Wednesday, January 29, 2020
Three Novels Essay Example for Free
Three Novels Essay Central to the rising action, falling action, and climax of any short story is linked directly to the protagonist. Therefore, the protagonists key features and experiences push the plot and action of the novel forward. It is this literary elements which lead to the eventual emotional growth of the character, his circumstances, and the denouement of the novel. Theme, structure and social characteristics are the literary elements, which highlight the spiritual growth of the main characters in â€Å"My Name is Asher Lev†, â€Å"Emma†and â€Å"Huckleberry Finn†           Each of these three novels about moral maturation and the growth of self-awareness, â€Å"Huckleberry Finn†by Mark Twain, whose protagonist is Huckleberry Finn, Jane Austen’s â€Å"Emma†, named after the protagonist and â€Å"My Name is Asher Lev†by Chaim Potok, whose main character is Asher Lev. Notably, the authors necessarily indicate the protagonists’ names in the titles, underlining their moral and psychological development as a central plotline. The literary elements of theme, structure and protagonist’s social characteristics actually strengthen the reader’s understanding of the character’s spiritual growth: Lev’s novel demonstrates’ the protagonist’s liberation from the community bonds through the lens of the theme of social pressure, Twain’s writing – the progress of Huck’s humanistic views underlining the theme of slavery, Austen’s work – Emma’s psychological maturation, through prioritizing the theme of marriage, moreover, all works by their structure provide the mistakes made by the protagonists on their path and thus make clear to the reader that development is not a smooth and gradual process, whereas the change or stability of sociological characteristics pay reader’s attention either to the connection between self-awareness and social position or to the purely inner revolution. The characters actually perfect very distinct aspects of self awareness: Emma, for instance, overgrows the selfish and infantile girl, whose main interest is manipulating the others’ fates (as she appears at the beginning), Asher Lev realizes that he is actually an independent personality rather than the subject of the Hassidic community after being judged for depicting the his mother’s anguish, whereas Huckleberry Finn, who has never considered carefully the issue of racial equality, begins to realize his humanistic views and oppose the oppression of slaves and the split of their families. Due to the fact that the major theme in â€Å"My Name is Asher Lev†is community bonds and the conflict itself develops in terms of the weakening of the commitment to the groups of Hassids the protagonist, who is a bright and unique individuality, should ascend over the blind observance of community tradition and learn to distinguish himself from the group. Therefore, his development is associated with individuation and learning of his ego and the religious conflict results in the development of Asher’s ability to assert his self: â€Å"So it is time for the defense, for a long session in demythology. But I will not apologize. It is absurd to apologize for a mystery†(Potok, 1960). Asher displays his maturity and understands the difference between what he can explain and what he can not. The conflict in Asher is that there is disconnected between his art and the god he worships. The internal conflict is resolved at the end of the novel through Ashers emotional development. Asher grows and matures which enables Asher to make the appropriate choice between the two. Asher is able to release his emotions by creating art. He learns to understand how this art reflects him and what it truly means. This insight he lacked at the begining of the novel, however in the final chapters he displays his newly found maturity. A pivotal moment is when Asher moves into his aparment. He states Away from my world, alone in an apartment that offered me neither memories nor roots, I began to find old and distant memories of my own, long buried by pain and time and slowly brought to the surface now. Now I would have to paint the street that could not be seen. He is able to confront his past and make sense of it. He begins to see himself as situated within that community in a unique way, but still as a part of it. The theme of marriage as the leading one in â€Å"Emma†is also related to the main character’s development: whereas at first, Emma views marriage as a game, popular in her environment, she is still not infantile to understand that this specific type of partnership is based necessarily on strong affection after developing the feelings for her brother-in-law; whereas at the beginning she has fear for the responsibility associated with marriage. Emma is always stating she does not want to get married. However, when her close friend becomes interested in a man, Emma feels her feelings begin to stir. Emma realizes Mr. Knightley is the man she wants to spend the rest of her life with. She