Seasons within the Life of a Slave

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Seasons within the Life of a Slave

In the life of a slave, most every day followed the same routine, and each year was just as predictable as the one previous. Although each slave had his or her own inexcusable daily tasks given by the master, they all seemed to have their own sadness, within which a unique anecdote is intertwined. This phenomenon may be observed by considering the happenings in the narratives of two slaves Linda Brent in "Incidents in the Life of a Slave Girl" by Harriet Jacobs and Mr. Charlton in "Sketch of the Life of Mr. Lewis Charlton, and Reminiscences of Slavery" by Edward Everett Brown. By taking into account the resemblances and differences of the two, one can understand the variations of abuse inflicted upon each slave.

The slave experiences of both Linda and Mr. Charlton were mostly filled with the utmost cruelty and disrespect. Shattered emotions and torn flesh made the thought of each upcoming day more and more undesirable. Pain was equally experienced between the two, although there was a different type of vindictiveness distributed to each. Harriet Jacobs wrote with a pseudonym, Linda. In her story, Linda encountered emotional and sexual abuse by her master Mr. Flint. The harshness and insensitiveness that Mr. Flint rendered upon Linda because of her longing to be with a man whom would love rather than exploit her only led her to have a growing hatred towards him. She told him "You have tried to kill me, and I wish you had; but you have no right to do as you like with me" (Jacobs 176). Mr. Charlton takes on a different form of abuse from his masters. On several occasions he was beaten so extensively that he was unable to use his legs. "For three years I had to labor hard ploughing and hoeing in the field, with no flesh on the bones in the centre of my legs, and when the clothes were removed from my legs, the white bones could be plainly seen" (Brown). He also witnessed the death of two slaves who, instead of being caught by their master in an attempt to escape, would rather throw themselves into a flaming furnace and put an end to their misery. These terrible conditions and hatred inflicted upon slaves is referred to as "the atmosphere of hell" (1764) in Jacobs's work.

Both Jacobs and Brown expressed the importance of true freedom; however, there was a different aspect displayed by each. Linda participated in the abolitionist movement in order to free powerless slaves and be reunited with her children. Jacobs expressed her connection to the helplessness of undesirable slavery which allowed the reader to understand her desire for their freedom "You never knew what it is to be a slave; to be entirely unprotected by law or custom; to have the laws reduce you to the condition of a chattel, entirely subject to the will of another" (1767). Mr. Charlton also strived to give slaves (former and current) an education that they had not previously been capable of obtaining. After receiving his freedom he realized that "There was no churches for them to attend divine worship, no ministers to preach to them the word of God and teach them lessons of truth and wisdom, no schools where they could be educated" (Brown). He was also a faithful believer in God and referred to the "nation's hypocrisy and oppression" because of its willingness to allow the colored race, enslaved and free, to be so foully mistreated (Brown). Although he encountered many hardships in efforts to attain a chance for his race's knowledge and truth, he displayed vast consistency for this task which revealed his longing to be respected by all men.

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Freedom was granted to Linda and Mr. Charlton. There was great happiness connected to independence, but there were past recollections of old friends and emotions that were forever in their memories as well. Linda recalled the terrible memories of her former master, Mr. Flint, and says, "…she was a better Christian than I was if she could entirely forgive him. I cannot say, with truth, that the news of my old master's death softened my feelings towards him. There are wrongs which even the grave does not bury" (Jacobs 1774). She also fondly reminisces on past times "I would gladly forget them if I could. Yet the retrospection is not altogether without solace; for with those gloomy recollections come tender memories of my good old grandmother" (Jacobs 177). Her statements provide evidence of the thoughts that linger with her existence. In addition to the emotional baggage, slaves were not treated justly by citizens who did not agree to their "free" status. Mr. Charlton underwent this occurrence when he tried to take one of his employers to court for refusing to pay him the amount that was earlier agreed upon. Edward Brown described Mr. Charlton's court experience by writing, "The court was a mockery; there was no such thing as justice; the only difference was that he was white and I was black, the law protected white men and trampled upon black men." This unjustly treatment by the nation, its government, and his fellow citizens continued to torment him throughout all of his life's challenges.

These works by Harriet Jacobs and Edward Brown are stories about the lives of two slaves and their struggles with freedom, life, and liberty. Both authors have directed his or her work to a specific audience in order to touch their hearts and minds with the tremendous and diverse struggles encountered by each. The focus of Jacobs's story was on the difficulty of a woman held captive to slavery. Jacobs wrote, "The influences of slavery had had the same effect on me that they had on other young girls; they had made me prematurely knowing, concerning the evil ways of the world. I knew what I did, and I did it with deliberate calculation" (1766). She sought an audience of women; for she believed that, in her time period, all women should work collectively because they are all under the control of white men. Therefore, she told her story in an effort to encourage the support of all women. Edward Brown wrote to reach different listeners. He endeavored to include and enlighten all citizens with his knowledge and thoughts on slavery and the equal treatment of all men. His particular addressees, though, were those claiming to have a Christian faith because he believed that they would take the greatest action in response to his writing. In attempt to assure his readers that his task and reliability would be everlasting he wrote

"But I am still toiling, although my pathway is strewn with thorns, and not flowers, the black cloud of prejudice hangs over me, men try to blacken and defame my character, and crush me, because they have the power in their hands, but I will fight my way through till I die, striving to raise means to educate and make Christian men and women out of now raw material" (Brown).

Mr. Charlton had a desire to dispose of the immoral characteristics of society. Harriet Jacobs's and Edward Brown's purpose for these writings was to educate the readers on the harsh circumstances of human captivation, and putting an end to the existence of slavery was the lifelong goal of both writers.

Works Cited

Brown, Edward Everett. "Sketch of the Life of Mr. Lewis Charlton, and Reminiscences

of Slavery." University of North Carolina at Chapel Hill Libraries Documenting the American South. 000. 5 February, 00. http.//docsouth.unc.edu/neh/Charlton/Charlton.html

Jacobs, Harriet. "Incidents in the Life of a Slave Girl." The Norton Anthology of

American Literature. Ed. Julia Reidhead. 6th ed. vol B. New York Norton,

00. 175-177.

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In Walk's Ed - Review

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"In Walks Ed" was the first play I ever attended and it was most enjoyable. I had no idea what to expect from the start. One of the things that first stood out at the theatre was the fact that all the employees were dressed in all black. When I enquired, I found out that they all dress in black so as not to distract the patrons from the entire performance. I was most impressed with the entire feel of the Ensemble Theatre, from the calmness and quietness of the entire area, to its interior design around the ticket booth area. This play felt like an edgy like a love story, filled with denial and every character seemed to be searching for something or looking for a goal. The five production elements I would like to focus on in this paper are; acting, directing, lighting, text, and theatre space.

It tells the story of Paladin, a gun for hire who comes back to his old stomping ground after a successful 15 year campaign of slaying numerous souls, even that of his boss. He, Paladin is haunted by the love he left behind, his lost love Darlene, who has now given up her criminal ways to the extent to which she has now become a cop. Paladin decides to come back anyway knowing that it could be his downfall, he knows that he could stay away and start a new life without Darlene, with his million dollars, but too him, her love meant too much to him. Maybe he believes that his soul would be empty without Darlene even with all the money that he has, so he decides to come back, with his old partner now enemy on his heels, Paladin tries to redeem the only true thing, the only thing that stood the test of time and meant everything to him… his love for Darlene.

All the actors in this play were believable. It seemed as if they were suited for the roles that the played, as if they were they people they were playing. Even though, the actor Kirk Dautrive looked much older than the character that he was playing, he did a good job.

The performers that I believed did a winning job in this play were Wayne Dehart, Broderick Jones, and Kirk Dautrive who played Sky, Eddie Paladin, and Pete respectively. Dehart's portrayal of Sky was very believable, from the way he looked, (as being the owner of the bar), to his confident delivery of his lines; it was as if the audience was not even there. He even moved around with a slight limp that added some depth to the character, even though Dehart has a natural limp. The role of Paladin was well played by Jones; his stature aided him in his portrayal because he gave off this feeling of a professional, his suit that was Portuguese made, the shades, and his custom-made guns. It had professional written all over it. The way in which he walked and spoke his words set him apart from the rest of actors in the film, with an echoing voice, that could be heard throughout the entire theatre, an example of that was when he is tied up and is trying to tell Darlene that he came back to save her not kill her, he shouts "I came back for YOU!". Thirdly Dautrive, who played the role of Pete, had a comedic performance throughout the entire play. Whenever the play seems to slow down or get a bit stale, he always seems to come up with the right words. An example of that would be the way he behaves when Paladin gives him some of the money at the ending, Pete gets excited, dances around the money, thinks about what he would buy, and then at the end he reminds Sky that he would be back at the bar tomorrow, it was as if Pete never received the money.

