Themes Of Faith And Doubt In The Hobbit - 1668 Words

External assessment Comparison in which J.R.R Tolkien and Jules Verne have explored different perspectives of the idea of faith and doubt in their respective texts The Hobbit and Journey to the Centre of the Earth. Both texts convey the symbols of faith and doubt. The idea that doubt will always affect you still faith may have enough strength to overcome the doubt in anything. Verne looks at both Protagonist one symbolising faithful and the other symbolising doubt, metaphorically one effects the other, while Tolkien protagonist Bilbo has faith and doubt in himself and how his faith overcome the doubt. The similarities and differences that will be analysed in the respective novels of Verne and Tolkien that show the idea of faith and doubt†¦show more content†¦Never!†. While the other main character is Axel and is doubtful of the adventure because he does not want to go on the adventure and drags Lidenbrock a bit but Axel still follow Lidenbrock showing that Axel has a little faith that they will success however still is doubtful through the tunnel unlike Lidenbrock which gave him his last drop of water and Axel â€Å"still express nothing but despair†. Hans is an Icelandic guide who gets paid to go on the journey and does not talk English so what he says is translated by the professor and from what he says he is not affect by faith or doubt in the adventure. The supporting characters in Verne’s novel are not affected by the idea of faith and doubt but push on through the adventure and help Axel and Lidenbrock in their adventure through the centre of th e earth. Unlike Verne’s novel that focus more on the adventure and how that effects the protagonist faith and doubt, Tolkien uses many characters to improve on Bilbo’s faith throughout the adventure. The main character that helps Bilbo to have faith through the novel are the company of dwarves and Gandalf who start to rely and â€Å"trust Bilbo,† when he begins to have more faith in succeeding in the adventure and he is the only way they can complete the adventure. The use of more characters in the Hobbit allows for more challenges that stop Bilbo from doing the quest or helping him succeed. The convention of characters used by the novels areShow MoreRelatedAmerican Popular Culture and Its Impact in a Globalized World8501 Words   |  35 PagesAmericans, after all, did not invent fast food, amusement parks, or the movies. Before the Big Mac, there were British fish and chips. Before Disneyland, there was Copenhagens Tivoli Gardens (which Walt Disney used as a p rototype for his first theme park, in Anaheim, a model later re-exported to Tokyo and Paris). Ââ€" Richard Pells 1. Introduction No matter what corner of the world, it is more than unlikely to walk up to an adoles-cent, mention the names Jennifer Lopez, Madonna

