E-billing in Local Municipalities in South Africa Essay

E-billing in Local Municipalities in South Africa - Essay Example It provides various of benefits to consumers such as convenient distribution and navigation, in order to improve the analysis as well as cost reporting in business sectors. Several companies are adopting e Billing solutions in the file and contract management. Through e Billing, customers better understand their manner of spending and how cost savings are made. Tshwane is one municipality of South Africa in which approximate population is 2.2 million. Most part of the municipality have low income level; 55% of the people are unemployed with ages 18 - 65; 8.7% of inhabitants who are older than 15 are illiterate. classified as 'illiterate'. Despite this fact, the leaders are pushing the economic growth and development of the entire city and one example towards achieving their goals is their involvement in the advance information and communication technology system programs such as the Tshwane Global Digital Hub program. The city is envisioned to be the destination of communication and information technology-based business.

David Copperfield Analysis

David Copperfield Analysis Introduction to the background, Charles Dickens and his work- David Copperfield Charles Dickens, the most popular writer of the Victorian age, was born near Portsmouth, England, in 1812 and he died in Kent in 1870. When his father was thrown into debtors prison, young Charles was taken out of school and forced to work in a shoe-polish factory, which may help explain the presence of so many abandoned and victimized children in his novels. As a young man, he worked as a reporter before starting his career as a fictional writer in 1833. In his novels, short stories and essays, Dickens combined hilarious comedy with a scathing criticism of the inhuman features of Victorian industrial society. Many of his novels Great Expectations, A Christmas Carol, Oliver Twist, etc., have been made into first-rate TV and film versions. David Copperfield is the story of the narrators life from early childhood to adulthood. In it, David describes all the obstacles he had to overcome in order to acquire peace of mind and economic stability. Review of the literature David Copperfield Plots The story begins with the widowed Clara Copperfield awaiting the birth of her first child. She receives a surprise visit from her husbands aunt, Betsey Trotwood, who insists the child will be a girl, and should be named after her. The child is, in fact, a boy, and she leaves, greatly disappointed. The boy who is born is David Copperfield, the protagonist. His early years are happy, as he lives with his mother and her housekeeper Peggotty, but when Clara falls in love with Edward Murdstone, Davids life takes a turn for the worse. When David is sent off with Peggotty to Yarmouth to spend a few weeks with her brother, he meets Emily, his first love, and her cousin Ham, both of whom are under Mr. Peggottys care. When he returns, he finds that his mother has married Murdstone. Murdstone is a harsh, cruel man who beats David and browbeats Clara into submission with the help of his sister Jane. After David resists Murdstones harsh treatment, he is sent off to Salem House, a miserable school under the oversight of Mr. Creakle, a brutal and incompetent master. There he meets Steerforth and Traddles the first a hero to the youthful David, though completely unworthy of his admiration, and the second a kindly and cheerful boy who will become a lifelong friend. After a semester at Salem House, David receives word that his mother and her newborn son had died, and he returns home. It is obvious that the Murdstones want nothing to do with him. Peggotty is fired as housekeeper, and she marries the coach-driver Barkis and moves back to Yarmouth. David, meanwhile, is sent to work in a factory in London at the age of ten. He hates his job and feels that the men and boys around him are beneath him, though he gains some consolation from the Micawber family, with whom he lodges. Micawber is an incompetent optimist, totally incapable of handling money, but constantly certain that something will turn up. When the Micawbers leave London, David runs away from the factory and walks across the country to Dover, seeking shelter from his eccentric great aunt Betsey Trotwood. She takes him in and adopts him, refusing the claim that the Murdstones stake to him, and he lives happily with her and her feeble-minded friend Mr. Dick. She then sends him to Canterbury to the school of Dr. Strong, a capable and kindly instructor. While in Canterbury, he lodges with Mr. Wickfield, who is Betseys lawyer, and meets his daughter Agnes, who becomes his dearest friend. He also encounters Wickfields clerk, the simpering and hypocritical Uriah Heep, who h ides behind a mask of humility. Potential trouble looms on the horizon as we observe that Wickfield drinks too much, and that Dr. Strongs very young wife Annie may be too fond of her cousin Jack Maldon. When David completes school, he again encounters Steerforth. The two of them visit Yarmouth, where David introduces Steerforth to his friends the Peggottys. By this time, Ham and Emily are engaged, but Steerforth notices the lovely Emily. He acts in a friendly manner toward the Peggottys and becomes popular among the townsfolk, but inwardly despises them as his inferiors. When David returns to London, he pursues a career as a law clerk, and becomes reacquainted with his old friend Traddles, who is now studying to become a lawyer. David accepts employment a Spenlow and Jorkins, and soon falls in love with Spenlows daughter, the lovely but weak Dora. He courts her secretly, but when he declares his intentions, Spenlow denies his permission. Shortly thereafter, Spenlow dies and Dora is given into the care of her elderly maiden aunts. Meanwhile, David hears that Barkis is dying and returns to Yarmouth. While he is there, Barkis dies, but the greater tragedy is that Emily, despite being engaged to Ham, has run away with Steerforth to become a lady. Daniel Peggotty vows to spend the rest of his life, if necessary, to find her. When David calls on Mrs. Steerforth, she insists that she will never allow her son to marry Emily, and will disown him if he tries. To her way of thinking, the whole thing is Emilys fault for seeking to rise above her status in societ y. Her companion, Rosa Dartle, who has long been in love with Steerforth, flies into a jealous rage. David, no longer able to work at Spenlow and Jorkins, takes a job as secretary to Dr. Strong, while Micawber has become a clerk at Wickfield and Heep (Uriah has insinuated himself into the business by blackmailing Wickfield, and has been named a partner). David soon marries Dora. Though they love each other dearly, it soon becomes obvious that she is totally helpless as a homemaker, and is intellectually unsuited to her husband. David, meanwhile, becomes a newspaper reporter, writing about the debates in Parliament, and ultimately a famous novelist. Meanwhile, Steerforth has cast Emily aside and tried to give her to his manservant Littimer. Emily runs away and finds her way to London, where she encounters Martha Endell, a fallen woman whom she had helped many years before. Martha tips off David and Mr. Peggotty, and Emily is reunited with her foster father, who plans to take her to Australia, where her shame is unknown. With the help of Micawber, Traddles, Betsey, Mr. Dick, and David, Uriahs perfidy is exposed and his attempt to marry Agnes is prevented. In gratitude, Betsey offers to finance a trip to Australia for the Micawbers, who decide to emigrate along with Daniel Peggotty, Emily, Daniels boarder Mrs. Gummidge, and Martha Endell. Betsey also regains her home in Dover, which was thought to have been lost through the machinations of Heep. Ultimately, both Heep and Littimer wind up in jail because of fraud and theft, respectively. Following a miscarriage, Dora dies. Meanwhile, Ham is killed in a terrible storm off the Yarmouth shore; ironically, the man he dies trying to save is Steerforth, who is also killed. Peggotty, now left alone, becomes the housekeeper for Betsey, while David travels abroad for three years to assuage his grief. When he returns, he inquires about Agnes, and his aunt leads him to believe she has an attachment. David is convinced that he has ruined any chance he had of gaining Agnes love by treating her like a sister for all these years and seeking her advice when courting the objects of his many romantic attachments. When questioning Agnes about herattachment, it soon becomes obvious that he is the object of it. The two profess their love and soon marry, living happily ever after. main characters David Copperfield The protagonist of the novel, Davids father dies before his birth, and his mother follows when he is still quite young. He is treated badly by his stepfather Mr. Murdstone and her sister. They send him to work in a factory at the age of ten. He later runs away to live with his great-aunt, from whence he goes to school, becomes a law clerk, then a court reporter, and finally a famous novelist. Among the many loves of his life, he marries Dora Spenlow, who dies a few years later, then Agnes Wickfield. Clara Copperfield Davids mother, a kind but weak-willed woman who is dominated by her second husband and dies shortly after the birth of her second child. Clara Peggotty The Copperfields housekeeper, she is unfailingly kind and loyal to David. She marries Barkis, lives for a while in Yarmouth, and later becomes Betsey Trotwoods housekeeper after Barkis dies. Edward Murdstone Clara Copperfields second husband, he is cruel and harsh to both David and his mother. He beats David after he resists his harsh treatment, sends him off to a pitiful school, then makes him work in a factory. Jane Murdstone Edwards sister, she assists her brother in completely breaking the will of Clara Copperfield. She later becomes the hired companion of Dora Spenlow. Mr. Barkis A kind cart-driver who transports David on many of his childhood journeys, he uses David to communicate his marriage proposal to Peggotty, who finally accepts him. Daniel Peggotty Peggottys brother, he is fisherman in Yarmouth. He is a widower who adopts his niece Emily and his nephew Ham after their parents die, and takes Mrs. Gummidge, a widow, into his home. He gives up everything to search for Emily after she goes astray, and, after he finds her, immigrates to Australia with her and Mrs. Gummidge. Emily Peggotty Little Emily, a beautiful young girl, is Davids first love. Because of her desire to rise above her station in life and become a lady, she runs off with Steerforth instead of going through with her planned marriage to her cousin Ham. After years of disgrace living abroad, she returns to