On the other hand, Nicole Ford's performance was mediocre at best, playing Darlene. She had her up and down moments throughout the play, but overall I felt as if the play didn't need her as much. Her only highlights came from her fight scene with Bennie when she did no speaking at all. Finally, Jimmie Parker, who played Bennie the Jet, was too eccentric (a word he actually calls himself in the play), his laughs were not funny. One could tell that it was a fake laugh that was used for his character, thinking about it now, maybe he was cast to act like that in the play, but he stood out a bit too much, and not in a good way.

The element of directing seemed to flow throughout the entire presentation. The director, Marsha Jackson Randolph brought about a jazzy feeling to the play. I believe that she did a great job in inspiring the cast for the roles that they played because the scene is set in the mid 170's to present. It took some work to get the actors into their perspective characters based for that time. All the visual elements-- bar scene, costumes, and lighting suited the time in which the played was based. The actors seemed to have all their steps for this play down. At no time did any of them seem to half step or lose focus at to their position on the set. All of their entrances and exits were smooth.

There was never a point in the play where there were long pauses or interruptions, it kept its jazzy flow throughout the play, even during the intermission. There was a felling that you were in a club similar to it, and there wan an artist on stage jiving or singing the blues.

Another element that is focused on is that of lighting. The lighting was effective in its portrayal of the time, place, characters, and situation of the play; it was dark, noisy, and smoky. The colors that were used again continued that jazzy vibe that was felt in the play. Colors such as purple and orange were used throughout the play. I believe that the lighting was realistic for this play; the scene was a bar, so it came with that dark hard to see feeling, the light source felt natural, there were only too sources of bright light, they came from the back room of the bar, and the front door, which I believe was a nice touch, that way you could anticipate someone coming into the bar, the use of automated lights. Nice touches to the lighting would be the jukebox that was situated in the corner of the set and a part of the play when Paladin decided to take a smoke; you can't have a bar without someone smoking. That was a nice touch.

Now I would discuss the production element of text. This play was an improvisatory piece subtitled "The Essence of Soul, In a Late Night Mode" from director Ms. Randolph. Throughout the text, the author is trying to communicate to the audience the trials of Paladin; in his quest to redeem his self and reclaim Darlene. It shows the life of Sky who partially raised Paladin and then betrays him. I believe that that genre of this play is a tragicomedy.

In Walks Ed is also climatic in its nature, the plot began late in the play, and everything seemed to be set up in the past. As the textbooks says "In climatic structure, then, the play begins when all the roads of the past converge at one crucial intersection in the present-in other words, at the climax…a second consequence if the fact that the plot begins late in the story is that the time span covered within a climatic play is usually brief" (The Theatre Experience 8th Ed. pg. 6) as in the case with this play, a few hours. The background of the director had to do with the way the text was presented in the play, at times it sounded like poetry or spoken word.

The Ensemble Theatre is the preeminent African American arts theatre in Houston. This year would be there 7th year for them, and they intend to put on 5 productions for the 00-004 season. As a person of African decent, I feel it very important to have a place where plays by minority playwrights can be showcased.

In conclusion, this play was soulful and dramatic, it kept my attention for the entire two hours, the music, the setting, the acting, and the entire package was respectable. I was thankful for my opportunity to have a theatre experience that this class gave me, hopefully the three remaining plays we would be as enjoyable.

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Harriet Zink: The Night Nurse in Joyce C. Oates' "The Night Nurse"

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Harriet Zink The Night Nurse in Joyce C. Oates The Night Nurse

Lifes experiences have a way of making or breaking a person. How we handle the trials we face makes us bitter or better. Harriet Zink, in Joyce Carol Oates The Night Nurse, has certainly had her share of hardship. However, the compassion we feel for her is overshadowed by disgust for who she has let herself become. Although it is admirable for her to have overcome such obstacles, Harriet is now a skeptical, merciless, and vengeful woman, who fails to generate our sympathies.

Our first impression of Harriet is negative we are introduced to her flat, nasal, ironic voice (Oates 660). We sit uncomfortably through her belittling of Grace Burkhardt, and endure her ill treatment of the woman, to be rewarded with a fuller picture of Harriets background...suffering at the hands of more fortunate schoolmates, one of which was Grace. The reader can sympathize with Harriet, who cried [herself] to sleep every night (66). This picture is heartbreaking, and gives us a glimpse into injury that Harriet has had to work through. She has risen above the criticism of her peers and completed her education, acquired a position of respect, all through her tears. It is human nature for us to be moved by tears, and by the pain of another. However, our compassion for Harriet fades as she fails to display this same human nature, and displays only hatred and bitterness for Grace.

Clearly Harriet is a skeptic in the way she treats Grace. She continuously repeats Graces name in their conversation, invoking it almost like some kind of vulgarity. Harriet seems to resent the dignity and beauty of such a name. Grace is something she has never been known for. On the contrary, her lack of femininity and social graces has been a source of much torment for Harriet. As a consequence, the pain comes lashing out in an attack on Graces grace. The

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reader is appalled as Harriet throws off any trace of maturity and insults her patient, being childish in derision (661). She looms over her, speaking condescendingly to her. She even accuses Grace of being a liar. While being drilled as to the whereabouts of Jill Herman, Grace replies that she hasnt seen her in a long time. Harriet responds, You expect me to believe that? [...] Oh, no, I dont believe that! (66). Harriet deliberately demeans Grace with biting sarcasm and skepticism. The reader cannot respect such juvenile tactics.

We further lose respect for Harriet through the merciless treatment she hands Grace. Harriets occupation, not to mention her religion, obligates her to show mercy to the suffering woman. Instead, she withholds what Grace desperately needs. Youre helpless. You need help. So what? Grace Burkhardt (661). What kind of response is this to a cry for mercy? Who would want to encounter an enemy like this in a time of need? She sees Grace shivering and cold and does not even attempt to cover her up; instead, she throws back what little cover Grace has. This is symbolic of the entire encounter--Harriet exposing her enemy, while the woman is defenseless. What a lack of mercy on the part of someone who is supposed to be filled with Jesus strength (664). If the God Harriet serves is the God of the Bible, this same God that has empowered (664) her to forgive, has also empowered her with compassion (1 John 47-8). In contrast, Grace has no saving faith; she grasps wildly at her own name, the sympathies of others, and the medicine in her IV, for security. Grace, in her weakness, cries out to God to help her through the night. If only Harriet were not wrapped up in herself, she could offer Grace the stability and strength she had found in the Lord. Instead, she opts to be merciless to the one who had shown her no mercy years earlier. Harriet sees the condition Grace is in, hurting and needing the bedpan removed, but ignores her in an act of utter selfishness. To be merciless is a

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sin of omission, to not do good when it is in ones power to do so. It seems to delight Harriet to have something that Grace wants and needs.

Not only does Harriet withhold mercy and kindness from her patient, but she chooses to act in a vengeful manner. The most unsympathetic thing about Harriet is this vengefulness toward Grace. Harriet, supposedly a Christian, wants an eye for an eye and a tooth for a tooth (Matthew 58). Harriet really loses our sympathies with this attitude. In some way, we could almost justify Harriets anger toward Grace, but the condition Grace is in makes it seem so cruel and inappropriate a time for Harriet to confront her. A character we could sympathize with would tend to her patients needs considerately, and discuss the issues between them judiciously. Harriet instead vindictively brings up the past while Grace is vulnerable, and tries to make her feel pain, as she was once helpless and felt pain Do you remember what you did to me? (Oates 660). Harriet compares the help she needed years ago with the help that Grace needs when Grace asks for assistance. Her voice emanates vengeance I was in pain. You didnt help me. (66). Her words are simple, like a childs. The wounded young girl within Harriet, who has been waiting years for such an opportunity, lunges forth and corners Grace. She continues to recount everything, ignoring the fact that Grace seems apologetic, because she wants to make the woman feel debased. Something within us rises in Graces defense, despite her flaws and failures. The fact that Harriet has been through much sorrow and pain is clear, and would almost warrant our sympathy, but her attempt at vengeance toward Grace isnt justifiable in light of Graces circumstances, and causes us not to side with her.

When Grace pitifully states, Im in pain, Harriets response is, So what? (661). To Harriets proud declaration, Im a Christian woman (664) the reader disappointedly counters,

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So what? Where was this womans Christ-likeness when Grace was ringing the buzzer for help? The Lord says, Vengeance is Mine; I will repay (Romans 11). Jesus tells us to Love your enemies, bless them that curse you, do good to them that hate you (Matthew 54). Harriet was only willing to do the right thing after she had indulged her hatred and spite. The trials of her life seem to have indeed made her bitter instead of better. Therefore, the audience loses all sympathy for this night nurse, who should have been a minister of mercy. In its place, we feel anger at injustice. However, because Harriets appearance is more than likely a figment of Graces imagination, triggered by a guilty conscience and strong medication, we can turn our attention instead to the effect the imagined encounter produced. Grace emerged humbled, and relieved of a burden that had apparently plagued her for years. Perhaps God had answered her prayer, and perhaps she was better prepared for the future rushing toward her (Oates 655). We may not like Harriet, but we will tolerate her for her contribution to Graces spiritual restoration.