is only happy around him. This is a pivotal moment because previously she hated the idea of marriage. Love, while central to conflict in the strong, is what reveals Emmas true desires from life. Emma reflect Emma realizes that she had indeed not been a friend to Harriet, as Mr. Knightley had said. She realizes how foolish it was of her to try to meddle in other peoples romantic affairs when she did not even realize her own feelings for Mr. Knightley. She now knows that she should not interfer in other peoples affairs and that she has the capacity to love. The theme of slavery also supports the reader’s understanding of the young protagonist’s moral growth in â€Å"Huckleberry Finn†: â€Å"I’m low down; and I’m a-going to steal him†(Twain, 1999, Ch. 33); as one can understand, Huck no longer views Jim as property, but in order to persuade Tom, he recognizes his own inclination to wrongdoing and takes entire responsibility for the stealing the slave. Finn, at the begining of the story, is a young boy. He is the productive of his environment and the time he lives in.  He holds the same prejudices that the adult around him hold. However, his experiences with Jim, on the river, forever change him. These experiences change the way that Finn sees the world, and slavery. Finn reflects on slavery in the following way Well, it made me sick to see it; and I was sorry for them poor pitiful rascals, it seemed like I couldnt ever feel any hardness against them any more in the world. It was a dreadful thing to see. Human beings can be awful cruel to one another. Finn realizes that just because people around him are cruel does not make it right. He makes the choice that slavery is wrong and he will not treat Jim the way society tells him he should be treated. The structure of the stories is generally similar: the greatest part of the plot is dedicated to depicting the behavioral imperfections of the protagonist, so that the reader can feel the protagonist is an ordinary person, whose growth is based upon his/her own mistakes. For instance, â€Å"Emma†at first depicts an arrogant and class-conscious girl saying â€Å"The yeomanry are precisely the order of people with whom I feel I can have nothing to do†(Austen, 2001, Vol.1 Ch.4) and throughout the first two parts she acts as a quarrelsome person, whereas her later reasoning can be characterized as wiser: â€Å"I think Harriet is doing extremely well â€Å"(Austen, 2001, Vol. 3, Ch. 28), i.e. she approves of her best friend’ marriage to the farmer, having got the idea of love and letting it in. Beyond mistakes, Potok’s and Twain’s protagonists also encounter difficulties and adversities, which shape their outlooks; for instance, Lev’s story can be divided into three parts (Walden, 1985): period of the teenage conflict with the environment, movement toward the goal in Kahn’s studio and the resolution of the conflict and individuation (Potok, 1972). Huck’s moral development is less gradual and actually consists of several insights: 1) first encounter with Jim as a fugitive slave and the initial desire to help him; 2) The loss of the companion after meeting the â€Å"aristocrats†and Jim’s imprisonment in Phelpses’ house. Finally, social characteristics of the protagonists are quite expressive themselves and point actually to the qualities to be changed. For instance, Emma is introduced as a girl with a degree of self-importance and class-based prejudice because of her upper class identity, but later she begins to understand her friend Harriet in her love for Martin and thus grows more open-minded; furthermore, her maturation is accompanied by the change of social characteristics, as Emma accepts Knightley’s proposition Huck Finn’s social characteristics remain practically the same, as the author seeks to maintain the reader’s focus on the advancement of his moral qualities, so that the adolescent still remains to some extent uncommitted to social norms â€Å"Aunt Sally she’s going to adopt me and sivilize me, and I can’t stand it†(Twain 1999, Ch. 43), in spite of having developed his distinct attitude towards slavery. Asher Lev, in turn, drastically changes his social identity: the growth of his self-awareness and self-identity result in his alienation and separation from the community. The reader’s understanding of the protagonist’s path toward self-awareness is to great extent manipulated by the authors: Jane Austen, Chaim Potok and Mark Twain design the plot structure, which underlines the failures and subsequent insights of the protagonist, embed the central theme into the main character’s spiritual growth and substantially change the protagonist’s social features, except Huck’s case, in which the focus on morality shift is broadened through remaining social characteristics stable. References Austen, Jane. Emma. Ed. James Kinsley. New York: Oxford UP, 1998. Twain, Mark. Adventures of Huckleberry Finn. Boston: Bedford/St. Martins, 2004. Potok, Chaim. The Chosen. New York: Fawcett Crest, 1967. My Name Is Asher Lev.  New York: Ballentine Books, 1990.
