Fight for Freedom in Toni Morrisons The Song of Solomon :: Song of Solomon Essays

Fight for Freedom in Toni Morrison's The Song of Solomon "The scream that boomed down the cave tunnel and woke the bats came just when Macon thought that he had taken his last living breath. The bleeding man turned toward the direction of the scream and looked at the colored girl long enough for Macon to pull out his knife and bring it down the old man's back. He crashed forward, then turned his head to look at them. His mouth moved and he mumbles something that sounds like 'What for?' Macon stabbed him again and again until he stopped moving his mouth, stop trying to talk and stopped jumping and twitching on the ground" (pg. 171). This is an excerpt for the novel The Song of Solomon (1987), by Toni Morrison. Macon one of the main characters, only a child at the time, kills a man whom he thinks is threatening him and his sister's, Pilate, life. After killing the man the two children travel to the man's camp where they discover three bags of gold. Macon also sees, " the dusty boots of his farther" (pg 170). Becoming alarmed, Pilate says, "I t is Papa!". To her cry a voice whispers 'sing, sing'. Macon greedily packs up the gold while Pilate searchers frantically for their farther. After a terrible fight the two separate. Ironically years later they end up living in the same small Michigan town. Macon and Pilate hate and their family secret all the while still grows in differnt directions. Macon moves on with his life and marries Ruth. The couple have three children, Lean, First Corinthians, and Macon who receives the nickname of Milkman. Milkman being interested in Pilate granddaughter, spends a great deal of his childhood at Pilate's house--despite his fathers disapproval. After living at home for the past thirty years Milkman becomes swamped with his family secret. His farther claims that Pilate stole the gold from the man his killed camp sight. And Pilate claims the bag of her 'inheritance' only to be bones. Becoming frustrated, Milkman sets out to find the truth of his family fude. Toni Morrison's mystery novel keeps the readers curiosity,as she write her storyline about the lifestyle of a black society in the 1980's. Within this black society, the people are pursuing their freedom. Toni theme of her novel is freedom, and each character can only obtain their freedom by one of two paths.

The African American Achievement Gap:

The African American Achievement Gap: Why is it There and What Can be Done Are Black Americans Dumber than White Americans? Can it unequivocally be stated that European Americans hold more intelligence then African Americans? Are African Americans genetically wired to have a lesser mental capacity then European Americans? For a long time this was the explanation to a burning problem. African Americans score lower than White Americans on vocabulary, reading, and mathematics tests, as well as on tests that claim to measure scholastic aptitude and intelligence. This gap appears before children enter kindergarten and it persists into adulthood. The typical American black still scores below 75 percent of American whites on most standardized tests. On some tests the typical American black scores below more than 85 percent of whites. † (CHRISTOPHER, JENCKS) This test score gap is not an inevitable fact of nature. It is true that the gap shrinks only a little when black and white child ren attend the same schools. It is also true that the gap shrinks only a little when black and white families have the same amount of schooling, the same income, and the same wealth.However, after extensive research, no one has found any evidence saying that blacks have less intellectual ability than whites. So what causes this gap in test scores? Some attribute it to the culture of African Americans. They say that African Americans are uninterested in learning and don’t seek to pursue academic excellence. Some attribute the gap to testing conditions. Some attribute it to concepts such as â€Å"White Guilt† and â€Å"Stereotype Threat. †(Will be explained later) I however cannot attribute it to any one thing. This whole issue cannot be explained by one concept.Rather then trying to describe the achievement gap with one concept, I attribute it to a combination of many. The reason for the perceived gap in test scores is an intricate combination of things such as S tereotype threat, White Guilt, and Culture. On this issue, Thomas Sowell takes the position that this gap has nothing to do with racism or race. Sowell says, â€Å"For much of the first half of the 20th century, these differences were attributed to race-that is, to an assumption that blacks just did not have it in their genes to do as well as white people.The tide began to turn in the second half of the 20th Century, when the assumption developed that black-white differences were due to racism on the part of whites. † (Sowell, Thomas) However, his research showed something different. With his study at Harvard, he noticed that most of the black alumni were either from â€Å"the West Indies or Africa, or were the children of West Indian or African immigrants. These people are the same race as American blacks, who greatly outnumber either or both. † (Sowell, Thomas) This completely dispels the idea of race being a factor. So what does cause the gap?Sowell believes Culture does. His main argument is that the culture from so-called â€Å"rednecks† from Europe caused this uneducated culture seen in blacks. He says, â€Å"The culture of the people who were called â€Å"rednecks† and â€Å"crackers† before they ever got on the boats to cross the Atlantic was a culture that produce far lower levels of intellectual and economic achievement, as well as high levels of violence and sexual promiscuity. † (Sowell, Thomas) Now the most