Works Cited

Holy Bible. Matthew 58; Romans 11; Matthew 54. Public

Domain. Zondervan Publishing House, Grand Rapids, 14. 767, 0.

Oates, Joyce Carol. The Night Nurse. The Bedford Introduction to Literature. 6th ed. Ed.

Michael Meyer. Boston; Bedford Books of St. Martins Press, 000. 655-665.

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Legalized Murder

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"It is equally heinous intentionally to kill a human being in existence at fertilization, as to kill a larger pre-born child" (Nellie Gray). One out of every four pregnancies in America end in abortion. About half of the women in North America will have at least one abortion in their lifetime(Robinson). This showing that half the mothers in American will have killed at least one of their children. This is happening because women now believe they have the right to decide what goes on in their bodies, not considering the rights of the little child they created more out of their own freewill. Abortions should not be used as a form of contraceptive. Abortions are profoundly negative, given they are dangerous to one's health and morally wrong, but there are several places set up to help women with other alternatives abortion.

Ninety-five percent of abortions are sought for personal, not medical reasons; such as, to exercise birth control or not have a child because of social and economical reasons and to prevent giving birth to a child with serious deformity, mental deficiency, or genetic abnormality. Only five percent of abortions are sought to preserve the life, physical, or mental well being of the mother or to prevent the completion of a pregnancy resulting from incest or rape (Robinson). There are several different types of abortions each with several risks and side effects.

"The dangers inherent in abortions, even when carried out under the best of conditions, can be illustrated by the fact that it is al least twice as safe to have a baby delivered normally than it is to have an abortion" (Luker ). The first type of abortion is a medical abortion. This is a drug used to treat ulcers. It prevents the embryo from dividing and expels it within a week. It has a number of side effects; such as, nausea, diarrhea, abdominal cramping, hot flashes, sores in the mouth, vomiting, dizziness, and fever and chills. This procedure is only ninety percent reliable. If the embryo is not expelled and the child lives, it will be seriously deformed (Robinson). Manual Vacuum aspiration, or Mini-vac for short, is a technique that is becoming very available in North America. It is a little vacuum that is used to suck the embryo out of the mother's womb. This can cause an extreme amount of blood loss. Hemorrhaging is considerable, especially if normal activities are resumed to soon (Luker 1). RU-486 is a drug taken that causes the woman to have "mild" contractions which expel the embryo. It causes nausea, headaches, weakness, diarrhea, fatigue, deep cramps and/or bleeding for several days (Robinson). Dilation and Curettage is when and instrument with a sharp loop at the end is inserted into the uterus and scrapes the inside wall. "The aim of the operation is to locate the placenta and embryo or fetus and mutilate them to the point where they can be scooped out" (Luker ). This can cause serious complications that can send the mother into shock or even be fatal (Robinson). Lastly, there is Dilation and Evacuation. This is when a type of seaweed is used to dilate the cervix and the fetus is broken up and removed in pieces with forceps. This can cause severe blood loss, diarrhea, dizziness, cramps, and headaches for days. Abortions are not only physically harmful, but morally wrong.

When a fetus becomes a human is a highly discussed topic. President George W. Bush states, "Through sonograms and other technology, we can clearly that unborn children are members of the human family as well. They reflect our image, and they are created in God's own image" (qtd in Robinson). Seventy-six percent of Americans say that they

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are Christians (Robinson). If so, the Bible states in Psalms 11-16,

"For You have formed my inward parts; You have covered me in my

mother's womb. I will praise You, for I am fearfully and wonderfully made;

marvelous are Your work's, and that my soul knows very well. My frame

was not hidden from You, when I was made in the lowest parts of the earth.

Your eyes say my substance, being yet unformed, and in Your book they all

were written, the days fashioned for me, when as yet there were none of them"

(New King James Bible).

This verse implies that the God of Christianity believes every fetus is a human from the time of conception and that he has a plan and a life already picked out for each and everyone of them. "Each fetus is totally dependent and potentially a member of society and each possesses a degree of humanity" (New Encyclopedia Britanica). These parents aborting their children could be killing the next Nobel Prize recipient, cure for cancer or Aids, or our next great Leader. Each child deserves a chance at the life that the creator of this world has picked out for them. If a mother is allowed to kill her child while still in her womb then why not when it's older? Many women's rights activist argue that the woman has the right to choose what happens to her body. If so, why is it legal to abort her baby, but illegal to commit suicide? Abortion isn't the only option to an unwanted pregnancy.

There are several ways to deal with a pregnancy without an abortion. If someone believes they may be experiencing a crisis pregnancy and don't want an abortion, there are several places that offer support. One could phone a local Crisis Pregnancy Center or an agency listed in the white or yellow pages under "Abortion Alternatives." One could also phone their local distress/crisis/suicide prevention/community information center and ask for the phone number of a local "pro-life" group. Visit the Crisis Pregnancy Centers On-line to get a list of US centers. Call the National Life Center at 1-800-848-LOVE. This center is open 4 hours a day and can help anyone find the nearest Crisis Pregnancy Center . Finally phone America's Crisis Pregnancy Helpline at 1-888-4OPTIONS. All of these places can provide someone with the support they need during their pregnancy and help them decide the best option for their pregnancy.

There are several places set up to help women with other alternatives abortion to keep women from dealing with the danger of the procedures and the morals issues afterward. If only more women would realize the dangers of an abortion and not try to use it as a contraceptive. Abortions should be illegal unless performed to save the mothers life or to stop a pregnancy from rape or incest. If it is legal in America to perform infanticide, why did we stop the genocide in Germany? People can try to candy coat abortion, but they can't change the fact that it's murder. It's the worst kind of murder, killing someone who has done nothing to harm anyone.

FOR THIS MY LIFE I'D GIVE

I'd love to touch that little face

And hold that little hand.

But that is not what I had in mind,

For you were never in my plan.

I never thought it would come to this,

When first I tried to please a man.

He said he'd truly love me,

But no sooner was he satisfied...he ran.

Now I was left with his burden,

Not thinking about taking this chance.

But I, as a woman had a choice of my own.

I'll never hear that wee small voice,

Or see my little one dance.

Now this choice, that is of my own making,

Is tugging at my soul.

And the regrets, that I am having,

Are taking their vengeful toll.

Oh Lord, that I could retrieve my choice

And let that little one live,

And to feel It's little arms around me.

For all of this, now,

MY LIFE I'D GIVE.

By Leslie M. Wilson, Sr. (qtd. in Robinson).

Bayes, John. "Abortion." The New Encyclopedia Britanica. 10 ed.

Luker, K. Abortion and the Politics of Motherhood. New York Harper, 185.

Robinson, Bruce. "Abortion All sides of the issue." Jan 00 http//www.religioustolerance.org/abortion.htm(5 November 00).

The New King James Bible. Nashville Thomas Nelson, 184.

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A Room with a view

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Rough Draft A Room with a View

"A Room with a View" is the story of three people mainly; Lucy, the conflicted young woman, Cecil, the pompous upper class gentleman, and George, the love of Lucy's life. Throughout the story there is much back and forth between Cecil and George on the account of Lucy. She is like a plastic bag caught up in the wind, uncertain which direction to blow. Cecil is of the upper class as is Lucy so if she chooses Cecil than others around her would most likely think higher of her because she would have stayed in her social class. George is of a lower class than Lucy and is by no means rich. In choosing him Lucy would also be choosing an unsecured financial future. Also there would be the sting of those close to her alienating her because of her choice. With that said George is whom she truly loves. In "A Room with a View" by Forster no matter what the outward social pressure true love will transcend social class.

