The Underlying Message of The Tyger by William Blake Essay -- The Tyge

The Underlying Message of The Tyger by William Blake Blake’s legendary poem â€Å"The Tyger† is deceivingly straightforward. Though Blake uses â€Å"vividly simple language† (Hirsch, 244), the poem requires a deeper understanding from the reader. There are many misconceptions concerning the symbols in â€Å"The Tyger† (specifically the tiger itself). This often leads to confusion concerning the underlying message of the poem. Compared to Blake’s â€Å"meek† and â€Å"mild† lamb, the tiger is hard to accept. It is a symbol for that which people fear. For some, their fears are not reality, and are much easier to ignore than accept. But no matter how hard to accept, the lamb and tiger are equally important, and together create a balance that is ideally healthy for the world. The Tyger can be interpreted through many different theologies, as a form of the sublime, and as an essential part of human life. Because Blake is ambiguous about the tiger’s nature it is hard to understand. Blake uses paradox to his advantage in the first stanza, which creates an ambiguous effect: The expressions â€Å"forests of the night† and â€Å"fearful† have a menacing quality that is negative in nature. On the other hand â€Å"bright† and â€Å"symmetry† (a sign of perfection) have positive overtones, and are more commonly associated with goodness. Blake has given many clues; and the effect is such that the reader is led to believe that the tiger has both good and evil qualities. The one underlying question that Blake asks of the reader: what God could â€Å"dare† (l.24) to create such a creature? According to the Christian doctrine, there is one God who is the maker of everything. Though there is much argument over how much He partakes in the creation of evil. Nonetheless, this passage is found in the Bible: â€Å"I form the light, and create darkness: I make peace, and create evil: I the Lord do all these things.† (Isaiah 45:7). The tiger could very well be the expression of this God. There are many other beliefs in the world besides Christianity within which the tiger can be proven to reside. Monotheism, for example, is the â€Å"belief in a single, universal, all-encompassing deity†(Wikipedia). This deity could also be the â€Å"immortal hand† that formed the Tyger. Manicheanism, one of the major ancient religions, uses the theology of dualism as its main principle. The Dualism doctrine can be said to â€Å"consist of two basic opposing... ...he tiger and the lamb.† (250) Ultimatley, the reader must make the decision whether the tyger is a positive or negative part of life. Works Cited 1. E.D. Hirsch, JR. Innocence and Experience: And Introduction to Blake USA: Yale University, 1964. 2. The Holy Bible containing The Old and New Testaments, King James Version Toronto: Canadian Bible Society. 3. â€Å"Dualism†, â€Å"Monotheism†, â€Å"Christianity†, Manicheanism†, â€Å"Taoism† Wikipedia. http://en.wikipedia.org/wiki/Main_Page. 4. Roy P. Basler. â€Å"The Tyger: A Psychological Interpretation† Sex, Symbolism, and Psychology in Literature. New Brunswick: Rutgers University Press, 1948. 20-24. 5. Morton D. Paley, â€Å"Tyger of Wrath†. Twentieth Century Interpretations of Songs of Innocence and of Experience. Ed. Morton D. Paley. USA: Prentice-Hall, Inc. 68-92 6. â€Å"Manicheanism† Encyclopedia of the Orient http://i-cias.com/e.o/manichae.htm 7. William Blake. â€Å"The Tyger†, Literature: An Introduction to Reading and Writing. E.V. Roberts and H. E. Jacobs 7th Ed. USA: Pearson Prentice Hall 2004. 8. William Shakespeare, â€Å"Henry V† Shakespeare-literature.com http://www.shakespeare-literature.com/Henry_V/10.html