important points raised are that only a third of whites lived in this culture while 90% of blacks live in it.Of course culture fades away eventually but, it has very slow within the black community; especially in the worst black ghettos in the country. This is a culture of counter productivity and self-destruction. Sowell says all blacks are regarded this way. However, the question has to be asked; can this really be applied to all blacks? It really can’t. Culture can be a valid explanation for t his particular group of black people but it does not prove anything for all blacks. Not all blacks are from the ghetto.Some actually come from prominent, stable homes. Some actually come from the same environment as successful whites and Langston Hughes takes a look at some of these people. Hughes also takes the view of culture but he examines it from the view of blacks that are not stuck in the ghetto but have stable backgrounds. Hughes takes the view that blacks are actually hindering themselves. He says that there is a huge obstacle standing in the way of every black person. He actually makes a reference about artist but it can be viewed as any black person.He says the obstacle is, â€Å"this urge within the race toward whiteness, the desire to pour racial individuality into the mold of American standardization, and to be as little Negro and as much American as possible. † (Hughes, Langston) His example is a poet. This poet subconsciously wants to be white because he feels it will make him a better poet. This poet comes from a strong background in the middle class. According to Hughes, they attend church; the father has a steady job; the mother works on occasion; and the children attend mixed schools.However, the problem comes with how the parents treat their children. The mother says things like, â€Å"Don’t be like niggers† when the children are bad. In turn the father says things like, â€Å"Look how well a white man does things. † So in this home and many others, black is not praised or celebrated it is taught to be ashamed of. They are taught to want to be white. It is staggering what blacks do to themselves because of this. Fist Hughes says the more predominant don’t support their own people.His example is that, A â€Å"Negro clubwoman in Philadelphia paid eleven dollars to hear Raquel Meller sing Andalusian popular songs. But she told me a few weeks before she would not think of going to hear â€Å"that woman. â⠂¬  Clara Smith, a great artist, sing Negro folk songs. † (Hughes, Langston) This is the problem with many blacks. They don’t support their own people in anything because they don’t feel it will be accepted by whites and, that is ultimately what they want. Hughes also alludes to how blacks don’t’ support their own until whites do.His example is â€Å"a young colored writer who had been writing well for the colored magazines for some years, but it was not until he recently broke into the white publications and his first book was accepted by a prominent New York publisher that the â€Å"best† Negros in his city took the trouble to discover that he lived there. † (Hughes, Langston) The key here is â€Å"white. † Blacks are afraid to be who they are because white is seen as the ultimate goal. Black is seen as inferior. So can this be applied to test taking? It certainly can. If blacks are feeling inferior then their test performanc e cannot be as good as whites.Hughes is saying that being black is a hindrance that was built by blacks ourselves. But can this still be applied to all blacks. No it can’t because not all blacks come from households where white power is subconsciously feed to them. Some come from homes where black is celebrated. But for some reason the gap is still there but why? Shelby Steele’s position on the matter is based on the theory of White Guilt. White Guilt is a â€Å"vacuum of moral authority in matters of race, equality and opportunity that comes from the association of mere white skin with America’s historical racism.It is the stigmatization of whites and, more importantly, American institutions with the sin of racism. † (Steele, Shelby) Simply meaning that all white institutions are doing whatever they have to do not to appear racist. According to Steele this started right after the civil-rights movement. Where he believes that blacks made, â€Å"the great est miscalculation in black American history. † (Steele, Shelby) He says, we allowed ourselves to see a greater power in America’s liability for our oppression than we saw in ourselves. (Steele, Shelby) This meaning blacks saw an opportunity to get lazy because they thought they could get more out of taking what whites give rather then working to take their own. According to Steele, blacks have been living in an age of white guilt for about a few decades now. So Steele is taking the position that the achievement gap is where it is at because blacks do not have to work as much as they did before. Steele uses the example of a University. There is no way that they would admit students just based on academia because chances are there would be little to no black faces at the University.This university would be called racist and scrutinized heavily. In Modern time, it is politically correct to include blacks in all walks of life. During the Civil Rights Movement, being black was terrible thing. You were punished for it. Today blacks are rewarded for it in many ways. It is good but bad also. This age of white guilt is a time where the black person â€Å"lives in a society that needs his race for the good it wants to do more than it needs his individual self. His race makes him popular with the white institutions and unifies him with blacks. † (Steele, Shelby) This however limits him as a person.This gives him less desire to work hard. What’s the point when things will just be put in