Ishmaels Story A Fragmented Bildungsroman - Literature Essay Samples

In David Guterson’s award-winning 1994 novel Snow Falling on Cedars, the story centers around the murder trial of Kabuo Miyamoto, using the testimony as a vehicle to tell a multigenerational story about the island’s fraught history from the perspective of many different characters. With each testimony and flashback, the reader gets a small, fractured piece of each character’s identity and personal history that they must stitch together to create a holistic profile of the character. For some, the sum of these pieces is large, painting a thorough picture of the character’s identity and growth. For others, the reader are given mere wisps of information. Throughout the book, the character who gets arguably the most time and development dedicated to his story is a figure whose connection to the trial, at least at the beginning, seems merely tangential: Ishmael Chambers, the reporter. Through fragmented pieces of testimony, flashback, and dialogue, Gutterson tel ls a rich, holistic, and arcing story of Ishmael’s coming-of-age from ten years old to his mid-thirties. In this way, the novel becomes a sort of fragmented bildungsroman about Ishmael and his eternal quest to â€Å"recognize his place in the world† (Howe). Though Ishmael gets his full story told, it is by no means the novel’s only story different from usual coming-of-age stories which tend to focus on the linear development of a single character. Instead, Guterson integrates Ishmael’s bildungsroman into the drama of the trial and mingles it with many other stories, showing that everyone’s journey however personal or individualistic it may be is ultimately connected to everyone elses and it’s stakes often reach far beyond our own stories. Traditionally, a bildungsroman novels focuses on the linear development of character’s moral, intellectual, and psychological selves as they come to â€Å"recognize their place in the world† (Howe). However, Guterson chooses to introduce Ishmael towards the end of his trajectory at a time when he seems bitterly, but ambiguously rejecting of any community as his â€Å"place† and instead works (somewhat-sporadically) backwards, detailing Ishmael’s cyclical uptake and loss of community and place in the world. As readers, we are first introduced to Ishmael in his reprised role as a journalist, one he has inherited from his father. Within his hometown, doing his father’s job, Ishmael finds comfort in the protective, secluded unity of Amity Harbor a place where he could be â€Å"one of them.† However, Ishmael still seems to carry a nagging sense of dissatisfaction, constantly reminded that San Piedro is not â€Å"where he wants to be† and perturbed by feelings of exclusion from the fisherman-camaraderie that exists for most other men on the island. The origins of this placelessness seem originally ambiguous but gain clarity with the first revelation (or rather, more detailed description) about Ishmael’s past: he is a veteran. Drawing back into the past, Guterson blames Ishmael’s inability to â€Å"emulate his father† or find â€Å"his place† within the community of journalists â€Å"on this matter of the war—this matter of the arm he’d lost.† In doing so, however, Guterson ironically places Ishmael in his first (or last, if we are thinking chronologically) community, one of veterans, even if it is a community defined by â€Å"disturbedcynicism† and the sense of something missing. After moving backwards into the past order to give the reader a shallow understanding of Ishmael’s bitter origins, Guterson switches tacts and starts from the beginning: ten year old Ishmael meeting ten year old Hatsue. Here is where the bildungsroman truly begins to take shape. Classically, these coming-of-age stories feature their main character as stuck within an â€Å"unbending social order† and mark the developmental spark of a character’s internal conflict, usually regarding their decision to strive against these constructs (Howe). Bonding with Hatsue over their shared love of the ocean, Ishmael timidly pushes the boundaries of the island’s tense race-relations and feels â€Å"a knot of pressure building inside him† the brewing conflict between his growing love for Hatsue and â€Å"the judgments enforced by the [island’s] unbending social order† that separate the Japanese from the white people (Howe). In a decision that could be called his bildungsroman Call (an action against the social order that spurs the character on their journey towards spiritual or psychological growth), Ishmael kisses Hatsue and â€Å"decides then that he would love her forever no matter what came to pass..despite [his worry] that this kiss was wrong.† This decision marks the beginning of a long romance between the two, at once childishly â€Å"gentle† and dangerously clandestine. Inside of their cedar tree, Ishmael finds his first â€Å"place in the world.