Poets childhood Essay Example for Free

Poets childhood Essay In Mrs. Tilschers Class by Carol Ann Duffy deals with one central theme. The theme of growing up is the main idea within the poem and is repeatedly imprinted throughout the poets childhood. This theme leads on to the more abstract idea of the child already maturing into a great poet. Her minds eye is unbounded as she transforms her classroom into a place of riches and resides in her own world of imagination. Written improbably through the 2nd person viewpoint, the poem expresses these ideas personally to the reader, hence allowing us to empathise with the poet. The poet is able to recall several aspects of her primary school days, and is consequently able to paint a picture of her memories from the viewpoint of a young child. The writer not only conveys an inviting warm atmosphere of a 1960s classroom, but also unveils a liberal outlook to her childhood. A colourful classroom with numerous displays is made known to the reader: The classroom glowed like a sweet shop. The classroom is made into a place of riches with this visual simile, used to radiate wonders of the childs mind. The word glowed in this line is a metaphor all on its own. The metaphor allows the reader to visualise the sweetshop gleaming due to the light refracting through the glass jars and translucent sweets. The poet can also bring to mind the teachers blackboard, as she informs the reader of how the chalky Pyramids rubbed into dust. In a literal sense the chalky lines on the board became chalk dust. The poet imagines this to be great pyramids and monuments being eroded inevitably by time. The bell signifying the end of playtime is remembered as: The laugh of a bell, swung by a running child. This auditory image incorporates the personification of the bell, to compare its sound to an incessant laugh of a child. The bells laugh is a transferred epithet from the child, as the children too were laughing, overwhelmed with joy as they returned to their classroom for another dose of Mrs. Tilscher. The poets joy is so intense and infectious, that it reaches out and transforms the whole scene. Such is the magnitude of the poets emotion. The laugh is also a visual image, as the reader can see a smile as the arc of the bell, and the clapper hitting the sides of it is almost comparable to a tongue. However other images such as a skittle of milk are more informative and suggest the time setting of the poem. The poet also remembers a music room next door to her classroom, though only by means of a xylophones nonsense heard. This auditory image describes the noise of the xylophone next door and this is further expanded by the use of the single metaphoric word nonsense which implies the vague unclear noise heard and the fact that the primary school children are producing uncoordinated music. The enthralling books were not to be forgotten to the poet, as they had made her a slave to them continually, due to their alluring influence. All the images used to recall aspects of the poets primary school principally focus on an emotional and sensual level. The primary school classroom may have been a place memorable to the poet through various images, but the definitive piece of the poets 1960s school life was Mrs. Tilscher. Mrs. Tilschers voice is not even forgotten, as the poet reminisces her voice as she chanted the scenery. Mrs. Tilschers chanting brings about connotations of music in her voice and melodic speech. It also brings about a sense of religion, as she is made comparable to a pastor in a church chanting a sermon, enlightening and entrancing us all. Mrs. Tilscher is portrayed as a compassionate teacher: Mrs. Tilscher loved you and shows kindness and care. The terms around the lines focused on Mrs. Tilscher also have an implication on how she is illustrated to the reader. Words with intense connotations such as glowed, sweet, sugar and coloured have associations with moods of joy, brilliance, love and bliss which all elaborate on Mrs. Tilschers image. The teacher is also illustrated to be appreciative: Some mornings you found shed left a good gold star by your name. Although it seems that the poet finds aspects of the classroom just as unforgettable as Mrs. Tilscher, the poet essentially portrays the classrooms essence to be the work of Mrs. Tilscher, through her tone of voice. Choices of words or diction such as could have connotations of possibility. When put into context and further developed on, the implications go as far as unconstrained and limitless possibility. The teacher opens up a whole world of possibility, and it is because of this the poet remembers so much about her classroom, a boundless environment. It is because of Mrs. Tilscher that the poets classroom surroundings were made to be so memorable. The poets tone of voice and language varies throughout the poem, and strong distinction is made between the first two stanzas and the last two stanzas. The language in the first two stanzas is exceptionally exuberant, more child-like in an emotional sense and the imagery is much more pleasant to envisage, filled with colour, vibrancy and liveliness: Sugar paper. Coloured shapes. Each individual phrase builds up an atmosphere full of warmth. However the last two stanzas are less joyous in their atmosphere, as the poet makes her transition to a state of being overwhelmed by hormones. The word connotations also vary greatly in these two stanzas, bringing suggestions of anger, accusation and dismay: You kicked him, but stared at your parents, appalled. The stanzas are also bleaker in description and imagery is uninviting: The air tasted of electricity. The poets feelings in stanza four are troubled, after being introduced to topic of how she was born: A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. Such sentences furthermore use more mature and sophisticated language, which coincide with her growth as the language also develops. Therefore the poets outlook and tone of voice changes as she becomes much more interested in growing up than going to primary and learning in a high-spirited vibrant classroom. The reader of the poem is invited to personally explore the main ideas within the poem. This personal involvement of the reader seems appropriate, as the main theme conveyed, the journey of growing up, is your own personal exclusive journey. This personal involvement is due to the narration of the poem from the second-person viewpoint. This is shown through the excessive use of the second-person pronoun You. By using this narration style, the experience of the young poet is made universal and common. We can all be subjected to her experiences of growing up from the second-person