his hand anyway? Steele uses Dr. Cornel West as an example. Dr. West was promoted to a full professorship at Harvard, which is a very high honor. However Steele says, â€Å"It was never Cornel West-the individual- that Harvard wanted; it was the defanged protest identity that he carried, which redounded to the university as racial innocence itself. How could anyone charge this university with racism when it promoted Cornel West to its higher reaches? † (S teele, Shelby) So there lies the main point. Dr.West achieved high position by doing less work. This is Steele’s explanation as to why the achievement gap is there. Blacks simply do not have to work as hard as they once did to succeed because the whites are â€Å"too eager for the moral authority black skin offers them. † (Steele, Shelby) Can this explanation be applied to all blacks? Again some blacks are exempt from this. Some take the easy way out and take full advantage of things like affirmative action. However, some do actually work at what they do. But, for some reason, there is still a gap within this group that is working hard. Why is that? Claude M.Steele offers the concept of Stereotype Threat as the reason this gap exists. Stereotype threat is â€Å"the threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype. † (Steele, Claude M) Stereotype threat can be used to explain the reason that hard working goal oriented black Americans contribute to the achievement gap. When it comes to matters of race, it is assumed that a particular situation is experienced in much the same way by different groups of people. This is especially assumed to be true in test taking.However, this is often times not true for blacks. Steele says, â€Å"But for black students, difficulty with the test makes the negative stereotype relevant as an interpretation of their performance, and of them. They know that they are especially likely to be seen as having limited ability. † (Steele, Claude M) It is not that blacks are in anyway inferior its just a certain pressure is always put on them when doing things like taking test. This is because tests are often given as a test to measure ability, so because of the negative stereotype blacks feel an added pressure and succumb to it.From one experiment- focusing on vocabulary- Steele performed on black and white students, h is conclusion came to be that, â€Å" When black students were told that the test would measure ability, they completed the fragments with significantly more stereotype-related words that when they were told that it was not a measure of ability. † Now the thing about stereotype threat is that it is not like the â€Å"self –filling prophecy. † They don’t think they will perform inadequately and then in-turn score low. Steele says Stereotype threat, â€Å"is something different something external: the situational threat of being negatively stereotyped. So Stereotype threat can be applied to hard working black Americans because it only exist if they care that the negative stereotype is there. So these students actually work so hard to disprove the stereotype that they actually hinder themselves. For one of Steele’s experiments he noticed this to be true. He says, â€Å" Black students taking the test under stereotype threat seemed to be trying to ha rd rather than not hard enough. They reread the question, reread the multiple choice, and recheck their answers, more then when they were not under stereotype threat. (Steele, Claude M) So what this did was make the test takers inefficient. If you think to long on standardized to you are automatically hindering a very good score. So the reason hard working black Americans contribute to the gap is evident. But, like it was previously stated, not all black Americans actually work hard so this cannot be the only reason the gap exist. I believe the gap exist because of a combination of a few of the afore mentioned arguments. Yes Sowell’s point is valid but the culture argument cannot be applied to all blacks.Yes Langston Hughes point is valid but his aspect of culture cannot be applied to all blacks. The same goes for both Shelby and Claude Steele. Applying one of these theories to an entire race of people to explain the gap in test scores will just not suffice. I can honestly sa y that throughout my life experiences that I have seen every theory for myself. I have seen and lived among the people that these theories apply to and I believe that it all culminates to create the observed gap between African Americans and other ethnic groups.Sowell is absolutely correct when he says there is a self destructive, counterproductive culture in the nations ghettos. Everyone I know from these areas thinks that way. They do not like learning; they hate hard work and are content being at the lower rungs of life. So when the children do go to school and take there standardized test, more often then not, they don’t try. They have a â€Å"whatever† attitude towards it. And for the few that do try, they just aren’t prepared because the people around them and raising them have this disdain towards learning.I have a close connection with people who embody the â€Å"White Guilt† theory and the â€Å"Stereotype threat† idea. I have lived with i t all of my life and I can say it has affected me. In high school and even in college I have seen an abundance of students who are whole-heartedly living in the age of white guilt. It’s not that they don’t’ try it’s just they do enough to get by because they know if they make it to a certain point, aids like affirmative action and minority quotas will take them where they need to go. So when it comes to test taking they do try, but won’t stress themselves out over it.Although they are just as smart as their white counterparts, they just don’t see the need to put in the extra effort. Students that experience