Franz Kafkas A Hunger Artist Essay Example | Topics and Well Written Essays - 750 words

Franz Kafkas A Hunger Artist - Essay Example Insofar as his purpose is not understood and his act of starvation is viewed suspiciously, the hunger artist emerges as an absurd figure. The absurdity of the hunger artist, however, is the absurdity of the human condition and of life itself. To this extent, and despite the unrealistic nature of the story, "A Hunger Artist" can be interpreted as a metaphor for life, a realistic exposition of the human condition, and a parable. The Hunger Artist's inability to communicate the intent of his act of starvation to the people and his commitment to his art does not simply imply the absurdity of his life's work but highlights the meaninglessness of life itself. Kafka's protagonist, a painfully thin man, is locked in a cage by his manager, his impresario, with whom he signed a contract giving him the authority to lock up and starve the artist for a period of forty days. Day after day, for forty days, he just sits in his cage, fasting, watching others watch him, and admire his ability to starve. Meanwhile, three butchers supposedly watch over him to ensure that he does not cheat and break his fast but, instead of keeping an eye on him, they deliberately let him alone. Although they do this out of kindness and to give him an opportunity to eat from the food they believe he has hidden somewhere in his cage. However, the hunger artist views this as an insulting lack of appreciation for, and belief in, his art. When th e forty days are over, he is let out of his cage and led into the town with a marching band. After a few days of rest and food, he begins his fast again. In other words, he is trapped in a continuous cycle of forty days fasting, brief break, forty days fasting and so on. His work/art, insofar as it is not understood as an art, is absurd; his unique ability for self-starvation is absurd as there are many who do not believe he is truly fasting; and, ultimately, his life is reduced to an absurd and meaningless cycle of starvation. As incredible as "A Hunger Artist" and its protagonist are, it is a realistic, although metaphorical, representation of life and the human condition. The story is about the concept of achievement, of doing something incredible and, accordingly, attracting recognition and respect. The protagonist's unique ability, however, is not viewed as an accomplishment worthy of respect but as something fascinating which, at best, will only attract disbelieving stares. The point here is that we, as the readers, should not just see this incredible accomplishment as simply referring to starvation and fasting but as referring to many things, whether they are ideas, inventions or even services that one person has done for men. In other words, this story can be read as focusing on the fact that most people no longer give others, or great things, the appreciation that they deserve. In that case, doing something great or extending an important service to the world becomes absurd and meaningless. For one , people will search for the weak points in that great accomplishment or service, such as when the butchers assumed and believed that the Hunger Artist was cheating and eating. That is, some people will search for the flaws and bring that great thing down, making it loose some of its value. Others will exploit it, as the impresario did with the Hunger Artist. This is exactly what Kafka is saying and important to quote

Old english language Essay Example | Topics and Well Written Essays - 1500 words

Old english language - Essay Example To begin with, the role of language in one's life is one that fulfils the need to belong. (Crystal, 2005) This sense of belonging springs from one's immediate environment where there is focus on the language one speaks along with complementary elements like accent, nuances and other such features that form the general social and cultural terrain of the particular place. Language offers people first hand knowledge of a variety of symbols that one comes to associate with a place. This in turn generates a more enriching quality to one's experiences. Experiences in various spheres helps in understanding the forces within society and how these forces define and alter language. (Mercer, 1996) In knowing and learning a language, whether by birth or subsequent settlement, there is a certain amount of satisfaction that helps contribute to one's sense of identity. This also has certain mental implications as it shows the person's basic aptitudes, besides brining him or her face to face with the challenges of implementing the language. This makes a person draw from experiences of the past, learn from present experiences and contribute to future experiences, which will shape his or her overall life experiences. This also renders a certain amount of creative and communicative competency to a person and his or her sense of confidence with which he or she carries out interactions with people. This creates a working relationship between centrifugal and centripetal forces in society towards the definition and alteration of language. (Crystal, 2005) Centripetal and Centrifugal Forces Formal and Informal Means of Learning: Centripetal Forces Within every society there are formal and informal means of learning that support the definition and alteration of language. Let us stop for a moment and consider the word "formal". This word has been used above in the context of generating the difference between theory and practice as it may be seen from a variety of perspectives. To begin with, a person's formal education begins at school and goes on into college and higher institutions thereon. Yet, there is a strong play of "informal education" in a person's life. (Byram, 1994; Pp 15 - 31) Informal education begins in a person's life from the time he or she takes birth. Many studies and scientists believe that informal education or orientation towards one's basic belief and value system begins once a child is conceived in a mother's womb. According to numerous studies, a foetus responds to every little sound while in the mother's womb. This is but a small example of informal training. Informal education by no means stops once a child enters an educational institution. Formal education through an educational institution simply sharpens the brains and prepares it to recognise those symbols that will bring a person towards actual worthwhile learning through external experiences. No theory is complete without practice. In fact, any theory that has been propounded without practice is a failure towards imbibing competency of any kind within any individual. According to Lea, "In efforts to help inform educational theory they (philosophers) have dealt extensively with concepts like knowledge, teaching, learning, thinking, understanding, belief, justification, theory, the discipline, rationality and the likes." (Lea, 2001; Pp 16 - 37) The power of