† Despite the rebellious, intense nature of Ishmael’s relationship with Hatsue, however, this period of time functions less as the maturation stage of Ishmaels Bildungsroman and more as an extension of his â€Å"hero’s call.† Unlike Hatsue, Ishmael remains naively ignorant of the true impracticality of their relationship and instead enshrines it with an immature sense of romantic, beautiful rebellion. As a result of this idealism, when Hatsue is forced into the internment camps and ends her relationship with Ishmael, he is met with bitter, profound disappointment that sets him on a new path of heightened emotional complexity (another common characteristic of bildungsroman novels). This moment serves as a turning point for Ishmael into a stage of long-suffering â€Å"maturation,† characterized by a sense of internal anguish as he attempts reconcile his love for Hatsue and his resentment of her, his desire to live up to his fathers journalistic integrity and his desire to be angry, his belief in universal unfairness and in personal responsibility. Joining the army and losing his arm (an event that he indirectly blames Hatsue for, curing â€Å"that Jap bitch†), begging a married-Hatsue to â€Å"hold him,† and failing to survive school in seattle, Ishmael evolves into the bitter, morally ambiguous person we meet in the beginning of the novel. Now, however, the rea der understands that the war is not the cause of Ishmael’s internal unrest. Hatsue is. His missing arm is but an emblem for his missing love. Neither protestants nor advice swaying Ishmael from this state, it seems that he would anguish away in this state of emotional limbo had it not been for the information he discovered proving Kabuo’s innocence. This discovery serves as a pivotal moment in Ishmaels bildungsroman, forcing him to decide once and for all whether to scorn Hatsue or save her. Ultimately, spurred on by a reminder of Hatsue’s former love and faith in his â€Å"largeheart,† Ishmael cycles back to his Call stage and chooses to be the romantic,rebel, hero he built himself up as once again. This time, though, it comes not from a naive belief that he can be with Hatsue, but from a genuine desire to be the â€Å"gentle and kind† person â€Å"who will do great things,† for Hatsue, for his father, and (finally) for himself. Focusing on Ishmael, it is easy to become swept up in his rich and dynamic character arch, seeing every other relationship and event in the novel as somehow a tangential component of this central story. Ultimately, however, Guterson’s choice to include such a well-developed bildungsroman within the larger vignette-style narrative of the trial serves an important point: Ishmael’s coming of age though deeply-personal and largely an internal shift affects everyone around him. Traditionally, bildungsromans and hero-epics follow a single character, focusing on how their choices affect their own trajectory. Little is said about what they leave in their wakes. In Ishmael’s case, however, his pivotal decision to hand in the information is not just a moment of personal revelation but a choice that can, quite literally, determine whether another man lives or dies. For every moment we watch Ishmael pine over Hatsue, we see her embroiled in her own internal conflict of sha me, confusion, and conflicting cultural expectations that he seems entirely ignorant of. As Ishmael vacillates between a racist hatred for the Japanese and an simultaneous urge to defend them, we watch San Piedro’s Japanese population struggle to navigate these same blurred lines. This ironically becomes Ishmael’s primary character flaw and source of his immaturity: he sees his life as a bildungsroman. Within this mindset, he allows himself to make decisions out of hatred, unrequited love, and desperation as though these choices are mere building blocks of personal development and fails, time and again, to see the implications these choices have on the people around him. In his sweeping novel Snow Falling On Cedars, which spans generations and shares the often conflicting stories many different characters, Guterson paints an intimate and detailed picture of San Piedro Island and it’s fraught history. Among each of the narrative’s given for each of the characters, Ishmael’s story stands out. It is both longer and more detailed than the rest (except maybe for Hatsue’s) and unlike any of the other narratives, it details dynamic and powerful character growth. As Ishmael grows from a naive, idealist young boy into a bitter, conflicted man and finally, in the end, into a more balanced, mature, and fulfilled person, his story takes on the trajectory of a bildungsroman. However, unlike the traditional coming-of-age novel in which the focus remains fixed on its main character, Snow Falling on Cedars explores the impact Ishmael’s internal story has on the world around him. Ultimately, it demonstrates that no matter how indivi dualistic, how solipsistic our personal journeys may seem, they are inevitably entangled within the stories of everyone around us.