London, where her uncle finds her and takes her off to Australia. Ham Peggotty Daniels nephew and Emilys cousin, he is a fine, simple young man who wants nothing more than to marry Emily and live the life of the sea. When Emily runs off with Steerforth, he recklessly throws himself into every rescue party that is required at Yarmouth, and finally dies in a horrendous storm. Ironically, the man he swims out to save is Steerforth, who also dies in the tempest. Martha Endell A young Yarmouth woman who has fallen into immorality, she is treated kindly by Emily, and plays a key role in helping Daniel to find Emily after her own fall. She, too, emigrates to Australia, where she later marries. themes David Copperfield, probably because it is partly autobiographical, was Dickens own favorite among his novels. Whereas he usually concentrates on a specific social problem, which becomes his main theme, here the theme is personal. In David Copperfield he attempted to come to terms with the trials and humiliations of his childhood and youth, writing as a man who had overcome his humble beginnings and become the most successful novelist of his time. Davids life does not directly reflect Dickens life, but important incidents that had left a lasting impression on him are reproduced with little alteration. Dickens was taken from school at the age of 12 when his father was committed to the debtors prison, and put to work in a relatives factory, like David (p.20). Shortly afterwards, when his father received a legacy that set him free, this also allowed the boy to resume his education. Dickens pictures his father in David Copperfield as the eternally optimistic, improvident Mr. Micawber, but he told his biographer, Forster, that he had never forgotten the humiliation of working in the factory, or forgiven his mother, who thought he should go on working. In the novel, the angelic mother of Davids early childhood is replaced by the harsh, cold Miss Murdstone. The second main theme of the novel is that goodness has nothing to do with social position, and social position is too often equated with wealth. Here again, Dickens personal experience was relevant. As a poor young shorthand writer, he had fallen in love with the daughter of a banker, whose father sent her abroad to keep her out of Dickens way, as Mr Spenlow plans to do with Dora. Spenlows attitude towards David changes when Davids aunt loses her money. When he says I thought you were a gentleman he implies that being a gentleman is a matter of money, not of being a gentle man, as David is. This tendency to equate money and social position with virtue corrupts characters judgment and behaviors. The proud rich boy, Steerforth, could have been a good man but has been spoilt by an indulgent mother. Consequently, he looks down on poor fishermen, ignoring their human qualities, and takes advantage of Emily (ruins her in the language of the time) but will not marry her. In contrast, Ham, the humble fisherman who loved Emily, dies trying to save him. At the other end of the social scale, envy of others social position leads Uriah Heep, who always emphasizes that he is humble, to cheat Mr Wickfield and dream of marrying Agnes. David himself is not corrupted. From the beginning, he judges everyone on their merits, refusing to accept that people are inferior because they are poor. 3. Definition a semi-biographical novel A semi-autobiographical novel is loosely based on the experiences of the authors own life. A semi-autobiographical novel may be written to protect the privacy of the authors family, friends, and loved ones; to achieve emotional distance from the subject; or for artistic reasons, such as simplification of plot lines, themes, and other details. Charles Dickens and David Copperfield A lot of critics think of David Copperfield as Dickenss autobiographical novel. To read David Copperfield is to understand Dickens, which will further deepen the understanding of Dickenss other works. David Copperfield is regarded by many as the authors masterpiece. Dickens began to write David Copperfield in l849. David Copperfield was thus produced under such constructed and well planned writing, which, added special dramatic affect to the stories. Autobiographical elements in David Copperfield include Dickens experience working in a factory as a child, reflections on his fathers influence in his life (Micawber is largely based on Dickens father), his work as a newspaper reporter writing on the debates in Parliament, his development as a novelist (the book is written in the first person by a writer looking back on his formative years), and his experiences in matters of the heart. Near the end of his career, Dickens admitted that, of all the children he had produced, he loved David Copperfield the most. 4.1 similar life experiences between David and Dickens David Copperfield is presented more formally as a semi-autobiography, beginning with the protagonists birth. Like Dickens, David was born on a Friday, Because of illness. Little Dickens could not take part in boys game. He liked to read books while other boys were playing outside ¼Ã… ½Dickens always read books in his fathers library ¼Ã… ½In his novel, 1ittle David also liked to read books in Davids fathers library. Dickens worked as a child labor pasting labels onto bottles. David had the same experience after his mother was dead. In Dickenss career, he had to be first a law clerk, then a reporter and finally a successful novelist. In the book of David Copperfield David had carried the same career, even the same order. Davids complex character allows for contradiction and development over the course of the novel ¼Ã… ½David also displays great tenderness, as in the moment he realize his love for Agnes for the first time. David, especially, as a young man in love, could be foolis h and romantic. This is very same to Dickens himself. As he grew up, he developed a more mature point of view and searched for a love who will challenge him and help his grow ¼Ã… ½David fully matured as an adult when he expressed the sentiment that he valued Agness calm tranquility over all else in his life. Any sense of self-importance is immediately deflated however by the digressively self-deprecating humor of the opening (which recalls Tristram Shandy at times) and by the narrators desire for his life to speak for itself (which recalls chapter one of Roderick Random). Throughout this novel we sense Dickenss delight in experimenting with what was for him a new narrative method, and in the opening chapter he demonstrates that working within established literary conventions he can produce a more effective mingling of humor and pathos than any of his predecessors. The first touch of pathos is when David shifting briefly forward in time recalls the indefinable compassion he felt for his fathers grave in the churchyard when our little parlor was warm and bright with fire and candle, and the doors of our house were almost cruelly, it seemed to me sometimes bolted and locked against it. This is typical of the novel in that the narrator recalls the ingenuousness of his younger self with a gentle irony that only serves to highlight the sensitivity of the child. In chapter two this effect is reinforced by the often startling immediacy of the present tense (also adopted in four subsequent retrospective chapters). Here Dickens reveals the radical otherness of the childs perception of the world (in the added alertness of certain senses and different awareness of the emotional and physical proportions of things); the anxieties that accompany that perspective (David is even afraid that Mr Chillip must feel unhappy about a church tablet saying that physicians were in vain, and the underlying buoyancy of youth that reduces the duration of any painful thoughts (almost Immediately afterwards he thinks what a good place the pulpit would be to play in). Dickens is particularly subtle in his mingling and contrasting of the points of view of the youthful protagonist and mature narrator. 4.2 Similar flirtatious disposition between David Copperfield and Charles Dickens 4.2.1 David Copperfields Flirtatious Disposition David Copperfield, articled to the proctors office of Spenlow and Jorkins in London, fell in love with Mr. Francis Spenlows only daughter Dora at first sight, and got engaged to her. He wrote to Agnes, the lawyer Mr. Wickfields only daughter and Davids adopted sister in Canterbury (Ch. 39), informing her that Dora was such a darling and was very blest; but he, while writing so, remembered Agness clear calm eyes and gentle face (Ch. 34). He, it may be considered, is neither devoted to Dora nor single-minded in his affections. When David suddenly learned that that his great-aunt Miss Betsy Trotwood, who was his guardian, was ruined, he told Dora that he was a beggar, asking her if her heart was still his. Oh, yes, its all yours, cried Dora, though in a childish way (Ch. 37). She, it could be said, was simple-hearted, generous and gentle. Mr. Spenlow, when told by David of his engagement with Dora, would never accept it; but he was to die soon. David visited Agnes and told her of his troubles, kissing her hand, which she had given him looking up with such a Heavenly face! After discussing their worries, David said, Much more than sister! and Agnes parted by the name of Brother (Ch. 39). David and Agnes, it could be considered, trust each other affectionately. How would Dora feel, we wonder, if she looked on this sight? Dora, introduced by David to Agnes, found her too clever and was afraid of her. She asked David, what relation is Agnes to you? No blood-relation, but we were brought up together, like brother and sister, replied he. Dora said, I wonder why you ever fell in love with me? (Ch. 42). Dora, surely, did know of his flirtatious disposition and she could have left him forever, but she did not. As for David, he himself chose and married Dora, who was a Fairy, a Sylph (Ch. 26), not Agnes, who had a very placid and sweet expression and was her widower fathers little housekeeper (Ch. 15). Soon David often quarreled with Dora over trifles. He said, Dora, my darling! No, I am not your darling. Because you must be sorry that you married me, or else you wouldnt reason with me! returned she. Dora, it is clear, was seeing a shadow of Agnes behind him. However, after such altercations, Dora reflectively told him she would be a wonderful housekeeper, polishing the tablets, pointing the pencil, buying an immense account-book, etc., though the figures would not add up. Now David was beginning to be known as a writer, and his child-wife, as she asked him to call her, was trying to be good (Ch. 44). It might be considered that at this moment David should have said, Dora, my darling, I love you cordially and am very happy; even if you are not good at housekeeping