Tuesday, January 21, 2020
Latinos :: essays research papers
                                        History’s Role in Fiction      In the novels the house on The House on the Lagoon and Mambo Kings, real historical facts and figures are used to give the stories a sense of realism. The authors of these novels use small pieces of history to make a realistic setting for their stories. The authors also use fictional historical events and figures to add personal and emotional elements to the novels.      The House on the Lagoon is mainly about fictional characters who give personal accounts of real historical events. The novel begins with Buenadventura’s arrival in San Juan on July 4, 1917; the day Puerto Ricans were granted American citizenship. This day is the beginning of an endless debate over the nationality of the residents of Puerto Rico. Politics play a huge role through out the entire novel. The argument over statehood versus independence or commonwealth results in the destruction of the Mendizabal family. The Mendizabal’s personal struggle with this issue reveals just how extreme the controversy was.      At this time in history Puerto Rico could not seem to come to a decision on whether they were Americans or Puerto Ricans. Unfortunately neither side of the conflict could appreciate or even consider the arguments of the opposite side. Hatred and contempt grew between the parties. Emotions, on both sides, were so strong that a father disowned his son on account of their political disagreement. The argument started when Manuel refused to take down a Puerto Rican flag that his girlfriend Coral had given him.                                              Kristen Kszos (2) Prior to this argument Manuel was neither a Nativist, like his father, or an Independista, like Coral. â€Å"At first Manuel joined the Independista Party to please Coral, but his resentment toward his father radicalized him.†(357) Manuel was a stubborn man who did not like being told what to do. When his father demanded the removal of the flag , and then told him that he couldn’t marry Coral, Manuel’s anger and resentment drove him to take increasing action for the AK 47.      The Mambo Kings is set in a real time with real historical figures. The novel is filled with real historical figures such as Machito and Desi Arnaz; in fact the only fictional figures are the Castillo brothers, their family, and some of their friends. The main characters in the novel are used to let the reader really know exactly what life was like for the musicians of that era.
Monday, January 13, 2020
How to Write an Article Review Essay
Writing an article review, which is also sometimes referred to as an article critique, is a special type of writing that involves reading an article and then providing the reader with your personal take on its content. In general, article review essays should start with a heading that includes a citation of the sources that are being reviewed. The first paragraph, which is the introduction to the article review, should provide a summary of the article highlights. This summary should not provide every last detail about the article being reviewed. Rather, it should only discuss the most important details. If you find yourself carrying on or needing more than one paragraph to write your summary, you need to revisit the paragraph and find ways to trim down the length of your summary. Following the brief summary of your article, you will then need to explain why the article is significant. Questions you should ask yourself when writing these paragraphs include: Does the article fill a void within the literature that already exists on the topic? Does the article contain any information that would be considered â€Å"breakthrough†information? Will the information contained within this article cause other people in the field to change their ideas about the subject matter or does it simply revisit information that is already known in the field? In your final paragraphs, you will need to present your personal evaluation of the article. Some questions you should ask yourself in order to come up with your personal evaluation include whether or not the article is well written and clear. You should also consider whether or not any information was missing and if more research is needed on the topic. If you are writing the article review for a class, try to connect the article to organizational and industrial experience and try to connect the content of the article to information that you have been studying in your course. As you write your article review, keep in mind that you are doing more than just a book report. Rather than focus on telling what the article was about, your article review should reflect your personal opinions on the article as well as how it affects you or the field in which it was written. After you have finished writing your article review, be sure to go back and re-read it. This way, you will be able to look at it with a fresh set of eyes and you may notice errors that you had not previously noticed. Outline of the Article Review Please include the following categories in your article review. Full Bibliographic Reference Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Very Brief Summary Results Contributions Foundation Synthesis with other materials Analysis & Additional Analysis General Critique) Further Critique of a Conceptual Article -or- Further Critique of an Empirical Article Issues (in your opinion). Questions Annotated Bibliography Citation Analysis Appendix 1. Full Bibliographic Reference State the full bibliographic reference for the article you are reviewing (authors, title, journal name, volume, issue, year, page numbers, etc. ) Important: this is not the bibliography listed at the end of the article, rather the citation of the article itself! 