Breaking the Myth of Madame Butterfly

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

Out staff of freelance writers includes over 120 experts proficient in Breaking the Myth of Madame Butterfly, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Breaking the Myth of Madame Butterfly paper at affordable prices with custom writing service! Giacomo Puccini the Italian composer presented to the Western world the most famous geisha of all Cio-Cio San, also known as Madame Butterfly. The image of geisha was formed during Japan's feudal past. Geisha was traditionally men and served as physical and mental relief to battle warriors. The role of geisha has been dominated by women for the past 50 years and has served relief to career-driven businessmen. Geisha means ¡°artist and a geisha's manner of appearance, conversation, party-hosting and sexual performance is considered as an art form. They are helped to dress in their traditional kimonos and spend long hours powdering their faces white with kabuki make-up and appleblood-red lipstick. Geisha was revered not only in Japan but also fascinated in Western culture. Their image in the West as an exotic seductress skilled in the Kama Sutra arts of pleasing men is part of the European-American cultural stereotype of the Oriental perpetuated by French navy expeditions. Pierre Loti's Madame Chyrsantheme is such an example. Puccini's Madame Butterfly portrays Cio-Cio San as a tragic figure whose art to please Pinkerton results in the self-sacrifice of her life. Most Caucasian men, including Gallimard, have a strong fascination toward Madame Butterfly because it satisfies the Western man's fantasy of being a powerful exploiter who can abuse an Oriental woman's love cruelly. In another word, by dominating the Oriental woman the Westerners feel the power of being a man.Therefore, when Gallimard first sees Song singing the lines of the death scene from Madame Butterfly, he says, ¡° I believed this girl. I believed her suffering. I wanted to take her in my arms--- so delicate, even I could protect her, take her home, pamper her until she smiled (Hwang, 15). Gallimard feels Madame Butterfly played by Song, an Oriental woman, is more convincing than that played by the Western huge woman with ¡°bad makeup . He thinks that Song lets him for the first time see ¡°the beauty of the story . It is obvious that Gallimard is greatly attracted by Madame Butterfly performed by Song. He is beginning to fantasize him to be Pinkerton and models Song on his Madame Butterfly. Song seizes that she holds a certain fantasy for Gallimard. As an actor in Peking Opera, Gallimard is her greatest acting challenge. Therefore, Song takes advantage of Gallimard's mentality and creates the character and information that Gallimard wants to read into his fantasy of dominance. In later meetings when Song pretends to be inferior to Gallimard, he feels greatly delighted. However, Gallimard contains his urge to visit Song and begins to work ¡°like a dynamo . Such a stoic attitude creates illusions, as in most male fantasies of power, ¡° I feel for the first time that rush of power--- the absolute power of being a man (Hwang, ). The power of being a man is associated with sexual dominance. As a boy of twelve, upon seeing his uncle's girlie magazines, he reacts in this way, ¡°my body shook. Not with lust--- no, with power. Here were women--- a shelfful--- who would do exactly as I want (Hwang, 10). However, she will do what he wants only in his fantasy; of course, this is not enough. His life in the West has been a disappointment. He marries his wife Helga who is older than himself, yet her father is an ambassador to Australia, thus to some extent, he marries her in order to ¡°settle for a quick leap up the career ladder and he admits ¡°passion, I banish, and in its place--- practicality (Hwang, 14). Moreover, his elder wife once persuades him to see Dr. Bolleart because she wants to have a baby but the doctor says that there is nothing wrong with her. Absolutely, her persuasion greatly hurts Gallimard's self-dignity and his masculinity. Of course, Gallimard could never feel the power of being a man from his elder wife. Neither could he feel such power from his Western lover. His first sexual experience with Isabelle, he is actually raped even though he says he enjoyed it. Owing to these, he can't help linking his ideal woman with Puccini's Madame Butterfly. After meeting Song, he begins to model Song on his Madame Butterfly. He ¡°seems oblivious that he is inventing a character for her (Kehde, 44). To some extent, Gallimard fantasizes him to be that cruel white man while his Chinese lover to be his Madame Butterfly. Song recognizes his fantasy and tactfully surrenders to Gallimard by several letters, which announces Gallimard's ¡°victory

Buy custom Breaking the Myth of Madame Butterfly term paper

¡°Song Six weeks have passed since last we met¡­ Is this your practice--- to leave friends in the lurch? Sometimes I hate myself, but I always miss you.Song Your rudeness is beyond belief. I don't deserve this cruelty. Don't bother to call. I'll have you turned away at the door.Song I am out of words. I can hide behind dignity no longer. What do you want? I have already given you my shame (Hwang, 5) The deception of Song's words emerge precisely from the way her words are said, ¡°I don't deserve this cruelty recalls the myth of ¡° the cruel white man . Song's claim that she hates Gallimard yet misses him recalls Gallimard of Madame Butterfly, who makes Pinkerton her whole world. Song's letters let Gallimard feel that he has ¡°gained power over a beautiful Oriental woman . In the play, we discover that Gallimard is most likely infertile. His wife, Helga, asks him to go to see the doctor, and Gallimard, fearing this additional threat to his fragile manhood, refuses. One of the most brilliant elements of Song's deception occurs when she presents Gallimard with a child, thus enforcing his fantasy of being a powerful, fertile male. After Gallimard feels that he has gained power over Song, the beautiful submissive Oriental woman, like Pinkerton, he decides to ¡°abuse it cruelly (Hwang, 6). Thus, he has love affairs with Renee, a Denish student, who is a Western liberated woman. She interrogates Gallimard on the rationalization for male power system. Gallimard feels uncomfortable with Renee. He doubts, ¡°It is possible for a woman to be too uninhabited, so as to seem almost too¡­ masculine? (Hwang, 54). Renee, the Western liberated woman to some extent serves a foil to Song as the Oriental submissive woman. Song's existence once and again reinforces Gallimard's dignity as a man. She knows more or less about his affair with another woman, but she does not quarrel with him directly. Gallimard imagines Song's suffering in the same way Madame Butterfly feels Pinkerton's unfaithfulness. ¡°She would cry, alone in those widely soft sleeves, once full of possessions, now empty to collect her tears. It was her tears and her silence that excited me, every time I visited Renee (Hwang, 56). ¡°Gallimard would never dare treat his wife or his girlfriend in such abusive ways--- perhaps because he knows he would never make them suffer as he imagines Song Liling suffers (Kehde, 4). He is greatly caught up in his fantasy of being Pinkerton, a powerful exploiter. He never thinks that his myth of Madame Butterfly results in ruins. At the end of the play, when Song strips before Gallimard and forces him to see the physical body, Gallimard says in despair, ¡°No! Stop! I don't want to see! (Hwang, 87). He doesn't want to face the reality. Gallimard assumes that Song is a woman because to Western eyes Song is wearing women's clothing and displaying ¡°feminine characteristics. Gallimard's intoxication with ¡°her image is really the love for the image he has created for ¡°her as much as the one Song has created for him. Gallimard loves a different body from the one Song stripes to show him because it is formed of truths that are different from those that he wants to believe. He loves a woman created by a man. ¡°What I loved was a lie (Hwang, 8). Gallimard's ignorance helps to make Song's lie more effective. Female impersonators exemplified by Song Liling's vocation, are a time-honored convention of Peking Opera in China. This theatrical tradition is built on the ambivalence of actor/actress's gender. Having perfected the stylized performance of a certain type of characters, one is able to transform himself or herself into the opposite sex while never forgetting the true identity of the player, the Chinese audience is content to suspend disbelief and accept androgyny as part of the theatre experience. In a particularly effective scene between Song and Comrade Chin, Song asks and answers her own question about, ¡°Why, in the Peking Opera, are all women's roles played by men? ¡­ Only a man knows how a woman is supposed to act (Hwang, 6). Song recognizes what Gallimard wants to see and, as an experienced actor, carries out the lie. Later in the French court, Song explains her sexual relationship with Gallimard, ¡° he never saw me completely naked ¡­I did all the work ¡­ I suppose he might have wondered why I was always on my stomach. ¡­ It was my job to make him think I was a woman (Hwang, 81). Only at the end of the play does Gallimard recognize Song's ¡°job and realize that he has loved and been manipulated by an impersonator. Gallimard's myth of Madame Butterfly is completely broken when Song shows the biological identity in front of him.