and figures, you should not mind it at all because you are earnestly endeavoring to be good; as you know, I too am a boyish husband as to years (Ch. 44). David, without saying such things, tried to form Doras mind, but in vain, remembering the contented days with Agnes (Ch. 48), he even considered that his own heart was undisciplined when it first loved Dora, and that there could be no disparity in marriage, like unsuitability of mind and purpose. His own heart, it can be suspec ted, was even now undisciplined because he would have been attracted by Agness clear calm eyes and gentle face more than by Doras efforts to be good; he can be regarded as flirtatious, not as devoted. Such being the case, he was much happier in the second year, the year that Dora fell ill (Ch. 48). She, with nothing left to wish for, wanted very much to see Agnes, not her two spinster aunts, adding that she always was a silly little thing and too young not merely in years but in experience, and thoughts, and everything, and that she had begun to think herself not fit to be a wife to her very clever husband. She died leaving Agnes a last charge that only Agnes would occupy this vacant place (Chs. 53 and 62). Was Dora silly or not fit to be a wife? By no means! Though she might have been childish and poor at housekeeping and figures, she was blessed with many respectable and lovable virtues; for example, she did not abandon David as a beggar, nor desert him despite her fathers will and Davids suspicious relationship with Agnes. She tried earnestly to be a good wife, accepted Agnes and Davids cleverness without defying them, looked down humbly on herself as silly and immature, and left her husband with Agnes foreseeing her death. How serious, benign, gentle and sympathetic! On the other hand, David, even though very clever, was obviously flirtatious, intolerant, and cold-hearted. He should not have introduced Dora to Agnes; far from it he should have broken off his relation with Agnes in choosing Dora, should have expressed his gratitude to her for her not abandoning him and for her trying to be good, should have been generous to her faults as Dora had been to his. He should have known tha t he had much of the responsibility for her feelings of insecurity when she said, I was too young and you are very clever and I never was (Ch. 53). After Doras death, David set out to travel to Europe, and mourned for [his] child-wife, taken from her blooming world, so young. He tried to be a better man, thinking that he might possibly hope to cancel the mistaken past, and to be so blessed as to marry Agnes (Ch. 58). Whether or not he marries her, it can be said, depends on him, but he would have to humble himself and repent, not merely cancel, the mistaken past or his flirtatious mind. He returned home after three years, and confided to Agnes, I went away, dear Agnes, loving you. I stayed away, loving you. I returned home, loving you. How inconsistent! He had said that he mourned for Dora when going away! As for Agnes, she replied, I have loved you all my life (Ch. 62). How would Dora feel if she lived to hear the conversation? Dora, it may be considered, should have left David when she first met Agnes; it might have been because of Agness covert love for him that Dora was afraid of her! Within a fortnight David married Agnes, after which she confided to him Doras last request and last charge as mentioned above, and they wept together but they would not imagine with what feelings Dora had died; also, David did not utter any words of remorse and repentance for having been unable to make Dora happy (Ch. 62). Ten years after the marriage, they had three children, and David had high income and renown as an eminent author. At this happy home, Dora was not talked of at a ll (Ch. 63). It can be concluded that David was a man of a flirtatious disposition for which reason he lacked complete devotion to Dora. As will be discussed, that very disposition was also Dickenss at that time. 4.2.2 Dickenss Flirtatious Disposition Dickens had been looked upon as a very Joseph in all that regards morality, chastity, and decorum as Reynoldss Weekly News wrote on 13 June 1858 (Letters 8: 745n.). He had been accepted as such a man publicly but was rather flirtatious-minded in his private life; in this section it will be revealed how flirtatious Dickens was. Dickens was a serious Christian-minded man, but naturally he was a man in the sense that there is no man that sinneth not (1 Kings 8: 46; 2 Chron. 6: 36; see also John 8: 37, etc.). He was rather flirtatious; as he said, not so long after his marriage, to his wife Catherine, if either of [us] fell in love with anybody else, [we] were to tell one another (Storey 96), and he did show an archly flirtatious attitude towards congenial girls and women of his acquaintance (Slater, D W 122). Six of the girls and women are taken up below. First, there was Mrs. David Colden, daughter of a banker of New York, wife of a lawyer and philanthropist of New York, and fourteen years Dickenss senior, with whom Dickens became acquainted during his first visit to America in 1842. Dickens was deeply in love with her, and wrote a love-letter to her (Slater, D W 122; Letters 3: 30n., 160, and also 242 and n, 219-20). Second, there was Eleanor Emma Picken, a lithographer and a winner of the Societyof Arts silver Isis medal in 1837, by whom Dickens was attracted. He flirted with her on the pier at Broadstairs on an evening in September 1841: Dickens seemed suddenly to be possessed with the demon of mischief; he threw his arm around me and ran me down the inclined plane to the end of the jetty till we reached the tall post. He put his other arm around this, and exclaimed in theatrical tones that he intended to hold me there till the sad sea waves should submerge usà ¢Ã¢â€š ¬Ã‚ ¦.I implored him to let me go, and struggled hard to release myself. (Slater, D W 115) Third, there was Christiana Jane Weller, a beautiful eighteen-year-old concert pianist in Liverpool, for whom Dickens conceived an incredible feeling in 1844 (Slater, D W 88-89; Letters 4: 53n., 55, etc.). Fourth, there was Madame Emile de la Rue, wife of a Swiss banker, resident in Genoa, whose nervous disorder Dickens began to treat with his mesmerism from 23December 1844 with so much fascination as to make Catherine very unhappy. This continued for a period of years afterwards (Schlicke 375; Letters 4: 243 and n, 534n.; Letters 5: 11n.; Letters 7: 224 and n). Fifth, there was Miss Anne Romer, actress and singer. Dickens performed with her, on 20 July 1848, the farce of Used Up, in which Dickens played the bored hero Sir Charles Coldstream, and she played his lover Mary. In Act II, Sir Charles, who is in distress, asks her to say, you love me. She replies, Love you! Then he seizes her in his arms, and kisses her; they marry at the plays end (Thomson 46-49; Letters 5: 362n.). Two days after the play, Dickens wrote a letter to Mrs. Cowden Clarke, member of his Amateur Theatricals: I have no energy whateverI am very miserable. I loathe domestic hearths. I yearn to be a Vagabond (i.e. as Coldstream, disguised as a ploughboy, is called by Farmer Wurzel in Act II). Why cant I marry Mary! [. . . . . . . . . . . . . . . . ] I am deeply miserable A real house like this, is insupportable after that canvass farm wherein I was so happy (i.e. Wurzels farm). What is a humdrum dinner at half past five, with nobody (but John [i.e. CDs servant John Thompson]) to see me eat it, compared with that soup [i.e. the pea-soup that Coldstream is given by Mary in Act II], and the hundreds of pairs of eyes that watched its disappearance! (Letters 5: 374 and n; emphases added) In this quotation there can be read not only Dickenss flirtatious mind but also his loathing for domesticity. In the letter of 13 January 1849 quoted below, he even shows his dislike for Catherine: My Dear Mrs. Clarke. I am afraid that Young Gas [i.e. Dickenss name as manager of the Amateur Theatricals Company in 1848] is forever dimmed, and that the breath of calumny will blow henceforth on his stage management, by reason of his enormous delay in returning you the two pounds non forwarded by Mrs. G. [i.e. Catherine]. The proposed deduction on account of which you sent it, was never made. But had you seen him in Used up, His eye so beaming and so clear, When on his stool he sat to sup, The oxtaillittle Romer near c c you would have forgotten and forgiven all. (Letters 5: 476 and n; emphases added) Sixth, there was Miss Mary Boyle, daughter of Vice-Admiral the Hon. Sir Courtenay Boyle, second son of the 7th Earl of Cork and Orrery; she was a distant cousin of Mrs. Watsons and a miscellaneous writer and renowned amateur actress, whom Dickens first met at the Watsons Rockingham Castle on 27 November 1849. On the 29th he and Boyle played, as part of the house-party entertainments in the Hall, Sir Peter Teazle and Lady Teazle from Sheridans The School for Scandal, and also acted, from chapter 41 of Nicholas Nickleby, some scenes of the mad neighbours [i.e. Dickenss] throwing a shower of vegetables to Mrs. Nickleby [i.e. Boyle] to display his affection (Letters 5: 662 and n; Boyle 231-32; Ackroyd 606). On November 30 Dickens wrote a letter to Mrs. Watson: Plunged in the deepest gloom, I write these few words to let you know that, just now, when the bell was striking ten, I drank to H.E.R. [i.e., Mary Boyle]! adding a picture of a heart shot through by Cupids arrow (Letters 5: 663). Three days later he sent to Miss Mary Boyle a parody by him of Grays Elegy in a Country Churchyard, inspired by Mary Boyles graces in the Rockingham Castle Amateur Theatricals (Letters 5: 665 and n, 708-09), part of which is as follows: No more the host, as if he dealt at cards, Smiling deals lighted candles all about: No more the Fair (inclusive of the Bards) Persist in blowing all the candles out. ______ No more the Fair prolong the cheerful tread Of dancing feet until the lights low burn: No more the host, when they are gone to bed, Quickly retreats, foreboding their return. (Letters 5: 708) Mary Boyle joined in his theatricals on 15 January 1851 at Rockingham Castle, where she acted Mary, the lover of Sir Charles Coldstream, again played by Dickens in Used Up (Letters 6: 163n., 225 and n, 261n.; Slater, D W 404). Dickens wrote a joking, flirtatious letter, based on the play in which he disguised himself as a ploughman, to her on 25 December 1852: My own darling Mary. [. . . . . . . . . . . . . . . . . . . . . . . . . . . . ] you ant no cause to be jealous for all that I am certain beforehand as I shall a Door her O Mary when you come to read the last chapter of the next number of Bleak House I think my ever dear as you will say as him what we knows on as done a pretty womanly thing as the sex will like and as will make a sweet pin