Characters in Relation to a Bee Hive Essay Example for Free

Characters in Relation to a Bee Hive Essay In Sue Monk Kidd’s novel The Secret Life of Bees, the female community and the roles in a colony of honeybees go hand in hand in completing the underlying theme that assists the plot’s development. The characters throughout the novel present many parallels to the novel’s main symbol: bees. The aspects of a colony and how every bee, each with a different job works together for a common goal or purpose, reflects significantly on the plot and on the main characters. The symbol of bees is related to many extremely significant themes in the novel such as the power of the female community, and the need for a mother. The jobs of bees in a colony directly relate to and draw parallels to the main characters in the story and the strength of the female community. The brood or baby bee, the worker bees, and the Queen bee are all important roles within a hive of bees just as each different role is important within a household or community. Coming of age in an imperative theme within the plot. A brood or a baby bee characterizes initial innocence and growing up. Lily Owens, the antagonist of the novel, is on a journey of self-discovery, which is comparable to a baby bee in a colony learning its place in the hive. In her growing up, Lily learns important lessons, which help her in the coming-of-age process. Not only is Lily on a journey mentally but she is also on a voyage to find out if her mother truly left her when she was young. Finding out the truth was quite possibly the hardest part of Lily’s journey: â€Å"Knowing can be a curse on a person’s life. I’d traded in a pack of lie for a pack of truth, and I didn’t know which one was heavier. Which one took the most strength to carry around? It was a ridiculous question, though, because once you know the truth, you can’t ever go back and pick up your suitcase of lies. Heavier or not, the truth is yours now† (Monk Kidd 256). When she finds out the truth, although the insightfulness exemplified demonstrates her increasing maturity, the anguish in her tone characterizes that she is still a young person with extreme emotions. Lily learns that in fact, refusing to know something is bliss but bliss is not necessarily happiness. Lily, although would feel more comfortable not knowing the actuality of the issue, understands that now that she knows the truth, there is no â€Å"un-knowing†. She realizes that she can either dwell over fact or learn from it. The astute that Lily illustrates, demonstrates that she is in fact maturing, and becoming a large part of the community. When Lily’s extremely obnoxious father, who abused her both mentally and physically, intruded into the house where Lily was staying, storming in and demanding her to come home with him, Lily’s increasing maturity, once again overpowered her once young voice and eventually persuaded him to leave: â€Å"He drove slowly, not tearing down the road like I expected. I watched till he was gone from sight then turned and looked at August and Rosaleen and the Daughters on the porch. This is the moment I remember clearest of all-how I stood in the driveway looking back at them. I remember the sight of them standing there waiting. All these women, all this love, waiting† (299). Lily now understands that her biological mother, the one she has been yearning for her entirety, was in fact never going to be with her. Lily finally accepted this and saw that a mother does not need to be biological, nor does it need to be just one. A female role model, someone strong, courageous, and loving can be found in any women. The racist community Lily grew up in during the 50’s, where black women were looked down upon, was absolutely defied. Lily accepted that her biggest role models, her mothers, were a group of black women. The maturity required while overcoming a deep, racist thought surrounding one’s mind from the most thought-influencing time of development, is extensive and far-reaching. The power of love is finally understood by Lily and therefore embodying her hunger for knowledge of adult knowledge. Lily’s love interest, Zachary Taylor, a black boy is a seemingly outrageous thought for anyone who looked in on the tight night community of the Daughter of Mary. Zach and Lily shared a distant but true and pure love for one another: The silver rectangle dropped down under my shirt, where it dangled cold and certain between my breasts. Zachary Lincoln Taylor rested there, along my heart† (231). This type of love is a first for Lily. The perplexing, untouched and weakening bound of love between two individuals who are in love was something Lily had never previously sensed.