My Hot Family Vacation Essay - 512 Words

A few minutes before we landed at the airport, I looked at the screen in front of me and it showed ‘33 °C’. It had been a year since I last experienced that kind of heat and I couldn’t bear it last time, so I wondered how I would cope with the heat this time. As the plane began to slow and turn into terminal, I could hear people around me start to get there belongings together so that they could get off the plane first. People returned the magazines to the rack on the back of the chair in front of them and I turned off my iPod and put it back in my bag. When I took my headphones out, I felt like I was back in the real world now as I had been concentrating on listening to music for hours. It seemed like time was going slower and slower†¦show more content†¦When I finally had my passport stamped and got my luggage, I made my way towards the arrivals hall. The number of people didn’t change but in fact looked like more, probably because the hall str etched out from one end to another. I slowly pulled along my suitcase as I met my uncle and I followed him to his car. On the way there, we went in a lift which was full of people. As soon as the door opened, the heat hit me. It was like putting a hot iron in front of my face. But it felt even worse as there was a slight wind which pushed the heat towards me. My body was surrounded in a blanket of heat and I even started to sweat slightly. My uncle told me to wait by the lift as he went to collect the car so I wouldn’t have to walk as far and drag my suitcase along. While I waited, I took time to look around at the surroundings. I could see mountains which stretched towards the clouds and the airport behind me. There were a vast number of people walking around from their flight looking drowsy and with no energy. The frequent red double-decker bus also came and a few planes flew above my head. I didn’t even have to look, but I could hear the planes departing and arriving. 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Accounting And Payroll Application Software Packages Essay

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Report for Brand Marketing of Coca Cola and Brand Storytelling

Question: Describe about the Report for Brand Marketing of Coca Cola and Brand Storytelling. Answer: Introduction According to Greenfield (2016), when it comes to advertising, Coca-Cola Company not only did introduce its products over the years but also it has recognized itself as a popular brand name among the youth culture. Its first slogan "Drink Coca-Cola", a very simple one was aired in 1886, and the trend still continues today, with the current slogan being "Taste the Feeling". Its slogans are a testament to the evolution of products, the companys theme shifting between love, friendship, brotherhood and happiness (Hansen, 2016). This case study takes one instance of Coca-Cola advertisement, details the storyline and analyses it from the perspective of viewers and their reactions to it. The factors and techniques are then next discussed taking into account the various content creation plans the company undertakes to create an engaging content which has the potential to go viral. It includes dynamic storytelling, making conversations, creating liquid content, content linking, and bold and creative content approach. The conclusion is drawn from the findings and explained along with relevant reasons. Advertisement analysis of Coca-Cola Story In one advertisement, it shows a supermarket located under a bridge somewhere in India. The weather was sunny but hot. A guy with a good physique and in his twenties enters a supermarket wearing a sweatshirt. The supermarket primarily seems to have stocked Coca-Cola in most of its refrigerators, and the cashier was wearing a red and white uniform, similar to the companys color scheme. He asks if there is any cold drink in the store. The cashier, a young girl, pointed the guy to the shelves where the soft drinks are located. She notices him in the security camera, takes the fancy of his likeliness and increases the fan speed. When the guy starts drinking, the girl turns up the fan on her side too, closes her eyes and tries to emulate the feeling of that guy. He presents his empty bottle on the desk; the girl gets jolted out of her dream, but she offers another bottle to the guy, insisting him to drink again. The guy reluctantly finishes the second drink as well, while the girl with he r head resting on the table still had a dreamy look in her eyes and a smile indicating she does not want this to end. The ad finishes with the Coca-Cola icon along with the slogan Taste the Feeling on the bottom (Popescu Otelea, 2015). Viewer Response As stated by Li (2015), the advertisement is clearly targeted to the youth of the current generation and is meant to instill a sense of lust, attraction, and desire to the target demographic, while portraying a cheerful mood throughout. The actors in the advertisement are both very young and are in their twenties. Seeing two young people in love is how the viewers will be able to relate themselves (Foster, 2012). Since the guy is a recognized actor from the Bollywood Industry and is quite popular among the young demographic in India, therefore the video will instantly appeal