Comparative Religions Essay Example for Free

Comparative Religions Essay Judaism began in Israel, 2000 BCE. Christianity began in the middle east it began about 2000 years ago. Christianity is the religion based on the person and teachings of Jesus of Nazareth, or its beliefs and practices. Judaism is the monotheistic religion of the Jews, based on the laws revealed to Moses and recorded in the Torah. Christianity and Judaism are similar and different in many ways, Both Religions believe in Jesus, they have a lot different beliefs, Both religions have Bibles, Christians has the bible, Jews have The Torah. Both religions believe in Jesus. Both religions believed in him but the Christians believed he would come back and that he was very special, Jews did not think all the same as the Christians. Jews do not believe that Jesus was divine, the Son of God, or the Messiah prophesied in Jewish scriptures. He is seen as a false messiah, someone who claimed the mantle of the Messiah but who ultimately did not meet the requirements laid out in Jewish beliefs. Christians believe that Jesus will come back to Earth to save/protect them. Religions have their agreements and their disagreements. The religions have a lot of different beliefs. They have lists and lists of different beliefs of Christians and Jews. Some of those beliefs are, Judaism says that no human can ever die or atone for the sins of others and sins can only be atoned for by animal sacrifice or prayer and restitution. Whereas Christianity says that Jesus died for the sins of mankind. Judaism says that all humans are born pure, and innocent. Christians say that all humans are born with original sin. Jews say that no man gets a second coming and the Messiah will not need one. Christians say that Jesus will have a second coming. These are only a few of the many different beliefs. Comparisons of the two religions are they both have books basically â€Å"Bibles†, but there not both called bibles. For Christians it is a Bible for Judaism it is a Torah. They both hold basically the same things, Their beliefs. Now the information in the books are not completely the same. Because of the different beliefs. But the books are used for the same reason so people who follow the religion can worship their religion. Christianity and Judaism are very close religions but yet very different. They are the same because, Both Religions believe in Jesus, Both religions have Bibles, Christians has the bible, Jews have The Torah. They are also very different because they have a lot of different beliefs.