Please note that this sample paper on Breaking the Myth of Madame Butterfly is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Breaking the Myth of Madame Butterfly, we are here to assist you. Your college papers on Breaking the Myth of Madame Butterfly will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment from custom writing service and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Vocational Training

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

Out staff of freelance writers includes over 120 experts proficient in Vocational Training, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Vocational Training paper at affordable prices!

VOCATIONAL TRAININGMODULE SI 000

Help with essay on Vocational Training

ASSIGNMENT

Explain how communication can be

improved in your organisation.

Sam BeavenINTRODUCTIONThe organisation I work for is Coleg Glan Hafren. The college formally known as Rumney Tech has been an establishment offering training for post 16 candidates for many years.The college is spread over three sites, the main site being in Trowbridge Cardiff, the other two are located near the town centre. As you can imagine communication between these sites is a major factor of the smooth running of the college. Even though we have three sites it is very rare that students have two attend courses at more than one venue, but it is often the case that tutors/ trainers do. The college caters for approx. ,000 full and part time students, during any one year. It offers a range of courses and apprenticeships to all age groups across the board. Mission statement-‘To provide quality education and training at locations, times and in ways which are convenient and appropriate' (Coleg Glan Hafren, 00, p )COMMUNICATIONDefinition ‘an act of communicating that which is communicated intercourse correspondence a means of communicating, means of giving information.'(Chambers- Cambridge, 18, p14)As far as communications is concerned, the college prides itself on contact between students and tutors/trainers. Initially any potential student is invited to what is called an open evening /day, so that they can be introduced to people that are concerned with the course they wish to take.On the first day that a new student attends their course, he or she is presented with a student diary and handbook. The contents of which outline college procedures, locations and policies. A brief discussion concerning these points and other topics within this handbook takes place during the induction lesson (1st scheduled lesson).This initial communication between students and tutors is tried and tested and works for all parties concerned.It is unfortunate that, whilst student- tutor/ trainer communications are very good, it is often the case that communication between tutor and Course co-ordinator and or trainer is very poor, as are inter-departmental communications.All new members of staff are issued with a college booklet outlining policies and procedures. They are also given a departmental handbook, underlining the department role and expectations of the role they are about to commence. This is all well and good, but the fact remains that the information is set out in the booklets, but often not explained and the new employee is left to interoperate the meaning for him or herself. This (in my opinion) is where one of the many communication problems stems from. Good communication should be set up as soon as possible and not taken as read.IMPROVING COMMUNICATIONSIn September 00 the college appointed a new principle, he in turn recognised that there was indeed a problem with communication between the people involved in training/ tutoring the students. Under his direction, all staff members meet once a month to be informed of any new policies or procedures, which may be implemented in the near future. It is at these meetings that any new members of staff are introduced and welcomed to the college. As often happens in a large establishment people working for the same employer do not often know people that they work with unless they work within the same department, these meetings give an opportunity to put a face to the name.Being a relatively new idea of these meetings have yet to have any great impact on communications between staff, but it is my opinion that the meetings will go a long way towards improvement.The problem of communication in a large organisation, in the broader sense, is being addressed, by way of these meetings, but it is unfortunately that departmental communication is still so poor.As is often the case, in a large organisation, the problem of communication has been looked at in the broader sense and not at the core of the problem.Within the college we do indeed, have an internal telephone system and a very efficient postal service. So why are these services not being utilised to improve communications?A good question and one that I feel must be addressed to combat the problem. Let staff know that these systems exist and that they are accessible to all.It is the simplicities in life that always make the big difference in the long run, but as is often the case, the small things are often overlooked in the short term.It is simple enough to take down a message for someone and pass that message on to the person concerned. These two steps do not take much effort but often where communication goes wrong. Simply keeping a pen or pencil and some paper next to the phone can go a long way towards improving communication. That is one way of looking at the problem of communication, the other of course is communication between people within the department. Often where people work closely on a day-to-day basis, there can be friction and small problems can easily be turned into large problems. It is really down to the person in charge of the Department to combat the small problems before they become large problems. This can be achieved with a little time and effort spent observing situations and the way people are behaving. The favourite excuse for not doing this is ‘I dont have time'. The case for good communication between department members much out ways the problem of time, as time can be saved, when good working relations are in place. If a department is running smoothly it will save time and therefore be a positive factor towards departmental performance. The smooth running of any department is based on good communication and a simple 5 or 10 minute meeting once a week can improve communications.Making sure that every staff member within a department feels that they are important to that department goes a long way towards motivation and better performance. Motivation can also lead to many improvements including better communications, productivity and time management. There is no harm in letting someone no that they have done a good job, or praising the positive points within a job not so well done, and suggesting improvements without humiliation. There are ways and means of criticising someone that will make him or her feel they want to do a better job next time (i.e. good communication and motivation).Within a team, every member has to feel that they are a part of that team, however small a part they may play. With good communication between team members you are assured that only positive results would be the reward. The person who opens the letters is just as important as the person who needs to act upon their contents. If this is taken into consideration the next time an important message is left, it will be given to the person concerned with much less delay if that person is told that the role they are playing is a vital part of the smooth running of the Department. Unfortunately this does not often happen within departments, and in many cases is the root of communication problems.CONCLUSIONTaking all above points into consideration, it is my opinion that until communications are improved, with in the different departments, there will always be the problem of staff, time, resource management. The simple idea of making sure that there is a way of taking a message to hand can go a long way towards improvement. The benefits of good staff communication and motivation are numerous and can be achieved in a very simple ways. These ways need not be time-consuming or expensive. The simple introduction of staff meetings can go long way toward improvement in communication, while not disrupting the day-to-day running of the Department. Giving every member of the team an understanding in to why their role is important and what contribution they make can also make a real difference in communication.Improvements in communication could mean the difference between knowing where someone is supposed to be and where they actually are. Without going into too many details, this information could be vital not only for the person concerned but also to others i.e. in the case of fire. Would it not be nice to know, if you were unable to be somewhere, you are confident in the knowledge that someone would pass on any relevant information needed. This may take the form of somebody writing down a phone number for you or rearranging an important meeting that you are unable to attend with little inconvenience or embarrassment to either party involved. As is so often the case today, the importance of communication is often overlooked in todays climate in favour of meeting targets and being cost-effective. It has been proven (in my experience) that if communication is good within any establishment or department, meeting targets and being cost-effective becomes much more of a reality, because your workforce is working together in a much better way. To implement small but effective changes can lead not, only to a positive working environment, but in the long run a more efficient working team.Finally it is most important that you relate how important communication is to all aspects of whatever you are doing. It is helpful to relate this to something that all levels can relate to- how many times have you said ‘I wish I'd known that', or ‘why didn't you tell me'.Communication- the key to success in more ways than one.BIBLIOGRAPHY1.Chambers Cambridge Concise Dictionary. p. 14 (18). Coleg Glan Hafren Student Diary Handbook p. (00)

Please note that this sample paper on Vocational Training is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Vocational Training, we are here to assist you. Your cheap custom college paper on Vocational Training will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Making English learning efficient injunior high schools in Taiwan

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

Out staff of freelance writers includes over 120 experts proficient in Making English learning efficient injunior high schools in Taiwan, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Making English learning efficient injunior high schools in Taiwan paper at affordable prices!