phonics :: essays research papers

PHOÂ ·NICS Phonics is the basic rules for translating written symbols into sounds. Emergent readers and writers should understand that there is a relationship between letter patterns and sound patterns in English (the alphabetic principle), and eventually develop an awareness of the separate sounds in words. Without the recognition of words, there would be an incomplete foundation for constructing meaning. Phonics, along with other the use of context, word parts, syntax, and automaticity enables a reader to recognize words. Learning the basics- relationships between letters and sounds- enables children to decode words they have never seen before. As this process becomes more automatic, it releases children’s attention to the higher-level activities involved in comprehending the text’s meaning. Children will use phonics along with the context and syntax of the text, the illustrations, and the words they recognize automatically. The most effective and efficient phonics instruction focuses on children’s attention on noticing letter/sound patterns in the major components of syllables: that is, on noticing the letter/sound patterns in initial consonants and consonant clusters and in the rime, which consists of the vowel of a syllable plus consonants, such as –ake, -ent, -ish, -ook. Students should not see the rules as fundamentals but rather as a way to note patterns within words. For example, the silent final e is not always consistent, but knowing about it does help the reader note the pattern. Rules should not be taught for recitation. When children have a context in which to learn the code system, instruction of phonics is most successful. Children who have been exposed to print during the early child development years have a solid foundation for learning to read. For children lacking this foundation, activities such as listening to stories, shared reading of Big Books, and matching print in nursery rhymes on charts provides them with a context of what reading and writing are and the uses that sound letter knowledge might have.