stereotype threat are just as prevalent. I can say that I fit into this mold. These students do in fact try to hard. They try so hard to prove the stereotype wrong they actually end of proving it. They try so hard not to make mistakes on the test that they do. They try so hard not to contribute to the gap, they actually do. So the reason the gap exist is a combination of many different people that come from different demographics and situations.All of these added together make the achievement gap in test scores. It is clear to see that this gap cannot be explained by one theory. Too many blacks come from to many different situations for this to be the case. So we can see that when these are added up it amounts to the gap in test scores among other things. So how can it be fixed? Just like there is not one factor contributing to the gap, there is not one way to fix the gap. The solution would be more of a chain reaction effect. The problem starts in the inner city where the lazy â€Å"I don’t care† attitude is prevalent.These are the people that create the negative stereotype black people have. So the blacks that are doing better than these people and are trying to do better in life have to bear the burden that the â€Å"ghetto† blacks place on them. The people that apply to Hughes theory are ash amed of them. The people in Shelby Steele’s theory are lazy because the world is trying to integrate them (the ghetto blacks). And the people in Claude Steele’s theory are working so hard to overcome the stereotype the â€Å"ghetto† blacks have placed on them.Until the blacks from the inner city change nothing will. The blacks in the higher rungs of life can’t change their ways, in this case test taking ways, until the burden placed on them is lifted. So until the inner city mentality changes, the gap will forever be there. Works Cited CHRISTOPHER, JENCKS. â€Å"The Black-White Test Score Gap. † The New York Times. 1998. Web. 25 Oct. 2010. . Hughes, Langston. â€Å"†The Negro Artist and the Racial Mountain† (1926). † Welcome to English  « Department of English, College of LAS, University of Illinois. 926. Web. 25 Oct. 2010. . Sowell, Thomas. â€Å"Thomas Sowell — Crippled by Their Culture. † OrthodoxyToday. org | Home. 26 Apr. 2005. Web. 25 Oct. 2010. . Steele, Shelby. â€Å"The Age of White Guilt: and the Disappearance of the Black Individual. † CIR Home. Nov. 2002. Web. 25 Oct. 2010. . Steele, Claude M. â€Å"Thin Ice: â€Å"Stereotype Threat† and Black College Students – 99. 08. † The Atlantic — News and Analysis on Politics, Business, Culture, Technology, National, International, and Food a? â€Å" TheAtlantic. com. 1999. Web. 25 Oct. 2010. .

Alzheimer s Disease ( Ad ) Essay - 1588 Words

This paper explores various elements and issues related to Alzheimer’s disease (AD). Topics briefly detailed include etiology, symptomology, diagnosis, neuroanatomy, neurotransmitter systems involved and treatments that focus on neurotransmitters. Emphasis is placed on such topics as cognitive decline and dementia; neurological change; and changes to neurotransmitters and synapses. Details concerning diagnosis and treatment are brief, but do elaborate somewhat on present studies into addressing specific changes in the brain through pharmacological approaches, cognitive therapies and physical exercise. At present, there are limited resources available for treatment of AD. While research continues to seek out more effective therapies, it appears that most only have little to moderate efficacy on this elusive disease. Alzheimer’s Disease Alzheimer’s disease (AD) was initially described in 1907 by Bavarian neuropathologist and psychiatrist Alois Alzheimer, and today is defined as a progressive and irreversible decline in cognitive abilities related to memory, behaviors, functionality, orientation, communication, language, abstract thinking and learning (Jacob, 2013). According to the latest figures, AD affects 10% of adults 65 and older and almost 50% of those over the age of 85. There are as many as 4.5 Americans currently living with AD, and the estimated that upwards to 13 million we be inflicted with AD within the next 50 years (Imbimbo, Lombard Pomara,Show MoreRelatedAlzheimer s Disease ( Ad )1108 Words   |  5 Pages Alzheimer’s Disease (AD) is a form of dementia that affects 5 million people in the United States alone. One out of every three Seniors die of the disease just in the United States; 80 million suffering world wide making AD the 6th largest cause of death (climax) (Humpel 1; Alzheim er’s Association). AD is the most common dementia; affecting the neuroplasticity of the brain resulting in physical shrinking of the tissues; thus causing neurodegeneration. Diagnosis of the disease is complex, costlyRead MoreAlzheimer s Disease ( Ad ) Essay1112 Words   |  5 Pages Alzheimer disease (AD) is the most common cause of dementia in the elderly, accounting for 65–70% of all cases (Jellinger, Janetzky, Attems, Kienzl, 2008). The other dementias are of the Parkinson s group, the fronto-temporal group and the vascular group. The total worldwide yearly costs for the treatment and care of patients suffering from dementia are estimated to be around 250 billion US dollars. The lifetime risk for AD between the ages of 65 and 100 is 33% for men and 45% for women withRead MoreAlzheimer s Disease ( Ad ) Essay1765 Words   |  8 PagesAlzheimer’s Disease is similar to a literal chipping block of the brain; it is like this conscious genetic machine that (fig uratively and) continually deep-fries brain cells and makes them clump up into masses that entangle many cognitive processes that allow an individual to be who they are. It is the slow progression into death where the mental faculties are ravaged and pilfered; the sinews that tie each and every neuron and synapse together. Alzheimer’s disease (AD) is a condition where thereRead MoreAlzheimer s Disease ( Ad )1244 Words   |  5 PagesAlzheimer s disease(AD) wrecks memory and other essential mental capacities. Research has shown that numerous individuals with dementia, particularly those who are sixty-five or older, have brain impairments. All through the numerous periods of Alzheimer s disease, people appear to show any indication, yet harmful changes are occurring in the cerebrum. An unnatural deposit of proteins structure amyloid plaques and tau tangles all through the brain, and once the active neurons quit working, theyRead MoreAlzheimer s Disease ( Ad )1112 Words   |  5 PagesAlzheimer’s disease (AD) is a complex, multifactorial neurodegenerative disease that is currently being managed by symptomatic treatment. The affected areas include the central nervous system (CNS) which is made up of the brain and spinal cord. The brain is essential in managing our thoughts, cognitive abilities, and our ability to interact with the environment. AD patients are known to experience symptoms such as memory loss in the early stages which develop into speaking difficulties to eventuallyRead MoreAlzheimer s Disease ( Ad )2192 Words   |  9 PagesAlzheimer’s disease (AD) is a cognitive neurodegerative disorder and one of the major forms of dementia; it represents 60-80% of the dementia patients (Barker et at., 2002). It is estimated by the end of 2015, 53 million people of America would be affected and this would almost double by 2025 and triple by 2050, hence making research momentous for the cure (Hebert et al., 2013). It takes almost 8.5 years between the onset of symptoms of the disease and death (Francis, Palmer, Snape et al., 1998). AD affectsRead MoreAlzheimer s Disease ( Ad )1068 Words   |  5 PagesAlzheimer’s disease (AD) is a neurodegenerative disorder characterized by ÃŽ ²-amyloid plaque formation caused by aggregation of ÃŽ ²-amyloid42 within the brain leading to a progressive decline in cognitive function and memory loss (2). Hyperphosphorylated tau protein is occasionally found in brains of AD patients with advanced pathology however, it is not necessarily an indicator of AD but considered a sign of disease severity (2, 4, Kosik et al, 1986). AD is separated into two subcategories followingRead MoreAlzheimer s Disease ( Ad )1172 Words   |  5 PagesAlzheimer’s disease (AD) is a disorder that is characterized by degeneration of the hippocampal and cortical neurons of the brain – causing memory impairment and a decline in cognitive abilities. The current study by Ghoneim et al.1 focuses on the role of three proteins in the pathogenesis of Alzheimer’s. Brain derived neurotrophic factor (BDNF) signaling is important for development and maintenance of normal neuronal circuits in the brain. Glial fibrillary acidic protein (GFAP) is expressed by astrocytesRead MoreAlzheimer s Disease ( Ad )1361 Words   |  6 PagesAlzheimer’s disease (AD), according to Shan (2013), â€Å"is the most common form of dementia. It is a degenerative, incurable, and terminal disease.† (p. 32). AD is a disease in which the brain essentially deteriorates, is vastly progressive, and complex. Because there is no cure for this disease, scientists and researchers should continue seeking effective prevention measures. Alzheimer’s disease accounts for hundreds of thousands of geriatric deaths each year, and affects not only the patient, butRead MoreAlzheimer s Disease ( Ad )1067 Words   |  5 Pageswith Alzheimer’s disease (AD). Alzheime r’s disease (AD) is a brain disease that slowly eradicates recollection, thinking skills and slowly the ability to perform menial tasks. Alzheimer’s disease is classified as the loss of cognitive functioning-thinking, remembering, and reasoning- and behavioral abilities to such an extent that it interferes with a person’s daily life and activities. (****1*) Dementia can vary depending on the types of brain changes such as Lewy body disease, (which are abnormalities

Frankenstein Characters Descriptions, Analysis

In Mary Shelleys Frankenstein, characters must reckon with the conflict between personal glory and human connection. Through the story of an alienated monster and his ambitious creator, Shelley raises themes such as familial loss, the search for belonging, and the cost of ambition. Other characters serve to reinforce the importance of community. Victor Frankenstein Victor Frankenstein is the main protagonist of the novel. He is obsessed with scientific achievement and glory, which drives him to discover the secret of manifesting life. He devotes all his time his studies, sacrificing his health and his relationships for his ambition. After spending his adolescence reading outdated theories on alchemy and the philosopher’s stone, Frankenstein goes to university, where he succeeds in germinating life. However, in trying to create a being in the mold of man, he fashions a hideous monster. The monster runs off and wreaks havoc, and Frankenstein loses control of his creation. Out in the mountains, the monster finds Frankenstein and asks him for a female companion. Frankenstein promises to create one, but he does not want to be complicit in the propagation of similar creatures, so he breaks his promise. The monster, enraged, kills Frankenstein’s close friends and family. Frankenstein represents the dangers of enlightenment and the responsibilities that come with great knowledge. His scientific achievement becomes the cause of his downfall, rather than the source of praise he once hoped for. His rejection of human connection and his single-minded drive for success leave him bereft of family and love. He dies alone, searching for the monster, and expresses to Captain Walton the necessity of sacrifice for a greater good. The Creature Referred to as â€Å"the creature,† Frankensteins unnamed monster