In Taiwan, the Ministry of Education has conducted the Communicative Language Teaching (CLT) in English teaching in junior high schools. However, the teaching pedagogy and material and purpose of Communicative Language Teaching (CLT), which comes from Western countries, are not suitable to Taiwan junior high school students and teachers, resulting from the policy of entrance examination, class size, teachers' quality, and students' attitude. It is suggested that designing curriculum suitable to the real situation of educational environment, improving the entrance examination, training qualified teachers, and changing students' attitude will help to promote the efficiency of Communicative Language teaching in junior high schools in Taiwan. It needs further research to design to the curriculum combining the communicative approach and grammar-translation approach, which is appropriate to English learning in junior high schools in Taiwan. Introduction English is an essential subject in junior high school in Taiwan. Parents and teachers expect that the students can successfully pass the exam, get higher education, and find a good job with proficient English in the future. However, English learning in junior high school at present either confuses or troubles students, parents, and even teachers, which results in a conflict between Communicative Language Teaching (CLT) and grammar-translation teaching. Communicative Language Teaching (CLT) is strongly recommended and launched by the Ministry of Education of the government and many professional English educators in Taiwan. Research has showed that Communicative Language Teaching promotes students' proficiency in English. James D. Allen and Sun Changshun (1) demonstrated the successful teaching of a middle school teacher, who used Communicative Language Teaching to motivate students' interest in learning English. Chi-Kim Cheung (001) suggested using public culture in the communicative approach to fit students' psychological and social needs and stimulated students' interest in learning in the classroom. Yi Yang (1) stated that the communicative approach provided the four skills of English competence--listening, speaking, reading, and writing. Yi'an Wu (001) claimed that cultivating a qualified teacher and designing specialized materials helped carry out this new teaching method. Liming Yu (001) even suggested making laws to effect the new change in English teaching.

Cheap custom writing service can write essays on Making English learning efficient injunior high schools in Taiwan

However, most of the researches mentioned above claimed to abandon grammar-translation approach, except Yang (1). In Yang's (1) research, grammar knowledge provided the basis of language development, "like building a house, you first have to construct a foundation so that your house is firm and strong"(p.5). In addition, in Defeng Li's (18) research, Communicative Language Teaching did not make English learning successful in some Asian countries, like South Korea, Japan, and China. Although the efficiency of traditional grammar translation has caused a lot of debate because students lack listening and speaking competence, many teachers and parents still want to maintain this old teaching method because many grammatical questions are still focused on in the entrance examination, and those students taught with Communicative Language Teaching do not upgrade their English proficiency. Thus, the efficiency of this new approach is also challenged by some factors, which result from the basic conditions of the educational policy, the exam, the teachers, and the students. The situation is similar to other Asian countries in Li's (18) research. The issues in this paper are ascertained from my experience and observation in the junior high school in Taiwan for seventeen years. In my teaching, I usually explained and translated the grammatical structures sentence by sentence in the textbook within a limited time. Most of my colleagues and my friends who are English teachers in other junior high schools teach in the same way. Our students just listened, took notes, and prepared for the tests in English class. By drawing on the experiences of the research above, it is suggested that reforming the examination, training qualified teachers, evoking students' interest in English will help to promote the communicative approach in junior high school. In addition, the issues in this paper make English educators in Taiwan contemplate that abandoning the grammar-translation approach is not the best way to promote the quality of English learning in junior high schools in Taiwan. The best way is to keep grammar teaching and to make CLT fit the conditions of English teaching in Taiwan. How to make Communicative Language Teaching fit the conditions of English teaching in junior high schools leads to further deliberation in the design of curriculum, which should attract the attention of those people who are responsible for educational policy decision, and to those who engage in English learning and teaching. The difference aspects between Communicative Language Teaching and traditional grammar-translation teaching

The communicative approach emphasizes to learn of the functional and meaningful language and to use student-centered activities, which focus on creating natural-like learning situations. On the other hand, the grammar translation emphasizes the acquisition of accurate forms and grammar rules. Yang (1) indicated, " The no-grammar front is represented by Krashen (18), who distinguished between language learning and language acquisition. The former refers to conscious learning assisted by explicit rules, the latter to subconscious learning developed from natural communication" (p.1). Patsy M. Lightbown & Nina Spada (1) pointed out that for Krashen, the process of second language acquisition was similar to the acquisition of the first language, which was through the natural and subconscious order, not the orders of the rules learned in class. Learning the rules can not acquire language. "Krashen's assertion has been very influential in supporting communicative language teaching…. ,with its primary focus on using language for meaningful interaction and for accomplishing tasks, rather than on learning rules, has won support form many teachers and learners"(p.40). The factors affecting the efficiency of English learning

According to Li's (18) research, there are difficulties in carrying out Communicative Language Teaching in some Asian countries, like China, Japan, and South Korea, where English is taught as a foreign language and in a large size of class40 to 50 students in a class. These difficulties come from the teachers' English proficiency and burdened work, the students' attitude, the educational system, and Communicative Language Teaching itself. From my observation, English learning in junior high schools in Taiwan encounters the same conditions. Virginia Logastro (001) indicates that language learning in a large class has difficulties in pedagogy, management-relationship, and affection, especially, the difficulties in "carrying out speaking, reading, and writing tasks… in monitoring work and giving feedback…in setting up communicative tasks …in attending to all students during class time… assessing students' interests and moods… pair and group work often cumbersome to execute"(p.44). In Yu's (001) research, the resistance of CLT in China is due to the concept of the teachers who doubt the effective of CLT in teaching because their students do not promote their proficiency in English. Wu (001) claimed that without qualified teachers, specialized materials, and formative assessments, it would be difficult to spread new change in English teaching in China. In my estimation, Taiwan also struggles in the similar situation.

The goal of English learning in junior high schools in Taiwan, formulated by the Ministry of Education, is to cultivate students' communicative competence, interest of learning second language, and the knowledge of national and foreign culture. The textbook is compiled by National Institute of Compilation and Translation, which changed the materials of grammar translation into the communicative approach in17. Students are expected to learn the basic competence of listening, speaking, reading and writing. Initially, many people believed that Communicative Language Teaching promoted by the government could improve the quality of English learning in junior high schools. However, many teachers and parents begin to complain that the communicative approach neither improves students' English competence nor contributes to their scores on the entrance examinations. This leads us considering whether Taiwan has the conditions of conducting this approach. The factors below are drawn from my teaching experience and observation in the junior high school for seventeen years. Wu, Y. (001). English learning teaching in China trends and challenges. In Bouny Norton (Ed.), Teaching issues, Tesol In China Current challenges. TESOL Quarterly, 5(1), 11-14.Yu, L. (001). Communicative language teaching in China progress and resistance. In Bonny Norton (Ed.), Teaching issues, Tesol in China Current challenges. TESOL Quarterly, and learning in China A case study of two Chinese students in 5(1), 14-1.Please note that this sample paper on Making English learning efficient injunior high schools in Taiwan is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Making English learning efficient injunior high schools in Taiwan, we are here to assist you. Your cheap custom research papers on Making English learning efficient injunior high schools in Taiwan will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

E-business paper

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

Out staff of freelance writers includes over 120 experts proficient in e-business paper, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your e-business paper paper at affordable prices!

Introduction

The incredible growth of the Internet and connectivity to the Internet by individuals and businesses alike has brought many opportunities to generate new industries and new efficiencies within businesses and between businesses. These opportunities can be seen in the different e-business models that are currently providing benefits to organizations. A business model embodies a plan or offering a value proposition to customers, a source of revenues, an identification of costs, and a detailed set of processes for execution.

According to Kador (000), the digital economy is driving the creation of five business models from which every e-business must select. Every successful Internet-ready organization takes on one or more of these models. Whether they occupy a Business-to-Consumer (BC), Business-to-Business (BB), or Consumer-to-Consumer (CC) environment, every e-business must develop competencies in one or more of these models e-business storefronts, infomediary, trust intermediary, e-business enabler, and infrastructure provider.

E-Business Storefront

Buy cheap e-business paper term paper

E-business storefronts are the online analog to traditional ways of selling products or services. E-business storefronts like Intel, Amazon, ETrade, Cisco, and Dell offer to their target audiences, niche markets and buyers, products, product offering, order taking, services, fulfillment, customer service, and support, and content, information on products and services. Their goal is to dominate and target niche markets. Further, their revenue streams are product, service margin and advertising.