to most Indian viewers. Love and Friendship is a recurring theme among many advertisements and Coca-Cola often more than uses it and are in line with the motto of the company (Nelson Deshpande, 2013). Coca Colas mission statements are, to inspire moments of happiness and optimism, refresh the world and to bring about a difference by creating values (Logan Tindall, 2014). Techniques Used As opined by Hamilton (2015), to achieve the required emotional trigger response, the ad used the companys color scheme liberally everywhere in the video from the uniform to the product shelves. A warm color scheme used to depict a hot and sunny day, which also doubles up as feelings of happiness. Television advertisements of 30 second do no longer attract audiences of the 21st century, and the mass media now prefers shorter stories. Few factors the company took into account while making this video are Creating a liquid content it means to create a viral content which will be easily shared by social media, and its popularity will spread by word of mouth (Nguyen Nguyen, 2015). Making sure the content is linked the ideas explored in the content needs to be relevant and are in aligning with the company's brand, business objectives, and customer interests. Through this advert, the company is successful in exploring the themes it wants to communicate and spread (Wang, 2015). Making conversations consumers will provide feedback to the story in various social medias if the idea of the content clicks with them (Liu Lopez, 2016). Dynamic Story Telling As stated by Du Plessis (2015), one-way storytelling is pass now, and a company looking for its business growth needs to go through dynamic storytelling. This means the story can be evolved as the company interacts with customers and visitors in many mediums. Coca-Cola does this by billboard posters, fliers, etc. taking images and relevant dialogues from the story. Brave and creative approach to the content creation Coca Cola approaches new ideas in an advertisement by following 70/20/10 strategy. 70% of content is of low risk which means the company uses the tried and tested formula which was previously successful. 20% of the content is an innovating idea to check if it would work, and rest 10% is high-risk ideas which if successful, can be tomorrow's 20% or 70% (Gupta, 2015). Findings The advertisement does not depict the reality because of many reasons. The advertisements shows the fantasies of normal human to make them feel more attractive. It shows the young cashier flirting with the guy and is quite open in showing her feelings, which is not at all professional on her part and neither does that happen in real life, as Indian women are much shyer. She was wearing a red and white colored uniform, a direct reference to Coca Colas color scheme, which implies she is someone from the company endorsing its products. The supermarket seemed to have liberal stocks of Coca-Cola soft drinks. Yellow hue is used throughout the video because it translates to a cheerful and positive mood, and is a tried and tested formula in many movies. It is purely a fantasy video geared towards the teenagers, but it did not try to portray it realistically either. It is successful in conjuring up feelings of lust and attraction between sexes of opposite gender and giving it a happy ending w hich will resonate with the viewers. Conclusion This study is one such instance of many advertisements of Coca Cola, and this company is chosen because of its long culture and history with its products. The short story that has been explained tells about the instant love and attraction between a girl and a guy in a supermarket store, over a serving of the companys soft drink, appeals to most viewers of the Indian demographic. Following the companys marketing and content creation strategies, the story is analyzed from those perspectives, and is found that the advertisement needs to be short, the potential of being viral, and should have an engaging story and theme in aligning with the company's objectives. The objective of the company must be satisfied for ensuring the developmental perspective of the organization. Establishment of brand image supplies value to the brand name. Coca Cola is one of the biggest soft drinks manufacturers among their competitors, which creates their brand value within the competitive market. The conclus ion is drawn from the findings and is stated to be full of teenage fantasy and unrealistic compared to real life. References Du Plessis, C. (2015). Brand storytelling: the case of Coca-Cola's Journey Corporate Website. Foster, R. J. (2012). Coca Globalization. John Wiley Sons, Ltd. Greenfield, S. (2016). Giving the Global High Sign: Coca-Cola Advertising of the American Way in Life Magazine, 1941-1947. Gupta, V. (2015). Content Marketing: Say Something; Say It Well; Say It Often. Hamilton, J. M. (2015). The EKOCENTER: A Case Study in Coca-Cola, Corporate Social Responsibility, and Bluewashing (Doctoral dissertation, UNIVERSITY OF MINNESOTA). Hansen, J. T. (2016). Constructing a Product Brand Identity: The Case of Coca-Cola. Liu, Y., Lopez, R. A. (2016). The impact of social media conversations on consumer brand choices. Marketing Letters, 27(1), 1-13. Logan, N., Tindall, N. T. (2014). 10 Coca-Cola, Community, Diversity, and Cosmopolitanism. Ethical Practice of Social Media in Public Relations, 138. Nelson, M. R., Deshpande, S. (2013). The prevalence of and consumer response to foreign and domestic brand placement in Bollywood movies. Journal of Advertising, 42(1), 1-15. Nguyen, T., Nguyen, T. (2015). Factors that make a marketing cam-paign go viral: Case study: Campaign Share a Coke by Coca Cola in Vietnam. Popescu, C., Otelea, M. (2015). Sustainable DevelopmentAn Imperative Of Industrial Companies. Case Study: Coca-Cola Hbc Romania. Annals-Economy Series, 213-216. Wang, M. (2015). Brief Analysis of Sports Marketing Strategy Adopted by Coca Cola Company. Asian Social Science, 11(23), 22.