Night by Elie Wiesel and A Farewell to Arms by Ernest Hemingway Essay

The autobiography Night by Elie Wiesel contains similarities to A Farewell to Arms by Ernest Hemingway. These works are similar through the struggles that the main characters must face. The main characters, Elie Wiesel and Lieutenant Frederic Henry, both face complete alterations of personality. The struggles of life make a person stronger, yet significantly altering identity to the point where it no longer exists. This identity can be lost through extreme devotion, new experience, and immense tragedy. Devotion towards another human being must be developed, it does not occur instantaneously. In the autobiography Night, Elie was not so much concerned with the welfare of his family while living in Sighet, Transylvania. Elie goes against his father when it comes to his religious studies, â€Å"One day I asked my father to find me a master who could guide me in my studies of the Kabbalah. ‘You are too young for that’† (Wiesel 4). Just as most children, Elie does not accept his father’s answer. Elie finds his own teacher, Moishe the Beadle. When forced into the struggles of concentration camp, Elie becomes faithful to his father. Elie does not have any friends or family members left. For this reason, his father becomes the reason for life itself. This devotion towards his father alters the reasons for his life’s continuance as a whole. This can be seen as life in the camp continues and Elie develops a selfless attitude. His only concern lies in the hea lth of his loving father. Elie states, â€Å"My father’s presence was the only thing that stopped me. He was running next to me, out of breath, out of strength, desperate. I had no right to let myself die. What would he do without me? I was his sole support† (Wiesel 86). This insta... ...ing identity to the point where it no longer exists. This identity can be lost through extreme devotion, new experience, and immense tragedy. Relationships with the most meaningful companions impact both main characters, Elie and Frederic. Due to the events they must encounter alongside loved ones, Elie and Frederic change completely, losing the identity that once existed. The most impactful events of any life are those that involve struggle and tragedy. Any tragic event that one encounters can significantly alter the purpose of life forever. Tragic events such as taking away what one may hold dearest, such as a loved one in the cases of Elie and Frederic. This type of loss can create a saddened, purposeless life in all humans. Works Cited Hemingway, Ernest. A Farewell to Arms. New York: Scribner, 2003. Wiesel, Elie. Night. New York: Hill and Wang, 2006.

