance. The setting of The Island of Dr Moreau is most similar to that of Frankenstein. The island has great natural beauty and provides a strong contrast for the unethical horrors lurking beneath. These two tales involve the corruption of Gods creation into ungodly abominations. Their creators started out with good intentions of improving the lot of mankind but were overtaken by ambition and vanity. Frankenstein does suffer from enormous feelings of guilt and horror and tries to make amends by destroying his own creation, but Moreau has no such misgivings. Indeed in isolating himself from the restraints of society upon his island, Moreau destroys any chance of moral intervention from outside forces. Moreau has no conscience, no pity and his ego is the most monstrous. The Strange Case of Dr Jekyll and Mr Hyde has a more urban setting. It is the story of one mans life being stolen by his doppelganger. Whereas Victor Frankenstein and Dr Moreau do have degrees of dual personality involving man versus scientist, Dr Jekyll achieves a complete split allowing the evil Mr Hyde, his shadowy other, to invade and take over his existence. Dr Jekylls experiment has both moral and social ambition but he is unable to control his creation Mr Hyde, and is unable to replicate his original experiment. All three tales explore the relations between the human and the bestial. We all fear our otherness, the beast within. All three scientists sought to replicate in some way, the creation and all failed because as their stories suggest they sinned against the natural order of life and simply created a parody of Gods perfection.

Wallace v. Jaffree - School Prayer Silent Meditation

Wallace v. Jaffree - School Prayer Silent Meditation Can public schools endorse or encourage prayer if they do so in the context of endorsing and encouraging silent meditation as well? Some Christians thought this would be a good way to smuggle official prayers back into the school day, but courts rejected their arguments and the Supreme Court found the practice unconstitutional. According to the court, such laws have a religious rather than a secular purpose, though all the justices had different opinions as to why exactly the law was invalid.​ Fast Facts: Wallace v. Jaffree Case Argued: Dec. 4, 1984Decision Issued: June 4, 1985Petitioner: George Wallace, Governor of AlabamaRespondent: Ishmael Jaffree, a parent of three students who attended school in the  Mobile County Public School SystemKey Questions: Did Alabama law violate the First Amendments Establishment Clause in endorsing or encouraging prayer in schools if it did so in the context of endorsing and encouraging silent meditation as well?Majority Decision: Justices Stevens, Brennan, Marshall, Blackmun, Powell, OConnorDissenting: Justices Rehnquist, Burger, WhiteRuling: The Supreme Court ruled that an Alabama law providing for a moment of silence was unconstitutional and that Alabamas prayer and meditation statute was not only a deviation from the states duty to maintain absolute neutrality toward religion but was an affirmative endorsement of religion, violating the First Amendment. Background Information At issue was an Alabama law requiring that each school day to  begin with a one minute period of silent meditation or voluntary prayer (the original 1978 law read-only silent meditation, but the words or voluntary prayer were added in 1981). A students parent sued to allege that this law violated the Establishment Clause of the First Amendment because it forced students to pray and basically exposed them to religious indoctrination. The District Court permitted the prayers to continue, but the Court of Appeals ruled that they were unconstitutional, so the state appealed to the Supreme Court. Court Decision With Justice Stevens writing the majority opinion, the Court decided 6-3 that the Alabama law providing for a moment of silence was unconstitutional. The important issue was whether the law was instituted for a religious purpose. Because the only evidence in the record indicated that the words or prayer had been added to the existing statute by amendment for the sole purpose of returning voluntary prayer to the public schools, the Court found that the first prong of the Lemon Test had been violated, i.e., that the statute was invalid as being entirely motivated by a purpose of advancing religion. In Justice OConnors concurring opinion, she refined the endorsement test which she first described in: The endorsement test does not preclude government from acknowledging religion or from taking religion into account in making law and policy. It does preclude government from conveying or attempting to convey a message that religion or a particular religious belief is favored or preferred. Such an endorsement infringes the religious liberty of the nonadherent, for [w]hen the power, prestige and financial support of government is placed behind a particular religious belief, the indirect coercive pressure upon religious minorities to conform to the prevailing officially approved religion is plain.At issue today is whether state moment of silence statutes in general, and Alabamas moment of silence statute in particular, embody an impermissible endorsement of prayer in public schools. [emphasis added] This fact was clear because Alabama already had a law that allowed school days to begin with a moment for silent meditation. The newer law was expanded the existing law by giving it a religious purpose. The Court characterized this legislative attempt to return prayer to the public schools as quite different from merely protecting every students right to engage in voluntary prayer during an appropriate moment of silence during the school day. Significance This decision emphasized the scrutiny the Supreme Court uses when evaluating the constitutionality of government actions. Rather than accept the argument that the inclusion of or voluntary prayer was a minor addition with little practical significance, the intentions of the legislature that passed it was enough to demonstrate its unconstitutionality. One important aspect to this case is that the authors of the majority opinion, two concurring opinions, and all three dissents agreed that a minute of silence at the beginning of each school day would be acceptable. Justice OConnors concurring opinion is notable for its effort to synthesize and refine the Courts Establishment and Free Exercise tests (see also Justices concurring opinion in ). It was here that she first articulated her reasonable observer test: The relevant issue is whether an objective observer, acquainted with the text, legislative history, and implementation of the statute, would perceive it is a state endorsement... Also notable is Justice Rehnquists dissent for its effort to redirect Establishment Clause analysis by abandoning the tripartite test, discarding any requirement that government is neutral between religion and irreligion, and confining the scope to a prohibition on establishing a national church or otherwise favoring one religious group over another. Many conservative Christians today insist that the First Amendment only prohibits the establishment of a national church and Rehnquist clearly bought into that propaganda, but the rest of the court disagreed.

