The Southern Social Themes of Barn Burning :: Barn Burning Essays

Written as it was, at the ebb of the 1930s, a decade of social, economic, and cultural tumult, the decade of the Great Depression, William Faulkner's short story "Barn Burning" may be read and discussed in our classrooms as just that--a story of the '30s, for "Barn Burning" offers students insights into these years as they were lived by the nation and the South and captured by our artists. This story was first published in June of 1939 in Harper's Magazine and later awarded the 0. Henry Memorial Award for the best short story of the year. Whether read alone, as part of a thematic unit on the Depression era, or as an element of an interdisciplinary course of the Depression '30s, "Barn Burning" can be used to awaken students to the race, class, and economic turmoil of the decade. During the 1930s, the Sartoris and Snopes families were overlapping entities in Faulkner's imagination. These families with their opposing social values spurred his imagination at a time when he wrote about the passing of a conservative, agricultural South and the opening up of the South to a new era of modernization. This depiction of the agrarian society of the Sartoris family connects Faulkner to the nostalgic yearnings for a past expressed in I'll Take My Stand, the Fugitives' manifesto of 1930, a book opening the decade yet echoing sentiments of past decades. At the start of our classroom discussion of "Barn Burning," we can explain the tenets of the Fugitives, their traditional, aristocratic attitudes, and their reverence for the landed gentry life style. We can focus on the description of the de Spain home and property, with its opulence and privilege, as representative of the Agrarians' version of "the good life." Early we need to emphasize and discuss the attraction of the y oung boy Colonel Sartoris Snopes to the security and comfort of this style, his attraction to his namesake's heritage. In his rendition of the Sartoris-like agrarian society, Faulkner acknowledges its dichotomy: the injustice, the lack of fair play, the blacks' subservience, and the divisiveness within the community which empire builders like the Sartorises and the de Spains wrought. It is, of course, this very social inequity, the class distinction, and the economic inequality against which Sarty's father Ab Snopes' barn burning rails. We now can lead our students to the evidence of these social injustices within the story by identifying exemplary moments and scenes.