The Crucilbe: Theater Project. Includes Directorial, Set, Sound, And C

I chose Arthur Miller’s The Crucible because of the plot’s dark history and suspense. Also because of the play’s reflection of McCarthyism. The so called â€Å"witch-hunts† for communist brought on by Senator Joseph.   Ã‚  Ã‚  Ã‚  Ã‚  The play is set in Salem, Massachusetts, 1692, where suspicions of witchcraft were floating around the town air. Act 1 starts out in early spring and ends in Act 4 when it is late fall. The play opens with Betty Parris sick in bed, and Reverend Parris tending to her, and wondering what made her so sick. Soon Abigail Williams saunters in, and through much probing, Reverend Parris eventually finds out that she, Tituba, Susanna Walcott and Betty were all involved together in a secret practicing of witchcraft. Abigail tells of a dance around a cauldron in the woods, and says that was all that happened. But, when Reverend Parris reveals how he was in the woods at that particular time, and saw the dances, Abigail gradually explains what went on, while leaving herself out as the main practitioner. She says she was forced into it all by the other girls and Tituba. Now the stage is set for a variety of unexpected accusations, scandals and tribulations.   Ã‚  Ã‚  Ã‚  Ã‚  The main characters are Abigial Williams, the â€Å"trouble maker† of the play, is the niece of Reverend Parris. Though only 13 years old she manages to get the whole village in an uproar. With the help of the other girls in the village, she fools the Salem council into thinking that the devil has inhabited certain citizens. Reverend Parris is the minister for Salem. He is a paranoid, power hungry man. He is more concerned about his reputation than his daughter and niece's souls when the first rumors of witchcraft get under way. However, he quickly learns to take advantage of the witch craze for his own personal gain.   Ã‚  Ã‚  Ã‚  Ã‚  John Proctor had an affair with Abigail when she was his household servant. He hates hypocrisy, and his hidden sin causes him a great deal of moral anguish. He hesitates to expose Abigail as a fraud because he knows his own conscience is unclean. He does not try to expose her as a liar until it is too late. He is accused of witchcraft and convicted. He suffers a moral dilemma over the decision to confess or not to confess to witchcraft. He confessed his affair before Danforth and Hathorne because he refuses to a... ...o show that she was a servant and wasn’t clothed in the same clothes as her masters.   Ã‚  Ã‚  Ã‚  Ã‚  Last is sound. This play didn’t have any chances for back ground music except for the end of each act. The ending song for Act 1 is called â€Å"Pulse† which is performed by The Kroumata Percussion Ensamble located on the C.D. â€Å"The 2nd Construction†. It contains light xylophone, snare drum, timpani and bells. Act 2 opens with the living room and Elizabeth singing in the back ground. It also had a fire place so I wanted the sound of the fire crackling randomly through the scene. Then we hear the neighing of a horse and John proctor arrives.   Ã‚  Ã‚  Ã‚  Ã‚  Act 3 ends with the uproar from John proctor and I chose another piece from The Kroumata Percussion Ensamble entitled â€Å"Soldier’s Song† which is a series of drum rolls, base drum crashes and timpani rolls. Act 4 leads us to the jail cell where the fall moon is shining through the window and the sounds of frogs and crickets can be heard. The scene ends with John being taken away to the hallows. For this scene I wanted a constant percussion ensemble of sounds and to get increasingly louder as the curtain falls.