Racism and Prejudice free essay sample

Racism is an ongoing force that negatively impacts the lives of Americans every day. The racist mindset in America stems from the times of slavery, where blacks were thought to be inferior to whites. Throughout history, the ideas of race and racism has evolved and developed several different meanings. Today, we can still see the devastating effects of racism on people of color, as well as whites. â€Å"Racism, like other forms of oppression, is not only a personal ideology based on racial prejudice, but a system involving cultural messages and institutional policies and practices as well as beliefs and actions of individual† (Tatum, pg.9). As a result of this system, it leaves the oppressed at a great disadvantage in society. This includes access to social, cultural, and economic resources and decision-making. In order for change to come about and for the American society to reach racial inequality, we first have to acknowledge the problem openly, which our society has yet to do. We will write a custom essay sample on Racism and Prejudice or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Su (2006) mentions that it is unethical to practice without the knowledge, expertise, and skills needed to provide culturally relevant services to an increasingly diverse population. This semester has given me some time to think about the different concerns that are impacting our community, placements, and the community of our clients. I work at a homeless shelter in an urban community in Boston. More than half of this shelter’s population is made up of women of color. These women deal with so many different systems, such as; The Department of Transitional Assistance, The Judicial System, Welfare System, Education System, Department of Children and Family, and so many more. More than half of these women do not understand these systems and the effects they have in there everyday life. As a case manager at the homeless shelter for women and children, I would like to implement a group that can educate the women in the shelter on some of the issues that come up for women of color especially issues of race and oppression that are seen in some of the systems that they deal with on a daily level. The group will teach the women why these system are around, how they effect people of color, how to navigate these systems on there own, and how to get the best result from these systems. This group will also analyze the meaning of racism and how it affects both people of color and whites. In doing so, the team facilitating the group will explore how racism impacts one’s racial identity, using life experiences as examples. They will also demonstrate how racism leads to prejudice and discrimination and provide examples of these. The plan is to end with some form of solutions and ideas to improve our communities and this agency as a whole. We want to start of by defining racism as a system of advantage based on race (Su 2006). In America whites have control over resources such as jobs and education. This gives them the power to be racists toward others. Because people of color do not have this power, they are not able to be racist towards whites. Many whites would not consider themselves as racist, but there are different forms of racism. Active racism is what most would consider racist behavior. Active racism is blatant, intentional acts of racial bigotry and discrimination. Today, a more common form of racial unfair hiring practices to go unchallenged, and avoiding difficult race-related issues. Another form of racism is called cultural racism. This is when the cultural images and messages that verify the superiority of whites and the assumed inferiority disadvantage people of color. Because racism is so ingrained in the structure of American institutions. Racism exists because of prejudice. Prejudice is defined as a â€Å"preconceived opinion or judgment, usually based on limited information,† (Tatum, p. 5). If a person’s has prejudice attitudes and opinions, they allow it to effect their decisions and actions, creating the racism. Stereotypes, omissions, and distortions all contribute to the development of prejudice, and most of these are found in the media. Prejudice is one of the inescapable consequences of living in a racist society. It is like smog in the air. Sometimes it is so thick it is visible, other times it is less apparent, but always, day in and day out, we are breathing the air in. None of us would introduce ourselves as â€Å"smog-breathers† (and most of us don’t want to be described as prejudice), but if we