A Rose For Emily Character Analysis - 1269 Words

A Rose for Emily William Faulkner’s, A Rose for Emily, is an account from an eye witness’ perspective of the life and dilemma of a noble woman belonging to the bankrupt aristocratic family in the late nineteenth century. It’s a tale of a woman who due to her seclusion at the hands of her father and severe critique by the society turns into a mentally unstable person. The character of Emily is intriguing in its stubbornness of defying the changes around her. She is set in her ways and unwilling to let go of pride that comes with her family name even though the readers are informed at the very start of the narrative that she is left with nothing other than the house by her father. It is an empty pride she carries around her and a reason†¦show more content†¦Samuel explains this shift of wealth, â€Å"For centuries, even millennia, being rich depended on one thing; owning land. In nineteenth century, however, industry emerged as a prime way to get rich.† (7) In A Ros e for Emily, this boom of industrialization is depicted in what sounds like disgust, â€Å"Miss Emilys house was left, lifting its stubborn and coquettish decay above the cotton wagons and the gasoline pumps-an eyesore among eyesores.† And the failure of previously rich as, â€Å"But garages and cotton gins had encroached and obliterated even the august names of that neighborhood-†. A Path for Progress. Industrialization brought a series of development that laid the foundations for America’s progress. An article from Gale Database on 1878–1899: Lifestyles, Social Trends, and Fashion: Overview describes it as a time when, Homeowners in cities and suburbs were introduced to running water, gas, electricity, and sewer systems. Public places such as schools, stores, restaurants, and government offices were the first lighted by electricity, a service that became increasingly available in the 1890s. The story, A Rose for Emily, mentions these changes more than once for example, â€Å"The town had just let the contracts for paving the sidewalks† and â€Å"When the town got free postal delivery-† Along with the infra-structures the legislations were reformed. In an article, The Development of Industrial United States the need for change inShow MoreRelatedCharacter Analysis of Emily Rose in a Rose for Emily726 Words   |  3 PagesThe character Emily Rose in A Rose for Emily is considered a static character because; her traits throughout the story do not change. In the story she is deemed as quiet, inhuman and, even mad. However, through further inspection; there are characteristics displayed t hroughout the story that can possibly prove that Emily was a dynamic character. Throughout the piece Emily changes both mentally, socially and physically. Miss Emily, the main character of this story, lives for many years as a recluse;Read MoreA Rose For Emily Character Analysis934 Words   |  4 PagesAt first sight, the work â€Å"A Rose for Emily† by William Faulkner looks like the story of a woman, Emily, who was molested by an entire city. For example, the moment when the new generation requires the payment of taxes even though Emily’s family had reached an agreement with the previous city government to skip this payment. At that point, I really felt sorry for Emily. However, as the story progresses we see that Emily deserved the repudiation of the inhabitants of the city because she acted in aRead MoreEssay on Emily Character Analysis of A Rose for Emily928 Words   |  4 PagesMiss Emily Up Close In the short story of A Rose for Emily, the main character illustrates a disturbed individual that doesnt want to separate herself from a deceased loved one. Everyone knows what its like to loose a loved one, but the town of Jefferson had no idea how hard Emily had taken death until they unraveled her deep, dark secret. People knew what it must have been like to be Emily. They knew the type of life she had lived and felt bad for the way her father had kept her all coopedRead MoreCharacter Analysis of Emily Grierson in A Rose for Emily by William Faulkner757 Words   |  3 Pagesthis was a salute ... to a woman you would hand a rose† (Outà ³n 63), this is how William Faulkner is quoted when explaining the meaning for the title of his short story, â€Å"A Rose for Emily.† In his short story, Faulkner summarizes the life of a forsaken woman, whom, while heavily respected by her town, is also quite pitied. Faulkner works to give the reader a sense of empathy towards his character while he describes the tragedy that is her life. Emily Grierson, is eventually found to not be the onlyRead MoreEssay about A rose for emily character analysis616 Words   |  3 Pages Pity for Emily nbsp;nbsp;nbsp;nbsp;nbsp;In the short story A Rose for Emily, by William Faulkner there is a very interesting character. Her Name is Emily Grierson and she is a rich southern gentile. All her life it seems that she was raised at a standard that was above the rest. By living such a secluded and controlled life it set her up for the happenings in her future. nbsp;nbsp;nbsp;nbsp;nbsp;When her father passed away she had nobody to tell her what to do and how to act. This wasRead MoreCharacter Analysis in A Rose for Emily by William Faulkner1255 Words   |  6 PagesA Rose for Emily by William Faulkner is located in Jefferson, a small Southern town during the post- Civil War era. The story revolves around the eccentric and catastrophic events of Miss Emily Grierson’s life. At a first look, Miss Emily seems like a lonely woman with little self-confidence and low self-esteem, which is due from her father’s upbringing. There had to be some kind of neglect by her father because he made her lived such a sheltered life. He made her think that nobody was good enoughRead More Character Analysis of Emily Grierson in A Rose for Emily by William Faulkner555 Words   |  3 Pages Emily Grierson, referred to as Miss Emily throughout the story, is the main character of A Rose for Emily, written by William Faulkner. Emily is born to a proud, aristocratic family sometime during the Civil War; Miss Emily used to live with her father and servants, in a big decorated house. The Grierson Family considers themselves superior than other people of the town. According to Miss Emilys father none of the young boys were suitable for Miss Emily. Due to this attitude of Miss EmilysRead More Wiliam Faulkners Emily Rose Character Analysis Essay examples654 Words   |  3 PagesAll Roses Are Red Unreasonably determined to exert one?s own will is the definition of the word stubborn. William Faulkner is a southern writer who focuses in his work on human experiences and behavior influenced by the South, the Civil War, and the post Civil War effects. In Faulkners, A Rose for Emily, Faulkner constantly depicts Emily as a stubborn character, especially stubborn about changing her way of life. Faulkner uses subtle clues from diction and description as well as obviousRead More Narrative Worth in A Rose for Emily Essay1298 Words   |  6 Pagesâ€Å" A Rose for Emily†, William Faulkner tells the complex tale of a woman who is battered by time and unable to move through life after the loss of each significant male figure in her life. Unlike Disney Stories, there is no prince charming to rescue fallen princess, and her assumed misery becomes the subject of everyone in the town of Jefferson, Mississippi. As the townspeople gossip about her and develop various scenarios to ac count for her behaviors and the unknown details of her life, Emily GriersonRead MoreA Rose for Emily by William Faulkner712 Words   |  3 Pagesunity. Symbolism in â€Å"A Rose for Emily† is use in a variety of ways for example Miss Emily she represent the monument and mental illness, mental illness because she killed her own husband.Another character that had symbolism is Homer Barron he represents more than just a simple character, he represents insensitivity because he dint care about another people. An explanation of characters and objects that we have seen in the short story â€Å"A Rose for Emily.† The character Emily herself is a symbol of