french revolution:peasants becoming oppressed. :: essays research papers

By the 18th century the third estate became aware of their oppression through various sources. These sources include the Influence of philosophers and the Echoes of the American war of independence. Goodwin states, the aim of the French philosophers, of the eighteenth century, was to liberate mankind from the fitter of ignorance and from subservience of outmoded practices. D. Richard further illustrated that philosophers such as, Rousseau, Voltaire, Monesquieu and the encyclopedias have contributed to the uprising of the third estate, within the revolution. In fact, Voltaire’s, influence within the revolution was mainly directed towards the corrupt government, ecclesiastical bigotry, censorship and cruel and arbitrary penal systems at the church. D.Richards further stated â€Å"he poured scorn on the pretensions of the church and folly of the government and the credibility of those who are taken by both.† His cry for injustice and brave actions, allowed him to receive tremendous gratitude from the third estate. As a matter a fact, Voltaire was the most influential philosopher within the revolution to challenge. Rousseau also influenced the third estate. Rousseau preached the equality of man, he later attacked justice â€Å"Men though born free are every where in chains†, and even in the government he said. Rousseau according to A. Goodwin claimed that the only legitimate state was one that expressed the â€Å"General will† (the will of the people as a whole) which is inspired by good motives and directed only in the common interest. His contract social (social contract) of 1762 envisaged free men guaranteeing each other natural rights. Historians have concluded that Rousseau, inspired the people emotionally, preparing them to retaliate. Another radical, Montesquieu inspired the third estate within ideas. His aim mainly was to focus on various parts of parlements and it’s unfair implications, towards the third estate. Alongside, the three philosophes mentioned above. Diderot and the encyclopedias also contributed to the influence of the revolution. He, like Voltaire, preached the injustice of the church practices and government. He criticized the heavy burden of taxation upon the third estate. He suggested that the intolerable acts of taxation be abolished with the exception of land tax, which was chiefly paid by the clergy and nobles for Diderot and the encyclopedias the common good was supreme law and government therefore the general happiness of society. Besides the philosophes, the physiocrates played a vital role in the usurpation of the revolution .A. Goodwin also noted that, the physiocrates, led by Rivere, supported freedom of contract, and specifically demanded scientific government to replace the irrationality of privileged.

Importance of art in society Essay

People seem to gravitate towards images ,giving them a meaning from their own personal lives. That they themselve are able to relate back to their : concept of what life is, memories of their yester-year and their dreams to be. Understanding what’s going on when a face begins to squish ,to make room for wrinkles ,a slight pout in the lips gives the viewer, the impression the, image ,of a face, within the picture is getting upset. Children are able to grasp the concepts, the elderly seem to understand,psychologically disabled comprehend what is happening within a picture because they give it their own personal meaning,correct only to them being thats its their interpretation. pictures can cause people to feel so emotionally intense they decide they should take up arms. in world war ii visual art,propaganda art, was used as a war tool to provoke emotions leading everyday men to go out and buy bonds ,pious germans to commit acts like genocide against the jews, housewifes to pursu e work in factory jobs: â€Å"One of the main reasons why World War II had a huge impact on the world was from propaganda because it promoted a great deal of industry and economic stability. When one thinks of how many people participated in the war, they probably only think of how many soldiers fought in the war and how many casualties there were. Due to the art of propaganda, most of the citizens from each country during World War II were acting participants because it lit a fire in everyone’s stomachs to help their country’s cause in whatever way possible†¦.