One of the main themes expressed in the novel is passion. Lucy, the main character in the novel, has passion reserved for George Emerson. "Throughout the novel she learns to trust the wholeness of her instinct towards George rather than the attractive aestheticism of Cecil." (Beer, John) She chooses George over Cecil, who would be the more obvious choice at first glance. "When she talked to George, his voice moved her deeply, and she wished to remain near him."(18) Lucy is jubilant whenever she is around George and she truly enjoys his company. This is one of the first times in her life, if not the very first time that Lucy is choosing what she wants instead of what she feels that other people around her want her to comply with. "She loved Cecil; George made her nervous will the reader explain to her that the phrases should have been reversed?" (Bikram, K Das) In her heart of hearts Lucy knows that she cares for George as her love interest but for a long while she will not let herself fully believe it. If the people around her and of "importance" feel that she should be with Cecil, then that's who Lucy thought she needed to be with, no questions asked. This thinking falls under the old adage "that's the way it's always been." There is a time in the novel when Lucy decides that she is going to love and choose whomever she wants and she chooses George. "...is discovering the full nature of love; self liberation." (Beer) By choosing George over Cecil Lucy is liberating herself. She is going against the grain of what she has been taught her entire life to pursue something that she feels is right. In the novel when Lucy is in Italy she leans much more toward passion. This is in stark contrast with how Lucy tends to act while in Britain where she is from. Italy is a much more seductive, romantic atmosphere than the traditional and by comparison boring Britain. If Lucy follows her heart and what she truly wants than her choice for a partner in life will clearly go hand in hand with passion and would be George.

If Lucy was to bow to convention and choose Cecil as her partner then she would be following the crowd, not thinking for herself, and turning her back on what she believes. However Cecil would be the conventional choice for Lucy. Her and Cecil are of the upper social class of Britain. It may seem like a becoming match to those on the outside looking in. "The portrait of Cecil is equally authoritative. He is a man who finds it difficult to become emotionally involved even with an attractive woman." (Meyers, Jeffery) Cecil is a quite shallow man who's main concern is for himself and what is best for him. "He (Cecil) became self-conscious and kept glancing round to see if they were observed."(105) Cecil cares a lot about his social status and how other people feel about him. He likes to know that everyone likes him and what is going on, often at the expense of his personal relationships. Even with an attractive, intelligent woman like Lucy it is hard for Cecil to get past himself and commit to anything. Another reason that would make it seem logical for Lucy to go in convention's favor and end up with Cecil is that she would be more financially secure with Cecil than with George. Cecil is from the upper class so his family has plenty of money while George is of a lower class and does not have nearly as much to offer in this department. The conventional idea here would be to be with and marry Cecil. "The supreme importance to him of this idea appears again and again in his books and it is when automatism's such as social pressures and insecurities threaten to intervene that he grows most concerned." (Richards, I.A.) Forester seems most concerned and it seems to bother him most when social pressures threaten to determine how people think and make decision about their lives, especially quite important decisions such as who to spend the rest of your life with. Such is the heart of the problem that Forester has focused "A Room with a View" on. Lucy is choosing to go on with convention and pick the upper class Cecil or brake away and pick George who is of a lower class financially but of a higher moral fiber and a much nicer person. When Lucy is in Britain she is much more sheltered and conventional than when she is in Italy. This can be likened to when people feel that they can be freer when they are wearing a mask than when they are not. Lucy feels like she doesn't have to act like herself as much when she is away from her home and not so surrounded with those who know her best. If Lucy didn't think for herself and what she wanted than the conventional choice for her would have been Cecil not George.

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In the end Lucy chooses what is in her heart not what society may tell her is right. "The theme of A Room with a View is Lucy's reticent yet triumphant response to the call of life, and the victory of the rational and repressive models of experience."(Meyers, Jeffery) Everything in Lucy's life would have led to pick Cecil but she goes against that and picks George. There are times when Lucy just tries to put George out of her head while she is trying to make her choice. "Remembering that she was engaged to Cecil, she compelled herself to confused remembrances of George, he was nothing to her."(157) Although she loves George at one point it is all too painful for Lucy so she just tries not to think of George at all. "Though the clouds of pessimism often surround George, he becomes a source of light for Lucy." (McDowell, Fredrick) George may seem like he may not be the perfect match for Lucy but he actually is. Lucy gets along so much better with George than with her other possible suitor, Cecil. "But Lucy had developed since the spring. That is to say, she was now better able to stomach the emotions of which the conventions and the world disapprove."(157) Lucy feels more comfortable in her own skin towards the end of the novel. She is happy making whatever decision makes her happy and cares less about the pressures imposed on her by society. "Lucy faced the situation bravely, though like most of us she only faced the situation that encompassed her."(18) Lucy did wonderful in her situation even when she had a lot to deal with, but she shouldn't be regarded as some great hero when all she did was face the situation that was brought to her. The prevailing theme of "A Room with a View" is that passion is more important and meaningful than convention.

In conclusion, "A Room with a View" by Forester is the story of three people; Lucy, Cecil, and George. These people are entangled in a love tirangle that binds them all. Lucy must make up her mind over the course of the story whether to choose convention and be with Cecil or choose passion and be with George. "The theme of A Room with a View is Lucy's reticent yet triumphant response to the call of life, and the victory of the rational and repressive models of experience."(Meyers)

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Bill Gates

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Bill Gates once stated, "We are crossing a technology threshold that will forever change the way we learn, work, socialize, and shop. It will affect all of us and businesses of every type in ways far more pervasive than most people recognize" (Microsoft.com 14) in a speech, in which he described his vision of the future. His statement, given many years ago, is now a reality as seen in the boom of the computer industry. From government organizations to business enterprises to libraries and to suburban homes, computers are seen and used everywhere playing a big role in the lives of many throughout the world. Gates's company, Microsoft, has led this sudden escalation over the past 0 years through its computer software development and technology research. It may seem that Bill Gates is not a punk because of his huge contributions to society. However, it was because of Bill Gates's punk attitude that permitted him to revolutionize computing and to become what he is today, the co-founder of Microsoft. Gates is a punk because he challenged the educational system, monopolized the computer industry, and set new standards for the computer industry. Bill Gates did not conform to the educational system from when he was a child to an adolescent, from skipping class to program computers to dropping out of college to start a business. Furthermore, he established monopoly control over PC operating systems, violating the anti-trust law. Finally, Gates's ambitions for advancing technology and new standards for the computer industry led to the sudden increase of computers allowing for new companies to spring up and jobs to be created.

Bill Gates's subtle but obvious opposition against education is proof that he is a punk. Born in 155, Gates attended public elementary school, and enrolled in the private Lakeside School at age twelve. The following year, Gates wrote his first computer program, at a time when computers were still room-sized machines run by scientists in white coats. Soon afterwards, he and his friend Paul Allen wrote a scheduling program for the school, which coincidentally placed the two in the same classes as the prettiest girls in school. Among other projects, they developed a program that allowed a computer to count the holes punched in cards by highway traffic monitoring devices. This soon led to Gates's first company, Traf-O-Data, which sold traffic-monitoring system info to local authorities in the Seattle area, earning "$0,000 in its first year alone" (American Decades 10-1 001). In the fall of 17, Gates took on a programming job nearby Vancouver, Washington that paid $0,000 annually, and still managed to graduate with his high school class. While other kids were in school, Gates was already earning money and becoming a businessman. However, this punk attitude was not only present in Gates's high school career; it was also portrayed during his undergraduate at Harvard. In his junior year at Harvard, he dropped out to team up with Paul Allen and "moved to Albuquerque, New Mexico, to head a company that he called 'Micro-soft'" (American Decades 10-1 001), a now popular name among many. Because of Gates's disinterest in schooling and interest in computers, he is a punk.

Another reason why Gates is a punk is because Microsoft was accused of breaking the anti-trust law. After the anti-trust trial, Judge Jackson wrote up a "blunt 41-paragraph j'accuse that nails Microsoft not only on the two most critical issues that is has monopoly control over PC operating systems and that it wields power in ways that harm American consumers but on virtually every count brought against it" (Time 1). However, Microsoft begged to differ. Microsoft argued that the company had broken no laws and done no harm to consumers. Microsoft was also charged with overcharging their products because there is no competition. It is also alleged that Gates used illegal methods to smother competition. "Smaller firms have suffered when they found themselves in Microsoft's way…For several years, Microsoft was under investigation by the Federal Trade Commission for anti-competitive business practices based on charges that the company had used it overwhelming size to crush the competition" (American Decades 001). Netscape, Apple, and Intel have all fallen victim to Microsoft's gigantic corporation. In one case, Intel had developed a technology that threatened Windows's software standards. Gates threatened to cut Windows support of Intel Pentium Processors if Intel did not cease to work on the developing technology. Judge Jackson decided that Microsoft had to be split up into two separate companies, one that developed Microsoft Windows and one that developed the other Microsoft software such as Encarta and Office. Gates's illegal ways used to eliminate competition and establish a monopoly shows that Gates is a punk.