Downfall of Macbeth Essay Example for Free

Downfall of Macbeth Essay The tragedy of â€Å"Macbeth, by William Shakespeare, follows the fall of Macbeth from a man in a position of power with a contented life, to a man with nothing but â€Å"mouth honor† and a corrupted soul. In this essay, I wish to show to what extent Macbeth’s tragedy was his own fault. The downfall of Macbeth begins early on in the play when he and Banquo (a fellow Scottish noble) meet the witches. The witches waylay Macbeth and Banquo whilst they were on their way to meet Duncan, King of Scotland. They decide to listen to the witches, out of sheer curiosity. The three witches greet Macbeth as â€Å"Thane of Glamis†, the title he already holds, and begin to tell the two nobles of things to come, and prophesies that Macbeth will become Thane of Cawdor, and the King of Scotland. Macbeth asks how they know of his current title, and laughs at the following two prophesies. The witches ignore his questions, and tell Banquo of how he will not be king, but his sons will be kings. Instead of just ignoring the witches, the statement of his current title intrigues Macbeth and he follows the witches to try and get them to tell him more. Stay you imperfect speakers, tell me more† says Macbeth, showing that he is indeed interested in what the witches have to say. The witches disappear, and Macbeth dismisses them, and he and Banquo ride off. The witches appearance, and Macbeth becoming intrigued may amount to his downfall, but I believe that they were merely the ‘helping hand’ for Macbeth who’s own weak will and other events where the catalyst for his eventual death. At this point, Macbeth is still a highly respected man, and is about to get more respect from Duncan, for defending Scotland from the invading forces of Norway. The messengers who tell Duncan of Macbeth’s deeds portray him as a man of great courage, who showed no fear in the battles. Duncan sends a messenger to tell Macbeth of his reward for his great deeds. Two messengers to greet Macbeth with the news of Duncan’s reward: he is to be made Thane of Cawdor. â€Å"Why do you dress me in borrowed robes? † asks the startled Macbeth, as the messengers begin to explain how the last Thane of Cawdor was helping the Norwegians invade. Aside, he says, â€Å"Two truths are told, as happy prologues to the swelling act†¦Ã¢â‚¬  obviously relating to the first two prophecies the witches made. He now asks Banquo, aside, whether or not he believes the witches now that Macbeth’s second prophecy has come true. Banquo says he is wary and that he really doesn’t want anything to do with these witches, but he will merely sit back and let the prophecies run their course. Macbeth seemingly decides to follow Banquo’s idea, and makes an agreement with himself â€Å"If chance will have me king, why, chances may crown me, without my stir†. Macbeth decides to write to his wife and tell her of his new title, a fatal mistake in my opinion, since his wife reacts to the letter in a totally unexpected way. All of a sudden, Lady Macbeth decides to make a push to get her husband to make the effort to fulfil the third prophecy. Meanwhile, Duncan names his son as the next king, and Macbeth becomes bitter, and looks towards the prophecies for his next move; â€Å"That is a step on which I must fall down, or else o’erleap†¦Ã¢â‚¬  Clearly Macbeth has decided that he will now ‘stir’, and make some move to become king. Back with Lady Macbeth at Macbeth’s castle, she is reading Macbeth’s letter. She reads about his new title, and the mentions of the witches’ prophecies. Lady Macbeth first starts off by thinking about how she can get her husband to become a king, and concludes that she’ll have to make some effort to get her husband to do whatever it takes to get him to be king. A messenger, who brings news that Duncan wishes to stay at Macbeth’s castle, interrupts her thoughts. Lady Macbeth decides, almost instantly, that she will persuade her husband to kill Duncan so he can become king. Whilst in the middle of her thoughts, Macbeth returns home. They talk, and Lady Macbeth brings up the subject of getting rid of Duncan so he can be king. Macbeth appears shocked although was secretly thinking the same thing, and tries to dismiss the idea. Underneath, however, he wants to go along with the idea so he can become king. His underlying motives become clear when he decides that he will do the evil thing, and is going to kill Duncan. â€Å"We will speak further,† he says, making his intentions apparent to the audience. Although unsure, he will not totally dismiss the idea, and is even considering it. Lady Macbeth now knows that she has him within her grasp, nd she