2. Introduction: Objectives, Article Domain, Audience, Journal and Conceptual/Emprical Classification Paragraph 1: State the objectives (goals or purpose) of the article. What is the article’s domain (topic area)? Paragraph 2: State whether the article is â€Å"conceptual†or â€Å"empirical†, and why you believe it is conceptual or empirical. Empirical articles and conceptual articles have a similar objective: to substantiate an argument proposed by the author. While a conceptual article supports such an argument based on logical and persuasive reasoning, an empirical article offers empirical evidence to support the argument. Empirical articles offer substantial, detailed evidence which the authors analyze using statistical methods. Empirical articles must include hypotheses (or propositions), detailed research results, and (statistical) analyses of this empirical evidence. Empirical research includes experiments, surveys, questionnaires, field studies, etc, and to limited degree, case studies. Conceptual articles may refer to such empirical evidence, but do not provide the detailed analysis of that evidence. 3. Brief Summary For an article review, do not spend much space summarizing the article. Instead focus on analysis of the article. Thus, in this section, summarize the article only very briefly. Paragraph 1: what is the problem or opportunity being addressed Paragraph 2: which solution is proposed (the solution could be a new model or a theory that explains the problem) Paragraph 3: what evidence is put forth that this solution is appropriate (If this is an empirical article, be sure to briefly describe what kind of empirical study was done as part of the evidence) 4. Results Very briefly summarize the important points (observations, conclusions, findings) in the article. Please do not repeat lists of items in the articles – just summarize the essence of these if you feel they are necessary to include. 5. Contributions. An article makes a â€Å"contribution†by adding to the knowledge of researchers in a research field. An article can make a contribution to the research field in many ways. Does it provide a new way to look at a problem? Does it bring together or â€Å"synthesize†several concepts (or frameworks, models, etc. ) together in an insightful way that has not been done before? Does it provide new solutions? Does it provide new results? Does it identify new issues? Does it provide a comprehensive survey or review of a domain? Does it provide new insights? Also, is it salient (relevant and current) to a particular scientific issue or managerial problem? Are the issues addressed introduced in a way that their relevance to practice is evident? Would answers to the questions raised in the article likely to be useful to researchers and managers? Note: Do not discuss the contributions of the technologies the article describes, but rather the contributions of the article itself! The article’s contributions should be original. Describe each contribution clearly in a separate paragraph or bullet point. Discuss why the contribution is important. Alternatively, if you believe the article makes no contributions, explain why clearly. 6. Foundation. Good research often is built upon theories and frameworks that other researchers have developed. Sometimes articles will be substantially based upon this prior work, and refer back to it in some detail. (Not all research articles will do this. ) Which theoretical foundations does this article and research build on, if any? In what ways? Include references/citations of the foundation work. (You can determine this in part from the works the article cites. )Note, however, that most works cited are not core foundational work, but rather just support certain aspects of the article. Similarly, do not confuse a general discussion of related topics as foundational work. If the article does not build upon key pieces of prior research, then write in your review â€Å"This article does not build upon any foundation research. †(If you do not state this explicitly, you will not receive credit for this section. ) 7. Synthesis with Class Materials Synthesis means analyzing a particular topic by comparing and contrasting it with, and thinking about it from the viewpoint of, the class materials from across the semester. These materials include the articles, models, frameworks, guidelines and other concepts we’ve covered. (Of course, only certain materials will be relevant for any given article. )Note: You have to do this synthesis! You need to relate this article to other things we have studied, so by definition you will not find this analysis in the article itself! You also could analyze the approach the author took to the article’s analysis and discussion. Discuss the article’s approach and results in terms of one or more of the frameworks, etc. , from the text or readings, or any you find elsewhere. As part of this analysis, reference other articles you’ve read, when appropriate. Compare the approach, results and contribution with all articles about similar topics or with a similar approach. For all of these, do your synthesis comparison in as much depth as you can! 8. Analysis Note: Many people assume this category