ISP †Child’s Play Essay

In life, everyone has experiences which cause them to lose sight of who they truly are. In these situations one will face challenges and discover their darkest desires and deepest temptations. In Alice Munro’s short story Child’s Play, the conflict between Verna, Marlene and Charlene is portrayed through Munro’s use of literary devices which ultimately reveals the loss of innocence experienced by the characters. This is evident in Marlene and Charlene’s life as the use of imagery exploits the drastic transformation they experience. Similarly, foreshadowing techniques display the inner turmoil the protagonists are facing. Lastly, situational irony is used to show the characters final transition from the innocent people they were to the guilty people they have become. The narrator uses imagery to give insight on Marlene and Charlene’s characters, revealing their loss of innocence. As Marlene grows up, she begins to recognize the harsh realities of the world around her. The change is evident when she describes these changes from her own perspective, â€Å"Every year when you’re a child, you become a different person. Generally it’s in the fall when you re-enter school, take your place in a higher grade, and leave behind the muddle of summer vacation. That’s when you register the change most on† (Munro 1). The use of imagery in this situation clearly shows how change is a crucial part of life and that it is unescapable. As one grows up, childhood fantasies begin to fade as darkness consumes the innocence of the world. Through continuous use of imagery, Munro describes the deterioration of the conflicted mental states of the protagonists. This struggle between right and wrong is seen when Marlene and Charlene decide to drown Verna. â€Å"Verna’s head did not break from the surface†¦ she was turning in a leisurely way, light as a jellyfish in the water. Charlene and I had our hands on her, on her rubber cap† (Munro 12). The actions of the protagonists show the battle they are facing inside. This conflict tempts them to act on their hate and disgust towards Verna, demonstrated on their struggle to decide whether to drown her or not. This struggle clouds their judgement and eventually leads them to surrender to temptations, sequentially shedding them of their innocence. As Masters Student Elisa Vancoppernolle suggests, â€Å"Verna has done nothing to enrage the narrator but  acts somewhat strangely†¦children are monstrously conventional, repelled at once by whatever is off center, out of whack, unmanageable† (Vancoppernolle, 47-48). Vancoppernolle uses this truth of difference to explain how the characters actions were committed out of pure hatred. Lastly, Munro uses imagery to display how Marlene and Charlene succumb to their cruel intentions, transforming themselves into new people. This transformation is seen through the following narration: â€Å"Our eyes did not meet as the head of Verna tried to rise above the surface†¦ like a dumpling in a stew†¦ Charlene’s eyes were wide and gleeful as I suppose mine were too. I don’t think we felt wicked, triumphing in our wickedness† (Munro 12). This imagery shows the cruelty demonstrated by Marlene and Charlene as a product of their transformation from innocent children to violent murderers. Both characters act as if they are not ashamed of what they have done, but rather proud. The use of imagery in Child’s Play, clearly demonstrates how the characters begin to lose their purity. Oftentimes, the situations one encounters is influenced by their environmental conditions they are exposed to. This becomes visible in the characters Marlene and Charlene as shown through the use of foreshadowing. Munro uses foreshadowing to express an atmosphere of tension and frailty on the day Verna and the other specials arrive at camp. Marlene describes the tense surroundings by saying, â€Å"We were living in a stage set to be dismantled and with it all the friendships, enemies, rivalries that had flourished† (Munro 6). This use of foreshadowing reflects how the camp is about to fall apart. It exposes the link between the fragility of the characters and the atmosphere. In addition, the transition of the weather from sunny to stormy represents the events that are about to unfold, symbolizing their inner rage and aggression. This change in the environment is depicted through the narration: â€Å"The clouds darkened†¦. In the air there was what some people called the smell of the storm. † (Munro 7). The change in whether refers to the events that are about to occur. Furthermore, the darkening of the clouds reflects the darkness that lives inside of the protagonists, showing their drastic transition from innocence to guilt. Critic, Charles May emphasizes how the change in environment coincides with the change inside of the girls. He suggests that at the moment the clouds darken, â€Å"Marlene and Charlene take pleasure in spying on Verna and to observe how repulsive and monstrous she is† (May, EBSCO). He reveals how it is at this moment when the camp is full of menace. Foreshadowing also shows the haunting effects that Marlene and Charlene’s actions have on those around them. The effects of their actions are seen when Marlene’s mother voices her opinion. â€Å"How sad, how awful. There should have been supervision†¦ the foibles of my distant futile state† (Munro 1). The confusion of her mother allows one to realize that something awful has happened. Her mother’s words suggest that although Marlene may be a child, she is capable of horrible things, forcing her to lose her innocence. For both Marlene and Charlene, it is evident that unexpected events cause them to question their true identities. The irony in Child’s Play portrays the transition from unbreakable bond between childhood friends, to eventually becomes a distant relationship. The end of their friendship is seen when Marlene states, â€Å"I have not kept up with Charlene. I don’t even remember how we said goodbye†¦our parents arrived and we gave ourselves over† (Munro 7-8). The termination of the girl’s friendship is contrary to what the readers expects. The breaking of this powerful bond shows how as children grow up, they become less naive to the ways of the world. Another ironic event that occurs in the story is when Marlene discovers that Charlene is sick. Marlene describes this revelation when she says, â€Å"Charlene was in Princess Margret Hospital. Her cancer had begun in the lungs and spread to the liver. She had only a short time to live† (Munro 9). This irony expresses that as one grows older, they are faced with many more tragedies. These experiences show how the word is not a place where everything is safe and perfect; it is broken just as Marlene and Charlene are corrupted. Finally, the irony depicts the shocking turn of events when the reader finally learns that the girls kill Verna. This discovery is portrayed by this narration: â€Å"I can imagine the unease starting to set in†¦That someone is missing†¦one of the specials†¦What is her name? Verna. Is that not something out there in the water? † (Munro 12). When the death of Verna is revealed, one can see just how much the girls have changed. Their evolution from children to violent criminals subsequently causes their loss of innocence. Journalist Leah Hager proposes that Marlene and Charlene â€Å"transgressed not simply against propriety, but against human life itself† (New York Times). Hager concludes that one may be more similar to Marlene and Charlene than they originally thought, as the loss of innocence is a challenge that each person must overcome. Ultimately, the use of situational irony shows how the circumstances the protagonists face lead to their final loss of innocence. In conclusion the literary devices emphasize the great differences between Marlene, Charlene and Verna causing the characters to lose their innocence as they evolve into different people as their loss of innocence shapes them into their own person. The effect of the imagery, foreshadowing and situational irony causes one to question their similarity to Marlene and Charlene; desperate to escape the prison that they have created for themselves through their hatred and loathing.