will now make sure that she wins him completely over. In my opinion, not making his mind up creates a chance for Lady Macbeth. She sees this uncertainty and later exploits his unwillingness to make decisions. A short while later, Duncan arrives, accompanied by all of his Thanes. They all feast, and drink to the success of the battle against Norway. As the night wears on, Macbeth has to time to contemplate the consequences of killing Duncan. Macbeth makes the moral decision not to proceed saying; â€Å"We will proceed no further in this business. He (Duncan) hath honoured me of late, and I have bought golden opinions from all sorts of people, which would be worn now in the newest gloss, not cast aside so soon†. Macbeth attempts to give excuse for not proceeding, but fails to give any proper reasons for it. The only advantage he sees for not killing Duncan is that he respects him, and by killing him it would be disrespecting him. I believe that this is not a valid reason for committing murder, and shows Macbeth’s underlying ambition to become king. By putting forward pithy excuses Macbeth makes his ambition very clear to the reader. Lady Macbeth is not swayed by his pathetic excuses, and she knows that secretly, Macbeth wants the same things she does. In an attempt to convince Macbeth to continue with the plan, she first insults his manhood â€Å"When you durst do it, you were a man; And to be more than what you were, you would be so much more the man†¦Ã¢â‚¬ and accuses him of being cowardly for not sticking to the plan. She then attacks his ego further by saying â€Å"From this time such I account thy love† and accuses him of not loving her. For Macbeth, this is the final straw, and he gives in. Lady Macbeth plans the murder. When Macbeth goes to murder Duncan, he still doubts himself, and even starts seeing things as he approaches Duncan’s room. Upon committing the murder, Macbeth finds himself in a state. Lady Macbeth attempts to clean him up, and make him appear well, but now Macbeth has lost all control. This murder of Duncan leads to the destruction of Macbeth. Aware of any possible opposition, Macbeth begins spying and murdering people. There are also psychological problems that Macbeth has which lead to his destruction. This is shown by his brief madness after Banquo’s murder when he sees Banquo’s ghost. The tragedy ends when Macbeth is slain by Macduff who, with many others, find out about what horrific things Macbeth has done. Macbeth begins to get paranoid about Banquo, and feels that he should be killed so as to stop him from being exposed. â€Å"So is he mine; and in such bloody distance that every moment of his being thrusts against my nearest life;† Macbeth says, aware that the only way to truly silence Banquo is to have him killed. At the banquet scene, Macbeth sees Banquo’s ghost, showing that he has indeed gone mad. Even in insanity, he feels guilty. â€Å"Avaunt, and quit my sight! Let the earth hide thee! † he says, his conscience acting on him and showing his remorse. Macbeth has finally gone mad, and it was all due to his ambition and want to be king. He goes on to become entirely evil, as he visits the witches again and again, seeking solace for his crimes, and answers to his impending doom. He begins to stop feeling remorse and guilt for his actions, and eventually becomes a cruel, twisted man. His wife falls ill, and he shows no compassion towards her, instead saying everything would be better once she is dead. This is near the end of the play and where Macbeth slowly returns from his evil side, feeling remorse for his actions finally. When the English army and Macduff advance on his castle he becomes the courageous Macbeth once again, and when he finally comes to fight Macduff, he is back to the brave and bold Macbeth at the start of the play. With his wife dead, he feels more able to do what he wants. The main people to blame for Macbeth’s tragedy were his wife, and Macbeth himself, and this is shown all the way through the play (Lady Macbeth willing him to murder, Macbeth being easily convinced etc) there some unfortunate circumstances that contributed to Macbeth’s downfall, such as Duncan making his son king instead of Macbeth, and Duncan putting his trust in Macbeth by coming to his castle, but none were as major a cause as Macbeth’s personality fault and his manipulative wife. To conclude, the blame for Macbeth’s tragedy should be placed on his head and his wife’s, due to his personality defect (ambition and a weak will) and her persuasiveness (pushing him to fulfil his ambition). The combination of these two defects and Duncan staying at Macbeth’s castle caused the entire play and tragedy to unfold.