yearns for human connection and a sense of belonging. His terrifying faà §ade frightens everyone and he is chased out of villages and homes, leaving him alienated. Despite the creatures grotesque exterior, however, he is largely a compassionate character. He is a vegetarian, he helps bring firewood to the peasant family he lives near, and he teaches himself to read. Yet the constant rejection he suffers—by strangers, the peasant family, his master and William—hardens him. Driven by his isolation and misery, the creature turns to violence. He kills Frankenstein’s brother William. He demands that Frankenstein should create a female creature so that the pair can live away from civilization peacefully, and have the solace of each other. Frankenstein fails to deliver this promise, and out of revenge, the creature murders Frankensteins loved ones, thus transforming into the monster he has always appeared to be. Denied a family, he denies his maker a family, and runs to the North Pole where he plans to die alone. Thus, the creature is a complicated antagonist—he is a murderer and a monster, but he began his life as a compassionate, misunderstood soul searching for love. He demonstrates the importance of empathy and society, and as his character deteriorates into cruelty, he stands as an example of what can happen when the basic human need for connection is not fulfilled. Captain Walton Captain Robert Walton is a failed poet and a captain on an expedition to the North Pole. His presence in the novel is limited to the beginning and ending of the narrative, but he nevertheless plays an important role. In framing the story, he serves as a proxy for the reader. The novels begin with Waltons letters to his sister. He shares a primary trait with Frankenstein: the desire to achieve glory through scientific discoveries. Walton greatly admires Frankenstein when he rescues him from the sea, and he listens to Frankenstein’s tale. At the end of the novel, after hearing Frankensteins story, Walton’s ship becomes trapped by ice. He is confronted with a choice (which happens to parallel the thematic crossroads faced by Frankenstein): go ahead with his expedition, risking his own life and those of his crewmen, or return home to his family and abandon his dreams of glory. Having just listened to Frankenstein’s tale of misfortune, Walton understands that ambition comes at the cost of human life and relationships, and he decides to return home to his sister. In this way, Walton applies the lessons that Shelley wishes to impart through the novel: the value of connection and the dangers of scientific enlightenment. Elizabeth Lavenza Elizabeth Lavenza is a woman of Milanese nobility. Her mother died and her father abandoned her, so the Frankenstein family adopted her when she was just a child. She and Victor Frankenstein were raised together by their nanny Justine, another orphan, and they have a close relationship. Elizabeth is perhaps the primary example of the abandoned child in the novel, which is populated by many orphans and makeshift families. Despite her lonely origins, she finds love and acceptance, and stands in contrast to the creature’s inability to find true familial connection. Frankenstein constantly praises Elizabeth as a beautiful, saintly, gentle presence in his life. She is an angel to him, as his mother was as well; in fact, all the women in the novel are domestic and sweet. As adults, Frankenstein and Elizabeth reveal their romantic love for each other, and get engaged to be married. On their wedding night, however, Elizabeth is strangled to death by the creature. Henry Clerval Henry Clerval, the son of a merchant of Geneva, is Frankenstein’s friend from childhood. He serves as Frankenstein’s foil: his academic and philosophical pursuits are humane, rather than scientific. As a child, Henry loved to read about chivalry and romance, and he wrote songs and plays about heroes and knights. Frankenstein describes him as a generous, kind man who lives for passionate adventure and whose ambition in life is to do good. Clerval’s nature is then quite in contrast with Frankenstein’s; instead of searching for glory and scientific achievement, Clerval searches for moral meaning in life. He is a constant and true friend, and he nurses Frankenstein back to health when he falls sick after creating the monster. Clerval also accompanies Frankenstein on his travels to England and Scotland, where they separate. Whilst in Ireland, Clerval is killed by the monster, and Frankenstein is initially accused of being his murderer. The De Lacey Family The creature lives for some time in a hovel joined to a cottage, which is inhabited by the De Laceys, a peasant family. By observing them, the creature learns to speak and read. The family is comprised of the old, blind father De Lacey, his son Felix, and his daughter Agatha. Later, they welcome the arrival of Safie, an Arabian woman who fled Turkey. Felix and Safie fall in love. The four peasants live in poverty, but the creature grows to idolize their compassionate, gentle ways. They serve as an example of a makeshift family, dealing with loss and hardship but finding happiness in each other’s companionship. The creature longs to live with them, but when he reveals himself to the peasants, they drive him away out of terror.   William Frankenstein William is Victor Frankensteins s younger brother. The creature happens upon him in the woods and tries to befriend him, thinking that the child’s youth would make him unprejudiced. However, William is terrified of the ugly creature. His reaction seems to suggest that the creatures monstrosity is too much for even the innocent. In a fit of rage, the monster strangles William to death. Justine Moritz, the orphan nanny, is framed for his death and later hanged for the alleged crime.