Discuss How Shakespeare Uses Language Essay

Discuss how Shakespeare uses language and dramatic techniques for character development in Act 2 Scene 2 of Measure for Measure. Shakespeare uses a variety of linguistic devices and dramatic techniques for character development from Act 2 Scene 2 to Scene 4. We see Angelo’s precise, business-like persona transform to temptation, and final cruelty whilst we see the true, confident side of Isabella as as she attempts to convince Angelo to reverse his judgement, but eventually loses her ignorant hope on the realisation of his true ‘purpose’. In Act 2 Scene 2 Shakespeare portrays Angelo as precise, intelligently dealing with the pleas of Isabella to save the life of her brother by reversing the death sentence that has been handed down to him. The scene begins with the Provost and Angelo discussing Claudio’s punishment. The Provost dares to ask Angelo if he really wants Claudio murdered, ‘All sects, all ages smack of this vice, and he to die for’t!’, and Angelo states that he does, ‘Did not I tell yea? Hast thou no order? Why dost thou ask again? ’. Shakespeare instantly uses dramatic technique of foreshadowing the conflict that is to follow through the sharp words exchanged between the two. Provost then asks what’s to be done with the woman he got pregnant, Juliet. Angelo still refuses to relent, and says that Juliet, who is in labour, should go to a more fitting place, away from everything that is going on ‘Dispose of her To some more fitter place’ Shakespeare’s lexical choice conveys his ruthless nature to the audience, in this context would mean ‘send her away’, but of course reading the text using more modern language; ‘dispose’ is an unpleasant word, especially when referring to a human being, where it seems incongruous, especially in reference to a pregnant woman, thus subtly foreshadowing the revealing of Angelo’s animalistic nature later in the scene. Angelo also calls Juliet a ‘fornicatress’, the harsh constanents of the name once again conjuring the theme that is constantly present through the play, that of appearance versus reality. Although Juliet appears from Angelo’s quick appraisal to be just a sinful person, her reality is far more complex; she is much better than most women of the time, she is not a prostitute or adulterer, rather her only fault was not securing a marriage contract before she slept with her fiancee. She is actually a woman of strength and principle, not the simple sinner that Angelo’s developing harsh, cruel character reduces her to. Isabella comes to see Angelo innocently, as shy as she appeared in her first scene at the nunnery, and begins to plead with him for Claudio’s life, ‘I have a brother is condemned to die. I do beseech you, let it be his fault, And not my brother’. Angelo is portrayed to be business-like and unrelenting, ‘Condemn the fault, and not the actor of it? Why, every fault’s condemned ere it be done’ but Lucio urges her to persist, encouraging her ‘Ay, touch him, there’s the vein’ acting as a kind of Greek chorus for the audience. She does, and calls upon Angelo’s pity, mercy, and moderation; she recognises that Angelo has the power to enforce the law in full, but impresses upon him that one must use power with moderation. Isabella’s strategy is a keen one, trying to persuade Angelo to have the same mercy for her brother that she has. Once again, the issue of mercy is urged upon Angelo, as is the theme of human weakness, which all, Isabella stresses, fall victim to. Her character is portrayed as increasingly canny, when she has to be; her argument is strong and persuasive, although it is not her argument that causes Angelo to relent, but his attraction to her. Isabella also touches upon the theme of use of power; ‘it is excellent to have a giant’s strength,’ she tells Angelo, ‘but it is tyrannous to use it as a giant’, making an allusion to ‘Jove’ to demonstrate her point – even the gods, with tremendous power, know how best to use their awesome abilities. This is another lesson that Angelo’s character must learn; for although he can use the law to its full extent if he wishes, he has to learn how to temper his power with mercy and heed moderation. Comparing the characters of Angelo and Isabella, one could argue that Isabella is ‘the symbol of goodness and mercy set against a background of moral decay’. Alternatively, one could see her character as self-righteous