Effect of Motion on Facial Recognition Skills

Effect of Motion on Facial Recognition Skills Introduction Humans have a remarkable capacity to learn and use facial motion to extract personal characteristic to recognize another individual’s facial motion which is considered is one of the most active areas of research in the field of computer vision and pattern recognition and numerous algorithms have been proposed to handle various aspects of the problem such as illumination, pose, expression, age (Aggarwal, Biswas , Flynn, Bowyer, 2011), and even smile and human identity (Ning Sim, 2010; Avarguà ¨s-Weber , 2012).Facial motion is able to provide identity-specific dynamic facial signatures that benefits the perception of identity (Roark, et. al, 2003). For example, study has shown that people who are famous, their faces were able to be recognizes by the participant better when it is a moving image which involving several kind of facial motion rather than static images (Ning Sim, 2010). Similar observation has been made by Thornton Kourtzi (2002) too. Pilz, et al. also further e xplains that moving images not only help human subjects to improve their rate of recognition but also time of reaction too (Ning Sim, 2010). This clearly shows that faces are a special type of visual pattern for which we haveunique expertise (Avarguà ¨s-Weber , 2012). These findings may means that facial motion may contain considerable identity-specific information and that humans are probably using these to recognize each other in daily life (Ning Sim, 2010). In short, when increased response times or error rates of faces are shown in an inverted, but not upright orientation, the recognition performance of an individual will be impaired as it required strenuous amount of effort in recognition, this occurrence is known as the face inversion effect (FIE) (Martin Macrae, 2010). This  Ã¢â‚¬Å"face-inversion effect† (FIE) has become one of the standard tools for exploring face processing, in particular the roles of configure or relational versus feature (Thornton, et. al, 2011). Macrae and lewis have shown evidence that face recognition is caused by individuals’ orientation to global or due to local facial features during encoding of stimulus (Martin Macrae, 2010). To add on, individuals’ propensity are different in order to identify complex visual stimuli in a global or local manner (Martin Macrae, 2010). Looking at the research question, there are actually a total of four hypotheses, to show a further understanding. The first, it is hypothesized that the mean scores of low static upright orientation are equal to that of the mean scores of the low static inverted orientation. Second, the mean scores of the low dynamic upright orientation are lower than the mean scores of the low dynamic inverted orientation. Third, the mean scores of the high static upright orientation are higher than the mean scores of the high static inverted orientation. The four and the last is that the mean scores of the high dynamic upright orientation are higher than the mean scores of the high dynamic inverted orientation. Methods Participants 150 participants from a University, including 39 males and 111 females. The students’ ages ranging from 19 to 51 with the mean age of 22.2. Students were supposed to complete the experiment, as part of an academic requirement of a tutorial class. All participants given written consent prior before commencing the research study. Materials In order to measure the level of facial motion in affecting face inversion effect, a Match- to- Sample task was used. Participants were required to fill up and complete the sequence of trials, identifying the right faces which was presented to them at the beginning of the experiment, followed by a blank screen of 5 seconds. Next step to do, they were to identify the right upright or inverted static and dynamic faces shown in each trial. The images of the faces will stay on screen till a response was given. Procedure Participants were instructed in the beginning of the experiment how trial sequences will be presented. Four different sequence of trial types was randomly assigned in the presentation. The first trial type is an upright static image of the target face was presented to the participants. Second trial type, an inverted static image of the target face. Followed by the third trial type, an upright dynamic footage of the target face and the fourth trial type; an inverted dynamic footage of the target face. In each and every trial sequence, participants were presented with the image for 5 seconds, then followed by a blank screen for 5 seconds. Participants, next, were shown with two test images choices and there is only one of them matched the actual shown earlier which is correct. Images in the test will appear until the point of a response is being clicked on. The next trial test will then began with another new image right after a response was made. Design The independent variables in the research study were Motion, being it dynamic or Static, Face Recognition skills either High or low recognition of faces and Orientation of the face, be it Upright or Inverted. The dependent variable in the research study will be the proportion of matches of the images that were deemed correct. Results The results on the test were calculated based on accuracy of data collected and the performance to respond to test images and footage in an upright static condition using a one- way repeated measures analysis of variance test. These results were according from the top and bottom, participants’ result was evaluated based on the performance of the participants on the test in the static upright environment. The mean proportion of correct matches in the low group participants who has poor facial recognition (FR) skills in the upright static environment (M= 0.82, SD=0.052) and inverted environment (M= 0.78, SD=0.134) was compared to high group participants who have high FR skills in the upright static environment (M= 1.0, SD=0.00) and inverted environment (M= 0.89, SD=0.096). Figure 1. Mean proportion of correct matches made in the low and high groups under Static orientation The result shows that the low group participants reflected poor FR skills in the upright static environment (M = 21.6 years, 6 males), t (48) = 16.88, p Table 1 Paired Sample Statistics for Low and