Thomas Jefferson And Modern Geography - 1175 Words

Samuel Schafer Dr. Michael Pretes GE 300W 10/11/2016 Jefferson and Modern Geography Geography is such a holistic discipline that it requires much concentration and focus on its subject matter. A geographer must focus on a specific topic that interests him or her and devote their brain power to discovering how the area of interest is influenced by its geographic environment through a spatial perspective. Thomas Jefferson is one such individual who committed throughout his life to view the world through the spatial lens. In William A. Koelsch’s article on Thomas Jefferson, American Geographers, and the Uses of Geography Koelsch makes the argument for the reanalysis of Jefferson’s geographic prowess as basis for his title as the â€Å"Father of Modern Geography† (Koelsch, 2010). If we know the current state of modern geography, we can then trace the influencers of the current philosophical approach to spatial thinking through our history books to then find the impact of Thomas Jefferson’s influence on the study of geography and how his influence has evolved geography into the expansive science it is today. As revealed in Tim Cresswell’s textbook Geographic Thought, modern Geography is largely a product of key influential geographers who applied their research to changing and solving some of the greatest issues of their time. The granite base for the Geography we know today was founded on the spatial thinking of the early German geographers. Among them was one Alexand erShow MoreRelatedDon t Let Your Dreams Be Dreams1161 Words   |  5 PagesVirginia and was the boyhood neighbor of Thomas Jefferson.† (lewisandclark) â€Å"Meriwether Lewis spent much of his time as a youth in the outdoors, and developed an interest in plants, animals, and geology. 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Art At The National Gallery Essay Example For Students

Art At The National Gallery Essay Ill Matched Lovers, Massys- You can see how people have gotten away from religion, there is gambling, drunkenness, and prostitution. If you look close enough you are able to see a man stealing from the gentlemen with the lady on his lap. It is easy to see how it can be applied today. People pickpocket others all the time. People are greedy and do not care anymore. Death of a Miser, Bosch- It was created in 1500 and this shows how people in this era are to worried about possessions. Bosch is just trying to get the people to realize that your possessions will not go with you into the after life. All you have is good deeds. I think it can relate today because people spend all of there money on cars and big houses but they forget about the people living on the street or the orphans. Small Crucifix, Grunewald- it is an example of the northern renaissance in a few ways. One is by the way it is painted and also with the religious factor. With the materials used to paint it you can tell it is from the northern renaissance. The shadows drawn on the wood. The blood dripping from his feet. Amazing detail is put into this piece of artwork. Cusa states the importance of religious symbols in his theory. And many are evident such as the dog to the right of the cross. Annunciation, Jan Van Eyke- the dove, the trinity with the lights above the dove, her crossed arms, the crown on the figures head. These all relate to Jesus and the resurrection. Some of these symbols represent the greatness of god and how people can be saved. Four Dancers, Degas- it looks as though they are dancing together out of a forest and they wait for the other to do the move for them to go. It makes the dancers look like they are part of a forest and one with nature. It shows how naturalistic people are. By the yellows and greens used. People would have more time for ballet because less time would be spent in church. People are becoming much more materialistic. Givera de Benci, Leonardo da Vinci- she looks very important but yet very sophisticated. She seems like she knows that she is better then everyone else. She is also portrayed to be wise because she is drawn as a part of the tree. The greek philosopher is related because of the colors and how nature is the direct backround of the painting. Puellae, Abakanowicz- the artist saw this first hand. She shows that the regime was rutheless. What is more innocent then a female child. Most people would say nothing. And that is why she uses them. She removed the heads because she wanted to keep their identity safe but also it was thousands that died and she could never put everyones face up. House 1, Lichtenstein- it looks like a cartoon when you see the colors and the way the house is designed you get this sense of a cartoon. He outs things that would normally be digitally animated into reality. He is a very smart, cunning person. Andy Warhol- Warhols message was to show that people need to get back to the table and make meal time special. He doesnt believe in making something like soup which should take all day to make into a can that cooks up in five minutes. Warhol did not like industrialization because he saw how it took away from the family. Warhol knows the most important thing in life is family. .udceaa7ef43a52f746266df0dfdd342fa , .udceaa7ef43a52f746266df0dfdd342fa .postImageUrl , .udceaa7ef43a52f746266df0dfdd342fa .centered-text-area { min-height: 80px; position: relative; } .udceaa7ef43a52f746266df0dfdd342fa , .udceaa7ef43a52f746266df0dfdd342fa:hover , .udceaa7ef43a52f746266df0dfdd342fa:visited , .udceaa7ef43a52f746266df0dfdd342fa:active { border:0!important; } .udceaa7ef43a52f746266df0dfdd342fa .clearfix:after { content: ""; display: table; clear: both; } .udceaa7ef43a52f746266df0dfdd342fa { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udceaa7ef43a52f746266df0dfdd342fa:active , .udceaa7ef43a52f746266df0dfdd342fa:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udceaa7ef43a52f746266df0dfdd342fa .centered-text-area { width: 100%; position: relative ; } .udceaa7ef43a52f746266df0dfdd342fa .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udceaa7ef43a52f746266df0dfdd342fa .