is the same as â€Å"General Critique†. It is not. General Critique is a different category from this, and follows below. What has changed since the article was written? How do it’s lessons, ideas and theories still apply? To what extent has its issues been resolved? Additional Analysis Optionally, try applying the article’s models, frameworks and guidelines, etc. yourself. Do you find them useful? In addition, you may optionally add your own additional analysis in a separate subsection. (Do not repeat the author’s analysis in the paper – you could summarize this as part of the results section. ) 9. General Critique In this section you should state your opinions of how well (or poorly) the authors did their research and presented the research results in the article. Your critique can contain both positive and negative comments. Justify and explain in detail each of your critique points in a separate paragraph of at least 4-5 sentences. The following are suggestions only: Does it build upon the appropriate foundation (i. e. , upon appropriate prior research)? Did the authors choose the correct approach, and then execute it properly? How confident are you in the article’s results, and why? Are its ideas really new, or do the authors simply repackage old ideas and perhaps give them a new name? Do the authors discuss everything they promise in the article’s introduction and outline? What are the article’s shortcomings (faults) and limitations (boundaries)? Did it discuss all of the important aspects and issues in its domain (topic area)? In what way should the article have made a contribution, but then did not? Do the authors make appropriate comparisons to similar events, cases or occurrences? How complete and thorough a job did the authors do? Do the authors include an adequate discussion, analysis and conclusions? Did they justify everything adequately? Did they provide enough background information for the intended audience to understand it? For you to understand it? Were there adequate and appropriate examples and illustrations? Ask yourself these questions when justifying your critique points: why/why not? how? what distinguishes the differences/different approaches, and in what ways? 9. 1. Further Critique of a Conceptual Article (only for conceptual articles) A critique of a conceptual article examines the logic of the arguments made by the authors. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. Give examples whenever possible. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. LOGICAL CONSISTENCY: Do any parts of the article or research contradict or invalidate other parts? If so, have the authors acknowledged and explained this adequately? 2. COHERENCE: Does the article make sense? Did the authors approach this article (and this research) sensibly? Does the article develop an argument that follows a coherent line of reasoning? Are the boundaries of the argument reasonably well defined? Does the argument anticipate most, if not all, rival arguments? Does the article flow in a logical sequence? Do later parts build logically upon earlier parts? 3. SUBSTANCE: Does the article provide an argument or a line of reasoning that offers insight into important issues, or does it merely summarize previous studies in a shallow way that does not reflect depth of analysis? Does the article provide ways (a model, framework, guidelines, etc. ) to guide future thinking about the issue(s) the author is addressing? 4. FOCUS: Is there a clear audience that the authors address? Was the article written at the appropriate level for this audience? 9. 2. Further Critique of an Empirical Article (only for empirical articles) A critique of an empirical article examines the strength of the empirical evidence supporting the author’s argument. Both strengths and weaknesses should be identified in a critique. Explain and justify each of your critique points in at least 3-4 sentences. To the best of your abilities, discuss each of the following categories in a separate paragraph: 1. CLARITY: Is the article’s purpose and argument clear? Do the researchers clearly develop a major research question, proposition, or hypothesis that is to be evaluated in the empirical study and discussed in this article? If the study is exploratory (preliminary), is sufficient justification for an exploratory strategy given? 2. THEORETICAL GROUNDING: Is the researcher’s argument grounded in more basic theory? Is it clear whether the structure of the empirical study (i. e., what they do) was derived from theory, or just made up? In theory-building articles, is the need for new theory adequately established? 3. DESIGN OF RESEARCH INVESTIGATION: Is it clear exactly how the empirical study was carried out? Is the design of the research approach (field study, experiments, questionnaires, etc. – both contents and how they will be used) adequate to address the common threats to internal and external validity? Have appropriate controls been established, and is the selection of research sites justified? Are the hypotheses and experiments, etc., significant? 4. MEASUREMENT: Empirical studies can have quantitative measurements (i. e. , numeric results) and qualitative or subjective measurements. Are the measures used adequately described (i. e. , what is measured in the study and how)? Are data on the reliability and validity of these measures reported? Does the article feel anecdotal or solidly supported with evidence? For example, in case or field studies, are the results well documented? Is it clear who the subjects were, and with whom interviews were carried out? Were important results cross-checked, i. e., determined across a range of subjects or just gotten from one or two subjects? 