Othello and the Outisder Essay

The play Othello by William Shakespeare, the book A Clockwork Orange by Anthony Burgess and the visual representation enrich understanding of the concept of the outsider through their use of both visual and literary techniques to depict outcast characters. The book A Clockwork Orange by Anthony Burgess enriches and explores the concept of the outsider through its use of first person narrative, motifs and rhetorical question and enriches our study of the outsider through its portrayal of Alex, the protagonist, as an outsider. â€Å"So I waited and, O my brothers, I got a lot better munching away at eggiwegs† A Clockwork Orange is written entirely in first person narrative, effectively making readers sympathetic towards Alex’s character and by repeatedly addressing the audience as â€Å"O, my brothers† as shown in the above quote, we are implicated in the actions taken by Alex. But in addressing the audience Alex separates himself from the action in the novel and presents himself as an outsider. Nadsat is a form of slang, a motif in this novel, created by Burgess solely for the novel. The effect of its use is a disjointed one, readers begin the novel feeling disoriented and confused. In turn, this alienates the audience. However as we begin to understand the language, it becomes a distinctive trademark of Alex, and thus estranges him from everyone else in the novel, as we begin to associate its use solely with him. â€Å"Like some bolshy gigantic like chelloveck, like old Bog Himself (by courtesy of Korova Milkbar) turning and turning and turning a vonny grahzny orange in his gigantic rookers† This quote is taken from the end of the novel. The use of nadsat at the end of the novel, when it has been discovered that his fellow droogs no longer use it, further alienates Alex. â€Å"What does God want? Does God want goodness or the choice of goodness? Is a man who chooses the bad perhaps in some way better than a man who has the good imposed upon him? † In this quote, Burgess uses rhetorical question to make the audience think about the reconditioning that Alex has been subjected to and how, because his ability to make choices has been taken away from him, his actions become meaningless. Forcing the audience to consider this highlights Alex’s outsider status. Using these literary techniques, Burgess establishes Alex as an outcast which in turn enriches our understanding of the outsider as in this novel we are able to explore the characterisation and actions of an estranged character. William Shakespeare’s Othello makes use of repetition, soliloquies and juxtaposition to depict Othello and Iago as outsiders, consequently enriching our study of the concept of the outsider. The repetition of racial epithets throughout the play cement Othello’s outsider status. Examples include: â€Å"a Barbary horse† and â€Å"an old black ram† The animalistic nature of these insults are a reflection of the racist attitudes that were commonplace in the society Shakespeare has created. Additionally, use of these epithets throughout the play continually degrade Othello and highlight his outcast status. Shakespeare uses soliloquies throughout Othello to reveal Iago’s plan. However, the use of soliloquy by Iago as a means to communicate with the audience casts him as an outsider as he connects more with the audience rather than his fellow characters, effectively ostracising himself. An example of this can be seen in Iago’s soliloquy in Act 2, Scene III: â€Å"And what’s he then that says I play the villain? When this advice is free I give and honest†¦ †¦ And out of her own goodness make the net That shall enmesh them all. † It is soliloquies like these, wherein Iago explains his actions, which also assist in estranging him from the audience, as the reader is never given a otive for Iago’s action – only what they entail. Shakespeare also makes use of juxtaposition to illustrate Othello’s alienation from society. In the quote: To fall in love with what she feared to look on? Shakespeare juxtaposes the ideas of love and fear to describe Brabantio’s disbelief that his daughter, Desdemona, would marr y a man like Othello. It highlights the racist attitudes of the Venetian society Shakespeare re-creates in his play, and emphasises Othello’s outsider status. Shakespeare’s use of a variety of literary techniques to portray estranged characters enriches our study of the outsider as we are able to study and analyse these characters and therefore understand the nature of the outsider. The visual representation uses visual techniques such as: gaze, motif, colour and tone and texture to depict the outsider. The use of direct gaze forces a connection between both the character and the viewer, influencing the viewer. The use of colour, or lack thereof, places emphasis on the window frame – hinting that the frame itself has a deeper meaning. The framing itself becomes a motif, as it is a depiction of how the way an alienated persona sees the outside world in the exact same way, no matter whether or not the person and surroundings change. In the visual representation, the use of colour on the framing only emphasises this feature giving it salience and it points out the fact that the framing is the only element that is repeated.. Additionally, the variety in tone and texture has a confusing and chaotic effect, reflecting the nature of the outsider. The visual produced, together with the original image, enriches study of the outsider as it passes comment (the nature of the outsider is perplexing and chaotic, yet is relatively the same no matter who is outcast) on the nature of the outsider, thus we develop a deeper understanding of this concept. The play Othello, the book A Clockwork Orange and the visual representation make use of both visual and literary technique to enrich the study of the outsider. The use of these techniques assist in the exploration of characters that have been alienated, hence we are able to learn more about the concept of the outsider.