The American Indian Wilderness

The American Indian Wilderness In the essay, â€Å"The American Indian Wilderness†, Louis Owens presents a personal story to show a dramatic change in his point of view. His story revolves around a mind-altering experience in which he uses himself as the straw figure, allowing us to effectively see how he came to choose his new view and why it is better than the European view he once had. He successfully gains our trust and persuades his audience with three different personas: the unthinking, cocky businessman, the thoughtful and ashamed persona, and, at the end, the lecturing teacher.In the beginning, Owens uses the persona of the unthinking, cocky businessman. He is in the mountains to support and carry out â€Å"a plan of which [he] heartily approves. † (para. 2) He is at the extreme end of his way of thinking, believing that the Forest Service is right in their idea about wilderness. â€Å"At the end of those five days, not a trace of the shelter remained, and I fe lt good, very smug in fact, about returning the White Pass meadow to it’s â€Å"original† state. † (para. 3) He shows us that he has no doubts and completely agrees that in order to restore the wilderness, he must carry out the plan.As he heads back down the trail, he says that his, â€Å"mind was on the winter [he] was going to spend in sunny Arizona,† (para. 3) showing that there was no internal struggle over the burning of the shelter and that he truly felt that he had done his job to better the wilderness. This persona is effective because right off the bat, Owens draws us in by showing us that he has a story to tell. He doesn’t begin his story with a lecture about what the point of his essay is, as that would cause some of us to reject his theory right away.He successfully draws us into the story and slowly makes his point known while we’re all listening. By using himself as the straw figure, we are able to see how he arrived at his conc lusion and we find ourselves more willing to listen to what he has to say. We can see that this is a man with experience. We’re able to relate to him and see how his thoughts begin. Most of us can relate because, like him, we go about our day without analytically thinking about what we’re doing. If society says it’s right, then most likely we will feel good that we are doing what society ells us is good, just like what Owens does and feels. Once he gains our trust and understanding, he’s ready to lead us into the next part of his story. He now assumes his ashamed and thoughtful persona. As the women approach, he feels, â€Å"growing amazement that, by the time [they] were face-to-face, had become awe. † (para. 4) From the beginning, he has a sudden respect for these two women. We can already see that when they speak to him, he will listen, that he will be open and trusting of what they have to say.Upon hearing that they are on their way to White Pa ss, Owens completely changes his persona. Now, instead of showing the confidence and smugness he did with his original persona, he now shows that he is ashamed and calls himself ignorant. â€Å"I wanted to excuse myself, to edge around these elders and flee to the trailhead and my car, drive back to the district station and keep going south. † (para. 9) He shows us the inner conflict he is experiencing and his reaction to the news he has heard.At the moment, he hasn’t quite come to grips with his new point of view. He begins to feel ashamed, not because he realizes his view on the wilderness is wrong, but because he feels guilt about the shelter. He shows us that at this point, he feels guilty because he has betrayed his culture. In paragraph nine, he feels as if he ought to justify what he has done when he wants to say, â€Å"I’m Indian too.. † This is the beginning of his thinking process to change his point of view. Adding to his guilt is the sisterâ⠂¬â„¢s reactions. I expected outrage, anger, sadness, but instead the sisters continued to smile at me, their smiles changing only slightly. † (para. 10) Now, he realizes that he has broken the connection between part of his heritage and his way of life. This opens the doors for his careful reconsideration of his way of thinking. This works to persuade us because Owens has already gained our trust with his first persona. When he goes through an experience that calls for his change in thought, we accept that perhaps our thought out to be reevaluated as well.Owens disregards his cockiness towards his feelings of righteousness when he sees that perhaps his ideas are wrong. We can see that Owens is not out to gain points for himself, or else he wouldn’t have thought twice about his experience. He is open to reconsideration and change. Owens is willing to change all of his ways of doing things because he realizes that they are wrong. A man that is willing to admit to his own mistakes and make changes to a way of life that he had grown to believe in has no ulterior motives. We can see that Owens only interest is in what’s best for the wilderness.Thus, we are able trust his judgments and are more willing to hear him out, to trust whatever his new conceptions may be. Now that we realize our way of thinking is wrong, we are ready to hear how we should be thinking. Effectively, Owens now changes to his lecturing teacher persona, telling us of a better way to think, â€Å"In embracing a philosophy that saw the White Pass Shelter – and all traces of humanity – as a shameful stain upon their â€Å"pure† wilderness, I had succumbed to a five-hundred-year-old pattern of deadly thinking that separates us from the natural world. (para. 11) This statement is incredibly strong and convincing. Owens has already provided us with an emotional connection to him and has shown that he is more knowledgeable because of his experience. We are wil ling to trust in his judgment and his knowledge, so we readily accept his interpretation of what is right for the wilderness. In his final statements, he influences us with a bang by stating at what extremes the European way of thinking will lead us to:Unless Americans, and all human beings, can learn to imagine themselves as intimately and inextricably related to every aspect of the world they inhabit, with the extraordinary responsibilities such relationship entails – unless they can learn what the indigenous peoples of the Americas knew and often still know – the earth simply will not survive (para. 12). We know that Owens best interest is in caring for and preserving the wilderness. Throughout the entire story, he vividly describes to us how he sees nature’s beauty.In the first paragraph, he opens with, â€Å"In the center of the Glacier Peak Wilderness in northern Washington, a magnificent, fully glaciated white volcano rises over a stunningly beautiful re gion of the North cascades. † His entire essay is filled with small details that show us how observant he is of nature and how much he enjoys it. Later on, after he changes his view on what wilderness is, he compares how natural the shelters are to the ecosystem, â€Å"as the burrows of marmots in the steep scree slopes. † (para. 2) Even though his view changes, he doesn’t change his mind about how much he cares about nature. He expresses so much respect and awe at nature’s beauty, that we know he cares about it and it’s best interest is his. Because of this, we know that his best interest is in doing what’s best for nature. We are ab! le to trust his judgment and assume that he knows better than us from his experiences. It’s easy for us to adopt his way of thinking because of his knowledge and honest concern in doing what’s best. In conclusion, Owens effectively uses persona’s to gain the readers trust.His cocky, busines sman persona shows us that he does have faults, while his ashamed and thoughtful persona shows us that he is willing to admit and change his faults if it betters the initial job he set out to do: protect the wilderness. His final persona, the lecturing teacher points out the right way of thinking about humans and their relationship to the wilderness. He convinces us that it’s time to think about our actions and their effect. With this, Owens has effectively used three different personas to persuade his audience.