High Facial recognition in upright and inverted orientations with static or dynamic conditions. Table 1 above has shown that the mean proportion of correct matches made in the low and high facial recognition groups with static or dynamic condition. Based on the first hypothesis, it is not true as the results has shown in Table 1 that it does not support the overall studies done on the facial recognition and visual orientation. However, The mean scores of the high static upright orientation were higher than the mean scores of the high static inverted orientation which resulted that the third hypothesis which was mentioned earlier in the introduction is true. Figure 2. Mean proportion of correct matches made in the low and high groups under Dynamic orientation. Figure 2 above has shown that the mean proportion of correct matches made by low and high groups participants under Dynamic orientation. Based on the second hypothesis, it stated that mean scores of the low dynamic upright orientation were lower than the mean scores of the low dynamic inverted orientation. However, it seems that the graph in Figure 2 has shown differently where actually the mean scores of the low dynamic upright orientation was higher than the mean scores of the low dynamic inverted orientation. Therefore, it seems that second hypothesis which is based on the results shown on table 1 above is also not true and subsequently does not support the overall studies done on both facial recognition and visual orientation. The means proportion of the graphs in the high static upright orientations is higher than the mean proportion of the graphs in the high static inverted orientation which is also reflected in Table 1. In the results of the final hypothesis as shown in Figure 2, the mean scores in the high dynamic upright orientation appeared to be higher than the mean scores of the high dynamic inverted orientation. This further concludes that the third and fourth hypothesis is true as reflected in Figure 1, 2 and Table 1 and supports the overall studies on facial recognition and visual orientation. Table 2. 2 Paired Sample t test for Low and High Facial recognition in upright and inverted orientations with static or dynamic conditions. Above Table 2 shows the results of mean proportion of correct matches made in the low and high groups of the participanta under the several types of visual orientation. Discussion The aim of the study was to see how motion improved performance for people who have poor face recognition skills. The Participants were asked to complete the tests which involved series of trials that consist of differentiating the images of faces in upright and inverted orientations under static and dynamic conditions. Four hypotheses were created in conjunction to the research question given, to show further understanding of research question. The first hypothesis is that motion and recognition are proportional in terms of identifying faces, the dynamic movements able to help the people with poor recognition skills to identify motion. This meant that the upright condition is similar to the inverted condition, where both were static and the condition of low FIE, prove that it is not true. The second hypothesis where the mean scores of low dynamic upright orientation is much higher than the low dynamic inverted orientation in recognizing the faces in the trials, but the low dynamic i nverted orientation group, the mean scores are higher. Therefore, the second hypothesis was proved to be not true, in terms of the low dynamic inverted orientation. Thus, it helps those poor recognition skills participants to perform better in an inverted orientation instead. Using the result, the third and the last hypothesis shows that both upright orientations with static and dynamic conditions are greater than the inverted conditions which shows that facial recognition is assisted by the images in the upright orientation. The last hypothesis which the mean scores of the high dynamic upright orientation is proved to be true to be true that the scores were higher than the means scores in high dynamic inverted orientation, based on Longmore Tree, 2013, this was demonstrated to be a benefit in aiding the process of face processing and facial recognition. Thus this concludes that motion does have a significant effect in the facial recognition process of people. On contrary to the study done in discussion of the strengths and limitations of this study, it is found that the number of participants were a total of 150 which satisfy the general requirement of a study in having at least 30 participants. Therefore the criteria on sample size were fulfilled. As this study was done based on the focus that if motion was helpful, in terms of the targeting the right audience, this study was helpful in terms of helping individuals understand the issues with facial recognition and how the difference in orientation would affect our visual perception. The limitations of the study is that it was conducted in the way for individual to understand that how motion actually helps in individuals’ recognition skills, involving studies of individual who have different cognitive perceptual disorders. Therefore, making the study seem unhelpful in giving information on how can motion be fully utilized in terms of treatment of the disorders. Another limitation would be the age ranges of participants, where it is between 19 to 51 ranges of age. It was proven that younger observers were proven to be better than older observers in multiple motion. Older observers usually require practice to be better due to controls of optical blur and retinal image even though they show similar learning function as the younger ones. (Legault, Allard, Faubert, 2013). To conclude, the result shows that motion do have an impact to in visual processing and facial recognition. However, Future studies should be conducted in a way where by the age range is conducted along with a balanced number of participants in term of gender. It would be better if future studies were to focus on specific audiences with more research and academic information as to understand better of the issues treating disorders. Last but not least, there is a level of significance showed in the student, proving that there are important information provided in regards to facial recognition skills.