Infomediary

Infomediary is defined as an entity that brokers content, information, knowledge, or experiences that add value to a particular e-business transaction. Infomediaries like NetBuy, Autobytel, Eloan, and Travelocity generally do not buy or sell anything, but rather facilitate transactions by providing aggregation services. Their target audiences are members of a virtual community, members of a value chain, or part of an industry's value chain and market sector.

Trust Intermediary

Trust intermediaries like Verisign and CyberCash provide a secure environment in which buyers and sellers can confidently exchange values. Their revenue streams are licensing fee and subscriptions, and their goal is to extract value from each transaction by enabling a safe, secure transaction environment.

E-Business Enabler

For e-business enablers like Federal Express, LoopNet, and Chrome.com, the target audiences are E-business storefronts and Infomediaries. E-business enablers create and maintain an infrastructure in which product and service providers can conduct transactions reliably and securely.

Infrastructure Provider

Infrastructure providers or communities of commerce like The Sabre Group, GE TPN, Active Wear Online (Fruit of the Loom) create environments for exchanging value in which participants with common interests can interact. Their revenue streams are advertising, subscription fee, partnership fee, and percentage of transactions.

Taking on one or more of the five extended e-business models creates e-business value. These models are not mutually exclusive. The most successful Internet-ready enterprises take on multiple business models concurrently. The facts support the conclusion that enterprises that have taken on multiple roles and manage them well have a dramatic advantage in the e-business.

Conversely, Robinson (00) states that on an individual basis, each e-business model is unique in the same sense that each business plan is unique to a particular company or application because the factors and influences that go into planning for each organization is never exactly the same. However this does not mean common linkages cannot be drawn from differing business models. In general terms e-business models can be broadly grouped into different categories, which are Business to Consumer Models (BC), Business-to-Business Models (BB), and Consumer-to-Consumer Models (CC).

Business-to-Consumer Models

Business-to-Consumer (BC) is well established by the existing, and increasingly automated web sites on the Internet. Many of the small, medium enterprises and large US companies have a web site that promotes their wares. Some provide for online ordering, most likely using credit cards.

In BC, business models are often categorized by the way that revenues are generated. For instance, subscription models charge a monthly or annual subscription fee for the service; transaction-fee models charge a service fee based on the level of transactions offered; advertising-supported models charge to the advertising companies; and sponsorship models are a supplementary source of income.

Another perspective of classifying BC models is the type of sites that sell directly to consumers. For example, direct marketing sites from manufacturers such as Dell, Nike, and Amazon.com; traditional retailers with Web sites, which are called brick-and-mortar retailers, such as Wal-Mart or Home Depot.

BC can also be classified by the scope of handling items, general purpose versus specialty or niche e-tailing and scope of covering region, global versus regional.

Business-to-Business Models (BB)

Business-to-Business Models (BB) reflects the interaction between manufacturers and suppliers. It should be duly noted that the BB models may include each of the above BC business models i.e. manufactures may come together to buy products and services, which in turn are aggregated or are further developed prior to selling to the end user or consumer. One entities client may be another entities supplier.

Where BB and BC depart ways is in the development of e-business models that focus on generating benefits and savings in the tighter integration of suppliers and manufactures in addition to technology based business improvements between the parties. This tighter integration is reflected in the development of business models that propose alliances with not only suppliers and manufactures but also competitors.

There can be many different types of BB and they all take place online in what is known as trading exchanges, portals, e-Marketplaces, trading hubs, BB portals or just marketplaces. Some examples are·A company that wants to buy supplies can place an online order and wait for a number of companies to bid over the Internet. The buying company then chooses the most competitive bid · A supplier with excess inventory offers those goods on the Web and wait for companies to bid for them. In this way, the company can auction them off to the highest bidder ·Dynamic pricing, where prices change as buyers and sellers interact over the Internet and companies will begin to choose the most competitive trading partners in price or terms offered ·Auction, where many buyers bid on products for sale. This can be hosted by the seller or by a neutral intermediary · Reverse auction, where large buyer solicits bids or posts requests for proposals (RFPs) online.

Consumer-to-Consumer Models

Consumer-to-Consumer Models (CC) reflects the interaction between manufacturers and suppliers. These models are represented by entities such as E-Bay, and 4salebyU.com. These sites offer the consumer a way to buy or sell goods and services directly to or from other consumers. Like BC models, they offer their services by providing for online ordering, generally using credit cards or Pay Pal. CC like BB sites also offer shopping carts, search engines, and sometimes membership on the web site. Where these models differ is there is no middleman, i.e. a company, which would include such things as taxes, i.e. sales tax. Generally the types of sites advertise on the Internet or through television and radio ads.

Internal Cost Reduction

Some of the features of business models focus a cost reduction and saving strategies for the internal operations of the organization, as opposed to being customer focused. For example we have the impact of business models that focus on the implementation of new technologies resulting in the change ofmanagement style and organizational structures. As a result of implementing new business models we have seen an increasing trend to the flatting of organizational and management structures.

Conclusion

It can be seen that there is a diverse range of different e-business models that can be interlinked to provide benefits to the organization. These models are not isolated from one another and the features of one can be combined with another to reach the objective of the organization. Further, these models share common functions, features, and marketing practices. These models mostly all utilize features such as customer service, search engines, and shopping carts. These sites also use the Internet to market themselves, i.e. pop-ups, or links from other sites. Furthermore, these models offer benefits to the company and consumer through cost savings from things such as rent, overhead, and inventory storage. They allow the company or consumer to go directly to the source in most instances saving time and money not having to physically go to the storefront.

References

Turban, E., King, D., Lee, J., Warkentin, M., and Chung, M. (00) E-Business, Principles and Practices [University of Phoenix Custom Edition e-text]. Upper Saddle River, NJ Prentice-Hall, Inc.

"The scale of the opportunity." (June 1) TOPXLM, Doing business in the future, now. Retrieved September 0, 00 from EBSCOhost Direct Database on the World Wide http//www.apollolibrary.com/collections.asp

Robinson, T. (00). Types of E-business Models. Retrieved September 0,00 from EBSCOhost Direct Database on the World Wide http//www.apollolibrary.com/collections.asp

Kador, J. (000). Wired for business, five successful e-business models. EAI Journal, Cover story, July/August 000. Retrieved September 0, 00 from EBSCOhost Direct Database on the World Wide http//www.apollolibrary.com/collections.asp

Please note that this sample paper on e-business paper is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on e-business paper, we are here to assist you. Your cheap custom college paper on e-business paper will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment

If you order your research paper from our custom writing service you will receive a perfectly written assignment on A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment paper right on time.

Out staff of freelance writers includes over 120 experts proficient in A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment paper at affordable prices!