Metaphysics: Philosophy and Idealism Essay

Metaphysics is the branch of Philosophy that focuses on the nature of reality, including abstract concepts such as being and knowing. The term literally means ‘beyond the physical. ’ It attempts to find unity across the domains of experience and thought. There are five broad philosophical schools of thought that apply to education today and these general frameworks provide the base from which the various educational philosophies are derived. Idealism is the view that ideas or thoughts make up fundamental reality. Idealism is a label which covers a number of philosophical positions with quite different implications and tendencies, including: 1. Objective idealism asserts that the reality of experiencing combines and transcends the reality of the object experienced and that of the mind of the observer. 2 Objective idealists accept common sense realism but reject naturalism. In other words, objective idealists accept the view that material objects exist but reject the concept that the mind and spiritual values have emerged from material things. * Proponents include Thomas Hill Green, Josiah Royce, and Benedetto Croce. 2. Subjective Idealism describes a relationship between experience and the world in which objects are no more than collections or â€Å"bundles† of sense data in the perceiver. 2 Subjective idealists assert both metaphysical and epistemological idealism while denying that material objects exist independently of human perception and thus are opposed to both realism and naturalism. * Proponents include Berkeley, the Bishop of Cloyne. 3. Transcendental idealism is a doctrine that maintains that the mind shapes the world we perceive into the form of space-and-time. 2 Transcendental idealists are strong skeptics of a mind-independent world, asserting epistemological and not metaphysical idealism. * Proponents include founder, Immanuel Kant, Johann Gottlieb Fichte and Friedrich Schelling. 4. Absolute idealism is the view that in order for human reason to be able to know the world at all, there must be, in some sense, an identity of thought and being; otherwise, we would never have any means of access to the world, and we would have no certainty about any of our knowledge. 6 * Proponents include founder, G. W. F. Hegel. As well as several more minor variants or related concepts, including: 5. Epistemological Idealism asserts that minds perceive only their own ideas, and not external objects; therefore we cannot directly know things in themselves or things as they really are. The only thing we can ever have knowledge about is the world of phenomenal human experience which leaves no reason to suspect that reality mirrors our perceptions and thoughts. 6. Actual Idealism is a form of idealism that contrasted Transcendental Idealism and Absolute Idealism. This system saw thought as all-embracing, and claimed that no-one could actually leave their sphere of thinking, or exceed their own thought. 6 * Proponents include Giovanni Gentile. 7. Buddhist Idealism is the concept in that all existence is nothing but consciousness, and therefore there is nothing that lies outside of the mind. 8. Panpsychism holds that that all parts of matter involve mind or that the whole universe is an organism that possesses a mind. Therefore all objects of experience are also subjects. * Proponents include Gottfried Leibniz. 9. Practical Idealism is a political philosophy which holds it to be an ethical imperative to implement ideals of virtue or good. * Proponents include Mahatma Gandhi. Realism is the view that entities of a certain type have a reality that is completely ontologically independent of our conceptual schemes, linguistic practices, beliefs, etc. There are many different types and degrees of Realism, including: 1. Platonic Realism is the view that universals exist. A universal is a property of an object, which can exist in more than one place at the same time. * Proponents include founder Plato, who formed a solution to the problem of universals. 2. Moderate Realism is the view that there is no separate realm where universals exist, but that they are located in space and time wherever they happen to be manifest. * Conceptualism, initiated by Peter Abelard, is the doctrine that universals exist only within the mind and have no external or substantial reality. * Modern Conceptualism, as represented by Immanuel Kant, holds that universals have no connection with external things because they are exclusively produced by our a priori mental structures and functions. 7 * Proponents include Aristotle St. Thomas Aquinas, Jacques Maritain and Etienne Gilson. 3. Modal Realism is the view that possible worlds are just as real as the actual world we live in, and not just abstract possibilities. * Propounded by David Lewis. 4. Moral Realism is the meta-ethical view that there are objective moral values which are independent of our perception of them or our stance towards them. Therefore, moral judgments describe moral facts. 7 * Proponents include Plato and Immanuel Kant. There are many others disciplines which are related to Realism, including: 1. Transcendental Realism is the theory that implies individuals have a perfect understanding of the limitations of their own minds. 2. Organic Realism is the metaphysical philosophy in which subjective forms complement Plato’s Forms. The theory holds that change in not illusory or purely accidental to the substance, but rather the very cornerstone of reality or Being. * Propounded by Alfred North Whitehead. Ontology is traditionally listed as a part of the major branch of philosophy known as metaphysics, while being the philosophical study of the nature of being, existence, or reality, as well as their relations. Ontology deals with questions concerning what entities exist or can be said to exist, and how these entities can be grouped and subdivided according to similarities and differences. G. W. F. Hegel Wikipedia. com Wikipedia. com Georg Wilhelm Friedrich Hegel was a German philosopher as well as a major figure in German Idealism. His historicist and idealist account of reality revolutionized European philosophy and was an important precursor to Continental philosophy and Marxism. 19 Without eliminating either pole or reducing one to the other, he developed the concept that mind manifested itself in a set of contradictions and oppositions that it ultimately integrated and united. Hegel attempted to elaborate a comprehensive and systematic ontology from a logical starting point throughout his published writings, as well as in his lectures. In 1801 Hegel moved to Jena to join Schelling at the University of Jena, where Fichte had studied previously; although at that time, the prime of Jena idealism was over. In this same year, Hegel published his first philosophical work, The Difference between Fichte’s and Schelling’s System of Philosophy. He worked with Schelling closely and together they edited the Critical Journal of Philosophy. He wanted to develop a system of science in which he displayed in his writings. Phenomenology of Spirit was considered his project and one of his main works where he speaks of his thoughts on the evolution of consciousness from sense perception to absolute knowledge. He also believed that human cognition changes from one generation to the next; as well as the idea that our experiences are what make us who we are and we make our experiences ours. His thinking can be understood as a constructive development within the general tradition that includes Plato and Kant, as well as Plotinus and Gottfried Leibniz. A common trait that these thinkers share is that they regard freedom or self-determination both as real and as having important ontological implications, for soul or mind or divinity. His concern with Kantian topics such as morality and freedom, including their ontological implications, is omnipresent. He aimed to incorporate it within ‘true infinity’, ‘spirit’ and ‘ethical life’, rather than simply reject his dualism of freedom versus nature. He incorporated it in such as way he rendered Kantian’s duality as intelligible. He saw a relational unity as well as a metaphysical unity between Jesus and God the Father. Jesus is both divine and human, according to Hegel. He further attested that God not only died, but that a reversal had taken place, that is to say that God maintained himself in the process and the latter is only the death of death. He claimed God rose again to life and thus things are reversed. 19 Karl Marx Wikipedia. com Wikipedia. com Karl Marx was a German philosopher, economist, journalist, historian and revolutionary socialist. His ideas had a significant influence in the development of social science and the socialist movement. He wrote and published many works but the most important of all was the Communist Manifesto. Being born into a wealthy middle class family, he studied at the University of Bonn as well as the University of Berlin, where he became interested in the Young Hegelians philosophical ideas. After writing for a couple radical newspapers and being exiled to Brussels, he became a leading figure of the Communist League. Once he returned to Cologne, he founded his own newspaper. Even experiencing poverty, he continued writing and formulating his theories about the nature of society and how he believed that it could be improved. His theories about society, politics and economics are known as Marxism and these theories hold that all societies progress through a conflict between ownership class which controls production and a lower class which produces the labor for goods. His view of history, which came to be called historical materialism, certainly shows the influence of Hegel’s claim that one should view reality as well as history dialectically. However, Hegel had thought in idealist terms, putting ideas in the forefront, whereas Marx sought to rewrite dialectics in materialist terms, arguing for the primacy of matter over idea. Where Hegel saw the â€Å"spirit† as driving history, Marx saw this as an unnecessary mystification, obscuring the reality of humanity and its physical actions shaping the world. He wrote that Hegelianism stood the movement of reality on its head, and that one needed to set it upon its feet. 21 He believed that only large scale change in the economic system could bring about real change; he criticized utopian socialists by arguing that their favored small scale socialistic communities would be bound to marginalization and poverty. Engel’s book, The Condition of the Working Class in England in 1844, led Marx to conceive the modern working class as the most progressive force for revolution. In opposition to traditional theology, he believed that human beings had created God in their own image and that worshipping God diverted human beings from enjoying their own human powers. He explains that religion is a response to alienation in material life and that it can’t be removed until human material life is set free, resulting in the deterioration of religion. Epistemology is branch of philosophy concerned with the nature and limitations of knowledge. It addresses mainly the following questions: * What is knowledge? * How is knowledge acquired? * To what extent is it possible for a given subject or entity to be known? 13 Rene Descartes Wikipedia. com Wikipedia. com Dubbed the ‘Father of Modern Philosophy’, Rene Descartes was a French philosopher, mathematician, and writer who spent most of his adult life in the Dutch Republic. He is known for having made an important connection between geometry and algebra, thus allowing a solution for geometrical problems by way of algebraic equations. He is perhaps best known for the philosophical statement â€Å"Cogito ergo sum†, meaning I think, therefore I am. From 1604-1612 he attended Jesuit school, where he learned the standard scholastic, Aristotelian philosophy. In 1619 he embarked on his life’s work of rebuilding the whole universe because he believed everything he had learned was wrong. To do this he used what is known as his method of doubt. He meditated on various possible skeptical scenarios to help him doubt even things that seemed possibly true. First he considered that, when asleep and dreaming, everything seemed just as real and true as when he was awake. This led him to think that perhaps he is dreaming at that very moment, in which case he may not be really sitting in a chair but dreaming that he is sitting in a chair. Descartes, to make his doubting even more radical, considered the possibility that God is evil and has the aim of deceiving him as much as possible by placing fictitious sensory inputs directly into his conscious mind. This resulted in his famous statement: I think, therefore I am. His argument for the existence of God begins with the belief that ‘I have a concept of God, as perfect and infinite. This concept is clear and distinct; therefore an idea must have a cause-even an idea cannot appear from nowhere. A greater object can cause a lesser one but the reverse is impossible. Thus, my idea of God, which is supremely great, can only have been caused by just such a being. Thus God, as I conceive him, must exist. ’16 With his belief in the reliability of his senses restored, he was then able to acquire common-sense beliefs about material objects. He went on to build an elaborate system of mechanics, a theory of planetary motions, among many others. David Hume Oregon State. edu Oregon State. edu The most important philosopher ever to write in English and one of the most important figures in the history of Western philosophy and the Scottish Enlightenment was David Hume. He was also well-known in his own time as a philosopher, historian, economist, and essayist. Among the interesting features of Hume’s empiricist philosophy are a revolutionary view of causality, the problem of induction, and the distinction between fact and value. Hume advocates various forms of moderate or mitigated skepticism. He was a relentless critic of metaphysics and religion. 10 Hume was born in Edinburgh on April 26, 1711 and spent his childhood at Ninewells, the family’s modest estate near Berwickshire. His family thought he was suited for a career in the law, but he preferred reading classical authors and pursuing the goal of becoming a scholar and philosopher. He followed a rigorous program of reading and reflection for three years while pursuing this goal. Hume’s Problem of Causation has remained unsolved for two-hundred fifty years and this uncertainty has greatly prejudiced our belief in the possibility of metaphysics and the certainty of science, and has ultimately led to postmodernism. Hume explains that until we know what exists and the ‘necessary connections’ between these things that exist, it is impossible for humanity to have certainty of knowledge. This in return leads to the Problem of Induction, for if we do not know the a priori cause of events then we have no principles from which to logically deduce our conclusions. Then we are simply left observing that one event follows another and somehow they seem connected, yet we don’t know why or how; therefore we must depend upon induction to determine the laws of nature. This problem of induction can be demonstrated using his simple example of dropping a stone such that when I let go of the stone it falls to earth. And despite the amount of times this experiment is repeated does this inductively infer that the stone must fall the next time I let it go. He argued that it doesn’t, that it is simply a habit of thinking that it does and that it is quite possible that at some point in the future the stone will not fall. Hume stated, ‘The supposition that the future resembles the past, is not founded on arguments of any kind, but is derived entirely from habit. ’11 He believed that a priori ideas did not exist and that they are not innate but derived from experience of perceptions. He believed these perceptions could be divided into impressions and ideas. He believed that humans learned through impressions and if there are no impressions then there is no idea. He also believed that every person’s perceptions were his alone and different from other peoples. 17 For the argument for the existence of God, Hume began by laying down the principle that we can ascribe capacities to a God only if they are evident in the world. He believed humans have no reason to infer an almighty God from the world because the world is manifestly finite and imperfect and any argument from such is unwarranted. He claimed that the hypothesis of a God is useless; that there is no practical gain in positing such a being. 1. Oregon State. â€Å"Section III – Philosophical Perspectives in Education† Web. October 16, 2012. 2. Wikipedia. â€Å"Idealism† October 13, 2012. Web. October 16, 2012. 3. Wikipedia. â€Å"Objective Idealism† May 5, 2012. Web. October 16, 2012. 4. Wikipedia. â€Å"Transcendental Idealism† September 30, 2012. Web. October 16, 2012. 5. Wikipedia. â€Å"Neo-Platonism† October 6, 2012. Web. October 16, 2012. 6. The Basics of Philosophy. â€Å"Idealism† Web. October 16, 2012. 7. The Basics of Philosophy. â€Å"Realism† Web. October 16, 2012. 8. Wikipedia. â€Å"David Hume† October 12, 2012. Web. October 16, 2012. 9. Stanford Encyclopedia of Philosophy. â€Å"David Hume† May 15, 2009. Web. October 16, 2012. 10. Oregon State. â€Å"David Hume† Web. October 16, 2012. 11. On Truth & Reality. â€Å"Meta-physics: David Hume† Web. October 16, 2012. 12. Wikipedia. â€Å"Ontology† October 29, 2012. Web. October 30, 2012. 13. Wikipedia. â€Å"Epistemology† October 30, 2012. Web. October 30, 2012.