live in a smoggy place, how can we avoid the air? (Tatum 1997) It is the responsibility of all those who are aware of the pollution to clean it up, even if we weren’t the ones who polluted the air. It is important that we do not pass prejudice views to our family, friends, or anyone else around us. When you combine â€Å"prejudice plus power†, you form a strong e system of oppression. Su (2006) explains this: â€Å"Racial prejudice when combined with social power, (access to social, cultural, economic resources and decision-making), it leads to the institutionalization of racist policies and practices,† (Tatum p. 6). As a result this cycle of prejudice and racism continues. In the past 3 months of working at this agency I’ve notice the residents carry negative thoughts about themselves because of their upbringing and lack of education. This cycle of oppression has negative effects, especially on people of color. If a person continuously hears negative messages about his or her racial group, over time they actually start to believe these stereotypes. When people start to internalize these messages, it turns into internalized racism. Bivens (2002) shared that Internalized racism may have people of color feeling inferior or different because they have come to believe, have internalized, the dominant society’s message that they are different and do not belong. The way that this type of group would be most affective would be to have a mandatory training for the staff as well as a group for the residents at the program. The staff’s upper management is mostly white women although the program is very diverse. It would be beneficial to both employees and resident to understand what internalized racism means and how it affects people of color. Bivens (2002) discusses the main effects of internalized racism. Internalized racism can generate questions and doubts in the minds of people of color placed in a predominately white setting. It can also lead people of color to question their own thinking and judgment about racism. Internalized racism can be a divisive force, creating a desire in people of color to be white. Imagine being a person of color who is living and depending on an agency of mostly white staff. This type of information would improve they quality of work in the agency if there were a mandatory training that involved all staff. After speaking to a few of the women at the agency about some of there stories about race and racism they shared details that stayed with them until now. It is clear that most Americans claims to be colorblind, where people do not see skin color, but they just see people as human beings. Some of my clients shared things that people would say to them that I know now are racist. â€Å"One of my best friends is black,† or â€Å"it’s not race, it depends on a person’s background †¦Ã¢â‚¬  and they have also said things like, â€Å"Blacks hold themselves back, not racism† and â€Å"Blacks live in the past. They need to get over it and move on,†. This colorblind thought makes it seem like discrimination has disappeared, but it actually has just become institutionalized and harder to identify (Su,2006). After my experiences in the social work field, I do think that the most program is positive in some ways, but the programs doesn’t really solve the root of the problem. The fact that our clients don’t receive a quality education in urban public schools, aren’t able to get employmen t due to lack of education, and have so many different systemic barriers keeping them from succeeding is terrible and we need to start by educating ourselves and informing them of what racism really is. The best solution would be to fix the urban schools so that all students can receive an equal education, rather then only a limited number of motivated students being forced to travel to predominately white suburban areas just to receive a good education. From the time of slavery, to the present, racism has had many destructive and negative effects on the people in our society. Prejudice leads to racism and then when you combine prejudice with power, it leads to systemic discrimination. All of these systems of oppression are keeping us from moving forward and progressing as a whole. In order to break this cycle, we need to educate ourselves and others, and discuss these difficult race-related issues that have been avoided for so long. Education is the key. The more we educate ourselves and the people in our communities, the more we will see a change. When a person is educated, they are able to recognize cultural and institutional racism and other forms inequality and how to address these issues. We have the responsibility, and the resources available to educate ourselves so that we will not repeat this cycle of oppression with our children. (Tatum, p. 51)

Nothings changed and Not my Business Essays