Crime and Punishment and Anna Karenina are two Russian Novels that both take place in the eighteen-sixties. The novels reflect two different ends of the sociology spectrum. Anna Karenina's conflicts revolve around the realm of high-class society, however Crime and Punishment's conflicts reflect the life of lower, mid-class society. The two main characters of both novels are Anna Karenina and Raskolnikov. The social statuses of these two characters are determined by the level they find themselves on "Maslows Hierarchy of Needs". "Maslow set up a hierarchical theory of needs in which all the basic needs are at the bottom, and the needs concerned with mans highest potential are at the top. The hierarchic theory is often represented as a pyramid, with the larger, lower levels representing the lower needs, and the upper point representing the need for self-actualization. Each level of the pyramid is dependent on the previous level." (Maslow)The pyramid of "Maslow's Hierarchy of Needs" is shown below(Maslow)

Custom Essays on A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment

Wherever people may find themselves on this pyramid is a reflection of their social status. For example, it is most likely that only a person in low-class society would need to worry of man's basic needs for survival. This is the base of the pyramid and includes food, water, shelter, and warmth. The level man finds himself on this pyramid determines what he will spend his time worrying about, and may cause him to take drastic actions for his needs to be met. Ergo, behavior of man is a result of the level he finds himself on Maslow's Hierarchy of Needs as well as in society.Anna Karenina in the novel Anna Karenina, is a woman of high-class society. "There is really only one circle of Petersburg upper society everyone knows everyone else, even visits each other. But this great circle has subdivisions of its own. Anna Arkadyevna Karenina had friends and close ties in three different circles." (Tolstoy 1)Her husband supports her and her son financially. Therefore she is above the base of the pyramid. Because of her husband's authority in society, Anna's security needs are also met. "The majority of the younger men envied him for just what was the most irksome factor in his love- the exalted position of Karenin, and the consequent transparency to society, of their liaison." (Tolstoy 185)This places Anna's needs at again a higher level of Maslow's pyramid. Although at the beginning of the novel Anna feels she is content with life, after Vronsky pursues her, Anna realizes she doesn't love her husband, and is in need of Vronsky's love. But the need for "Belonging-Love" on the pyramid is not met for Anna. This is shown in her actions and behavior in the novel.Raskolnikov in the novel Crime and Punishment, is a man on the lower level of mid-class society. He has food, water, shelter, and warmth, but is always struggling to maintain the "Physiological" level of the pyramid. "He had successfully avoided meeting his landlady on the staircase. His garret was…more like a cupboard than a room… And each time he passed (the landlady's door), the young man had a sick, frightened feeling, which made him scowl and feel ashamed. He was hopelessly in debt to his landlady, and was afraid of meeting her." (Dostoevsky 1)Therefore, Raskolnikov can not move past this level. The behavior of these two characters is towards satisfying the level of "Maslow's Hierarchy of Needs" that they find themselves on, so that they may progress to the top of the pyramid to develop and improve as a person. But for both characters, they almost become obsessive with what they need to have satisfied on Maslow's pyramid. This causes the characters to behave irrationally.Because Anna Karenina is on the "Belonging-Love" level of "Maslow's Hierarchy of Needs," her realm of life revolves around her need for love. "Her inner passions are strong, and after they are drawn out by Count Vronsky, they tend to govern her behavior." (Anna)Many young women envy Anna Karenina because she has all that a woman could ever want; beauty, a husband who's a powerful government minister, riches, and a son she adores. But Anna feels the need for a stronger love and finds this love with the Count Vronsky. Her feeling to pursue and maintain her relationship with Vronsky results in her sinful and selfish behavior. For example, although Anna expresses deep love and care for her son, she still chooses to leave her husband and son because of her pregnancy with Vronsky and for the love and attention Vronsky gives to her. Also, because of Anna's decision to leave with Vronsky, who's very proud of his military career, Vronsky chooses to deny his promotion and quit the army altogether. "But now, without an instants consideration, he declined it, and observing dissatisfaction in the upper quarters at this step, he immediately retired from the army. A month later Alexei Alexandrovich was left alone with his son in his house at Petersburg, while Anna had gone abroad with Vronsky…." (Tolstoy 440)And although Anna knows her affair with Vronsky has ruined not only her reputation in high-class society, but it has also made Karenin appear to be foolish and no longer receive respect, she still chooses to be with Vronsky. At this point, Anna is now forced to live away from the society that once admired her. "Relations with the society of the place- foreign and Russian- were equally out of the question, owing to the irregularity of their position." (Tolstoy 465)"As a man, Vronsky enjoys comparative social freedom, which plunges Anna into increasingly intense fits of jealousy." (Anna) "As for the amusements of bachelor existence…they could not be thought of, since the sole attempt of the sort had led to a sudden attack of depression in Anna, quite out of proportion with the cause..." (Tolstoy 468)

At this point in the novel, Anna's character changes drastically. She is depressed and always anxious, believing that Vronsky is having other affairs. She becomes obsessive with knowing what he does and where he goes."The letter was from Anna. Before he read the letter, he knew its contents…he had promised to be back on Friday. Today was Saturday…The letter was what he had expected, but the form of it was unexpected, and particularly disagreeable to him." (Tolstoy 66)Anna's anxiety increases and she has convinced herself that Vronsky no longer loves her, because "under the pressure of her constant suspicion, Vronskys love for her begins to sour" (Anna). Anna's need for love becomes her only need in life. Feeling she has lost love from everybody, she convinces herself she can now only receive sympathy. Anna Karenina ‘knows' in her mind the only way to receive sympathy is to throw herself on the railroad tracks before the oncoming train and commit suicide."But she did not take her eyes from the wheels of the second car. And exactly at the moment when the space between the wheels came opposite her…drawing her head back into her shoulders, fell on her hands under the car, and lightly…dropped onto her knees." (Tolstoy 760)

Raskolnikov is a man struggling to maintain his needs for water, food, shelter, and warmth. All other elements of his life that were once of importance have vanished because Maslow's theory says the base of the pyramid must be met before anything else on the pyramid can even be apart of man's life."He was crushed by poverty, but the anxieties of his position had of late ceased to weigh upon him. He had given up attending to matters of practical importance; he had lost all desire to do so." (Dostoevsky 1)

The only money Raskolnikov receives to help with his needs are from his mother and the old pawnbroker, since losing his teaching job. The Pawnbroker was a rich woman who was able to spare more than a fair price for the items people offered her. "…how she (the pawnbroker) gave a quarter of the value of an article and took five and even seven percent a month on it," (Dostoevsky 6) created hatred in Raskolnikov towards the woman. She was selfish and wretched in Raskolnikov's mind. He was a man who was suffering to continue living. He had no job, was in debt, and needed money to pay rent. His desperation for money and a better life took over. He decided to kill the pawnbroker for not only himself, but for all of society."He pulled the axe quite out, swung it with both arms, scarcely conscious of himself, and almost without effort, almost mechanically, brought the blunt side down on her head." (Dostoevsky 74)

In both novels, the main characters seek to satisfy the needs of the level they are on "Maslow's Hierarchy of Needs". Both character behaviors are for meeting these needs. As the novels progress, the character behaviors become more aggressive and obsessive as their needs take over their lives. It doesn't matter where man may find himself on the ladder of society; everyone has needs that must be met before their lives can progress significantly. This is found with the characters of Anna Karenina and Raskolnikov. They are two ver different characters, but their behavior and selfishness are similar. Word Count 1478 "Maslow's Hierarchy of Needs." 15 Oct 001. 1 April 00. http//www.connect.net/georgen/maslow.htm"Anna Karenina." Summary. 1 April 00. http//www.sparknotes.com/lit/anna/summary.htmlTolstoy, Leo. Anna Karenina. New York New American Library, 161.Dostoevsky, Fyodor. Crime and Punishment. New York Random House, 1.Please note that this sample paper on A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment, we are here to assist you. Your persuasive essay on A Comparison of How Man's needs and Social Status Effect His Behavior in Anna Karenina and Crime and Punishment will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Harry Potter and the Prisoner of Askaban

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

Out staff of freelance writers includes over 120 experts proficient in Harry Potter and the Prisoner of Askaban, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Harry Potter and the Prisoner of Askaban paper at affordable prices!

Harry Potter and the Prisoner of Azkaban (EB)Dear Mrs. Farkas,

My book is Harry Potter and the Prisoner of Azkaban, by J.K Rowling. It is about Harry Potter, a young wizard who is now 1, and is known by every wizard because he survived from the greatest dark wizard, Voldemort. Harry has had many encounters with Lord Voldemort, and survived each time! Anyway Harry has just received letters from all his good friends like Ron Weasley, Hermione Granger, and Hagrid. With the letters where birthday presents for his 1th birthday. Harry also got a letter from Professor McGonagall, saying when school starts and that third years are allowed to visit Hogsmeade, with a permission letter. When Harry asks his uncle for permission to go to Hogsmeade, his aunt Marge is also there. His uncle Vernon says no, and then his Aunt Marge starts laughing and agrees. Harry gets really mad at his aunt and blows her up! Then Harry realizing he can't do magic outside of school, gets his bags and makes a run for it. He wants to live his life as a hobo, but first has to go to Gringotts Bank to get his gold out. What will happen to Harry next?