narrative perspective. Although the reader finds it easy enough to face the poets experiences, Mrs. Tilscher feels that she should have no influence in the young childs journey of growing up, and that such a journey should proceed at the persons own pace. When the child asks the teacher about how she was born, Mrs. Tilscher smiled, then turned away. Mrs. Tilscher may have believed that the poet would learn in her own time, but the poet nevertheless encourages the reader to enter her journey. The poem illustrates two worlds in which the poet resided during her childhood days. The reader is able to capture not only the essence of the classroom, but also the limitless realm of the childs imagination. Both these worlds exist alongside each other agreeably as the classroom is made into a creative place itself due to the influence of Mrs.Tilscher. The foremost apparent world presented by Carol Ann Duffy is the classroom. The classroom conveys images of riches, sweets, colour and joy. However beyond this, the classroom is seen to be a sanctuary. The classroom was a safe house against the world of murder and crime outside, as suggested by the mention of Brady and Hindley of the 1960s. The real world begins to force an entry into the childs reverie as she slowly begins to become conscious of the world outside. This is the first occasion in which the poet shows signs of growing up, which enforces the main theme of the poem. The girl learns that the real world isnt to be trusted. The classroom however is portrayed as a world of its own, not troubled by the likes of such horrific murderers. The fear fades away in the classroom, and along with this so does the little hint of adulthood. She postpones her transition into adulthood for the meantime, as the poet shows us by using a child-like image after the allusion: Brady and Hindley faded, like the faint uneasy smudge of a mistake. This second component to the sentence indirectly illustrates the use of a pencil, and the occurrence of silly mistakes. It is because of this implication that the poet moves back into the state of childhood. The growth of the poet is exemplified in this classroom world, and therefore this world is very significant to the theme. Conversely, on a more abstract plane, the poem portrays another world within the childs mind. A whole world of imagination and vision. The poet expresses that she could travel up the Blue Nile with your finger tracing the route. The poet is tracing her finger down the Nile, and is in her imaginative world of Egypt. On the other hand, in reality the teacher is demonstrating sketch maps on the board. The word within the poem, which establishes both worlds within and without, is a metaphor on its own. The word travel is the single metaphor, which suggests that the poet is on a journey within her mind, when actually she is stationary within her school seat. The poet also conveys the main theme in this imaginative world, as the child not only travels with her finger and during her daydream, but she furthermore travels through her journey of growing up. The child is beginning to grow into a great poet, and this is shown through various lines within the poem. A very strong contributor to this idea of the girl growing into a great poet is an example of synaesthesia: The scent of a pencil, slowly carefully shaven. This image appeals to all of the senses at once, and incorporates kinetic, olfactory, visual and tactile aspects. This line shows how the poet carefully shaved her pencil, just in the same way she carefully crafts sentences. This is extended even further by the link made between the writing tool and the writing process. The child poet is even able to link this image full of senses to the main theme of growing up. The act of the girl carefully shaving the pencil, symbolises how she is shaving or peeling off her childhood as she makes the transition into adulthood. The poet gradually conveys to the reader that there are two states of growth within the poem, and that the girl is maturing both into adolescence and into a mind of an exceptional poet. The last stanza of the poem focuses the atmosphere and the attitude of the poet into an uninviting overcast, but also centers in on the theme. It illustrates the feverish month of July, oppressed by the summer and heat. Alongside this are the hormones of the child, felt almost within the air. These hormones amplify the effect of the afflicting heat. The air also tasted of electricity, which conveys the anticipation of summer thunderstorms due to the heavy air. However electricity also relates with the hormones to suggest that the child will spark at random times and also that the growth of the child is full of charge, energy and excitement. Further along, the use of the phrase a tangible alarm portrays an almost touchable fear within the air. This fear made the girl fractious under the sexy sky. This expresses to the reader that the girl had many sudden outbursts of anger due to her hormones. These hormones influence her thoughts and are the causes behind the poet using the term sexy to describe the sky. The last line of the poem communicates how this adolescent phase is like a thunderstorm. The thunderstorm represents her feelings of puberty, as she feels as though the whole world is coming down on her, just as in a thunderstorm. The lightning of a thunderstorm also links to the connotations of the electricity. The lightning of the thunderstorm could symbolize the mood swings awaiting the child. The lightning also illustrates the fact that there is an unsettlement within the child, as if an electric current was continually running through her. The rain of a thunderstorm conveys the downpour of gloom upon the child throughout the hard times to come. On an overall view the experience of puberty and growing up is just a phase and in time will pass. Soon the child will be entirely in adulthood. Likewise the thunderstorm is just an unpleasant phase in the sequence of weather and in time shall pass. Before long the sun will overpower such a ghastly occurrence of weather. Overall, In Mrs.Tilschers Class by Carol Ann Duffy is a poem which allows the reader to personally identify themselves with the poet. The poem is contrastive between the stanzas and thus the poet is able to isolate the main idea. Two worlds are created expressing the wonders of the classroom, but also illustrating the unconstrained world of the girls imagination. Through these two worlds we see signs of the girl growing into a great poet. However the most essential idea of the poem is the theme of growing up and maturing. It is a journey through adolescence: You ran through the gates, impatient to be grown.