Music Jazz Anecdotes

Music Jazz Anecdotes Introduction The stories of Pops Foster and Chief Blue Cloud in wild scenes were introduced in an interesting manner. I was intrigued by these two stories that described the characters of musicians. Their skills give them fame as well as power to influence. Creativity was also inevitable in their careers.Advertising We will write a custom essay sample on Music: Jazz Anecdotes specifically for you for only $16.05 $11/page Learn More Music and Influence Pops Foster’s story in page 3 and 4 of Jazz Anecdotes, was a man with a talent in music and knew how to control people. Those under him got it rough for they had to stick to his commands. His words were final and he could not tolerate opposition. Even if his co-workers were dissatisfied with a certain performance, they had to admit that they fully enjoyed the music. His performance was unique in that they could play one song for a whole night (Crow 3). The skilled musicians, Pops Foster had a small band in Bear town. The Bear town in Illinois was mainly populated by miners who could attend the entertainment events. Their character of carrying drinking jugs was a community tradition. The appearance of the great artist was contrasting his role. He was described as untidy and was always chewing tobacco. He was a dictator in the band. His audience obeyed him in one accord. The performers played a single song but how they kept the audience from moving away was interesting. I think all the attendants loved him for the music. He had a great influence on what people did (Crow 3). Those who did not want to drink behind him still drank behind him. His evening band performances were characterized by wild behaviors. For instance, this man could make people drink from one jug from time to time. At some point he could point at his fans with a pistol. Another moment he could go to the bathroom and tell his audience to wait until he went back. His audience could remember his favorite song; yes we got No Bananas after 50 years time (Crow 3). Music and Creativity Jazz music caused people to do crazy things. In the story of Chief Blue Cloud in page 4 of Jazz Anecdotes, Wingy Manone was said to have got himself into an interesting hot band. Their uniforms were very complicated. They wore funny costumes during their performances. Their hairs were supposed to match Indian hairs which were very far to look alike. They had to look like the Indian chief and his wife. The only option which was left was to wear wigs on their heads. The imagery in this story was so clear until I felt as if I was also part of the show. Chief Blue Cloud was an Indian and the leader of the band (Crow 4).Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More He was well skilled in playing a trombone. Music skills such as this man playing trombone show a big influence in a community or a society. The outgoing charact ers of the band are artistic in that they had to find ways to make the performance interesting. They were innovative in that their costumes were unique. Feather and beads made part of their costumes. In addition their feet were in moccasins light shoes which made it easier for their dance. Their waists were in tomahawks. The non Indians had to imitate the Indian woo-woo-woo call and the hot jazz music could cheer up the crowd. The art and creativity is what kept people to the music (Crow 4). Conclusion The talent to play musical instruments and fine tuned skills in vocalists made the story interesting. They portrayed that music was a social part of life in the past and the present and should never be ignored. Music is related to positive influence on people regardless of the musician character. To keep the music interesting musicians must be creative in their entertainment. Crow, Bill. Jazz Anecdotes. UK: Oxford University press, 2005. Print.

The Heros Walk essays

The Heros Walk essays In The Heros Walk, the author Anita Rau Badami depicts the family problems faced and shared upon losing a beloved family member. The premature death of an estranged but beloved adult child, Maya, forces a family to focus on all of the things they've created in their lives. After Sripathi loses his first child, Maya, and comes to regret the rejection of her, he realizes the compromises needed to raise a child properly must be shared with everyone. The seven-year-old Nandana loses her parents, Maya and Alan, in a car accident and must go live with her grandparents in India. When Nandana arrives with her family in India, her grandparents, Sripathi and Nirmala, her uncle, Arun, her great-grandmother, Ammaya, and her aunt, Putti must cooperate with this little memory of Maya. During the course of the novel, the characters begin to realize the importance of compromises that must be made in order to sustain and improve their relationships with their children. This, of course, has to be imp lemented not only to bring a positive change in their relationship, but also to maintain a stable healthy environment in the house. The death of Maya had the greatest impact on Nirmala. At first, she couldnt believe that the daughter she gave birth to was no longer alive. Upon hearing news about Mayas death, she blamed Sripathi entirely for cutting off Maya from his life. Later on, she comes to an understanding that it was necessary to think about the future rather than thinking about the past and putting themselves in constant suffering. Most important of all, she decides to forego the fact that Maya is dead mainly because of Nandanas upbringing in their family. Would it be necessary and appropriate to constantly remind a little child about her parents tragic death, especially in her childhood years? Of course not. It was extremely necessary for them to maintain a healthy and safe environment in the house due ...