and hypocritical, as we later discover when she values her chastity higher than her brother’s life. Isabella continues arguing with Angelo until he finally relents and tells her to come back the next day to hear his judgement. Everyone leaves, and Angelo speaks a rather striking soliloquy, apparently talking to himself ‘†¦what art thou Angelo? Dost thou desire her foully for those things that make her good? ’. Thus, through Shakespeare’s staging, we learn that Angelo admits to himself that he is in love with Isabella because of her virtue and purity. Often characters in Shakespeare’s plays have soliloquies but they do not often refer to themselves in third person and when they do, it is often a sign of madness. Perhaps Shakespeare is suggesting this as a sign for Angelo. What is certain is that he is struggling with an inward battle between what he knows he should do and what he desires to do, as his develops and starts questioning the morality of his own character. It is with great irony that Isabella’s call to Angelo to mark the weaknesses in his own heart is answered by Angelo’s acknowledgement that he is tempted by Isabella. It is this temptation that brings from Angelo his first statement of mercy toward Claudio: ‘O, let her brother live! Thieves for their robbery have authority when judges steal themselves!’ Shakespeare shows how Angelo realises that with experience of one’s own weakness comes mercy for others’ failings; however, he soon ignores this lesson, and falls into hypocrisy in Act 2 Scene 4. In this scene, Isabella comes back the next day as Angelo had asked, and he begins by saying that Claudio must die. Isabella begins to leave, but Angelo begins to tempt her to save her brother, by offering herself instead. Isabella ignorantly misunderstands Angelo’s subtle sexual offer, and he is forced to tell her plainly that if she sleeps with him he will let Claudio live. Angelo accuses her of hypocrisy, and they discuss the frailty of women. In terms of character development in this scene, Angelo begins in a state of agitation, pondering why he cannot pray and with a new awareness of how the appearance of things might not be true to reality. Where before Angelo was unified in his intentions and actions, he has now become internally divided, ‘O place, O form, How often does thou with thy case, thy habit, Wrench awe from fools, and tie the wiser souls to thy false seeming! Blood, thou art blood. ’- questioning the power of authority, position and outward appearance to convince even wise men that false men are virtuous. Shakespeare uses language of coercion, ‘wrench’ and ‘tie’, and apostrophe – ‘O place, O form’ to perhaps illustrate the sophisticated and baffling nature of false appearances. Shakespeare also shows how Angelo is beginning to seduce Isabella with subtle and ambiguous lexis, but moving more and more towards blunt, harsh and animalistic discourse as the scene progresses. ‘I have begun, and now I give my sensual race the rein’; Shakespeare shows how Angelo has almost been possessed by his animal side. This is perhaps emphasised by the use of horse imagery, ‘race the rein’, as well as the use of plosives and dentals ‘fit they consent to my sharp appetite’, drawing attention to his teeth and lips, reinforcing his sexual lust and passion for Isabella. When Isabella enters, however, she meekly accepts Angelo’s judgement, but as the scene progresses she continues to find her voice. As Angelo descends into sensuality, she seems to become more pious and religously extreme, almost swapping roles with Angelo. ‘Th’ impression of keen whips I’d wear as rubies, and strip myself to death’ – Shakespeare uses images of love, death and falgellation to express her disgust at the idea of submitting to Angelo. Though the sentiment is spiritual, the language and images are highly physical, suggesting that her character would resist the carnal sexuality by yielding herself to more gruesome lovers: torture and death. Her innocence is also shattered by Angelo’s crass offer – she seems shocked to find out that justice might not be as perfect as it appears. Her naivety is gradually stripped away as Angelo easily overcomes her threat to expose him, and she sees that virtue does not necessarily triumph over iniquity. Yet, she still has ignorant faith in the honour of her brother, Claudio, and trusts that he will defend her honour even at the cost of his life.