Individual Assignment Final Examination Essay Example for Free

Individual Assignment Final Examination Essay Write a 700-1000 word response to the following questions:  · How would you identify and characterize the roles of incentives, training, and education in promoting innovation in your organization? (250 words max.)  ·Ã‚   What is the role of leadership in creating, managing, and sustaining innovation in your organization? (250 words max.)  ·Ã‚   What are the ethical implications of an individual reward system? Support your answer. (250 words max.) Would you describe your organization as innovative or non-innovative? Why? Explain your answer. Do your best to get enough sleep and to eat regularly. Its easy to neglect these things when theres so much to do and when you are living on your own for the first time, but if you dont take care of yourself youre going to get sick and/or do poorly in your classes.

British Language And Culture Changing Customs In India History Essay

British Language And Culture Changing Customs In India History Essay This essay provides investigation of British colonization on India over time with a research question; To what extent British language and culture contributed in change of customs in India? In order to answer this question I have narrowed down my research into few subtopics in order to easily represent facts which were source of change of India and its results. The extent of British influence to India has been dealt with. The British influenced and changed the structure of India before the colonization and still affect it even if it is not always evident. This theme studied and researched in study branches as linguistics, history and law with the main sources for this investigation being anthropological and history books and study cases. Various articles and study cases from British media have been examined as well. Throughout the research, the influence of British colonization to India has generally been displayed more clearly from diachronic research, where in order to understand situation of India and Indians nowadays we have to go back in past and search the reason, source of situation which caused result, India as it is today. Manipulative skills of British were well known as their strategy to control colonised country not only their land but also their minds, the way of their thinking even after they had left. This British strategy/skill affected India most and it may not be seen at first when present India is being watched. However it may be seen and understood when India is studied through diachronically. This is why it may be said that there are no solid evidences of methods how the British influenced India. Seeing them depends on the angle we take. Table of Contents Bibliography 24 Introduction British colonization of India has attracted me since my childhood. Great Britain is a country which has always been taken as an example of a country with a great cultural heritage. On the other side there is India, a country with a great history, lot of religions, colours, music, food- a cradle of civilization. My research question has developed by reading about the books Gardens of Baldapur, Beneath a Marble Sky: A Love Story, India Passion, Diaries of Ana Delgado where the influence of the  [1]  British Raj on the India castes system and the behaviour of maharajahs are described. This essay will investigate how the British colonization influenced various aspects in India with. The follows research question; To what extent British language and culture contributed in change of customs in India? To answer it I have concentrated on a few sub topics. Firstly, I have the historical background has been explored to get a clear image of Britain and India of that time and present India. Secondly, subtopics which are evidences of British influence have been analyzed in depth. Historical background has been used to prove how British did influence India. Case studies with themes from sub topics have been examined. Books Colonialism and its forms of knowledge: the British in India!; Cultural Anthropology A Problem-Based Approach; Cultural Anthropology; History and culture of India; and Five Key Concepts in Anthropological Thinking. Study cases of Somini Sengupta, Indian women careers and British Colonialism and its influence on Indian society were examined. In order to answer my research question I have used encyclopaedias and essays from the internet, books and already done study cases. In essays and books critical overview of this issue is given. All above mentioned literature helped me to better know India as a country, then to examine the period of British colonization and finally to gather enough data to present influences of Britain to India. Historical background: The colonization of Asia by European countries carried diffusion, migration, and colonialism, which created European cultural influence. 2Britain colonized India after defeating Gurkha (1816.), Sindha (1843.) and Sikha (1849.). India is specific by its complicity and mixes of different religions, customs rituals, and languages, which were product of active history, revitalization movements and cultural ecology that were present on the Indian subcontinent. Presence of colonization, Britain (British East India Company) or later British Raj wanted revitalization movements where each religious and ethnic group had to change its rituals while cultural ecology wanted respect towards cultures. India was also attractive to Britain because of its resources and good geostrategic position. The industrial resources abundant of India are cotton, wool, tea, sugar, rice, silks, saltpetre, indigo, opium and metal. Geostrategic ally it was close to many thriving countries of that period and Europeans did not have a good trade with China where opium was illegal India had good relations with China. English language and Britain itself had a major influence in India where changing culture, customs, language, educational and society systems transformed. India may shortly be described by next two quotations; Mark Twain once said: India is the cradle of human race, the birth of speech, the mother of history, the grandmother of legend, and the great grandmother of tradition.  [3]   à ¢Ã¢â€š ¬Ã… ¾The culture of India has been shaped by the long history of India, its unique geography and the absorption of customs, traditions and ideas from some of its neighbours as well as by preserving its ancient heritages, which were formed during the Indus Valley Civilization and evolved further during the Vedic age, rise and decline of Buddhism, Golden age, Muslim conquests and European colonization. Indias great diversity of cultural practices, languages, customs, and traditions are examples of this unique co-mingling over the past five millennia. India is also the birth place of several religious systems such as Hinduism, Jainism, Buddhism, and Sikhism, some of which have had a large influence in other parts of the world.   [4]   British culture and Indian cultures have a great contrast between each other. British culture is simpler if compared to Indian culture. Hinduism is polytheistic religion of majority of the Indian population believe in. Indian lifestyle system is formed around castes abolished in 1949. but strongly encoded in the structure of society and the thoughts of people. The word  caste  is derived from the  Portuguese  word  casta, meaning  lineage,  breed  or  race. It is the agency which controls the structure of Hindu society. How did this change when the British colonized-came to India? Law System: The law system in India under the British colonial rule and after would be explained in this paragraph. Firstly, Britain affected the previous structure of the society of India, consisted of maharajas ones who had power over states which they owned composed of Muslims, Sikhs and Hinduists and their presence changed from region to region and maharajas were the ones who were controlling religion masses and deciding about peace. They were making structure of their states so it may function best for each religious group. Maharajas were kings which were core of society if the majority of population of one state were affiliated to one religious group for example Hinduisam then structure of state is going to be organized according to rules of that religion in this case caste system but the minority is also going to live according to their religion rules but also try to adapt to rules of majority. After being under the rule of British Empire since 1858. until 1947.structure of Indian society changed a lot. British are well known by their diplomacy and when they came to India they changed structure society in order to get benefits. Firstly, the maharajas were not kings anymore, they got lower position in the society and they became princes. The highest position had Queen Victoria and by this they were showing their power over Indians. Maharajas did not only lose their position but they also lost their power of ruling over their states and citizens, their each action had to be consulted and permitted by the British government. British allowed Indians to live their lives as they did before only to the extent that it did not violate British customs and law. British did not encourage close relationships between British and Indians. Maharajas were not allowed to visit foreign countries especially European countries without permission of British Raj. British not only controlled their lives as princes but also their personal lives example is when  [5]  Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  wanted to marry his fifth wife Anita Delgado which was Spanish had to take permission from British to be accepted as legal wife even if she was already his legal wife according to Sikhs laws and this marriage did not have permission of British and she never was allowed to participate in gatherings with core of British government. Another example with same maharaja is when he was going on his trip to Europe he had to ask permission for taking his second wife with him and he was not allowed to.  [6]   Indians have been following the British Legal system which made their business relations with British and other International industries easier. This is because Britain colonized more countries than other European countries did and by that structure of their society, governing system, language became used by most of colonized countries. This is reason why British Law System was used. Language and Education: India is country reach in languages the number of individual languages listed for India is 452, of those, 438 are living languages and 14 have no known speakers  [7]  . English has become one of the main languages in India, taught in schools and used widely in business transactions. In order to have easier communication between all parts of India, English and Hindu were chosen as two official languages. English was now a language of India as the whole country and it had broken the language barriers which were present before and also being one of the business languages of the world made and still makes trading much easier. The British knew psychology well; therefore they used it to influence mind and the way of thinking of children rather than trying to influence their parents who had already been mature. The first British schools in India- run by missionaries- were established around 1820, the number of British-education was growing. Indians had set up Hindu Colleges providing English education as well as mathematics, natural sciences and Western philosophy.  [8]   The aim of attending a British school was often the admission to the Indian civil service. The British education was financed by the EIC and later the government and they were neither touching nor supporting the institutions teaching Indian education. As mentioned above, education was the easiest way to get Indians think like the British, because if children of five spend the whole day in atmosphere and surrounding where English is spoken and through the books, then they start behaving as British people and they are becoming British in mind. This example easily may be seen in case of maharajas and their children who were educated in British schools in India or sent to Britain to improve their knowledge. After child grows up and returns to his homeland it does not know much about identity and tradition of India. They only think as they are thought and that is the only way as it is. Maharaja Sir  Jagatjit Singh Bahadur  of  Kapurthala  was one of the maharajas who sent their children to Britain for search of better education but later there arose a big conflict when his children grow up and get back to India, they questioned where they belong because they did not understand tradition of India and its complicity in comparison to Britain were they grew but again they were not accepted there also because they are the Indians. As soon as possible they would become princes they would change the laws which they thought are unimportant to everyone. But society could not function without those laws because maharaja was seeing his state as Britain and he never felt and tried to understand Indian multiculturalism and as society could not function without those laws and were reason of upcoming conflicts. An Indian would first go to a vernacular primary school then to Anglo- vernacular high schools and then after to colleges and few universities which were available in Calcutta, Madras and Bombay. British education produced class of intellectuals who were ready to change subcontinent India. Most of the students were Hindus and many of them Brahmins because Muslims rejected the British educational programs because of injustice which was done to them because of changing Muslim law system Sharia to British law system and before official Mughal emperors Persian language to English. But at the end they were those who lost chance for improving their education this was one of the reasons why conflicts could not be solved. The British rulers found the Muslims generally more suspicious also because considering them more responsible for the  [9]  Sepoy Mutiny in 1857- , led to an unbalanced distribution of British education. Because of higher degree of their education Indians had more power in politics than Muslims did. From this fact it may be seen that politicians were mostly Hindus actually Brahmins highest cast and know it was controlling the political circle and that is how language affected religion and then nationalism. Brahmins encouraged religious reforms as well as political ones. From this fact it may be said that Muslims actually had no relevant class which would represent their ideas and protect their interests so they had no chance for understanding the situation in which they were and this affected much them in periods of struggle for independence. Previously education was seen as boundary between all people on Indian subcontinent but later when they understood the meaning of freedom a nd democracy as well as other Western ideas and values their knowledge become as the basis for later struggle for independence and human rights. Today Indians are one of the best grammatically correct English speakers and they are owners of schools with high degrees and they today have a high percentage of people finished higher educational system. Religion: During their colonial presence the Protestant British had much religious influence on Indian society. Christianity firstly was introduced in 50 A.D. by coming of the Apostle Thomas in order to establish the Christian church.  [10]  Lately came also with Portuguese and British. One of the aims of British was to convert Indians to Christianity it may be seen from condition of independence which was made: Till India is leavened with Christianity she will be unfit for freedom.  [11]   They knew that converting of Indians to Christianity would not be easy because of influence and presence of Muslims. Hindus were very attractive to missionaries in sense that they have already inequality in their religion and imbalance which may be used as argument why they should convert to Christianity. This fact of cast system and untouchables worked because British would give everything what they need to untouchables as equality, education, freedom which they never had before. Missionaries were very successful in their converting and this was one of the reasons of  [12]  Sepoy Munity in 1857. Because soldiers had to fear that the Christian missionaries wanted them to be forced to touch polluted weaponry  [13]  in order to have them expelled from their caste and to convert them to Christianity.  [14]  Missionaries demanded that the government destroy the caste system because it is barrier in between Indian Christians and rest of society. But for British government is w as more important to get profit and then if it is possible convert Indians. Some of Hindus were acting that they converted in order to get benefits there are many examples how they were discovered while they children were going to school and talking about Hindu legends. So at the end there actually made Indian mosaic of cultures more complicated than before and base for nationalism in future. Sports: Cricket was introduced to Indians via British and firstly was played by higher classes and casts. It is now in India as traditional sport and their national team is being arguably the best in the world. Architecture and Transport: British also influenced Indian architecture and transport which was constructed mostly by maharajas which were raised in Britain. Firstly Britain made railways in India because of easier transport of cotton and other textiles. Railways not only were transport lines but they also brought fortune and misfortune to places and states where it was opened. Railways were passing through the land of maharajas so permission was asked and if there would be a railway in one state it would also mean that they are going to have strangers in their state mostly and that they are going to have to care about them. It was also issue while British representatives were coming or even passing special ceremony had to be made but that led to high costs and loses of state budget. As state is available to visitors it was also available to robbers and led to expand of infectious diseases. British introduced secular buildings in neo- classical and neo gothic styles. Their famous creations are Victoria Stationà ‚  [15]  which was made in honour of the British Empress of India. Edwin Lutyens architect planned cityscape in New Delhi.  [16]   Caste System: In the Indian social structure there are four varna or colours which are class categories in the Indian society. Castes are groups in which membership is given at birth and which is lifelong. They are divided in five major categories (varna). Each varna has sub- castes jati. People that belong in one caste, can only marry someone in their castes and this practice is called endogamy. If person form higher castes get in touch with lower castes he becomes impure and has to go and bath in scared river Gang. Also there is Sudras a caste which is the lowest class and they are untouchable because they are considered as nothing, just sand. They are not allowed to be educated and work in anyway except remove dead bodies of animals or repair water sinks which cannot be done by the higher castes. Higher castes were the Brahmins, priests whose life purpose is teaching, and under them were the Kshattriya castes whose members could work as soldiers, politicians, and administrators. There is sometimes a fifth varna untouchables called pariahs or dalit they are at the bottom of the class system. They work as low servants, doing jobs a Hindu is usually forbidden to do, e.g. burying bodies of animals and unclaimed dead humans. They are considered polluted by caste Hindus and these may not have contact with them and they are also called unseen because they work at night. Concept of purity is very important in Hinduism because amount of purity decides in which caste someone belongs. Hindu belief is when one of the higher four varna gets in touch with polluted thing or dalit is temporarily impure and impurity brings bed luck. The main difference between the British and the Indian social values and a central point of influence creating social structure was opposite of British individualism and Indian group behaviour and hierarchy. Structure of these two societies is completely different. In Hindu Society core of society is group and individuals around are struggling to fit in that group were bigger groups are consisting of smaller ones. In period of colonialism Indian side did not have individual identity they had a group identity. Western Society core is person as individual which may be part of group or not and their individualism was always placed above a social group. It is hard to say how strong the British individualistic influence actually was, through it seems to be very likely that it came indirectly to the people of India through the British education. Today is becoming more individualistic society and examples are going to be mentioned in further reading. Hierarchy Hierarchy is very important in Indian society and their hierarchical composition is not common and same as is other societies is. There are three main criteria: first is belonging to one religion group, second status according wealth and profession (materialistic), and then cast system further division also may be done with gender and race. Mostly their social hierarchy over history is formed around religion it may be seen from Moghul Empire and British colonization. There is a group hierarchy then hierarchy within a family age and gender. All these hierarchies are core of their society even today when cast system is forbidden it may be said that it transformed to rigid class system. While India was hierarchical society Britain and Europe were in process of Enlightenment. Queen Victoria announced a declaration of non- interference, constituting that Indian religions and customs would be left alone.  [17]   This statement had fundamental flaw: the British knowledge concerning Indian religion and customs was very limited. Educational programs, the British influenced the Indian society possibly the best way there is without force. The Indians had the chance to experience a more equal treatment and learned in British schools theoretically about it. Lower casts tried to act the behaviour of higher caste people. This act is called Sanskrititazion in order to get upward in class and caste. Sanskrititazion means that people of low status adopt the behaviours and attributes of castes of Brahminical status mentioned in religious texts in Sanskrit.  [18]  By coming of British this act is replaced by westernization were Indians imitate the prestigious Englishmen in order to more upward in the social hierarchy. The census officials were recording a statistical data about Indians they were doing questionnaires which include gender, living condition, nationality, race, tribe, religion and caste. By results of this research they could get whole picture of Indian society. Human rights: India is one of the countries in which this theme is spoken mostly. India has problems with nationalism, racism, gender inequality, death punishment. British rose awareness about human rights by educating Indians. Before and in nowadays still sati ritual is preformed in rural areas that is a ritual were a husband dies his family is allowed to bury his alive wife with him. Hindus are scarifying people for getting a grace of gods. Performance of these rituals is punishable for years but it is still present. Gender inequality also was present but in nowadays women have her freedom and right to chose what she wants and they allowed to work. In some cases permission of parents and husband is needed. Nationalism is present since British colonized India and took maharajas their power of ruling. These problems arose because of setting laws which are not applicable for this complex society and they are given by British. Conclusion To conclude this essay I will repeat the research question and try to answer it from here; To what extent British language and culture contributed in change of customs in India? The British are known for their skillful and strategical ways of fighting. During colonization, many powers invested a lot of money in building memorials and other architecture that resembled their style and culture and in this way they celebrated their accomplishements and made sure everyone knew that they were the ones that are ruling that region. The British, however, did not have that kind of an approach. They invested in colonizing the country (India) when they knew that they would have benefits from that. The British had more strategies and plans for the occupation of the colonized land. For example, the first phase was sending out missionaries that would convert the population of that region into Christians. This strategy was only possible for Sudan but not for India in which religion was the core of society and their attempts at converting were unsuccessful. Their next phase was investing money in building railways where they would be able to export the resources from India to Europe. In addition, they have also invested in education where they would attempt at influencing the Indians minds and their thinking. Because of all these reasons, it was very hard to say and find physical evidence that the British had an impact on India. If we research India today, it is difficult to say if the way India is today is because of the impact of globalization or because of British influence. 19Franz Boas researched movements of people from Europe to America and he said that parents who came from Europe differ from their children who were born in America by the way they act because they did not grow in the same environment, circumstances and family background. From anthropological ideology there have to be something changed through the years in India and even if it is not seen clearly. Also, we cannot find physical evidence of their psyhcological influence if we study and research the present. However, by studying India diachronically and holistically, we would be able to find evidences of British influence. After East India Company, Britsh Raj and all movements for independence final outcome was division of country according to their religion belonging to India Hindu believers and Pakistan Muslim believers. India chose to be a secular country. British made a base for nationalism which arose and made huge conflict between two major religious groups in India. British Raj fall affected India economically and still is affecting. It took a long time for the Indians to come out of poverty. The British looted many natural resources including cotton and wool. Poverty is also present because of huge changes in country their core of society is no more religion and their rules are made according to democracy and human rights. At end I may conclude that British had positive and negative influences on Indian subcontinent but without those influences India would not be what it is today.

Emily Brontes Wuthering Heights Essay -- Emily Bronte Wuthering Heigh

Emily Bronte's Wuthering Heights 1) The story takes place in the early XIXth century. There are two characters in this extract : Mr Lockwood and Catherine Linton. Mr Lockwood is the first narrator of this novel, he was one of Mr Heathcliff's tenants. At the beginning of the story , there were three characters : Heathcliff, a foundling, his sister Catherine and his brother Hindley. Catherine fell in love with Heathcliff, but was married with Edgar Linton. So, the second character we meet here is Catherine Linton, Edgar Linton's daughter. This extract belongs to the end of the novel. Catherine comes back to the farm Wuthering Heights, she tries to get in the house trough the window. Mr Lockwood, which had read Catherine's diary, does not recognize her. 2) In this text, Mr Lockwood is in his bed room at Wuthering Heights, he is alone and he had to stay in the farm because of the snow. He is disturbed by the gusty wind and the incessant move of the fir-bough. So he tries to stop this teasing noise, opening the window and seizing the branch. When his fingers grabbed the branch, another cold hand caught his. Then the context makes the text become an ambiguous experience and we can say that this extract is set between sanity and madness to some extents. First of all, we will see that this text relates an ambiguous experience. The atmosphere is gloomy : Mr Lockwood is alone in an isolated farm, everithing is dark around him and there are many teasing noises. So we can say that the atmosphere is quite nightmarish. Mr Lockwood had found Catherine Linton's diary, and he had read it. So he knows the passion between Catherine Linton and Mr Heathcliff, the owner of Wuthering Heights. The first contact between... ...ieve that what he is living is a hallucination, a product of his imagination because nothing seems to be real. Maybe that the excessive feelings mentionned are caused by Mr Lockwood's imagination ; for the reader, the atmosphere is not very threatening. As in many pre-Romantic novel, the nightmarish atmosphere, symbolised by the darkness, the moor, the winter, is the source of imagination and also of fear : imagination and extreme feelings like fear are linked together. We could make a link between this novel from Emily Bront and the short stories by Edgar Allan Poe, like in The Raven for example. Indeed, Poe wrote his short stories in the same period as Emily Bront. In The Raven, the power of imagination, the supranatural and the unreal have also a great place, and we could note, as in Wuthering Heights, that the feelings expressed are often excessive.