Buscar Conjugation in Spanish, Translation, and Examples

Buscar Conjugation in Spanish, Translation, and Examples Buscar is a fairly common verb in Spanish that is usually translated as to look for or to search for. The conjugation of buscar is regular in pronunciation but irregular in spelling. This article includes buscar conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using the Verb Buscar One major difference between the English verbs to look or to search and buscar, is that the Spanish version doesnt need to be followed by a preposition, which is a common mistake made by students learning the language. To avoid this confusion, you can think of buscar as meaning to seek. The conjugation of buscar is irregular in its spelling. Specifically, whenever a conjugated form of buscar would have the c followed by an e if it were regular, the c changes to qu. For example, to say I sought, you would use the form busquà © instead of buscà ©. You will find this spelling change also in the present subjunctive and some imperative conjugations. Common Uses of Buscar These common expressions include the verb buscar: buscar algo: to look for something - Busco mi lpiz (I look for my pencil).buscar algo: to look something up - Busco la respuesta en Internet (I look up the answer on the internet).buscar a alguien: to look for someone - Buscamos a Pedro (We are looking for Peter). Note that you need to include the personal a when looking for a specific person.buscar a alguien: to pick someone up - Voy a buscar a los nià ±os a las dos de la tarde. (Ill pick up the children at 2 p.m.). Here, again, you need the personal a. buscar [infinitivo]: to look to [verb] - Buscà ³ nadar en aguas ms seguras (He looked to swim in safer waters).se busca [sustantivo]: [noun] wanted - Se busca cocinero (Cook wanted).buscrsela: to look for trouble - Ella se la buscà ³ en las calles (She looked for trouble on the streets). The busca root can also be combined with several nouns to form compound nouns: el buscapersonas (sometimes shortened to busca) - pagerel buscapià ©s - firecrackerel/la buscaplata - fortune hunterel/la buscapleitos - troublemakerel/la buscarruidos - troublemaker, rabble-rouserel/la buscatesoros - treasure hunter, treasure seekerel/la buscavidas - ambitious person, busybody Buscar Present Indicative The verb buscar is regular in the present indicative tense. It follows the pattern of other -ar regular verb conjugations. Yo busco I search for Yo busco mis llaves por toda la casa. Tà º buscas You search for Tà º buscas a Carlitos en la escuela. Usted/à ©l/ella busca You/he/she searches for Ella busca la respuesta en el libro. Nosotros buscamos We search for Nosotros buscamos informacià ³n en Internet. Vosotros buscis You search for Vosotros buscis trabajo. Ustedes/ellos/ellas buscan You/they search for Ellos buscan oportunidades para mejorar. Buscar Preterite Indicative The preterite tense conjugations of buscar are regular, except for the spelling change that happens with the vowel e in the first person singular (yo). Yo busquà © I searched for Yo busquà ©mis llaves por toda la casa. Tà º buscaste You searched for Tà º buscaste a Carlitos en la escuela. Usted/à ©l/ella buscà ³ You/he/she searched for Ella buscà ³ la respuesta en el libro. Nosotros buscamos We searched for Nosotros buscamos informacià ³n en Internet. Vosotros buscasteis You searched for Vosotros buscasteis trabajo. Ustedes/ellos/ellas buscaron You/they searched for Ellos buscaron oportunidades para mejorar. Buscar Imperfect Indicative In the imperfect tense, the verb buscar is conjugated regularly. You start with the stem busc- and add the imperfect ending for -ar verbs (aba, abas, aba, bamos, aban). The imperfect tense can be translated as was searching for or used to search for. Yo buscaba I used to search for Yo buscabamis llaves por toda la casa. Tà º buscabas You used tosearch for Tà º buscabasa Carlitos en la escuela. Usted/à ©l/ella buscaba You/he/she used to search for Ella buscabala respuesta en el libro. Nosotros buscbamos We used to search for Nosotros buscbamosinformacià ³n en Internet. Vosotros buscabais You used to search for Vosotros buscabais trabajo. Ustedes/ellos/ellas buscaban You/they used to search for Ellos buscaban oportunidades para mejorar. Buscar Future Indicative To conjugate the future tense, start with the infinitive (buscar) and add the future tense endings (à ©, s, , emos, à ©is, n). Yo buscarà © I will search for Yo buscarà ©mis llaves por toda la casa. Tà º buscars Youwillsearch for Tà º buscarsa Carlitos en la escuela. Usted/à ©l/ella buscar You/he/shewill search for Ella buscarla respuesta en el libro. Nosotros buscaremos Wewill search for Nosotros buscaremos informacià ³n en Internet. Vosotros buscarà ©is Youwill search for Vosotros buscarà ©istrabajo. Ustedes/ellos/ellas buscarn You/theywill search for Ellos buscarn oportunidades para mejorar. Buscar PeriphrasticFuture Indicative To conjugate the periphrastic future you need the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive buscar. Yo voy a buscar I am going to search for Yo voy a buscarmis llaves por toda la casa. Tà º vasa buscar You aregoing to search for Tà º vasa buscar a Carlitos en la escuela. Usted/à ©l/ella vaa buscar You/he/shegoing to search for Ella vaa buscarla respuesta en el libro. Nosotros vamosa buscar We aregoing to search for Nosotros vamos a buscar informacià ³n en Internet. Vosotros vaisa buscar You aregoing to search for Vosotros vaisa buscartrabajo. Ustedes/ellos/ellas vana buscar You/they aregoing to search for Ellos vana buscar oportunidades para mejorar. Buscar Present Progressive/Gerund Form In order to form the gerund or present participle, use the stem of the verb and add the ending -ando (for -ar verbs). The present participle can be used to form progressive tenses such as the present progressive, usually formed with the auxiliary verb estar. Present Progressive ofBuscar est buscando She is searching for Ella est buscando la respuesta en el libro. Buscar Past Participle To form the past participle, start with the stem of the verb busc- and add the ending -ado (for -ar verbs). One of the uses of the past participle is to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Buscar ha buscado She has searched for Ella ha buscado la respuesta en el libro. Buscar Conditional Indicative The conditional tense can be used to talk about possibilities, and is usually translated to English as would verb. The conditional is formed similarly to the future tense, starting with the infinitive form and adding the corresponding ending. Yo buscarà ­a I would search for Yo buscarà ­amis llaves por toda la casa, pero no tengo paciencia. Tà º buscarà ­as Youwould search for Tà º buscarà ­as a Carlitos en la escuela si saliera temprano. Usted/à ©l/ella buscarà ­a You/he/shewould search for Ella buscarà ­a la respuesta en el libro si fuera necesario. Nosotros buscarà ­amos Wewould search for Nosotros buscarà ­amos informacià ³n en Internet si tuvià ©ramos una computadora. Vosotros buscarà ­ais Youwould search for Vosotros buscarà ­aistrabajo, pero os da pereza. Ustedes/ellos/ellas buscarà ­an You/theywould search for Ellos buscarà ­an oportunidades para mejorar si estuvieran ms motivados. Buscar Present Subjunctive To form the present subjunctive, use the stem of the first person singular present indicative (yo busco) and add the subjunctive endings. For -ar verbs, the endings all contain the vowel e, so you must include the spelling change c to qu. Que yo busque That I search for Es necesario que yo busque mis llaves por toda la casa. Que tà º busques That you search for Mam necesita que tà º busques a Carlitos en la escuela. Que usted/à ©l/ella busque That you/he/she search for La profesora recomienda que ella busquela respuesta en el libro. Que nosotros busquemos That we search for El bibliotecario sugiere que nosotros busquemos informacià ³n en Internet. Que vosotros busquà ©is That you search for Pap pide que vosotros busquà ©is trabajo. Que ustedes/ellos/ellas busquen That you/they search for La jefa espera que ellos busquen oportunidades para mejorar. Buscar Imperfect Subjunctive There are two options for conjugating the imperfect subjunctive. Although they are both considered correct, usage depends on location, as some countries prefer one option over the other. Option 1 Que yo buscara That I searched for Era necesario que yobuscara mis llaves por toda la casa. Que tà º buscaras That you searched for Mam necesitaba que tà º buscaras a Carlitos en la escuela. Que usted/à ©l/ella buscara That you/he/she searched for La profesora recomendaba que ella buscara la respuesta en el libro. Que nosotros buscramos That we searched for El bibliotecario sugerà ­a que nosotros buscramosinformacià ³n en Internet. Que vosotros buscarais That you searched for Pap pedà ­a que vosotros buscarais trabajo. Que ustedes/ellos/ellas buscaran That you/they searched for La jefa esperaba que ellos buscaran oportunidades para mejorar. Option 2 Que yo buscase That I searched for Era necesario que yobuscase mis llaves por toda la casa. Que tà º buscases That you searched for Mam necesitaba que tà º buscases a Carlitos en la escuela. Que usted/à ©l/ella buscase That you/he/she searched for La profesora recomendaba que ella buscase la respuesta en el libro. Que nosotros buscsemos That we searched for El bibliotecario sugerà ­a que nosotros buscsemosinformacià ³n en Internet. Que vosotros buscaseis That you searched for Pap pedà ­a que vosotros buscaseis trabajo. Que ustedes/ellos/ellas buscasen That you/they searched for La jefa esperaba que ellos buscasen oportunidades para mejorar. Buscar Imperative In order to give orders or commands, you need the imperative mood. Notice that in the imperative sometimes you will need to make the spelling change c to qu. Positive Commands Tà º busca Search for!  ¡Busca a Carlitos en la escuela! Usted busque Search for!  ¡Busque la respuesta en el libro! Nosotros busquemos Let's search for!  ¡Busquemos informacià ³n en Internet! Vosotros buscad Search for!  ¡Buscad trabajo! Ustedes busquen Search for!  ¡Busquen oportunidades para mejorar! Negative Commands Tà º no busques Don't search for!  ¡No busques a Carlitos en la escuela! Usted no busque Don't search for!  ¡No busque la respuesta en el libro! Nosotros no busquemos Let's not search for!  ¡No busquemos informacià ³n en Internet! Vosotros no busquà ©is Don't search for!  ¡No busquà ©is trabajo! Ustedes no busquen Don't search for!  ¡No busquen oportunidades para mejorar!

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The Sensory Nervous System Essay Example | Topics and Well Written Essays - 500 words

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