Nothings changed and Not my Business Essays Nothings changed and Not my Business Paper Nothings changed and Not my Business Paper The most predominant theme in the two poems is that of sheer desperation. The notion of hope and hopelessness is effectively conveyed, representing the poets anger at the absence of democracy and equanimity in society. They struggle to restrain this frustration towards the outrageous political and social racism made against ethnic minorities in the way they have been. However, thematically, the way the oppressed deal with the unjust and prejudiced policies installed into society differs greatly between the poems. In Nothings Changed the poet returns to the wasteland that was once his home, and relives the anger he felt when the area was first destroyed. When confronted with the new hotels and the restaurants, which are surrounded by the poverty and suffering his deep content forces him to want to destroy the restaurant with a stone or a bomb. This makes him reflect that despite the changing political situation, there are still huge inequalities between blacks and whites. Nothings changed. Therefore, the subdued message in Nothings Changed is the Whereas, in Not my business a different message is conveyed, as in the beginning stanzas Osundare sits back, grateful he is safe, as those around him are taken away. Eventually, he too is taken away and the reader is left with the distressing and uninspiring ending. The poem runs parallel to a quote which came through from the most devastating human conflict in history, World War Two, Edmund Burke once said that all that is needed for evil to triumph is for good men to do nothing. This concept is particularly relevant in the poem and reflects the general theme of it, the way Osundare is allowing the government to act, rather than protesting. Similarly, both poems have a memorable last line. Afrika writes Nothings Changed for his last line and because the last line and the title are the same, a cycle is suggested, that simply nothings changed, and never will. It also suggests that he is returning to district six after his campaigning, and finds despite the removal of all the whites only signs, the town is still filled with prejudice. In Not my business. The theme of social division and the poets thoughts on them is a clear one throughout all the poems. In Nothings Changed, Tatamkhulu Afrika comments on how even though district six has ended its apartheid, people are still prejudiced towards black people, when he writes whites only inn. No sign says it is: but we know where we belong Afrika develops a sense of desperation and longing for a place or ideal society. He is desperate for district six before the apartheid, when people of all races and beliefs lived peacefully, as he says No board says it is: but my feet know. He finds himself longing for the past, when he was a member of the African National Congress, fighting against apartheid. The anger of the poet comes through as he reflects on his childhood, his hands burn for a stone, a bomb, to shiver down the glass of the Inn, as he did when he was younger. All three poems compare two ways of life. In Nothings Changed, Afrika compares his life with the ANC, fighting for equal rights, to his life now, after his victory, where prejudice still remains. Furthermore, through consistency and regulation in the structure the poets reflect the relentlessness of government regime and ongoing racial attitudes. Despite the morally unjust and unsubstantiated discrimination which still exists, there are no breaks in the poems and this represents the way racism has become embedded into society and peoples lives, so much so that the poets see no reason to stop the fluency of the poem because of it. On the other hand, this consistency in the structure could relate to the emotional state of the poet and their reaction to the injustices progressing in the poem. In Nothings Changed the structure appears regulated, implying the poet is managing to keep his emotions in check and accept the racism in South Africa. However, within the stanzas there are irregular line breaks and punctuation giving the poem a sense of choppiness, suggesting there are internal issues which the poet is struggling to control as the poem becomes progressively unfair. These line breaks and irregularities may, alternatively, symbolise the way that the government claim to have ended the apartheid and it appears over, however there are still underlying issues which exist in society. In addition, the punctuation creates speed and therefore tension, which creates a sense of ambiguity; the regularity of the stanza construction, evoking the concept of detached rationalism, contrasting with the wildly fluctuating line length, suggesting that the poet is struggling to contain his emotion. This structure successfully encapsulates the interior conflicts existing in South Africa. Whereas, In Not my Business the stanzas appear regular to represent the implacable government regime, inflicted on the oppressed peoples. The repetition of the sentence lengths and stanzas implies that, despite the death and kidnapping, the poet does not see it important enough to break the consistent structure. This poignant message optimises the idea of the whole poem that if there is not a will to protest, evil will go on and ultimately succeed. Finally, in the last stanza the indented few lines of what business is it of mine? , which seem to have been catching up with the poet throughout, are replaced with a full stop representing finality. Finally, the use of linguistic techniques, most predominantly the use symbolism, is most effective in helping the two poets convey the meaningful and differing messages