The Apology of Socrates: Guilty or Innocent? Essay -- Philosophy essay

The Apology of Socrates: Guilty or Innocent?   Ã‚   In any case of law, when considering truth and justice, one must first look at the validity of the court and the system itself.   In Socrates' case, the situation is no different.   One may be said to be guilty or innocent of any crime, but guilt or innocence is only as valid as the court it is subjected to.   Therefore, in considering whether Socrates is guilty or not, it must be kept in mind the norms and standards of Athens at that time, and the validity of his accusers and the crimes he allegedly committed.   Is Socrates guilty or innocent of his accusations?  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What exactly is Socrates being accused of?   "Socrates is guilty of engaging in inquiries into things beneath the earth and in the heavens, of making the weaker argument appear the stronger, and of teaching others these same things" (29).   Socrates is charged with impiety, a person who does not believe in the gods of Athens.   Socrates defends this charge, claiming that he was propositioned by the gods through the Oracle of Delphi, to question people's wisdom.   He states, "...but when god stationed me, as I supposed and assumed, ordering me to live philosophizing and examining myself and others...that my whole care is to commit no unjust or impious deed."   By claiming that defense, Socrates manages to sway Meletus toward his point.   This point being that Socrates cannot both be atheistic and to believe in demons, for this would contradict his not believing in gods at all, s... ... a criminal matter nor a strain on the Athenian society, but a challenge to an oppressive and aristocracy ruling class.   Socrates became a symbol of true wisdom and knowledge, a symbol that needed to be disposed of for the elites to remain the power holders in society. Works Cited and Consulted: Plato. "The Apology of Socrates." West, Thomas G. and West, Grace Starry, eds. Plato  Ã‚  Ã‚  Ã‚   and Aristophanes: Four Texts on Socrates. Itacha, NY: Cornell University Press,   1997 "Plato." Literature of the Western World, Volume 1. 5th edition by Brian Wilkie and James Hurt. Upper Saddle River, NJ: Prentice-Hall, Inc., 2001. 1197-1219. "Plato." The Norton Anthology of World Masterpieces, Volume I. 6th ed. NY: W.W. Norton and Co., 1992. 726-746.

Feminine Mystique and Black boy Comparison Essay -- essays papers

Feminine Mystique and Black boy Comparison Fighting for survival and status within the world has been in affect since the Stone Age. It starts with man against beast battling for survival. As time goes on, so does the type of battle, from beast to man against man. When conquerors from Europe come over to North America they push the Indians west because they, the Indians, do not fit into the society the white man creates and there are differences that are noticeable. Later on there becomes discrimination against blacks with the Jim Crow Laws and the silencing of women. Throughout history there are more examples where people do not fit into the â€Å"norm† of society. Betty Friedan and Richard Wright in their novels The Feminine Mystique and Black Boy both experience different forms of oppression. As Betty Friedan discusses a problem that has no name, but mainly how a woman is enslaved in a man’s society, while Richard Wright tries to overcome the Jim Crow south by attacking racial identity. â€Å"But forbidden to join man in the world, can women be people† (Friedan 50)? Friedan illustrates this point throughout her book. The fore-sisters of Friedan fought for the passage of the nineteenth amendment which was passed in August of 1920. The passage of this amendment was largely due to the women’s contribution to the war effort, the goal was declared about seventy-two years before, during the Seneca Falls convention in 1848. Throughout this time, women became immersed in their education and their own self-worth. Searching for jobs and not husbands is the focus. During this period the national birth rate declines since the women are not home at the man’s beck and call. As the ti... ...pirit to gain that knowledge will fall deep within the cracks and will not be able to survive. But Richard Wright fights to fulfill his hunger of education that is denied to him. The roles of the African Americans are mapped out for them, making them follow to the set aspirations society has for them. Just as society does for the women in Friedan’s novel were to aspire to be a housewife. Overall, Friedan and Wright though coming from two different times and places both focus on oppression of the mind. The oppression that brings this world against one another is destroying each person. With education being told as being for the â€Å"white man† only and our roles outlined by society, we try not to go against them. But we should not let our culture hold us back if we feel a void by not achieving what we as a person and equal in this world want.