At night Harry is trying to get to London somehow, and then he sees this bear like dog about to attack him. Suddenly a bus comes called the Knight Bus, it helps the lost wizards and takes them to where they want to go. On the bus Harry gives a fake name, his friends name Neville Longbottom. The assistant on the bus Sam gives Harry the newspaper, on the front is on article about Sirius Black says to be the heir apparent of Lord Voldemort. He killed 1 people with one single curse! And after 1 years locked up in Azkaban (a wizard jail surrounded by dementors who are demons the are 1 feet tall and where a hood to cover their whole body very dangerous!) Black escapes and that is suppose to be impossible. When Harry gets to London he gets to Diagon Alley where he buys his school supplies, but he wants to go to the bank. Then Cornelius Fudge the Minister of the Ministry of Magic finds Harry and says hello and gives Harry a room at the Leaky Cauldron and tells Harry not to get out after dark. Harry is surprised he is not suspended. Later Ron comes with his family and Hermione and they shop around for their supplies. The night before Harry was supposed to go to school Harry hears Ron's parents arguing about telling Harry about Sirius Black that he is out to kill Harry because one of the guards at Azkaban heard Sirius muttering in his sleep that "he's in Hogwarts".

Cheap custom writing service can write essays on Harry Potter and the Prisoner of Askaban

Harry is not scared because he thinks Sirius can't be any worse then Voldemort.On the train to Hogwarts Harry sees a dementor, and faints, and then later wakes up. At school Harry is teased about the dementor incident a little. Harry has two new teachers for Defense against the Dark Arts he has Professor Lupin who have both taken a liking to each other. And for his new class Divination Harry had Professor Trelawny who predicted a lot of bad stuff, and Harry's death this year. Also the Fat Lady (the Gryffindor password holder) had been stabbed by who she says was Sirius Black! Dumbledore take precaution and tells everyone to stay inside and will be suspended if caught. Everyone was keeping a close watch on Harry especially the teachers because Harry was targeted by Black. Ron's pet rat Scabbers has been eaten by Hermione's pet cat Crookshanks, now Ron is really angry at Hermione and wont talk to her. Harry and the other Gryffindor teammates had to verse Ravenclaw in Quidditch. Harry saw a dementor and fainted again, dropped from 50 feet and broke his broomstick, they also lost the match, they had to win if they wanted the Trophy. Later Harry found this map called the Marauder's Map it is the map of the whole building, all the secret passages and tells where everyone is, works on invisibility cloaks also. Harry also got a Firebolt the best broomstick ever, everybody treated it like royal. But they didn't know who it was from, no card. Hermione tells Professor McGonagall that Harry got a broomstick, from someone and she took it to check it for jinxes incase it was sent by Sirius. They where both mad at her now. Harry was practicing with Professor Lupin on how to stop the dementors in case they show up in Harry's game with Ravenclaw. Harry learned the Patronus a spell which is for advanced wizards. On Harry's game against Ravenclaw he got his Firebolt back, and caught the snitch and won the game. In the Gryffindor common room there was a party. Later that night while everybody was sleeping Ron woke up with an ear shattering yell, he said he saw Sirius Black standing on his bedside with a knife! Nobody believed him at first, but then Professor McGonagall asked Sir Cadagon if he saw anyone come in and he said yeah a man, he had all the passwords.Hagrid's bird Buckbeak was going to be executed in a couple of days and Harry, Ron, and Hermione comforted him. Harry and Ron started talking again to Hermione, and she had smacked Malfoy their nemesis across the face. Harry and the team had beat Slytherin in the Quidditch final and Harry was awarded the trophy! The three kids went to Hagrid's house, to comfort him and there Ron found his rat Scabbers. They all left because Dumbledore and the executor were coming. While the three were walking under the invisibility cloak, Ron dropped Scabbers and ran for him. In the Whomping Willow Tree. There the three saw Crookshanks and the bear like dog for the 6th time. The dog took ran by his mouth and while dragging him broke his leg. Harry and Hermione found a tunnel which lead to the Shrieking Shack where no one dare goes. There they saw Crookshanks and Ron lying on the bed holding his leg. Ron told Harry that the dog is Sirius Black he's and Animagus. (the power to change into an animal and human.) Sirius was right behind Harry and with Ron's wand disarmed Harry and Hermione and talked to Harry about Harry's father and how they were friends. Suddenly Harry reached up and got his wand, and disarmed Sirius. He was pointing his wand at Sirius's chest and was about to kill him. Then suddenly Professor Remus Lupin came disarmed Harry and Hermione and picked up Sirius and held him like a brother. Harry and Hermione thought that Lupin betrayed them and helped Black into the castle, but he denied that he did that. He convinced the three kids to let him and Black tell them the truth. He said that Ron's rat Scabbers wasn't a rat it was an Animagus, by the name of Peter Pettigrew. Lupin starts his story by saying that when he was little he was bitten by a werewolf and every full moon he turned into a werewolf. But Dumbledore let Remus in his school and built the Whomping Willow and the tunnel for Remus to stay every month because he was dangerous. He was happy he had friends, Sirius Black, Peter Pettigrew, and James Potter. When Lupin's friends found out that he was a werewolf they helped him they decided to become Animagus. They also told on how Black tricked Snape into almost getting killed because he was nosy and James had then saved Snape.

Then suddenly Snape came out of the invisibility cloak he was hiding in, and disarmed everybody and tied Lupin. Snape was about to kill Black, but Harry not knowing why really stopped Snape and made him unconscious. Then Lupin took the rat from Ron did a spell on it then suddenly it turned into Peter Pettigrew. He denied everything Snape said about betraying Lily and James Potter (he was the secret keeper) and going to Lord Voldemort, and tried to put it on Black. After making Peter confess a little Lupin asked Harry if you believed him and Snape, Harry nodded his head as in yes. Then Peter confessed everything that he killed Lily and James Potter that he killed the thirteen people and blamed Black. Just about when Lupin and Sirius were about to kill Peter Harry stopped them and said this is proof to get out Black. Harry remembering Black was his godfather. They tied Peter up with Ron who couldn't walk and Snape by himself. They were almost in the castle when Lupin who didn't take his potion turned into a werewolf, and was dangerous, Black told Harry to take Ron, Hermione, and Peter, but then Peter transformed into a rat and ran away. Then the 1 dementors came the were about to kill Harry and Black who was bleeding, suddenly Harry did a Patronus that was really strong, Hermione got knocked out doing it, then while Harry was fainting he saw his dead come out of his wand and stop the dementors.Harry and Hermione woke up in the hospital in Hogwarts they saw Mr. Fudge congratulating Snape, Snape said he stopped the dementors. They found out that Sirius was going to be executed. Dumbledore came to talk Harry and Hermione saying there nothing he can do. Then he said "only if we can go back in time." That rang a bell in Hermione's ear she took Harry and put a necklace on him, as well as her, "you must not be seen" says Dumbledore. Harry is very confused. Hermione tells Harry that Professor McGonagall his given her something to go back in time, so she can do her studies, but no one should see them. They go back in the past and they had to save two innocent lives Buckbeak's and Blacks. This was going to be impossible they thought. They found Buckbeak and saw themselves going into the Whomping Willow. They waited until the executor saw Buckbeak and then they took Buckbeak. After an hour they saw themselves leaving the tunnel. Then the executor getting the dementors to kill Sirius. Then Harry and Hermione go on Buckbeak flew up to Sirius and rescued him. Then Hermione and Harry went back to the Hospital, laid down and Hermione flipped the time glass over again. They were back. Snape was furious of what happen, and Dumbledore congratulated Harry and Hermione. They told Ron what happen. Then Gryffindor won the house cup. While Harry was on the train he got a letter from Sirius, saying that he gave him the Firebolt and that he is on the run. He also gave Harry permission to go to Hogsmeade on the weekends as Sirius is his godfather. That was my book.