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udceaa7ef43a52f746266df0dfdd342fa .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udceaa7ef43a52f746266df0dfdd342fa:hover .ctaButton { background-color: #34495E!important; } .udceaa7ef43a52f746266df0dfdd342fa .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udceaa7ef43a52f746266df0dfdd342fa .udceaa7ef43a52f746266df0dfdd342fa-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udceaa7ef43a52f746266df0dfdd342fa:after { content: ""; display: block; clear: both; } READ: Christopher Columbus EssayJasper Johns- I picked the white flag because it makes you think of how important the red and blue is. Our flag stands for so much that it just is not the same with out its colors. Jasper served in the army and this is why he painted so many flags because it meant so much to him. Ha wants to put attention on way the flag is made as opposed to as it was shown. Eugene Boudin- I chose the Festival in the Harbor because when you look at it the importance of the see to the people of the time is shown. I selected it because of his use of color and detail. These people needed things to come through the port because it was how many made money. Without ships trade would be virtually impossible. His message is to show the importance of the sea and what it does for people. Lavender Mist- he would consider these an item of chance because they just happened. He did not plan to put them in it just kind of happened. People today just take things a day at a time. They realize that they have no control and that things happen for a reason. I think it is an action painting because all of the random things that happened. It puts everybody a part of it because if someone throws a penny it stays that is what is so cool about the painting.

Positive Economic Consequences of Immigration vs. Negative Socioeconomic Consequences of Unskilled Immigrants

The analysis of economic growth in the United States has shown that immigration has contributed greatly to the prosperity in the economic sphere. Numerous studies have revealed the obvious benefits of immigration for the welfare of the U.S. native. However, little concern has been presented with regard to the economic welfare of the immigrants themselves.Advertising We will write a custom essay sample on Positive Economic Consequences of Immigration vs. Negative Socioeconomic Consequences of Unskilled Immigrants specifically for you for only $16.05 $11/page Learn More Certainly, immigrants cover a large share of labor market and foster development of strong economic infrastructure in the country. On the other hand, it is important to define socioeconomic conditions under which they work, particularly the type of job they apply for, salaries and wages they receive, and overall perception of the immigrants in the American society. All these factors should be discussed to define whether immigrants are satisfied with the level of living in the United States. The current wave of immigration is similar to the previous ones. The point is that a great number of immigrants arrive at the United States in attempt to receive any job. Because of little experience and insufficient skills, most of immigrants are hired for the positions with low salaries. Such a challenge emerges due to the lack of sufficient skills among immigrants. In fact, inconsistency between the experience required and the actual level of employees applying for the position can necessitate greater public assistance with the minority groups, as well as complicate racial and ethnic inequality. Because low-skilled workers migrating to the United States are more adaptive to the hard conditions because of the hardships they underwent in their native country, the native Americans with similar skills could have problems with receiving similar job position because are not ready to w ork on such terms. As a result, the U.S. employers are more inclined to hire immigrants rather than American residents. Because of greater supply of immigrants on low-paid positions, immigrants are less likely to receive a prestigious job with a high salary. They cannot reach similar social and economic status in the country. Once again, such a situation can cause significant frictions based on ethnical and racial distinctions. Moreover, attracting more immigrants can have a serious threat to the labor market in the United States. As a result, the areas with large density of migrated population will have an adverse effect on immigration because of greater competition established for job places and wages. However, the negative consequences of such policies will also influence the immigrants themselves because not all minority groups agree to work on low-paying jobs.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% O FF Learn More Aside from greater job availability and low salaries, immigrants had to pay taxes in larger amounts, although they consumer considerably less than native Americans. As such, U.S. Americans receive greater social benefits than immigrants working in the United States. Nevertheless, the American society skeptically appraises the increase in immigration rates because of the opportunities for unskilled Americans have considerably decreased. Immigrants are poorly treated in the American society because of the higher demand for the immigrant labor force among the American employers. With regard to the above-presented arguments, the positive economic consequences of immigration do not overweigh negative socioeconomic effects of immigration in the United States. Such a situation is explained by the greater demand for immigrants who are ready to apply for low-paying jobs, unlike Native Americans. More importantly, even high-skilled immigrants face challenges while apply ing for a prestigious job because of the created stereotypes. This essay on Positive Economic Consequences of Immigration vs. Negative Socioeconomic Consequences of Unskilled Immigrants was written and submitted by user Warren Holder to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.