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Gates is a punk because his determined plans to advance computer technology were unheard of. When Bill Gates was born, less than 500 computers existed in the world. The main focus in the computer world was hardware and the term "software" was unknown. Companies like IBM, Compaq and Apple were at the head of the computer industry that built chips, circuit boards, capacitors and controllers for computers. No one had yet attempted to enter the computer software business, a market that soon grew to be larger than its counterpart, computer hardware. When Gates entered high school, the computer business was rapidly transforming at this time. He saw the real profitable side of computers was not their hardware, but the software. Good software is what makes a computer exciting and easy to use. Bill Gates saw this opportunity and took advantage of it, creating Microsoft and becoming the richest person in the world. "As of 1, Gates was worth at least $87.5 billion dollars." (American Decades 10-1 001) Many had thought Gates was too ambitious and thought the idea couldn't be implemented. However, Gates has proved them wrong and Windows software is now used all over the world.

Gates is not a punk because he helped advance technology to what it is now for the better of the society. Because of Gates, our world is filled with computers allowing consumers to access and communicate with each other much easier than it had been in the seventies. Also, Gates is not a punk because he has set up two huge foundations, the William H. Gates Foundation and the Gates Learning Foundation, to fund charitable and philanthropic work, offering over 6 billion dollars of money. Gates and his wife, Melinda, also launched the Bill and Melinda Gates Foundation "to support philanthropic initiatives in global health, especially in the Third World, and in education, especially in the inner cities and low-income communities of the United States and Canada" (American Decades 10-1 00). Even though this is true, Gates is still a punk because he acquired this huge wealth by means of illegal methods. Gates is a punk because he violated anti-trust laws and established a monopoly over the computer software industry. Not only did he establish a monopoly, he also eliminated competition by using threats and bribes, resulting in an anti-trust case regarding Microsoft's monopoly over the software industry.

"The idea of a computer on every desk and in every home has evolved into one of computers in a huge variety of places - every room, car, pocket-that 10 years ago we would scarcely have even imagined." (Microsoft, 14). Bill Gates's punk attitude has allowed this idea to become a reality, not just another dream. Gates's interest over computers started out as a hobby, but through a strong determination and ambition, his authority over computers is now extremely influential and significant. Gates is a punk of society because he defied the educational system, he established an illegal monopoly over the computer industry, and he effectively industrialized our society to one that is overflowing with computers. This punk attitude has allowed him to become very successful in life and has allowed him to become what he is today, the richest man in the world.

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Safety

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Safety. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Safety paper right on time.

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Mud turtles have green or dark brown smooth shells with no patterns on them. They are small turtles; only to 5 inches long, and eat tadpoles, worms, insects, and plants.To identify whether the following changes are physical or chemical.

Safety Precautions The safety precautions you should know for an experimental lab are always wear safety goggles so chemicals don't burn your eyes, for girls and boys you should tie your hair back and roll up your sleeves so your hair or sleeves don't catch on fire. You should always stand up in a lab because you react faster and keep the aisles clear. If you're using a Bunsen Burner never leave it unattended, and if your checking the odour of a chemicals always use your hands to waft the fumes carefully towards you.

Chemical spills should be cleaned instantly. Also make sure the lab table is clear of any flammable items. No metals are to be dumped into the sink, same with Barium Nitrate and copper sulfate. Any acid is corrosive.

Materials Zinc Hydrochloric Acid (6 mol) Lead Nitrate

Vinegar Potassium Iodide Baking Soda

Copper Sulfate Barium Nitrate Magnesium

Bunsen Burner Matches Test Tube Rack

Pipette Scoopula Water

Test Tubes Bromothymol Blue

Procedure

1) Magnesium and Oxygen

1. Put safety goggles on if you don't already have them on for all experiments.

. Plug the Bunsen burner into the gas valve turn the gas on.

. When the flame appeared make sure it is blue.

4. Hold the Magnesium with tweezers in the flame.

5. Observe and record the results.

6. When a spark of white light has shown put the magnesium into a beaker of water.

7. Clean up the Bunsen burner and station for all experiments.

) Zinc and Hydrochloric Acid

1. Repeat step number one.

. Take a test tube from a test tube rack.

. Scoop 1- scoops of zinc up with a scoopula and put it into the test tube.

4. Put 1- drops of Hydrochloric acid with an eye dropper into the test tube with the

5. Mix it together and observe the results.

6. Dispose of the chemicals when you're done. Clean up station.

) Lead Nitrate and Potassium Iodide

1. Repeat step number one.

. Take a test tube from a test tube rack.

. Put 1- drops of lead nitrate with an eyedropper into the test tube.

4. Put 1- drops of Potassium iodide with an eyedropper into the test tube with the lead nitrate in the same test tube.

5. Observe and record the results

6. Dispose the chemical when you're done. Clean up station.

4) Vinegar and Baking Soda

1. Repeat step number one.

. Take a test tube from the test tube rack.

. Using a pipette place mL of Vinegar with an eyedropper into the test tube.

4. Place 1- scoops some baking soda with a scoopula and put it into the test tube with the vinegar.

5. Observe and record the results.

6. Dispose the chemical when you're done. Clean up the station

5) Copper Sulfate and Barium Nitrate

1. Repeat step number one.

. Take a test tube from the test tube rack.

. Squeeze - drops of Copper sulfate into the test tube.

4. Squeeze - drops of Barium Nitrate into the test tube with the Copper sulfate.

5. Observe and record the results.

6. Dispose the chemicals when you're done. Clean up the station.

6) Vinegar and Bromothymol Blue Indicator

1. Repeat step number one.

. Take a test tube from the test tube rack.

. Put 1- drops of vinegar with an eyedropper into the test tube.

4. Squeeze - drops Bromothymol blue indicator into the test tube with the vinegar.

5. Observe and record the results.

6. Dispose the chemicals when you're done. Clean up station.

7) Copper Sulfate and Water

1. Repeat step number one.

. Take a test tube from the test tube rack.

. Scoop 1- scoops of copper sulfate with a scoopula and put it into the test tube.

4. Put some water with an eyedropper into the test tube with the copper sulfate.

5. Observe and record the results.

6. Dispose the chemicals when you're done. Clean up station.

Observations

Station # Name of Starting Materials Description of Starting Materials Description of Products Once they React Chemical or Physical Change

1. 1.Magnesium. Oxygen -Sliver strip-Hard, thin-Clear-Odourless-Gas -Bright spark of white light Chemical- Light and heat are given off

. 1. Zinc. Hydrochloric acid -Powder-Light weight-Grey-Colourless-Odourless-Liquid -Bubbles of heat-Mechanical mixture-The zinc and acid separates Chemical- Bubbles of gas are formed

. 1.Lead Nitrate.Potassium Iodide -Colouless-Liquid-Unusual smell-Yellow-Strong Smell-Liquid -A new colour appeared -Difficult to reverse-Mixed into one new substance Chemical-A new colour appeared -Difficult to reverse -Heat was given off

4. 1.Vinegar (acetic acid). Baking Soda (sodium bicarbonate) -Bad Smell-Clear-Liquid-White -Powder-Odourless -Light weight - Bubbles of gas were formed - A lot of pressure, overflowed Chemical- Bubbles of gas were formed

5. 1. Copper Sulfate. Barium Nitrate -Green-Liquid-Translucent-Clear-Transparent-Liquid -A new colour appears - Several bubbles of gas formed Chemical-A new colour appears

6. 1. Vinegar.Bromothymol Blue Indicator -Translucent- Clear-Smells Bad-Blue-Liquid-Opaque - A new colour appears- Difficult to reverse- Once the blue contacted with the vinegar it changed to a orange colour Chemical-a new colour appeared-Difficult to reverse

7. 1. Copper Sulfate.Water -Blue + white small pieces-Light weight-Clear-Odourless-Liquid - Separated into different substances- Its easy to reverse Physical-Substances remained the same

Conclusion In Conclusion my hypothesis was correct because I predicted that 6 out of the 7 chemicals would be chemical change and not physical because of the way that the chemicals would react to the other substances. Also I predicted that the copper sulfate and the water would be physical change because of the two substances separated. They didn't dissolve into one whole substance they stayed, as .The way I knew that the labs were chemical change because of the 5 clues a new colour appears, heat or light is given off, bubbles of gas are formed, the solid forms into a liquid, and it is difficult to reverse. There was more chemical change because more of the experiments reacted chemically and formed into one new whole substance instead of staying as two separate substances.

Discussion

1. What are the 5 clues that a chemical change has occurred?

a) A new colour appears

b) Heat and light are given off

c) Bubbles are formed by gas

d) The solid material forms into a liquid

e) Its difficult to reverse

. Which substances underwent a physical change?

The Substance that I think underwent a physical change was the Copper Sulfate and water.