Sincerely,

Tarun Goyal

Please note that this sample paper on Harry Potter and the Prisoner of Askaban is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Harry Potter and the Prisoner of Askaban, we are here to assist you. Your cheap custom college paper on Harry Potter and the Prisoner of Askaban will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature.

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature.. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature. paper right on time.

Out staff of freelance writers includes over 120 experts proficient in Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature., therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature. paper at affordable prices!

Thomas Hobbes, John Locke, and Jean-Jacques Rousseau developed theories on human nature and how men govern themselves. With the passing of time, political views on the philosophy of government gradually changed. Despite their differences, Hobbes, Locke, and Rousseau, all became three of the most influential political theorists in the world. Their ideas and philosophies spread all over the world influencing the creation of many new governments. These philosophers all recognize that people develop a social contract within their society, but have differing views on what exactly the social contract is and how it is established. Hobbes, Locke, and Rousseau each developed differing versions of the social contract, but all agreed that certain freedoms had been surrendered for society's protection and that the government has definite responsibilities to its citizens. Each philosopher agrees that before men came to govern themselves, they all existed in a state of nature. The state of nature is the condition men were in before political government came into existence, and what society would be if there was no government. Hobbes, Locke, and Rousseau created a revolutionary idea of the state of nature. They did not believe government should be organized through the Church, therefore abandoning the idea of the divine right theory, where power of the King came directly from G-d. Starting from a clean slate, with no organized church, they needed a construct on what to build society on. The foundation of society began with the original state of nature. Hobbes's perception of the original state of nature is what would exist if there were no common power to execute and enforce the laws to restrain individuals. In this case, the laws of the jungle would prevail where only the fittest survive. Man's desires are insatiable. Since resources are scarce, humankind is naturally competitive, inevitably creating jealousy and hatred, which eventually leads to war. This constant state of war is what Hobbes' believes to be man's original state of nature. According to Hobbes, man cannot be trusted in the state of nature. Limits must be put on freedom and inalienable rights. Hobbes lived in the 17th century, and wrote during the time of the English Civil War. His political views were influenced by the war. Hobbes perceived that by bringing back the monarch, there would be an end to the civil war. On the other hand, John Locke believes the original state of nature is a state of perfect freedom where men do whatever it is in their will and ability to accomplish. Every man has the liberty to arrange his life in the manner he chooses, however no man has the liberty to kill himself. Unlike Hobbes' nature of constant war, Locke's state of nature is peaceful, based on the fact that men do not want to risk their lives by constantly fighting. All men desire the right to live and respect that everyone is after the same thing. Locke has these views because he has more faith in people than Hobbes. Man, according to Locke, is governed by reason in the state of nature. Locke was influenced by the revolutionary upheaval in a different way than Hobbes. The war caused Locke to dislike violence and extremes. Stability was the central assumption of his thinking. Hobbes' era started its reasoning from the assumption that man was naturally vicious or wicked, while Locke's era was more optimistic about man's nature and reasoning. The original state of nature, according to Rousseau, is the perfect state for man, where he is free. In the original state, man lives alone in innocence where he is virtuous. Rousseau does not agree that man is an aggressive and greedy being in the original state of nature as Hobbes suggests. He argues that men are truly happy in the state of nature. Only when men become sociable, they become wicked. In Rousseau's Social Contract, man is depicted as a "stupid and unimaginative animal." Man has no reason or conscience when in contact with others. Possessions begin to be claimed, but the inequality of skill lead to inequality of fortunes. Just the idea of claiming possessions excites men's passions, which provoke conflict, leading to war. Rousseau believes men are not perfect in their original state, but have the ability to live in a more perfect society with guidance of laws. Rousseau has the impression that if people believe they are part of the government, they will work, fight, and build, without complaining in the belief that what helps the good of all people is going to be beneficial to them. Rousseau was self-educated and based some of his theories on Hobbes and Locke. Preservation of mankind is the law of nature established by Hobbes, Locke, and Rousseau. In order to abide by this law, man enters into an agreement, forming the social contract. The social contract is a theory that view's the foundation of morality being founded solely on uniform social agreements that serve the best interests of those who make the agreement. It is an agreement by which men are said to have abandoned the "state of nature" in order to form the society in which they now live. Hobbes believes that people surrender their natural rights and submit to the absolute authority of a sovereign, who attained power through the collective submission of the people. Even though the power of the sovereign is accumulated from the people, the sovereign has absolute power. Locke argued that agreement to absolute political power is irrational. A government where the power is limited and used to secure individual rights is necessary. The government is run by the people. Locke is opposed to Hobbes' view of royal absolutism. Rousseau, on the other hand, believes people should enter into a social contract where the individual must give up personal freedom to the general will, which is the sum of all private interests of the general people. Rousseau agrees with Locke in the sense that the government should be democratic, and he agrees with Hobbes that it should be absolute. Men are conditionally in competition for honor and dignity, according to Hobbes, from which envy and hatred arise, eventually causing war. With this view that humans are motivated only by selfish interests, Hobbes argues that people are better off living in a world with moral rules than without. Rules ensure the safety of everyone's property. Locke believes men make a social contract in order to preserve their natural rights, including that of property. Rousseau, on the other hand, believes that only possession exists in a state of nature. Property is acknowledged only when laws are made and abided by. In Rousseau's social contract, people convert their liberty from independence in the original state, into political and moral freedom. Rousseau does not agree with Hobbes's belief that war prevails among men in the state of nature because of pride, but says that war is a product of conflicts about property. Since property does not exist in the state of nature, neither does war. The state of nature, according to Locke, lacks impartial judges, precise laws, and sufficient power to uphold moral laws protecting both people and their property. The social contract is formed to improve things and create order. A government is formed with the basic purpose to serve the rights of the common good of the people. Locke justifies revolution if the government is not protecting the rights of the subjects. The job of the legislature is to represent the will of the majority. If the rights of the people are not protected, the legislature is not representing the will of the majority and should be replaced. This form of a government is representative of a democracy, which is prevalent in the United States. According to Hobbes, continual war is inevitable if there is no government. Since individuals in the state of nature do what is in their best self interest, at one point they decided to voluntarily and mutually transfer their rights to another person (the sovereign) in an attempt to get out of the miserable, constant state of war. Hobbes interpreted government to be a single governing body, made up of the power of the masses. Hobbes contends that if there is no power to keep people in awe, they will continually be in war against each other. For this reason, the power of the sovereign must be absolute. His idea of government is typical to that of a fascist regime. Revolution was only justified if the people were in a state of war with the government. In Rousseau's social contract, the individual must give up personal freedom to the general will, which is the sum of all private interest of the general people. Rousseau has the impression that if people believe they are part of the government, they will work, fight, and build, without complaining in the belief that what helps the good of all people is going to be beneficial to them. He believes men are inclined to be stupid creatures. If they believe they are part of the government, then they will not doubt anything. Doubting, according to Rousseau, will only hurt society. ‘Man's participation in society must be consistent with his existence as a free and rational being.' Society cannot be legitimate if subjects are enslaved. For this reason, man cannot be governed by a sovereign as Hobbes claims; instead, democratic institutions providing for civic freedom of subjects and their equal participation in legislative deliberation and decision is the necessary form of government. Hobbes, Locke, and Rousseau constructed their own versions on what kind of government should prevail within a society in order for it to function properly. Each dismissed the divine right theory and needed to start from clean slate. They all agree that before men came to govern themselves, they all existed in a state of nature, which lacked society and structure. The three philosophers developed differing versions of the social contract, but all agreed that certain freedoms had been surrendered in order to improve the way of life. Please note that this sample paper on Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature., we are here to assist you. Your cheap research papers on Thomas Hobbes, John Locke, and Jean-Jacques Rousseau Theories on Human Nature. will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Critical Analysis of Hemingway's short story

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

Out staff of freelance writers includes over 120 experts proficient in Critical Analysis of Hemingway's short story, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Critical Analysis of Hemingway's short story paper at affordable prices!