Piaget and early childhood Free Essays

Truss Excelsior College Even though Jean Paging passed over thirty years ago his work is still seen in the classroom today. There are three educational principles that are derived from Piglet’s theory that continue to have a major impact on both teacher training and classroom practices, particularly during early childhood. Discovery learning, sensitivity to children’s readiness to learn and acceptance of individual differences are the three educational principles that are still impacting the educational atmosphere (Beer, 2010). We will write a custom essay sample on Piaget and early childhood or any similar topic only for you Order Now Discovery learning encourages children to learn through discovery by spontaneous interaction with the environment. Teachers place items in their classroom that students can use for exploration and discovery. Children can explore art supplies, measuring tools, puzzles, table games, building blocks, etc. To enhance learning. Teachers don’t readily present verbal knowledge in this setting but encourage discovery by these tactile means (Beer, 2010). Sensitivity to children’s readiness to learn is another principle derived from Page’s theory. In this environment teachers introduce activities that build on children’s current thinking, challenging their incorrect ways of viewing the world and enabling them to practice newly discovered themes. However if the child doesn’t not show interest or readiness the teachers will not teach them until they show interest or readiness. Lastly acceptance of individual differences, gives credence to Piglet’s theory that children undergo the same stages of development, they Just do it at different rates. For this reason teachers must plan activities for small groups and not the whole class. Evaluations must be related to the child’s previous development rather than an average based on normative standards or related to peers in the same age group. This allows for learning tailored to individual differences (Beer, 2010). Although there are three main principles of Piglet’s theory still found in the classroom today, her also theorized that there are limitations to early childhood thinking. According to Jean Pigged, egocentrics, conservation, concentration and reversibility and the lack of hierarchical classification, are limitations to early childhood thinking. These limitations are aspects in the operational stage of his cognitive development theory (Beer, 2010). Egocentrics, deals with children’s ability to see things form another’s point of view. Pigged conducted a three mountains problem, in which a doll was placed behind three distinctive mountains with the larger one facing the doll and the smaller ones facing the child. When asked to identify a picture from the doll’s point of view they would only chose the picture that represented what they saw from their point of view. Conservation is explained as physical characteristics of objects remaining the same even when their outward appearances change. In a demonstration a child is shown two glasses with equal amounts of liquid. The child acknowledges that the two glasses have the same volume of liquid. He then pours the liquid of one glass into a taller glass. Children on the operational phase of thinking will say that the glass that is taller has more liquid even though they didn’t see any additional liquid poured to increase volume or any liquid removed to decrease volume. This task also explains two other aspects of his theory, concentration and reversibility. In this experiment the children focus, or center on the height of the glass. They do not process the fact that the changes in height and width are what make the liquid appear taller. This is the premise behind concentration. Irreversibility is also at play here. The children are not able to reverse the process and think that if she pours the taller glass of liquid back into the same glass it was poured out of it would take on the original shape from the original glass.. How to cite Piaget and early childhood, Papers