† (World War II..) images impact us the power within pictures is an immense one, causing two races before in conflict with each other , to agrees to seat aside their differences and work together This poster of two young men working on an engine promotes the citizens of America to work harder so the army has more materials, implying that even normal citizens can take part in the war even if they are not fighting (World War II..) A maiden whose ferociously mad at her bridesmaid for leaving the wedding on the day of or, the look of bright blue skies ,light brown beaches ,a towel on top of the sand with a man laying down , celebrating his vacation , people tend to understand the feelings with in these pictures because they ,themselves, have had similar feelings.Visual art is a message that is able to promote feelings of glee and good memories to the viewer but, at that time are able bring back feelings of extreme hatred and aggression. Visual arts can aid in the relieving of stress, to whomever may need it.Being a victim of bullying,going home to a empty house of no one to open up to and, share the pain with.Theres paper and pencil,visual art . So the bullied child tells his pain to the paper everything he feels :â€Å"how he wishes he would stop being tormented because it making him feel like his worthless†,†how hes thinking of missing a step when he goes down the stairs because it will make his pain go away†.this is a relief for him being able to vent it out,taking away the pain on his mind.He letting the negative thoughts go away ,and becoming fun thoughts again. the pain within him grows smaller with each mark he leaves on the paper, as he finishes up his drawing.Visual images gives the drawer the chance to vent and not let them emotions build up Feeling can about about an issue can be express like â€Å"how the viewer feels about something† it all comes out in the picture , as lines are drawn,nonverbal giving his/or her feelings representations. the way a student draws his math teacher with frightening demonic fangs and a menacing look , the picture read the teacher is a horrible monster. The same math teacher that didn’t like him , that would continuously send him to the disciplinary office to be disciplined. Or the problems of everyday life that have yet to have an answer ,too. Visual images help in finding that  solution to those problems by being a voice to be heard by the public.During the the 1600 around the world knew nothing about the atrocities of slavery,how slaves imprisoned were being treated by their slave masters’. then came a visual material to bring about a solution to the problem , called â€Å"uncle toms cabin† . This very visual book full of emotional images gave a view into the slave fields around that era, the 1600s. The millions of slaves who spent their lives on their masters cotton field picking and sorting cotton, the challenges the would face for being enslaved were being given a voice to public ,for help.Slaves had no choice and were forced into strenuous labor full days of bone-break cotton picking, from early in the morning till late at night. the way they were need to be brought to the public eye,to be stopped, and this is what visual aids were able to accomplish and more: † helped to lay the ground work for the civil war â€Å" (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by, campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across. (The Civil War in A., pg 18) according to Will Kaufman.the slaves were ripped apart from the one they loved ,wiped with such brutality to the point of death for trying to escape into a god-given life of freedom,molested by their slave masters for being conveniently there, when he felt the mood was right.All of these things came before the world to be judged and decide if slavery was a justice practice .This was a grand issue hidden in the fabric of american culture brought before the world to judge. Through the use of images to bring issues that need to be heard a solution to ,shows how visual images are important and how powerful they can be in life. Visual images play a huge impact in the world that we see in our everyday,from the billboard ads on local subways trains passing by,  campaign art to vote for this this elected official, or the doodle made in class. they have the power to portray meaning through the use of color, shape, hues, space, and line to convey a message, to the viewer. visual art is a gift that can give: the mute words to be said ,the artistic an outlet to create and the brand ,needing to be promoted, a way to the viewer.among all these things visual art is important to everyday life because its a fun activity , an outlet to express feelings,and its a nonverbal way of getting the point across.