Free Narrative Essays - Killing Ourselves with Work :: Example Personal Narratives

Killing Ourselves with Work Americans are killing themselves with work. Americans often are sleep deprived, stressed and have problems at home. All of this are most probably caused from over working. I think sleep deprivation is a major problem in the United States. It must make sense that if an American is over working he/she cannot possibly get in the minimum of six hours sleep. Being a college student myself, I often see over worked students sleep through class. These students work and are pressured to keep up good grades. I often here student telling me that they got in about four hours of sleep. If at a college students age, they are sleep deprived, it's logical to think that by the time they hit thirty they will be doing double the workload. Americans are simply not saving themselves from over working. "[N]o labor has been saved," says Juliet B. Schor. To me, being sleep deprived is almost like a vicious cycle: get up for a long day of work, college, family life, or whatever it may be, then people get 5 hours sleep if they're lucky. By the time the next day comes, they're simply too tired to function! from what I have witnessed you simply get student s taking naps in class - not learning! Another problem with Americans over working is the massive stress levels. For many people work alone is often a main source of stress. I know my mom is under a lot of stress to do the house work, spend time with her family and work. According to Schor, "mothers reported it caused either "a lot" or an "extreme" level of stress." To me, this is killing yourself with work. Where's the fun to life? When do we take those relaxing holidays to release stress? Although workers have the option to take a few weeks leave for vacation, I'm hardly convinced many Americans do this. Especially for a married couple, getting time off at the same time must not be an easy task. "Two-earner couples have less time together, says Schor. Consequently, this must cause a great deal of stress for any couple. Exhaustion is another symptom of stress. Many Americans seem to be exhausted at the end of the day.

Stevenson and Conrad: The Duality of Human Nature Essay -- Victorian A

The Victorian Age marked a period of immense transition in many aspects of human life. In 1859 Charles Darwin published The Origin of Species, a work that opposed the traditional way of perceiving religion. Candyce Klin author of â€Å"Darwinism as A Cultural Issue†, states that The Origin of Species proposed the theory that all living creatures had to compete within their own preconditions in order to survive. This may be why the controversial issue of the duality of human nature has been found at the heart of many Victorian works. The theme of the duality of man can be found in the works of two famous English authors, Robert Louis Stevenson and Joseph Conrad. Stevenson and Conrad both incorporate the theme of the duality of human nature within their own novellas. Stevenson employs this theme throughout his novella The Strange Case of Dr. Jekyll and Mr. Hyde and similarly Conrad employs this theme throughout his novella Heart of Darkness. In both novellas the theme is found i n the literary devices of symbolism and personification. Although both works embody the theme of the duality of human nature, each author takes their own individual approach in utilizing literary techniques to help preserve this crucial theme. Robert Louis Stevenson was born in Edinburgh on November 13, 1850. From a young age Stevenson was fascinated with the darker side of human nature, reflecting his abiding interest in the concept of a double life (The Norton Anthology of English Literature 1643). Stevenson composed The Strange Case of Dr. Jekyll and Mr. Hyde in 1855, publishing it the follow year in 1856. Upon publication The Strange Case of Dr. Jekyll and Mr. Hyde expeditiously became a best seller in both Britain and America (The Norton Anthology of English... ...ample of symbolism is ivory. In Heart of Darkness ivory symbolizes greed and the calamitous nature of man, or the evil side. All throughout the novella the agents and mangers of the Company are consumed by obtaining ivory, so much so that they abandon all their moral principles, instead apply any method necessary to acquire heaping shipments of ivory. Works Cited Conrad, Joseph. "Heart of Darkness." The Norton Anthology of English Literature. By Stephen Greenblatt and M. H. Abrams. 8th ed. Vol. 2. New York: W.W. Norton, 2006. 1891 1947. Print. Klin, Candyce. â€Å"Darwinism as A Cultural Issue† Cedar Crest College, 2 June 2001. Web. 17 Apr. 2014. Stevenson, Robert L. "The Strange Case of Dr. Jekyll and Mr. Hyde." The Norton Anthology of English Literature. By Stephen Greenblatt and M. H. Abrams. 8th ed. Vol. 2. New York: W.W. Norton, 2006. 1643-1685. Print.