5. ANALYSIS: Is the analysis of empirical data conducted properly? Do the data conform to the requirements of any statistical tests used? Are qualitative data adequately described and presented? 6. DISCUSSION AND CONCLUSIONS: In discussing the results of the empirical study, do the authors remain true to the actual findings of the study? Are the claims made in the conclusion of the article actually supported by the empirical data? If the study is exploratory, do the authors offer research questions or hypotheses for future research? 7. BIASES: Do the biases of the authors affect the design of the research or the interpretation of the results? Are the authors aware of potential biases and the affect on the study? 10. Issues (listed by the author) What open questions or issues has the author stated remain unresolved? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it – if you give your own suggestions (instead of or in addition to the authors’, then precede each with â€Å"I would propose †¦ †If it has been resolved since the article was written, then state how it was resolved. 11. Issues (in your opinion) List several open questions or issues which remain unresolved in your opinion? For example, what possible future research questions could arise from this article? Discuss each in a separate paragraph of 5-10 sentences. Each issue’s paragraph should take the following format: what is the issue? why do you believe this is an important issue? in what way is it unresolved suggestions for resolving it 12. Questions List three insightful questions of your own, arising from this article. Do not ask definitions, but rather questions that really make one think. 13. Annotated Bibliography For every item you have cited in your report, you need a full reference and an annotation explaining it. List the full bibliographic references (authors, title, journal name, volume, issue, year, page numbers, etc. ) for anything you have cited in your review. IMPORTANT: This is NOT the bibliography listed at the end of the article. It is the bibliographic references for any readings you yourself referred to inside your review. Write 2-4 sentences describing the article. Write 2-3 sentences describing why you cited it. 14. Citation Analysis Appendix If the article has no citations then write in that section â€Å"I found no citations in the [Science Citation Index or the Social Sciences Citation Index or on the Internet]. †Note, if your article has more than 20 citations, you only need to include a selection of them: State how many citations each index has and the Web search found List 1-2 citations for each year in which the article has been cited. Try to include citations from several different journals spread over your selection ? Include a citation analysis to see who has cited it and how.
Sunday, January 5, 2020
“White Man’s Burden†Essay - 905 Words
Rudyard Kipling’s 1899 poem â€Å"The White Man’s Burden†epitomizes the European man’s view on imperialism, Euro-centrism and social Darwinism. Four centuries before 1899, such ideas were briefly hinted in the letter from Christopher Columbus to King Ferdinand and Queen Isabella, however by 1899 these attitudes strengthened and developed fully into their complete meaning. The U.S and Europe’s imperialism in the nineteenth century were the most influential ever in the history of human civilization. The immense motive for imperialism came from social factors including religion and Social Darwinism. Missionaries frequently rushed to Africa and Asia to convert its people to Christianity. On the other hand, social Darwinism argued the survival of†¦show more content†¦Taking care indicates improvement of their culture until they reach that of the Euro-American standards which makes it clear that â€Å"The White man’s Burden†proposes that the phase after exploration is the self-centered education of the colonial population. The same month Kiplings poem was published, the Treaty of Paris was ratified and the Philippines, Puerto Rico, and Guam were acquired by the United States while Cuba remained occupied by the military. Advocates of this acquisition gravitated to the poem and popularized it as the literary voice of benevolent assimilation. The poem makes clear Kiplings view of attitudes that allowed colonialism to proceed. Although a belief in the virtues of empire was widespread at the time, there were also many dissenters; the publication of the poem caus ed a flurry of arguments from both sides, most notably from Mark Twain and Henry James. Mark Twain asserted that Kipling wrote the poem to help persuade many doubting Americans to seize the Philippines, which seemed to be a fair point of view for that time period. In the New York Herald, October 15, 1900, Twain describes his transformation and political awakening, in the context of the Philippine-American War. He recognizes his transformation from being Pro- imperialist to Anti- imperialist. Many Anti-imperialists like Mark Twain acted on the popularity of the poem to attack the McKinley’s policies as too great a burden orShow MoreRelatedEssay of the White Mans Burden976 Words  | 4 PagesEssay of â€Å"The White Man’s Burden†(1980), Jan Needle. This is a short story by Jan Needle. We follow the teenager Tony Robertson, who really wants to be friends with immigrants and thinks