intended. An important image in Nothings changed is that of the glass which shuts out the speaker in the poem. It is a symbol of the divisions of colour, and class often the same thing in South Africa. As he backs away from it at the end of the poem, Afrika sees himself as a boy again, who has left the imprint of his small, mean mouth on the glass. He wants a stone, a bomb to break the glass he may wish literally to break the window of this inn, but this is clearly meant in a symbolic sense. He wants to break down the system, which separates white and black, rich and poor, in South Africa. In Not my Business the image of the jeep is effective in personifying the government as threatening and monstrous. The jeep is symbolic of the establishment throughout the poem, it appears a like a predator, as it stuffed him down the belly implying they are monstrous and ruthless toward the victims. The government seem like a faceless and impersonal tyrant, who through bribing the people of their yam are enforcing a deadly regime that, much like the Nazi one, sees people taken away randomly, to die. The range and extent of the vocabulary used differs mostly between Not my Business and Nothing Changed. In Nothings changed Afrika is very detailed in his description of the wasteland. The purple flowering represents the White population at the beginning of the poem. The purple connotes royalty and class representing their superior position in society. The flowering implies growth and development, perhaps, socially, the problems getting worse and the racism is becoming stronger. This juxtaposes the amiable weeds which relates to the Blacks position, the way they are out of place and unwanted in society. The Blacks have removed them like an owner of a garden would remove a weed. Moreover, the images in the poem of the wasteland itself, the expensive restaurant, and the working mans cafe are sharply contrasted to create a sense of division, mirroring the division within the country itself and within the poets mind. The stark difference In Nothings Changed, Afrika says the Inn is flaring like a flag meaning it is glaringly bright. Flaring has another meaning: spreading gradually outwards, which is relevant to Afrikas feelings, as the Inns whites only prejudice is spreading throughout district six.

Notarial law Essay Example | Topics and Well Written Essays - 2000 words

Notarial law - Essay Example Even if it were agreed that notaries should judge whether document signers comprehend the documents being executed, precisely what does that mean' What is the legal test of whether a signer comprehends a document being executed' One version of a legal standard for a signer to comprehend a document is whether the signer understands both the detailed substance of the terms of the document and the practical and legal consequences of the instrument. If this is the test, the mental competence of the signer would necessarily be implicated, for a signer could not possibly comprehend the full meaning and import of a document if the signer were mentally incapacitated. 5Obviously though, even a competent individual might not comprehend a particular instrument. Further, substantial confusion is caused by the imprecise use of the concepts of "competence" and "comprehension."6 As suggested above, while competence refers to one's ability to understand the nature and consequences of his/her transactions generally, comprehension refers to one's actual understanding of the nature and consequences of the particular transaction.7 Yet, these definitions are regularly substituted for one an other, just as the terms competence and comprehension are in artfully interchanged as though they were synonymous. 8 Now, the entire discussion leads one to the most important moot point of notaries verifying Power of Attorney documents. There can be no doubt that power of attorney is the most powerful document as it entrusts someone with all powers of another to represent him and act completely on his behalf .Therefore , it is necessary that signing of such document is duly notarized and validated as it may be tool of defrauding people This is essentially why it is so vital to ensure that such super powerful documents are notarized and following the reasoning already laid out in this paper , in matters of such importance , the notary public should try and find out if the signor is competent to sign and also has comprehended what he is signing . A possible version of the legal test of document signer comprehension is that the signer appreciates merely the general nature of the document (i.e. the kind of instrument being executed). Not only do the authors not object to the imposition of a duty on notaries consistent with this notion of document signer comprehension, but we endorse it. 9 However, one may safely presume it is the former definition of document comprehension, or a comparable meaning, that the proponents of a duty of notaries to determine document signer comprehension have in mind.10 For example, in his book Notary Public Handbook, Alfred Piombino seems to advocate such a heightened duty for the notary, for he suggests (during his discussion of "competency") that the notary should inquire into the signer's understanding of "the nature of the act to be performed" as well