. There are three ways a change can be physical what are they?

a) Shape b) Size c) State

4. Name one everyday use of each of the chemicals used in the lab?(Except Copper Sulfate and Barium Nitrate)

One everyday use of each of the chemicals used in the lab are

Magnesium- it is used for metals and to reduce greenhouse gases

Oxygen-It is used to help us breath and it helps make things grow

Zinc-It is used for plants, to make them grow, doesn't turn leaves yellow

Hydrochloric Acid-used to assist protein digestion by activating the stomach

Lead Nitrate-It is an applicant that's in the pigment industry and in Gold Mining

Potassium Iodide-it is used to reduce the risk of thyroid Cancer in a nuclear emergency is released

Vinegar-it is a food product, used for cooking, brakes things down

Baking Soda- it is used for cleaning and cooking

Bromothymol Blue Indicator-It is used in swimming pools to check the Ph levels

Water- it keeps us hydrated

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Louis XIV and Versailles

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Versailles and Louis XIV define the history of France and Europe for the 18th century in many different ways. Versailles set the ways people thought style should be when it was first constructed. Louis XIV set the ways people thought and lived. People thought his way was best and his ways lasted through the 18th century.

Louis XIV built his palace in Versailles, southwest of Paris. The palace was very large and had many different places and rooms. The Old

Chateau was built back in 16 by Louis XIII - Father of Louis XIV. The Chateau consisted of many rooms including the Grand Apartment, which led to other rooms each dedicated to a heavenly body (Venus, Diana, Mars, Mercury, and Apollo), the Hall of Mirrors, the Queen's Suite, the Queen's Bedchamber, the King's Suite, the King's Bedchamber, the Private Apartments, the King and Queen's Cabinets, the Chapel Royal, and the Opera House. The Grand Trianon had places for everyone. There was the Trianon for the family where the king could remain close to his family. The Porcelain Trianon was built in 1670 in the garden. The Marble Trianon replaced the Porcelain Trianon in 1687. The Grand Trianon was completed in 1768.

The Queen's Hamlet is a little village that was built in 178. It was built in the rustic half-timbering seen on farms in Normandy, but the interiors were endowed with the latest technical and decorative refinements. The Queen's House was located on the finest part of the 'big lake'.

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The Gardens and Groves were very beautiful. Fountains and sculptures are dispersed throughout the gardens. Every turn in a pathway presents new fountains, new statues, and trees pruned into unusual shapes. The grounds were laid out geometrically. Closer to the chateau were flowerbeds. Ornamental pools were used to separate the flowerbeds. When walking along a path, the existence of these marvels remains totally unsuspected. Keeps the grounds up was a very important thing. It always has been. Sculptures, fountains, and sculpted trees became even more popular during the 18th century.

The Palace consisted of many painting, sculptures, furniture, and dcor. Paintings consisted of Christ at Supper with Simon located in the Hercules Salon, The Holy Ghost Descending on the Apostles located in the Chapel, Louis XIV located in the Apollo Salon, and Louis XIV visiting the Gobeling Manufactory. Sculptures include Apollo Tended by Nymphs of Thetis located in the Gardens, LouisXIV located in the Diana Salon, and the sculpting on the fireplace in the Hercules Salon. Furniture consisted of the Commode from Louis XIV's bedroom in the Grand Trianon, and the Astronomical Clock in the Clock Cabinet in the Apartment of Louis XV. Dcor consisted of the glass mirror panel in the Hall of Mirrors. All these painting, sculptures, furniture, and dcor definitely helped set history during Louis XIV's reign. All of these had something to do with his past. They still remain there and people all over the world, especially France and Europe, have things like this in their houses also.

Louis XIV called himself the Sun King and he was also an Absolute Monarch. Louis XIV was born at the Chateau in Saint-Germain-en-Laye in 168. He was only 5 when he became king on the death of his father, Louis XIII. In 1660, Louis XIV married Maria Theresa, Infanta of Spain. The following year, on the death of his godfather and prime minister, Cardinal Mazarin, the year old monarch announced that he himself would govern. He carried out the administrative and financial reorganization of the kingdom as well as the development of trade and manufacturing and he reformed the army and racked up military victories. Louis encouraged an extraordinary blossoming of culture theatre, architecture, painting, sculpture, and all the sciences. These accomplishments are depicted on the ceiling of the Hall or Mirrors. Affairs were accepted in the royal family. The King could see another girl, or guy if he chose to do so, and the queen could see other guys, or girls, without being looked down upon. The king' youth became the official residence of the court and government of France on May 6, 168. Under the king's ever watchful eye, great lords no longer plotted. They remained with the army or at court, ready to please and serve. The king controlled everything. He devoted himself to his people. Versailles was open to everyone, not just courtiers. During his coronation, he swore to defend the Catholic faith. The emigration of 00,000 Protestants led him in 1685 to rescind of the Edict of Nantes. In 1700 One of Louis XIV's grandsons was proclaimed king of Spain by right of succession. A war broke out with Europe because they did not agree with this. A series of deaths in the royal family led the king's 5 year old grandson to the throne. Louis XIV's nickname became Louis the Great he displayed remarkable courage during those difficult years.

The king lived a very hard yet easy live. It was hard because he had to know what e was doing to be able to be able to keep the country under his rule. It was very easy because he did everything the same every day and everything was done for him. In the morning he would wake up and his officers would dress him, bathe him, and he would eat breakfast. All the processions would take place at the same time and the same place every day. At dinner he would eat alone. At supper a crowd would fill the room for a public supper. When he was ready to sleep, his officers had to undress him and bath him again. This was the schedule for every single day.

The king wanted Versailles to be more than just a resident. It was also to be the seat of government. It had to be visible to all. So that is why royal emblems and depictions of the monarch were all over Versailles. The monarch basically governed from his Council Cabinet, aided by ministers. "Knowing the Court" was crucial. Networks were subtle and alliances often shifted.

Depending on the day, ,000-10,000 people would crowd around to see the king. Strict rules made it clear who could have access to important people. Everything was done in order by rank. Offices were inherited or purchased and entailed a duty or position. To win the monarch's favour you were to serve him well in the army or high administration and "keep up appearances" at court. The courtiers had to have a fine figure. That was an attractive face and a witty mind. They had to make them selves appear wealthy. They had to change clothes several times a day. Perseverance, strong will, and skill were also required of a good courtier. The way people had to look still lasted throughout the 18th century. It actually became even more strict after Louis XIV.

This kind of life was very boring at times. The courtiers had to entertain one another with conversation, gaming, reading, music, and amateur theatricals. The king offered a reception or show every evening in winter. During the milder seasons the court was often away from Versailles. The Chapel Royal not only hosted daily masses but also magnificent ceremonies such as the annual reception of the Order of the Holy Spirit. Large crowds came to see the procession of knights all dressed in black embroidered with gold flames. Even larger crowds came to see the reception of exotic embassies. A series of special festivities lasted several days and would traditionally take place after weddings, military victories, and the arrival or foreign royalty. Theatre performances took place in a small theatre even after the Opera House was built.

Louis XIV respected the ritual of grand couvert on a daily basis. Protocol required that the king be accompanied by his queen, children, and grand-children. Petit couvert applied when the king dined alone. When the king ate he would go through many different courses. Yet the meal only last 45 min.

All of this is why Louis XIV and Versailles define the history of Europe and France. Louis' lifestyle and how he governed set how the royalty went from there. Everything pretty much remained the same after him. The public people of Europe were also historically affected by Louis XIV, because his lifestyles were looked up to by the public and they wanted to live like he did.

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Types of People

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Often in my life, I, as you, have crossed paths with all types of people. Have you ever wondered or pondered the thought of people? Do you, or have you ever remembered a person that you can recollect, and you had a certain interest with this person? And with this person, have you ever wondered why you two clicked when you met? This was because both of you related in certain levels.

There are three types of people in this world. This means that there are three forms everyone is constructed in identity. You must devote true consideration to these three forms of people. For the information about to be disclosed to you, if applied correctly, could assist you in getting inside the person, and guiding them mentally. You must always remember, people will let you do this, if they feel a common interest, that you might display with them, or what is better known as rapport. Interviewing is an Art. Not many people can do this, and he/she has to continue to practice their skills. However, some people are naturally gifted in speaking and can communicate and socialize with all levels and/or echelons in life. For me, I had to learn this through studying and constantly applying my communication skills with practice. Discussing how to apply yourself through "Zonning", or using a common term as a "Zone Out", will be discussed later.

Firstly, there are your people, who see things. These people are often identified by using the basic form of the English language. They frequently express themselves by addressing such things as, do you see what I am talking about, do you see where I am coming from, do you get the picture? These people for the most part are you COE's, in Art's, work in Architecture, and things of that nature. They are often intelligent individuals. These people are known as your Visualist. Think about it, how often do you hear people address the weather, as in there is no Sun out today.

These people are often identified in your society as those commonly denoted as your "in crowd", your most popular people/snobby people. If a person is predominant in this construction, be aware, in this area this person can be overly ambitious. These people frequently address their desires using the word ambition. Ambition is an excellent quality as long as it is a healthy one. These can also be your people, who are artists.