very positive of the multi-cultural society. It is pretty ironic that although his amiable behavior, two Paki-stanis eventually end up beating him up. Tony is liberal, he thinks that everyone should have the same chances, and he doesn’t prejudice anyone. â€Å"He’d brought Tony up to be liberal, to reckon onRead MoreEssay The White Mans Burden and The Recessional529 Words  | 3 PagesThe White Mans Burden and The Recessional In â€Å"The White Man’s Burden†and in â€Å"The Recessional†, Kipling outlines his idealistic concept of empire which is based on service and sacrifice. England sends some of their best man to defend and help India. The white man has the mission to civilize the Indians. It is their responsibility to culture them, to put them on the right path. They are there to make India a better place to live and bring the population up to date on the style of living. ThisRead MoreThe White Mans Burden1574 Words  | 7 PagesWhat was once perceived to be ‘the white man’s burden’ has engulfed all developed nations – we’re all quixotic fools of imperialism. If you think that you’ve heard of ‘the white man’s burden’ before you’re correct, it is a poetic piece by Kipling; written in 1898 for the purpose of the US (United States). The finale verse is poignant to all: Take up the white man’s burden, have done with childish days, the lighter proffered laurel, the easy, ungrudged praise. Comes now, to search your manhood throughRead MoreImperialism: the White Mans Burden890 Words  | 4 PagesImperialism: The White Mans Burden and the The Real White Mans Burden Well in order to show how imperialism was used in the nature of those two poems, I have to define it. Imperialism is the extension of sovereignty or control by one people or state over another. The objective is the exploitation of the controlled people or state. Imperialism has four major components: economic, military (strategic), political, and humanitarian. Imperialist powers are not bound to follow the laws, internationalRead MoreWhite Mans Burden1523 Words  | 7 PagesWhite Man s Burden The movie we watched in class was called White Man s Burden. According to some sociologists the white man s burden is an unwanted burden that white men, who are in the upper part of society, must bring the minority classes up to their status. For example, if it were applied today white folks would have to help bring black folks up into a higher class. While this theory was used many years ago, it is still in consideration today. This movie took a very unique approachRead MoreEssay on Colonialism and Imperialism - The White Mans Burden1602 Words  | 7 PagesImperialism: The White Mans Burden      In one of his most famous poems, Rudyard Kipling said, Take up the white mans burden! (146). He was only one of many who believed in the virtues of imperialism in the late nineteenth and the early twentieth centuries. During that period, imperialism was on the rise, and Africa was being swallowed up by competing European nations. The imperialists had many arguments supporting imperialism. They said it was beneficial and, in some cases, essentialRead MoreAnalysis Of Conrad s The Heart Of Darkness794 Words  | 4 Pagesan ox to till his field. When the people â€Å"sickened, became inefficient†, they went to a grove to die (Conrad). Another stereotype shown was that imperialism hurts the conquerors and those being conquered. â€Å"White Man’s Burden†by Rudyard Kipling was originally titled â€Å"The White Man s Burden: The United States and The Philippine Islands†(GMU). America took control of the Philippine government. This led to political turmoil which escalated into the Philippine-American war. In the the war, thousandsRead MoreThe Height Of Colonialism Between The 18th And 20th Century2818 Words  | 12 Pagespaintings and writings, helped construct this image of native populations as lesser beings. One such piece, a poem â€Å"The White Man’s Burden†written by English poet Rudyard Kipling in 1899 was originally written to address the dangers of empire building, but has also been taken at face value and used by imperialists as a way to promote colonialism as a noble cause: Take up the White Man s burden Send forth the best ye breed Go bind your sons to exile To serve your captives need; To wait in heavy harnessRead More Comparing Colonialism and Imperialism in Heart of Darkness and Kiplings Poetry1515 Words  | 7 PagesImperialism in Heart of Darkness and Kiplings Poetry    Imperialism sprung from an altruistic and unselfish aim to take up the white mans burden1 and â€Å"wean [the] ignorant millions from their horrid ways.†2 These two citations are, of course, from Kipling’s â€Å"White Man’s Burden†and Conrad’s Heart of Darkness, respectively, and they splendidly encompass what British and European imperialism was about – at least seen from the late-nineteenth century point of view. This essay seeks to exploreRead MoreHeart of Darkness Imperialism, Hegemony, and Othering1570 Words  | 7 Pagesangry, he could have been killed. He simply did not have a win- win situation. So he chose what he thought was best for him. One of the more famous lines in â€Å"Shooting an Elephant†is, â€Å"When the white man turns tyrant it is his own freedom that he destroys.†What I perceived from this quote was when a white man becomes tyrant he destroys his own free will. Orwell will constantly be doing what he thinks the Burmans want. He will live as a fake. When he put himself in a hierarchy over the Burmans and
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