Nervous Conditions by Tsitsi Dangarembga Essay -- Nervous Conditions T

Nervous Conditions by Tsitsi Dangarembga â€Å"Quietly, unobtrusively and extremely fitfully, something in my mind began to assert itself, to question things, and to refuse to be brainwashed†¦Ã¢â‚¬  The main character, Tambudzai, in the novel Nervous Conditions by Tsitsi Dangarembga, is determined to get a white education without losing her native tongue and ways. However this proves to be more difficult that she would expect and seeds that are planted in her mind by the whites begin to take shape, and greatly affect her existence. I will begin by giving an overview of the story leading up to the point where Tambu heads off to begin her education at the missionary school. Next I show how Tambu has already been brainwashed into believing that the white’s educational system is better than her own. Following I will discuss the influences that Tambu had to overcome in order to refuse to be brainwashed further. Finally I will give exam to the insight that Tambu’s story offers on the situation of a person in her position.   Ã‚  Ã‚  Ã‚  Ã‚  Tambu, as we shall call her, wants very badly to attain an education. Since her brother is the oldest and male he is given the first opportunity to attain an education. Because Tambu is a female it is thought by her family that attaining an education would not benefit her family, but some other man outside of her family, because she will marry, therefore she is not given an opportunity to be educated. Tambu fights this oppression by cultivating mealies in her grandmother’s old garden, and then taking them to the city to be sold. While there she is told by a white woman that she should be in school, and her teacher who was with her states that Tambu would very much like an education but can not afford it. The woman gives Tambu ten pounds which pays for her education at the local village school for a long time. Her brother then dies, creating a opening for a student from their family at the missionary school where her uncle Babamukuru is the headmaster. Since she has no more male siblings at the time it is okay for Tambu to be educated. Tambu’s education is now of some value since her brother is gone, as it will help pull the family further out of poverty since a higher education will allow her to marry well. Tambu believes that her education will help her family, although she hopes it will be independent from marriage. Because of her desire... ...ch as white culture, and that some things are bad, such as African culture. However it can work both ways. Nyasha had to face being told that her culture was bad while in England so she conformed to the English culture; however Nyasha’s father is now telling her that all her English ways are bad, both parties sought to educate Nyasha, and she did not bother to ask why. Finally I believe that Tambu would want people to know that one’s will to succeed can cause them to be able to triumph over circumstance.   Ã‚  Ã‚  Ã‚  Ã‚  In this paper the quote from Nervous Conditions, â€Å"Quietly, unobtrusively and extremely fitfully, something in my mind began to assert itself, to question things, and to refuse to be brainwashed, bringing me to this time when I can set down this story† has been analyzed to show how Tambudzai thought she was brainwashed. Also examined were the influences that Tambudzai had to overcome in order to refuse further brainwash. Finally we deducted what insight Tambudzai would offer to a person who was in her similar situation. Like Nyasha and Tambudzai, millions were negatively affected by colonialism not only because of the plundering, but because of the loss of their culture.

William Faulkner’s “A Rose for Emily”

William Faulkner's â€Å"A Rose for Emily† was originally published in the April 30, 1930, issue of Forum. It was his first short story published in a major magazine. A slightly revised version was published in two collections of his short fiction, These 13 (1931) and Collected Stories (1950). It has been published in dozens of anthologies as well. â€Å"A Rose for Emily† is the story of an eccentric spinster, Emily Grierson. An unnamed narrator details the strange circumstances of Emily’s life and her odd relationships with her father, her lover, and the town of Jefferson, and the horrible secret she hides. The story’s subtle complexities continue to inspire critics while casual readers find it one of Faulkner’s most accessible works. The popularity of the story is due in no small part to its gruesome ending. Faulkner often used short stories to â€Å"flesh out† the fictional kingdom of Yoknapatawpha County, Mississippi, for his novels. In fact, he revised some of his short fiction to be used as chapters in those novels. â€Å"A Rose for Emily† takes place in Jefferson, the county seat of Yoknapatawpha. Jefferson is a critical setting in much of Faulkner’s fiction. The character of Colonel Sartoris plays a role in the story; he is also an important character in the history of Yoknapatawpha. However, â€Å"A Rose for Emily† is a story that stands by itself. Faulkner himself modestly referred to it as a â€Å"ghost story,† but many critics recognize it as an extraordinarily versatile work. As Frank A. Littler writes in Notes on Mississippi Writers, ‘‘A Rose for Emily’’ has been ‘‘read variously as a Gothic horror tale, a study in abnormal psychology, an allegory of the relations between North and South, a meditation on the nature of time, and a tragedy with Emily as a sort of tragic heroine. ’’