Living in a Global Society Rubric

Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Description: Teacher candidates will develop an instructional unit based on a realistic fiction trade book. Additional information: 1. The selected trade book will have part or all of its setting in a country other than the United States of America. 2. The unit will display integration of language arts (English usage, writing/composition, and spelling), reading (comprehension and fluency), math, science, social studies, the arts, physical education, and student use of technology. . The arts, physical education, and technology will need to be integrated into only one lesson each somewhere within your unit. These do not need to be done on a daily basis. b. Language arts, reading, math, science, social studies will need to be integrated into each day’s instructional planning. 3. Learning activities need to incorporate at least three of the five following items: a. Culture and cultural diversity b. Tim e, continuity, and change c. Economic, scientific, and technological development d. Individuals, groups, and institutions . Civic ideals and practice of the country that is the setting of the book 4. The integrated unit will cover three complete days’ instruction. Local pacing guides are not to be taken into account. The three days of instruction will be done on Plan Book Sheets. Please indicate content areas that are being integrated. 5. All appropriate standards for each integrated lesson are to be listed. 6. Template for submitting on following page. 7. One full day’s instruction will also be developed using the Blueprint Lesson Plan format.Candidates will pick any one of the three days developed on Plan Book Sheets as the day that also gets Lesson Plans. 8. Candidates will have an individual checkpoint meeting with their instructor to ensure appropriate progress is being made towards completion of this assignment. 9. Candidates will bring a copy of their Rubric/Res ponse Sheet for Individual Unit Meetings to their unit meeting with starred items completed before meeting 10. Completed unit assignments will be submitted in a zip bag on a flash drive with rubric.After any editing, the candidate will upload finalized version to Task Stream. 11. Please email questions to me at emily. [email  protected] edu ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Introduction of Story – Vocabulary, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and MathReado ELE 4030: Living in a Global Society Plan Book Sheet for Unit Assignment Trade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Continuation of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado ELE 4030: Living in a Global Society Plan Book Sheet for Unit AssignmentTrade book used and grade level of instruction: Snow Treasure by Marie McSwigan – Grade 4 Instructional day: (Circle appropriate one) Day 1 Day 2 Day 3 Focus for this day: Conclusion of Story – Comprehension, Geography, Science and Math Content area (s) addressed in this lesson: Reading, Writing , Geography, Social Studies , Science and Math Reado The University of North Carolina at Pembroke School of Education – Teacher Education ELE 4030: Living in a Global Society Integrated Unit Assignment and Rubric/Feedback Sheet Candidate: | |Aspect of Assignment | Possible points | |Cover sheet (Candidate’s name, course, semester & year, Integrated Unit based on †¦ (na me of trade book), level of |-10 if missing or | |instruction |incomplete | |Plan book sheet completeness & clarity |10 | |Lesson plans in Elementary Lesson Plan Format, completeness, and clarity |10 | |Curriculum integration |10 | |Language arts strategies |10 | |Reading strategies |10 | |Math strategies |10 | |Science strategies |10 |Social studies strategies |10 | |Arts strategies |5 | |Physical education strategies |5 | |Student use of technology |5 | |Developmental appropriateness |5 | |Total points earned out of 100 & Instructor comments | | | |/100 | | | | University of North Carolina at Pembroke School of Education – Elementary Education Department Rubric/Response Sheet for Individual Unit Meetings **Candidate: Cristy Prince | |**Book used & author: Snow Treasure by Marie McSwigan | |**Appointment day & time: Tuesday, October 11, 2011 at 4:00 p. m. | |Aspect of Assignment |Possible Points | |On time for appointment |10 | |One day’s Plan Book Sheets | 20 | |Three Lesson Plans in Elementary Lesson Plan Format |20 | |Curriculum Integration 20 | |Meshing of activities with appropriate standards |20 | |Clarity/precise language |10 | | |100 | |Subtotal | | |Rubric not provided by candidate |-15 | |Rubric provided but starred items not completed |-15 | | | | |Total | | Comments: ———————– Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology.Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learn er will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan.The teacher will read aloud the first 10 chapters, stopping along the way to introduce vocabulary (Norway, Norse, kroner, Nazi, etc. ) and geography (Norway, the Arctic Circle, Poland, Germany, Britain, and France). The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to begin to think what role the Norse have played in the development of our country and what, if any, they have p layed in our state. We will also discuss how both humans and animals adapt to such a cold, harsh climate. During math, we will continue talking about Norway and their system of currency. We will work on currency conversions, starting with a basic lesson and then moving on to using the web site www. xe. om to practice further. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed. Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively.Social Studies – Go al 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 1: Number and Operations – The learner will read, write, model, and compute with non-negative rational numbers. Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 11-20, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far.They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state. We will also discuss what animals indigenous to ou r country could survive in Norway. During math, we will continue talking about Norway and how they moved their gold from the cave to the Snake. We will work on word problems that revisit such a conundrum to figure what it would take to move amounts from site to site. We will further this concept in the computer lab in the afternoon with www. ixl. com. Standards/Competencies: English Language Arts – Goal 1: The learner will apply enabling strategies and skills to read and write. Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.Goal 3: The learner will make connections with text through the use of oral language, written language, and media and technology. Goal 4: The learner will apply strategies and skills to create oral, visual and written texts. Goal 5: The learner will apply grammar and language conventions to communicate effectively. Social Studies – Goal 2: The learner will examine the importance of the role of ethnic groups and examine the multiple roles they have played in the development of North Carolina. Science – Goal 1: The learner will make observations and conduct investigations to build an understanding of animal behavior and adaptation. Math – Goal 4: Data Analysis and Probability – The learner will understand and use graphs, probability, and data analysis.Healthful Living Education – Goal 6: The learner will demonstrate competency in a variety of movement forms and proficiency in a few to gain competence towards lifetime physical activities (NASPE Standard 1). Activities/Strategies: We will begin the day with the reading of Snow Treasure by Marie McSwigan. The teacher will read aloud chapters 21-30, stopping along the way to introduce any new vocabulary and/or geography. The day’s activities will also include a summary written by the students on what has been read to them thus far. They will be asked to revisit our discussion about what role the Norse have played in the development of our country and what, if any, they have played in our state.Students will be asked to draw pictures of what adaptations they believe that we as North Carolinians would need to make to survive in Norway. In this picture, they will also draw a picture of their favorite NC indigenous animal with their adaptations. During math, we will wrap up our discussion on Norway with a Venn diagram comparing and contrasting the Norse with Americans. We will further this with a bar graph of what students believe to be attributes common to both countries. To wrap-up our journey into Norway, we will practice our â€Å"sled-moves† during recess. The students will work both individually as well as in pairs to come up with the most original slalom.