How and Why to Comment in Your PHP Code

How and Why to Comment in Your PHP Code A comment in PHP code is a line that is not read as part of the program. Its only purpose is to be read by someone who is editing the code. So why use comments? To let others know what youre doing. If you are working with a group of people or plan on anyone else ever using your script, the comments tell the other programmers what you were doing in each step. This makes it much easier for them to work with and to edit your code if needed.To remind yourself what you did. Although you may just be writing a quick script for yourself and dont see the need for comments, go ahead and add them in anyway. Most programmers have experienced coming back to edit their own work a year or two later and having to figure out what they did. Comments can remind you of your thoughts when you wrote the code. There are several ways to add a comment in PHP code. The first is by using // to comment out a line. This one-line comment style only comments to the end of the line or the current code block, whichever comes first. Here is an example: ?php echo hello; //this is a comment echo there; ? If you have a single line comment, another option is to use a # sign. Here is an example of this method: ?php echo hello; #this is a comment echo there; ? If you have a longer, multi-line comment, the best way to comment is with /* and  */ before and after a lengthy comment. You can contain several lines of commenting inside a block. Here is an example: ?php echo hello; /* Using this method you can create a larger block of text and it will all be commented out */ echo there; ? Dont Mix Comments Although you can nest comments within comments in PHP, do so carefully. Not all of them nest equally well. PHP supports C, C and Unix shell-style comments. C style comments end at the first */ they encounter, so dont nest C style comments.   If you are working with PHP and HTML, be aware that HTML comments mean nothing to the PHP parser. They wont work as intended and are likely to execute some function. So, stay away from:   !Comment

The Definition and Purpose of the Zero Article

The Definition and Purpose of the Zero Article In English grammar, the term  zero article  refers to an occasion in speech or writing where a noun or noun phrase is not preceded by an article (a, an, or the). The zero article is also known as the  zero determiner. In general, no article is used with proper nouns, mass nouns where the reference is indefinite, or plural count nouns where the reference is indefinite. Also, no article is generally used when referring to means of transport (by plane) or common expressions of time and place (at midnight, in jail). In addition, linguists have found that in  regional varieties of English known as New Englishes,  omitting an article is often done to express non-specificity. Examples of the Zero Article In the following examples, no article is used before the italicized nouns. My mothers name is Rose. I gave her a rose on  Mothers Day.Every mile is two in winter.This plant grows in  sandy soil and on the edges of swamps.David Rockefeller was authorized to hold the position of director of the Council on Foreign Relations. The Zero Article in American and British English In American and British English, no article is used before words such as  school, college, class, prison  or  camp  when these words are used in their institutional sense. The students start school in the fall.College provides opportunities for students to learn and meet new people. However, some nouns that are used with definite articles in American English are not used with articles in British English. When I was in the hospital, I often wished there were fewer hours in the day.[American English]When Elizabeth was in  hospital, she was occasionally visited by her parents.[British English] The Zero Article With Plural Count Nouns and Mass Nouns In the book English Grammar, Angela Downing writes that the loosest and therefore most frequent type of generic statement is that expressed by the zero article with plural  count nouns  or with  mass nouns. Count nouns are those that can form a plural, such as dog or cat. In their plural form, count nouns are sometimes used without an article, especially when they are referred to generically. The same is true when the noun is plural but of indefinite number. Dogs love to run around outside.The boy loves to play with toys. Mass nouns are those that cannot be counted, such as air or sadness. They also include nouns that are not usually counted but that can be counted in some situations, such as water or meat. (These nouns can be counted using certain measurements, such as some or much.) Clean air is important for a healthy environment.The man was overcome by sadness when he lost his home. Sources Cowan, Ron.  The Teachers Grammar of English: a Course Book and Reference Guide. Cambridge University Press, 2011.Downing, Angela.  English Grammar. Routledge, 2006.Platt, John T., et al.  The New Englishes. Routledge and Kegan Paul, 1984.