The second form of construction are your people, who hear stuff (St). These people are always talking. They never seem to know when to shut up or in a nicer form, be quite. They often express themselves using the English language by saying things such as, do you hear where I am coming from, do you hear what I am saying (this one really annoys me to know end, I just want to scream when they do this), and a voice in my head tells me, or I hear little voices? They rarely love loud music and would prefer listening to chimes or a waterfall, something pleasant to their ears. AND MY FAVORITE, they enjoy using the maximum amount and are paramount in using their number two organ, their diaphragm. Watch them, they always inhale prior to speaking. The first favorite organ to them is their ability to speak, and hear themselves. These people are often known as your Philosophers, your comedians, and some musicians. I know, my best friend is this type of person and to spend more than 0 minutes with him, I have to get intoxicated. It is the only way I can deal with him. Poor Jerry, if he knew I related to him is this fashion, he would probably be disturbed. But as long as you never tell him, then I have nothing to worry about J. These people are identified and known as your Auditory people.

Watch them, when finished talking, the look up, what there are doing is recollecting what they just related, and in their head, they think it was a good accomplishment, and admire themselves for it; this st makes me sick, lol. Additionally, these people are always trying to make you change your mind to their opinion and often offer much support to assist you in this process.

These people are often your schizophrenics. Schizophrenics are not always bad, they do not always have negative intentions. Think of it like this, when you and I get sick, what do we do, we simply go the doctor, who prescribes medication or antibiotics for us. We do what, we take the medication until when, such time we start feeling better and then we do what, stop taking it. Well, Schizophrenics are the same way, they take their medication and when they start feeling better, they stop taking it.

The third is my favorite. Those are your people, who feel st. These for the most part are your musicians, your carpenters, your doctors, your mechanics, and things related to this. Be careful now, these people are often your people, who commit suicide. I will explain why later. These people get a sense of feeling from accomplishing something. Think about it, watch them, when they have completed a task, they do what, sit back and stare and admire it. These people sometimes take little recognition for their work, as the internal emotional feeling of self-gratification is enough for them. These people address the English language with remarks such as that related to feelings. These people are known as your Kinesthetic people.

Now, everyone for the most part is constructed in some form or fashion of all three types. Most people are primary in one area and closely related to a second. For instance, most mothers are your Kinesthetic followed by a close construction of a Visualist.

Now, a key point here is this, have you ever seen a mother, that just did not give a shit about her child. This is primarily attributed to her construction. She is probably predominant in construction with that of a Visualist. Meaning, she has very little construction is the Kinesthetic area. Meaning, the only feeling she has is for herself and how she sees herself, and how people see her. Make sense to you.

Now, your people, who are most likely to commit suicide. These are your people, who are predominant in Kinesthetic construction. Okay, let me try and articulate this in words. Have you ever seen someone, who no matter how hard you or someone else tried to talk to them, they never got what you said, never listened to you? Well, this is because you have to relate to them through feeling. See, these people are not able to SEE there way out or HEAR there way out of a situation. They are just not capable.

I know, my oldest son, Eric, who is seven is this way. I have to watch him closely. I am working with him, and it takes time. I am constantly participating in art with him. He loves to draw. That way, later in life when life starts hammering his ass, he will be able to relate through SEEING a way out of a situation.

Now is this starting to make sense to you? And no, I am not crazy. I am a certified hostage negotiator, been to the top three interviewing schools in the world, and I am an Advanced Child Abuse Investigator, both sexual and physical, counterdrug certified (same as DEA), protective services (same as US Secret Service), among a lot of other stuff. And if you spent eight years around criminals, then you would know this.

I can figure people out within the first five minutes of speaking with them, just by asking them those 17 questions stored in my head. What do you see when you look at a person, I think of the aforementioned information and start analyzing them. I love the art of studying people. And will teach you the Art of Deception (the book I am writing).

Sorry for the basic language, trying to make you understand, no need to be formal as I am not speaking to a crowd of 45-00 people as I have frequently addressed.

Now, if you happen to be visited by a person that is constructed of all three types, those are your people, that for the most part, can do things easily and just pick stuff up the first time they do anything. These are very versatile people.

Zooning, and Zone Out,

Means to become oblivious to ones surroundings. You must apply yourself in this mode and focus on the situation at hand. Remember, it is essential to one's opponent to be without a doubt conscious of the person/subject and making the person/subject feel you are and have accepted their mistake, or displaying an extremely mental interest in the conversation for them to disclose personal information, or information concerning an incident.

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End War, Save Lives

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Who can determine whether the drop of Atom Bomb on Hiroshima and Nagasaki a necessary or an unnecessary act? Decades have passed, but the controversy between two sides of the argument still arises in today society. But what would have happened had the A-bomb not been used? The most obvious thing is that the war would have continued. It was the atomic bomb that forces Japan to surrender and in turn saved thousands if not millions of lives. Without it, the number of men that would have died on both sides far surpasses that of the number that were killed in the droppings of both Atomic Bombs. The Atomic Bomb cut loses to a minimum and drew war to an end quickly. It was a military necessity.

To understand the decision of the atomic bomb usage, it is necessary to examine the circumstances and the options as Truman saw them in the summer of 145. Between 141 and 145, World War II cost more than one million US casualties. When Truman became President in April 145, US casualties were averaging more than 00 a day. In the Pacific, the toll from each successive battle rose higher. During the first three months of Trumans presidency, US battle casualties in the Pacific were equal to nearly half the total of US casualties in the Pacific over the previous three years. More than 6,000 Americans had been killed or wounded in the battle of Iwo Jima, February 15-March 5. As Truman deliberated about use of the atomic bomb, the long battle for the Philippines continued. Fighting from one area to another, American casualties suffer so much from injuries and dreadful experience; they continue on with the war.

With the end of the European war, the Allies focused their efforts on Japan. Japan still fought fanatically, despite being badly hurt by bombing and blockade. The Potsdam Proclamation, which demanded the unconditional surrender of Japan, was issued. It made no mention of Japans central surrender condition the status of the Emperor. Japan rejected the Proclamation. President Truman issued his executive order to drop the bomb on July 6th 145. The first available target was the industrial city of Hiroshima. On the morning of August 6, 145, a B- bomber named Enola Gay flew over the industrial city of Hiroshima, Japan and dropped the first atomic bomb ever used in war hoping to end the WWII. The city went up in flames caused by the immense power equal to about 0,000 tons of TNT. The project was a success. The blast destroyed 68 percent of the city and damaged another 4 percent, and an estimated 60,000 to 70,000 people were killed or reported missing, according to United States estimates. The second bomb was dropped on Nagasaki after the Japanese government failed to offer their unconditional surrender. This was the final triumph that brought Japan to defeat.

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The dropped of A-bomb on both cities, Hiroshima and Nagasaki, raised many ethical and controversial issues. Most of the people in the United States supported the use of the atomic bomb because it saved millions of live. And still many people, including the scientists that developed the bomb, opposed the bombings and felt it was immoral to kill that many innocent people just to get an influence in the war. But dropping the Atomic bomb was a means of ending the war quickly and saving many American and Japanese lives. Estimates of the number of American casualties-dead, wounded, and missing with an invasion of Japan with conventional weapons would have cost upwards of 1,000,000 American losses and several times as many Japanese casualties. If United States had not dropped the atomic bomb on Hiroshima and Nagasaki, the result would be more devastated. The only possible solution to deny the usage of atomic bomb is American troops invading Japan home islands, and that would increase the number of deaths tremendously. It was planned that the invasion would probably take a full year to 146 for " the Japanese to be sufficiently worn down by land-combat attrition to surrender" (Fussell 76) that is only if the Japanese have a definite knowledge of their losses. And of course that would not be a good decision because it would take the war much longer to end. Not just a large number of Americans would have been killed in the invasion. Thousands of British assault troops would have been destroyed too, " the anticipated casualties from the almost 00,000 men in the six divisions assigned to invade the Malay Peninsula on September" (Fussell 7). At that point every country was in a conflict of one another, if not of the atomic bomb the world would continue to be in war for at least "seven more months of infantry fighting"(7), not noting a year of invading Japan. Numbers of live expect to be taken is much larger compare to the number deaths that was destroyed by the A-bomb.

If the war was to continue on, not only just highly costs of live, but also of large amount of money would spend for destructions. It consumed the nations energies and resources to an extent, requiring the service of 16.1 million Americans in the armed forces and mobilization of the domestic industry and economy. In 144, the war effort absorbed an astounding forty-four percent of Americas GNP. Up to when European war ended, the United States spent 00 billion dollars on war efforts. Many materials and other objects were damaged. Not just United States soldiers were undergoing harsh treatment, but everyone who was involve in war suffer so much injuries that needed a lot of attention and medications. Any more estimation on how much money was lost in damages would be futile. This number would have continued to rise if it had not been for the use of the atomic bomb.