The True Identity

Culture and identity go hand in hand. Everyone has their own identity, but where does that come from? The main contributor to someone’s identity is the culture they grew up in. Cultures vary in many different ways. Chinese is a very factual, to the point, respect your elders and family culture, while American culture is more carpe diem, freedom of speech, bigger is better mentality. So as you could imagine someone in China will grow up with a much different identity that someone in America. Someone’s true identity comes out when you’re placed in a situation that tests your culture’s view of right or wrong. Whether you go with the flow or choose to disobey is how you know one’s true identity. Take into account the story â€Å"Sonny’s Blues. † The narrator of the story, Sonny’s brother, thinks from the time Sonny’s a boy that the path Sonny has chosen is the wrong one. THis is because Sonny decides he wants to be a musician and gets into drugs, not the correct view of the culture deems correct. However, through his music Sonny shows his brother how he becomes happy and finally Sonny's brother understands why he went through what he did. They grew up in the same housing project and culture but why did they turn out so differently? Sonny went down the path that he felt would make him happy, the music. His brother chose to go along with society and join the army, get a career, and then start a family. I feel that Sonny has found his identity long before his brother has. He knows exactly what makes him happy and he goes after that in his own way, breaking free of society and becomes his own man, with his own identity. The narrator goes through the motions and while his brother maybe going down a separate path Sonny’s alive and has found himself. His true identity comes out when he’s on stage. In America we preach the pursuit of happiness meaning to go for what you want, allowing your true identity to shine. Whether you choose to take Sonny’s route or his brother’s, now that’s where you find your identity. In Jekyll’s case, he had split personalities. Hyde was his bad side and his pure side, which everyone came to know, wasn’t what Jekyll really wanted. He wanted to let Hyde out and to do so he had to take drugs, like Sonny did. Jekyll’s surface was a proper man but his true identity was what lied beneath him and what he allowed to surface when he conjured up his potion. Letting out this carnage side made Jekyll feel alive, with no remorse of what he was doing. The aliveness he felt was the disregard of his culture and their rules, and this is where he found himself happy. The disobeying Hyde was Jekyll’s true identity and how he really wanted to feel. Have you ever one day been faced with the opportunity to break cultures rules and done it? Did you feel exhilarated? Ones identity will never change. When they figure out what the true inner person is that, whether its a naughty person or a great person is what surfaces when the person is alone or set with a straining situation. The Jekyll side is what culture wanted to see, but the true identity of Jekyll was the disobeying side of Hyde. Identity now a days in America is being more seen as your image. Identity is everything that you are composed of. Looking at one person you can think you know them, but what do you know? Your Identity is you culture, morals, family, everything that has ever come to shape you to who you are today. What do you know at first glimpse of the hispanic standing in front of you? He was adopted by two Asians when he was just a baby and now is more assimilated into the asian traditions than any hispanic traditions. In â€Å"Trying to Find Chinatown,† this is almost the exact situation. This short story was wrote to open the eyes of the reader to see that someone doesn't have to be the person you label them as when first laid eyes on. Just because a person looks one way their identity has a much deeper meaning to them than image. Of course your identity for the most part will show up on the outer surface minutely, but who knows what caused you to walk down to the corner store to rob it, or why you jumped in front of that stranger on the bus to save his life jeopardizing your own. Your identity is what drives you to make those decisions. Your culture has a lot to do with that too. Some peoples true identity is to go with what culture deems right or wrong and others do things just in spite of their culture, but for the most part every ones identity reflects the culture they were raised in-in some form. Ones identity must be found by pushing themselves to the limit of what is known. Where they have to make their own decision based purely on the voice inside of them which tells them what to do. Your identity can mask itself to let the culture you live in accept you, but at some point if you repress that too much it could be detrimental to your health, just ask Dr. Jekyll about that one. Don’t ever judge a book by its cover because the man you see on the outside, sometimes maybe a very different person inside. People go on missions in search of their true identities, but i feel that the way to find your true identity is to look in the mirror and ask yourself, what do i base my choices off? Do i go with the flow of my culture or am i a stand alone type person. Only you can know the answer of your true identity.