Study Schedule for a Test Six Days Away

Study Schedule for a Test Six Days Away Your test is coming up in six days, and thankfully, youre ahead of the game because for you, cramming for a test is a huge no-no.  By giving yourself six days to prepare, youve done yourself a big favor. Not only have you reduced the amount of study time needed per session, but you have also given yourself enough time to be perfectly prepped for your test. Great news, huh? Heres a study schedule to help you prepare for a test thats six days away. Have less time? Check out the study schedules below for fewer days. Study Schedule Day 1: Ask and Read In School: Ask your teacher what type of test it will be. Multiple choice? Essay? Thatll make a difference in how you prepare.Ask your teacher for a review sheet if he/she hasnt already given you one. (i.e. test content)Get a study partner set up for the night before the test if possible – even via phone/facebook/Skype.Take home your review sheet and textbook. At Home: Eat some brain food.Read your review sheet, so you know whats going to be on the test.Reread the chapters in the textbook that will be on the test.Thats it for day one! Study Schedule Day 2: Organize and Make Flashcards: In School: Pay attention in class – your teacher may be going over things that will be on the test!Take home your handouts, assignments, and former quizzes along with your textbook and review sheet. At Home: Organize your notes. Rewrite or type them up so theyre legible. Organize your handouts according to dates. Make note of anything youre missing. (Wheres the vocab quiz from chapter 2?)Go through your review sheet, finding the answers for every question on there from your notes, handouts, textbook, etc.Make flashcards with a question/term/vocab word on the front of the card, and the answer on the back. When youre finished, put your flashcards in your backpack so you can study throughout the day tomorrow.Stay focused! Study Schedule Day 3: Memorize In School: Throughout the day, pull your flashcards out and ask yourself questions (when youre waiting for class to start, at lunch, during study hall, etc.)Clarify anything you didnt totally understand with your teacher. Ask for missing items (that vocab quiz from chapter 2).Ask if there will be a review before the test later this week. At Home: Set a timer for 45 minutes, and memorize everything on the review sheet that you dont already know using mnemonic devices like acronyms or singing a song. Stop after 45 minutes and move on to other homework. You have three more days to study for this bad boy!Put your flashcards in your backpack for more review tomorrow. Study Schedule Day 4: Memorize Some More In School: Again, pull your flashcards out and ask yourself questions throughout the day. At Home: Set a timer for 45 minutes again. Go back through your flashcards and review sheet, memorizing anything you dont have down pat. Stop after 45 minutes. Youre done for the day!Put your flashcards in your backpack for review again tomorrow. Study Schedule Day 5: Finalizing memory In School: Throughout the day, pull your flashcards out and ask yourself questions again.Confirm study date with a friend for tomorrow evening. At Home: Set your timer for 45 minutes and run through your flashcards and review sheet. Take a 5-minute break. Repeat the process until your content knowledge is better than your teachers. Study Schedule Day 6: Review and Quiz In School: If your teacher is having an exam review today, pay close attention and write down anything you havent learned yet. If the teacher mentions it today – its on the test, guaranteed! At Home: Ten-twenty minutes before your study partner (or mom) shows up to quiz you for the exam, review your flashcards. Make sure you have everything down pat.Quiz. When your study partner arrives, take turns asking possible exam questions to each other. Make sure each of you has a turn asking and answering because youll learn the material best by doing both. Stop once youve been through the questions a few times and get a good nights sleep.

Vincent Willem van Gogh Essay Example | Topics and Well Written Essays - 1500 words

Vincent Willem van Gogh - Essay Example The essay "Vincent Willem van Gogh" discovers the famous artist, Vincent Willem van Gogh. The name Vincent was a common name in the van Gogh family: his grandfather who was very learned was also called Vincent and he studied theology in the University of Leiden in the year 1811. His grandfather had six sons, three of whom were talented in the arts where they became leaders. The van Gough family was talented in the Arts and Religion. Vincent had two brothers Theodorus and Cor, and he also had two three sisters, namely Elisabeth, Anna and Willemina. It is said that as a child Vincent was silent, thoughtful and serious traits that saw him through the zundert village school from around 1860, history shows that a single catholic teacher taught approximately two hundred pupils this later changed in the year 1861 when he and his sister were home taught by a governess until 1864 when van Gogh was sent to a boarding school. Jan Provily’s boarding school was located at Zevenbergen about 32km away. Later as an adult Vincent disclosed that he was distressed on leaving his family. It was not until he went to the Willem 2 college in Tilburg that he met Constantijin C Huysmans, a renowned successful artist in Paris that he was taught to draw, but it is to be noted that his interest in art had began at an early age. As a child he used to draw throughout the years that made him come to the conclusion that he wanted to be an artist. His early drawings are expressive and well done but do not have the intensity.