“A Rose For Emily” and “The Lottery” Essay

â€Å"A Rose for Emily†, by William Faulkner and â€Å"The Lottery†, by Shirley Jackson are both short stories that deal with conflict from either the community or individually. Faulkner hints us readers the main conflict in â€Å"A Rose for Emily† is not only Emily but other characters in this short story. For â€Å"The Lottery†, Jackson hints the readers the conflict is more on the social side meaning the community or society not only the main characters. But the main comparisons between these two short stories are the characters, and the communities that seem to be stuck in the past. William Faulkner starts the short story off with saying the character Emily, from â€Å"A Rose for Emily†, is dead. Faulkner divides the short story into five parts, and those five parts talk about Emily’s life which is spoken from the town’s perspective. Emily is described as a burden, whose â€Å"old fashioned† and is basically a mean old lady. The first part starts off with Emily not wanting to pay her taxes and the mayor sets up a meeting of the Board of Aldermen to her home. Not only was she showing no manners, she kept saying she had no taxes to pay and tells her servant, â€Å"the Negro† to show the gentlemen out. The short story continues on with mentioning Emily’s father’s death. The town’s people felt sorry for Emily, not only on the fact that he passed away but the fact that her father was a controlling man. Controlling meaning her father didn’t want her to seek men. Emily was in denial for her father’s death, â€Å"She told them her father was not dead. She did that for three days† (151). She couldn’t let her father go because her father was her life and that was the only life she had. The other parts talk about Emily’s sweetheart named Homer Baron. Everyone in town are happy about her having a sweetheart, but it goes downhill once they find out Homer Baron liked young men. Emily ends up buying poison and it wasn’t easy buying since the druggist was curious as to why Emily wanted it for. The townspeople on the other hand assumed it was so she can kill herself since she’s going through a lot. But Emily doesn’t only purchase rat poison; she ends up buying hologram toilet set with H.B written on them. Six months has passed by and Emily hasn’t been seen, till one day when people noticed her weight gain. Towards the end of the story the people noticed the Negro (servant) runs away while Emily is dying. They then open a door and the first thing  the town’s people notice is Homer Baron’s body being decayed. Next to his body was a print of a body that seemed to lay there every night and a piece of Emily’s grey hair. â€Å"The Lottery†, by Shirley Jackson is about a small town that gathered in a square on a summer day, June 27th. When you think of â€Å"Lottery† you probably assume something positive that deals with money. But that’s not true, in this short story â€Å"The Lottery† is a ritual that’s been going on for generations. It has to do with throwing a rock to a person that gets a mark in the middle of the paper, all towns had stopped doing this ritual but this was the only town that continued. The person who’s in charge of this ritual is Mr. Summers along with a helper Mr. Graves who’s the post master. The Lottery starts off with mixing the papers inside a box and calling out the names from a list. Once everyone had picked out the paper and seen if they had got picked, the people in the village noticed Bill Hutchison ended up getting the black dot. Tessie who is the wife, stands up for her husband and say’s it wasn’t a fair pi ck so Mr. Summer gives them another chance. Everyone in the family got to pick a paper out and this time Tessie ends up getting picked. Now since it’s a ritual it was something you had to do, that’s when everyone in the village including Tessie’s family picked up rocks and threw it to her. â€Å"It isn’t fair, it isn’t right.† (192) Tessie constantly is yelling this because she knew this wasn’t right, it wasn’t right to kill an innocent over a ritual. Both these short stories seem to fall in a similar comparison which is conflict between individual and the community. The narrator in â€Å"A Rose for Emily† gives away that Emily is stubborn; she doesn’t care at what anyone says of her. But in this short story it’s not only one conflict, its several conflicts we notice. One was Emily’s father; she didn’t want to let his body go because he was her only life especially since he was controlled. Another conflict was the community and Emily. People that lived in that town would always say rumors, and basically won’t help her they would just sit back and wait. Then we have Emily and Homer Baron, Emily was lonely, and Homer seemed to be the only person that was someone she loved. Even if it didn’t turn out the way she hoped, she knew just having his presence there was enough. So this shows Emily had conflicts with reality, present and past, and being lonely. â€Å"The Lottery†, on the other hand was conflict between community and individuality, for example Tessie and the village she was living in. The whole ritual â€Å"The Lottery† symbolizes any sin or any bad behavior that has been caused to be passed down from generation to generation no matter how cruel it could be. Tessie is against this whole ritual, she finds it not fair because of killing an innocent person. Old Man Warner was also another person who noticed this ritual wasn’t right, he notices the changes throughout all the years he’s been around. He mentions, â€Å"It’s not the way it used to be,† â€Å"People ain’t the way they used to be.† (191). In â€Å"The Lottery† it shows that no matter if the box changes, the ritual will always remain the same, and instead of the town actually stopping this from happening they join. The past and the community seem to be one of the other noticeable conflicts. The reason for why Tessie could’ve also been yelling out â€Å"It isn’t fair† because this ritual has ended everywhere else but continued in this village. The village is still holding onto the ritual that’s been taking hold for so long that they aren’t really thinking of any other consequences. Both of these short stories fall into somewhat of the same conflict. Like Emily, if she wasn’t so focused into the past meaning being â€Å"old fashioned† then she would’ve fit well into the society without feeling lonely. As for Tessie and her village, if they stopped continuing a ritual that was held on for so long then Tessie wouldn’t have been killed.