Food Borne Illness paper

This paper will explain how the infectious organism staphylococcus aureus is transmitted through food. Discuss a real life outbreak of staphylococcus aureus in the United States. Also describe the clinical symptoms, the duration of the symptoms, and any treatments for the disease. The author will discuss the steps to be taken to prevent further outbreaks, including personal as well as environmental precautions and methods that can be taken. Staphylococcus aureus bacteria (staph), is commonly found in pimples, infected cuts, and when people have colds (â€Å"Staphylococcus†, 2014).Therefore, staph can be transmitted from person to person from contaminated hands. The infection is spread from a person’s hands by contaminated objects such as razors, and sports equipment. Other ways of contamination could be close skin to skin transmission, crowded living conditions, cuts, and poor hygiene. Staphylococcus can cause food poisoning when a person does not properly refrigerate f ood, clean equipment, and if food is not properly prepared. In the early 1990’s 1,364 children became ill at a Texas elementary school after eating chicken salad (â€Å"Bad Bug Book: foodborne Pathogenic Microorganisms and Natural Toxins Handbook†, 2013).The chickens was frozen and boiled, deboned, and cooled by a fan to room temperature. The chicken was refrigerated overnight and the next morning blended with other ingredients. The chicken salad was put in a thermal container and transported to 16 different school sights and held at room temperature until lunchtime. The chicken became contaminated during deboning. Probably because the food was not cooled fast enough. Some of the symptoms that a person has when he or she has become infected with the bacteria are vomiting, diarrhea, stomach cramps, fever and nausea.The duration of the illness is approximately 24 to 48. If you have any of the above mentioned symptoms one should drink plenty of water and other fluids to p revent dehydration and get plenty of rest. Some people may require a visit to his or her doctor for treatment. The doctor can treat the skin infection by making an incision and draining the infected area and by prescribing antibiotics. Individual and environmental precautions that can be taken to prevent further outbreaks are: good hand washing techniques, use soap and running water when washing hands before and after eating, as well as after using the bathroom.Staph can exist on environmental surfaces. Therefore, sanitation of these areas should be done regularly. Most institution and eating places have guidelines for sanitation for these areas. People should also make sure that shared items are cleaned, such as your computer, cell phone, scissors clippers, children toys, and exercise equipment. One method that can be used to sanitize equipment is by using 1 tablespoon of bleach in 1 quart of water. This can help disinfect some objects.Also, use disposal towels or wipes. This paper has explained how the infectious organism staphylococcus aureus is transmitted through food, discussed an outbreak of staphylococcus aureus at an elementary school in Texas. Also, described the clinical symptoms, the duration of the symptoms, and any treatments for Staphylococcus aureus bacteria. The author has discussed the measures to be taken to prevent further outbreaks, including personal as well as environmental precautions and methods that can be taken.