Best Russian Movies for Language Learners

The War Of Versailles Between The Allies And Germany

At the beginning of 1919 all eyes were turned towards Paris. The city was to become the main focal point for the world’s population. This was where the peace talks were to be held to draw a close to the First World War, the war to end all wars. World leaders from 32 countries converged on Paris armed with the demands for their countries reparation. The ‘Big Three’ participants of the peace talks wanted more than just reparation. For six months the world’s most powerful and influential men met every day arguing, then discussing, then arguing again. Deals were made, various treaties drawn up and new countries and organisations were created, the decisions made between January and June 1919 were the most important. This demonstration of power, debate and decision making had never been seen before nor would it be seen ever again. The treaty was signed at the Palace of Versailles between the Allies and Germany. The three most important politicians there were Davi d Lloyd George representing Great Britain, Georges Clemenceau for France and Woodrow Wilson, president of the United States of America. The victors from World War One were in no mood to be charitable to the defeated nations and Germany in particular was held responsible for the war and its consequences. (http://www.historylearningsite.co.uk/modern-world-history-1918-to-1980/the-treaty-of-versailles/ accessed 02 Feb 2016) Para 1 - GB David Lloyd George was Prime Minister of Great Britain when the Armistice took place inShow MoreRelatedTreaty of Versailles1349 Words   |  6 PagesThe Treaty of Versailles was intended to be a peace agreement between the Allies and the Germans, instead with the harsh end terms for Germany, it created political and economic chaos in Germany. By the end of the First World War, Germany had surrendered and signed a peace agreement. The task of forming a peace agreement was now in the hands of the Allies. In December of 1918, the Allies met in Versailles to start on the peace settlement. The main countries and their representatives were: The UnitedRead MoreWhy Did the 1919 Paris Peace Settlement Not Provide a Durable Peace in Europe1570 Words   |  7 Pagesprovide a durable peace in Europe? The First World War, was without a doubt one of the most tragic events in the history of people. It was fought on a scale, and at a cost in human suffering, unparalleled in the history of man kind. Countries from every continent, including most of those in Europe, had taken part. Whole populations had been marshalled to serve their countries war efforts1. All these came to an end when on 11 November 1918, Germany finally agreed to sign an armistice. What is veryRead MoreThe Treaty of Versailles Effect Essay1490 Words   |  6 PagesTreaty of Versailles Effect The Era of the World Wars was a terrible time in both American and European History. 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Before World War I Europe was doing well theyRead MoreTreaty of Versailles was the End of World War I1731 Words   |  7 Pagesthe end of World War 1, all of the parties involved wanted to know what the terms of peace entailed for their country. To determine these details, the Paris Peace Conference, also known as the Versailles Peace Conference, was held in Versailles. The conference began in January 1919 and lasted until June 28 when the Treaty of Versailles was signed. Hundreds of allies and countries that fought in World War I were at the Paris Peace Conference to discuss the outcome of the war, although countriesRead MoreThe Treaty Of Versailles Ended World War I1498 Words   |  6 PagesFrom 1914 to 1918, the world was overshadowed by a horrific war-World War 1. The Treaty of Versailles ended World War 1 with the hopes of no more wars in the future, however nobody expected it to be to foundation of the next catastrophe in Europe-World War 2. World War One that lasted from 1914-1918 was one of the most horrific wars in history. Europe was devastated and covered in a veil of anger and bitterness. Millions of people died or were wounded. Many cities in Europe were completely destroyedRead MoreWorld War I Was One Of The Most Destructive Wars1031 Words   |  5 PagesWorld War I was one of the most destructive wars in modern history. Nearly ten million soldiers died as result, in part, from the introduction of new weapons, like the machine gun and gas warfare, as well as the failure of military leaders to adjust their tactics to the increasingly mechanized nature of warfare. Viewing Germany as the chief instigator of the conflict, the Allied Powers decided to impose particularly harsh terms and conditions upon defeated Germany. The Treaty of Versailles, signedRead MoreThe Treaty Of Versailles, Reparations, And The Locarno Pact1528 Words   |  7 PagesIn 1919, the Paris Peace Conference organized by the triumphant leaders o f World War I, initiate reparations and peace treaties amongst the Allied and Associated Powers and the conquered Central Powers it led to the rise of the treaty of Versailles. The progression of the treaties that were discussed in the Paris Peace conference, are what formed the new countries and borders that reshaped the entire map of the world and also resulted in many Empires becoming economically unstable. The Paris PeaceRead MoreUnit 5 Exam : World War I1315 Words   |  6 PagesUnit 5 Exam: World War 1 Lesson 1: Alliances The unconditional support from alliances can be blamed to cause World War I. The nature of the alliances is laid out in the alliance document. The alliances stipulated assistance and contribution of the signing parties in the event of conflict. It can extend from money or logistic sponsorship, similar to the supply of materials or weapons, to military activation and a statement about war. Partnerships might likewise contain currency components, forRead MoreTreaty of Versailles1324 Words   |  6 PagesTreaty of Versailles Essay One of the most important documents ever, The Treaty of Versailles was proposed to be a peace settlement between the victorious Allies and the defeated Germans at the outcome of World War I. The document was a major disaster and did not serve any of the purposes it was drawn for. The harsh provisions of the treaty along with its unfair orders to Germany led to the worlds most horrific leader come to power and also set the platform for another war. The treaty became a