Possible Selves Assignment Example | Topics and Well Written Essays - 1000 words

Possible Selves - Assignment Example Kail and Cavanaugh (2013) elaborate that possible selves constitute powerful motivator for people to struggle towards achieving their dreams and live satisfying life. Reflective judgment theory explores and details ways in which people base their reasoning through real life dilemmas that concern and revolve around religion, personal relationships and science among others (Kail & Cavanaugh, 2013). According to reflective judgment theory, there are seven stages of judgment. The seven stages are in three groups, namely prereflective thought that covers stages 1 to 3, quasi-reflective reasoning that covers stages 4-5 and reflective reasoning that covers stages 6 and 7. According to Kail and Cavanaugh (2013), prereflective thought of the reflective judgment theory that covers stages 1 to 3 makes people regard knowledge as something gained through the word(s) of a higher authority or firsthand observation rather than through evaluative and analytical reasoning of evidences. People exhibiting this element believe that their knowledge about life issues is absolutely correct and certain. Students in high school or colleges tend to apply prereflective thought in the process of learning. Since they do not want to challenge the knowledge of perceived intelligent and correct lecturers and teachers, they simply believe and trust instructions and lectures with little intent to seek further evidence. Teacher or lecturer is usually a person of higher authority and knowledge and cannot give false instructions or concepts to the students (Zytowski & D’Achiardi-Ressler, 2011). Believing instructions as given is usually a show of obedience, respect and disc ipline, which constitute elements of the so-called â€Å"good students†. In addition, prereflective thought of reflective judgment enable students to read, believe and grasp research findings documented in books

Enterprise resource planning Literature review Example | Topics and Well Written Essays - 3000 words

Enterprise resource planning - Literature review Example Taking into account all the necessary precautions described in this review, readers can develop an accurate and effective ability to choose the correct ERP to fulfil their company’s needs. Enterprise Resource Planning The development of Enterprise Resource Planning (ERP) packages has evolved the software market in the most valuable segments of modern organizations. They have transformed over the past decade, every aspect of organisational process including sales, marketing, manufacturing and staffing. The first ERP systems that emerged were very expensive for small and medium companies and also required complex processes and maintenance to incorporate them. The detrimental effect that ERPs possess over the entire organization is deemed important for the development and prosperity of a business (Livermore & Ragowsky, 2002). As, such a combination of human and technical expertise is required in order to make a correct selection of vendor, implement the system accordingly and p rovide adequate support and maintenance. The instances of companies going bankrupt due to implement failure of an ERP system include prestigious firms, such as Mobil Europe, Nike, Reebok and Hershey. The continuous failures of the ERP system have raised the question of their viability and the risks involved with incorporating such practices (Chen, 2001). Based on available literature and real-life examples, this review will analyse the tasks needed in order to choose the correct ERP system, the implications that need to be considered, important procedures needed for implementation and future directions for research are proposed. History of ERP The predecessors of modern ERPs were made in the 1960’s with the manufacturing of early Material Requirements Planning (MRP) software by the partnership of J.I. Case with IBM.. However these solutions were big and expensive because they required a large technical staff to support the mainframe computers. In 1970’s the developme nt of faster and higher capacity storage enabled the development of a more integrated business information system. The introduction of COPICS concepts for IBM computers and subsequent birth of software companies such as SAP (Systemanalyse und Programmentwicklung) and Oracle among others, lead to increased technological advancements in MRPs. Its functions included scheduling and releasing manufacturing work orders and purchase orders (Chen, 2001). The MRP II system was created in the early 1980’s by J.D Edwards was later named manufacturing resource planning rather than its original acronym and adopted the MRP-II term to conjoin with the newer capabilities, such as integrating primary functions (production, marketing and finance) and personnel and engineering to improve the efficacy of the enterprise. During the late 80’s the update of CIM (Computer Integrated Manufacturing) framework offered a strategy to help integrate information in a consistent manner across the e nterprise, which was the key to the migrating path between MRP and ERP systems (Chung & Snyder, 2000). The term enterprise resource planning (ERP) was named in the early 1990s by the Gartner Group and included certain criteria to asses the extent of integration across many functional areas such as production from raw materials to work-in-process (WIP) to finished goods inventory (FGI), shipping and receiving