Many feel it's unnecessary to drop an A-bomb on Hiroshima and Nagasaki because they believe it's immoral to kill so much innocent lives. The author of The Shatterer of the World, Kildare Dobbs claims that atomic bomb reduced Hiroshima population from "80,000 to some 45, 000" (70). That is an unreasonable status because estimation from United States on Hiroshima did not reach 100,000 deaths, only link from 60,000 to 70,000. Many scholars argue that the number of death would be less than the number of death in the used of atomic bomb, but it's a fault assumption. The report American death was given daily with increasing percentage, not only that, "Allied casualties were running to over 7,000 per week" (Fussell 77). Two weeks," 14,000 more killed and wounded, three weeks more, 1,000" (77). It had been viewed by American's government that if the atomic bomb was not used, the war might not end until another year. That means 64,000 casualties will be wasted for our Ally, not counting American lives; this is just a low estimation. It's also very difficult to end the war any earlier if the bomb was not been used because the Japanese government failed to believe in surrender.

America's reason for using the mass destructive bomb is to end the war quickly with less death as possible. Many argue that America should have announced the destruction of the bomb to the world's government, but at that time no one knows it could create such a horrifying damage. Author of the essay, The Shatterer of Worlds, Kildare Dobbs states " Parsons and the pilot, Colonel Paul Tibbets, knew exactly in what manner Little Boy was different"(70). What different do they know? They might know it's stronger and greater than regular bomb, but do they know how effective it can be. No they don't, not even President Truman. The A-bomb was tested only once at New Mexico, but the destruction was nothing near to the destruction of Hiroshima and Nagasaki. After the drop of atomic bombs on both cities, he said in a terrified voice, " Oh God, what have I done." He knew nothing of it power, all he wanted was to bring the war to an end, and have his soldiers home safely.

The question of the atomic bomb usage brings up many controversial debates because some cannot understand how WWII was a long and devastated war. It killed millions and destroyed the lives of millions more. It lasted four years and could have lasted longer; with death and destruction increasing every day. United States did not send the atomic bomb because of vengeance; they did it because it was the most necessary thing to do. Ending such a horrible thing should be reason enough to drop the atomic bomb. The atomic bomb may have killed thousands, but it saved millions.

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King Lear can be read in a variety of ways

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King Lear, like all texts, has been interpreted in a number of ways. The way an audience reads the play is shaped by the time, place and culture in which they live. This is illustrated through the two very different readings of the play the Elizabethan perspective and Richard Eyre's perspective. While the Elizabethan perspective, revealed through Shakespeare's use of several literary techniques, interprets the play primarily as a social tragedy. Richard Eyre's perspective revealed through the production techniques of the 18 film version interprets the play primarily as a domestic break down. Thus, these two readings of the play, taken from two different points in history reveal how social and political context can shape very different interpretations of the one text.

When King Lear was originally written, most audiences would have interpreted it through an Elizabethan perspective. The Elizabethan perspective was a result of the social, political and cultural values of the time. Society at this point believed very strongly in social order and structure. Everything in life had its place under God in what was referred to as the 'great-chain-of-being', and essentially it was a theocentric (God centered) age. Elizabethans believed that if anyone, particularly someone high up in the social hierarchy, disturbed the great-chain-of-being total chaos would result. So when Lear, the King, decides 'to shake all cares and business from our age, conferring them on younger strengths' (Act 1 scene 1, lines 4-5), the Elizabethan reading would have interpreted him as actually rejecting his God given role as head of the state and thus disturbing the natural order of society.

Another social belief of this time that would have shaped the Elizabethan reading of the play was that natural order could only be maintained if reason ruled over passion within the mind of individuals. When Lear therefore, decides to suddenly step down from the throne and rashly banishes Cordelia from the Kingdom it is because he is letting his emotions and desires rule over his reasoning. This behavior went against the natural order of society and ultimately could only led to disaster. According to the Elizabethan perspective therefore, it is Lear's decision to let passions govern his reason and his decision to break the social structure by dividing the kingdom in three that leads to disagreements, disorder and ultimately death. 'Take but degree away, untune that string, And hark, what dischord follows.' (Act 1, Scene , line 10-110)

Shakespeare uses a variety of literary techniques to reveal the Elizabethan perspective. Through his use of imagery Shakespeare very clearly reveals the disorder that is seen to be occurring within Lear's Kingdom. Perhaps the clearest illustration is through the storm, which metaphorically symbolizes the turmoil and confusion that is occurring not only within the mind of Lear, but over the whole state. Animalistic imagery, used by Lear to describe Regan, reveals how characters that step outside their place in 'the chain-of-being' transform into something 'unnatural' and unpleasant. 'Thou marble-hearted fiend, More Hideous when thou show'st thee in a child, Than a sea-monster.' (Act 1 Scene 4, lines 1-15) Gonerill and Regan's transformation into something increasingly unfeminine and unnatural is also illustrated through the way Shakespeare switches their language from verse to prose as the play progresses.

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Shakespeare's use of soliloquies also plays a vital role in revealing the Elizabethan reading of the play. Through these personal and intimate speeches the intentions and thoughts of individual characters are revealed. The audience sees, laid bare, the corruption and political machinations that evolve when Lear disturbs the state's natural order. Edgar's soliloquy informs the audience of his amoral schemes, 'To take the basest and most poorest shape, That ever penury in contempt of man, Brought near to beast.' (Act , Scene, lines 7-8).

In a contemporary society however, King Lear has been received very differently. No longer preoccupied with social order and structure, people have taken on an anthropocentric (human-centered) view of the world. This new social belief system and context has brought new readings to King Lear and one of these is that of Richard Eyre, which is presented in his 18 film version of the play. While the Elizabethans felt that if the social order of the state was disturbed chaos would result; contemporary audiences are more familiar with the chaos that occurs when the family unit is broken down. As a result, Eyre's reading presents King Lear as a domestic rather than a social tragedy.

According to Eyre's reading of the play, it is Lear's failure as a father - his failure to understand and bestow the love that as a father he was responsible for giving, which ultimately leads to disaster. When Lear banishes Cordelia saying, 'Here I disclaim all my paternal care, propinquity and property of blood, And as a stranger to my heart and me, Hold thee from this forever' (Act 1 Scene 1), he is denying his responsibility to as a father offer unconditional love to his daughter. Eyre's reading of play puts great emphasis on Lear's inability to give selfless love to his family and his inability to understand love as something independent from wealth and power. 'Thy fifty yet doth double five and twenty, And thou art twice her love.' (Act Scene 4 line 5-5) According to Eyre's perspective it is disorder in the familial units of both Lear and Gloucester that leads to the Kingdom's state of despair and turmoil. And in this sense Eyre uses the family unit as a microcosm of the state.

Richard Eyre uses several production techniques to illustrate his personal reading of the play. Through use of facial expressions Eyre reveals the emotions of characters and on several occasions highlights the despair they experience as a result of family disfunction. When Lear curses Gonerill the audience sees for the first time, through Gonerill's tear filled eyes and sorrow struck face how a father's refusal to show their child paternal care can grief even the toughest and inhumane of characters. The facial expressions, body language and tone of voice used by individual characters reveal more clearly than any other technique both the love and the hate within humans that Eyre explores in his reading of the play.

Eyre also uses the set designs in his film production to reveal his perspective of the play. Using a minimalist style for the set designs Eyre takes the emphasis of the play away from Lear's kingly splendors and places it on the most basic social structure - the family. Eyre does not create scenes containing large crowds of people, because the play according to his perspective, is essentially not about the state but about something much more personal, that is the family. The set designs are in no way homely, warm or welcoming. Regan's castle has no windows or furniture, like the relationship that Lear shares with his daughters as a result of his fowl fathering; it is cold and hostile. Eyre uses set designs, stage props and even costumes to put emphasis on what be believes to be the most important aspect of the play, the family breakdown.

These two readings; the Elizabethan and Richard Eyres, therefore illustrate how different social contexts can shape very different interpretations of King Lear. While the Elizabethans, as a result of their political and cultural values view the play a domestic tragedy, and place the significance on the break down of social structure that occurs in King Lear. Richard Eyre as a result of contemporary views and values interprets the play as a domestic tragedy. These two readings are also presented very differently, while Shakespeare presents the Elizabethan perspective through uses literary techniques such as language, imagery and soliloquies. Eyre as a result of modern technologies presents his perspective in a film through the use visual techniques such as facial expressions, stage sets and costumes. Thus, the Elizabethan and Eyre's perspective demonstrate how different times, places and cultures can shape very different readings and interpretations of King Lear.

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