After I had studied Ernest Hemingway's stories that are "A Clean Well Lighted Place", "Indian Camp", and "Hills Like White Elephants", I felt that all of them interest me very much. To really understand these stories, I think the readers must have some knowledge of Hemingway. So I will explore which story is influenced by his life. There are both different and similar parts in three stories that I would like to present. Also, I will show new ideas after I analyze them in detail again.The influence of Hemingway's life to his worksIn "Indian Camp", the story is only five pages long and cover a time only one night. But the readers can depict parts of the story which are influence by Hemingway's life. The first example of how Hemingway took his past life in "Indian camp" is the description of Nick and his father and their relationship. Hemingway grew up in Oak Park, a middle class family. His parents were Ed and Grace Hemingway. Ed Hemingway was a doctor who sometimes took his son along medical trips across Walloon Lake to the Ojibway Indians during summer vacations( www.mps.k1.vt.us/msms/timeline.htm - 6k ). So these trips that taken by Ernest and Ed provide the background information about Nick and his father on their trip in "Indian camp".

Cheap College Papers on Critical Analysis of Hemingway's short story

In this story, Nick lays back into his father's arms for a sense of security. When Nick encounters the death of Indian. His father is by his side to comfort him. From this I assume that Ernest and his father were very close like Nick and his father were. I also wonder about Nick's mother why Nick does not have mother. Hemingway did not tell about their close mother-son relation. It's probably that Hemingway would like to write this story only for his father, or he was close with father more than mother was.However, I think Hemingway's love for his own father is not always positive. In "Indian Camp", Hemingway used the conversation between Nick and his father about the suicide of the Indian to show his distaste for his own father's suicide."Why did he kill himself, Daddy?""I don't know, Nick. He couldn't stand things, I guess.""Do many men kill themselves, Daddy?""Not very many, Nick.""Is dying hard, Daddy?""No., I think it's pretty easy, Nick. It all depends."I think Hemingway saw his father as a weak man. Ed committed suicide in 18 (http//www.lostgeneration.com/paris.htm). Hemingway used "Indian Camp" to express his feeling that his father was a coward. He wrote this by Nick's father refer to suicide, as being "pretty easy" which is the way coward people choose. Thus, Hemingway used the story to portray his father's death as coward.The same as "A Clean Well Lighted Place". This story was late and everyone has left the caf except an old man sat in the shadow of the tree that against the electricity. The old man, who maybe a reflection of Hemingway's own writhing in caf in Paris. I think that it is also possible to see Hemingway in this story. The old man is someone that has become success by society's standards. "He had plenty of money.", but not by his own. The old man is rich just as Hemingway was famous.The similar part of three stories

Ernest Hemingway is well known both in his life and his work. He lived in an extremely world- a world of war hunting and bullfights. Because of his own character, he invented a concept known as "The code hero" or "Hemingway hero". These heroes had almost always been a man (www.hemingway.org/life/biographies.html ). In "Indian Camp" and "A Clean Well Lighted Place", there are both Hemingway's hero. The boy, Nick accompanies his father and his Uncle George to an Indian Camp. In this journey he knows the truth in life that u death is always present. I think it becomes the hero's task to accept it. Death is called by various names like nada or nothingness that most people who must face with it like the old man in the caf. The characters whom Hemingway is most sympathetic are those who are grace under pressure of an awareness of death just like Nick and the old man in caf.However, In Hemingway's short story, "Hills like White Elephants" we discover a female character, Jig. She is just a girl who has to face with pain and suffering in the most difficult situations. In this story the man and the girl are in extremely tense situation. She is pregnant and he wants her to have an abortion. They are discussing a life and death situation. I think Jig was one of the Hemingway's heroes but she is a woman. True heroes show courage in all aspects of their life. In this story, Jig is the courageous one. She is willing to call the situation what it is to speak out their superficial relationship. "That's all we do isn't it look at things and try new drinks?" It seems that she is brave enough t go through with the pregnancy while he is too selfish and scary. "But I don't want anybody but you. I don't want anyone else." He is the one trying to build up her courage to have the operation.In addition, all of three stories, Hemingway uses dialogue. It goes to show how much we can learn from characters just by the way they talk or what they say. In "Hills like White Elephants" the narrative is all dialogue between Jig and the American man. For "Clean Well Lighted Place" is the conversation between the old waiter and the young one. The author omits to use guide in dialogue, so the reader has to decide that the speaker is the young waiter or the old waiter. But the dialogue guide is unnecessary because each sentence shows the two very different attitudes. Also" Indian Camp" Nick, his father, and Uncle George were talking to each other almost all story.Different idea from different storyWhen the reader analyze texts, it is neither right or wrong because it is up to each perception of people. There is one more idea that we can get from short stories. The more you read. The more idea you get.In "Hills like White Elephants" I don't think that the man is as horrible as some people think he is. He just did it like other married men maybe did in this situation. After all, Jig is stated as "The girl" and he is stated as "The man". So I think that the man probably married. I believe that the man have already had his own family because I base this on the way Hemingway named him. He called him a man. For me this means he is probably a well-established man in society. So I think this is it's possible that the American is either married or dealing with someone else. The reason why the man tries to persuade Jig to the abortion because he knows that it would be the best thing for both of them. She probably is the girl of easy virtue. He does not truly love Jig. If not, he will never want her to have the abortion. Then Jig got pregnant. She says that she does not care about herself. That means she cares about him, but not herself. She is just trying to make him feel guilty. She thinks if she must go through the abortion, it will be because of him, not her. She probably realizes that the only thing keeping the man staying her right now is the baby. Although the man prefers her to have abortion, he says that the final decision is up to her. In the beginning of the story, the girl is sitting in the dry country and overlooking the hills. "They look like white elephants" I believe that white elephants are very rare animal and should be appreciates if we have seen them. Moreover, according to Buddhist text, before the Lord Buddha was born, his mother dreamed that a white elephant came to present her with lotus, the symbol of purity and knowledge. So I think she doesn't want to have abortion, and this is why when the man said he had never seen a white elephant before she sarcastically said, "No you wouldn't have." So I think we cannot always interpret based on slang "white elephant" that may be unrelated.In "Indian Camp" I think it is more than the boy learns the journey of life because it is full with ethical problem. The first is a cruel sequence of medical events. Is it good that the father forces his son to become a part of a cruelness of medical events? Is he too young to see blood steams down from Indian woman's body and a knife covered in blood? Moreover, I think Nick's father treats Indian woman as if she is animal. It is just because his race is different from hers. He operates by only a pen knife and fishing leader as his instrument and no anesthesia for the Indian woman. No doubt the woman will cry of terrible pain. "Oh Daddy, can't you give her something to make her stop screaming?" asked Nick. "No. I haven't any anaesthetic," his father said. "But her screams are not important. I don't hear them because they are not important." After that, the doctor is proud of himself about his success in surgeon and discovers that the woman's husband has silently cut his own throat. It is probably that he is unable to tolerate his wife's pain and the racism of the white visitors. Although the medical treatment could save life of both woman and her child, but I think there is the cruelness of two white men that brings about the unnecessary death of the father. Therefore, the way doctor acts to children and to patients is immorality, racism and sexism.For "Clean Well Lighted Place" The old man does not what to go his home, but still be in caf, just like what the old waiter want. Many readers will sympathize with them, but not for me. I think the reason why they are unhappy and lonely, it is because they are greedy for everything. The old man had already have everything; niece who looks after him, plenty of money, wife. But he himself probably also thinks that both his niece and his wife don't care about him and all of this is not enough for his desire. He wants more and more. Thus, he once killed himself and prefers to spend time at caf alone to be sarcastic his life. Also, I believe that the old waiter envy the young waiter because the younger has confidence, youth and job but the older waiters says he never had confidence and is no longer young. He wants to be young again and is not satisfied at his own age at this moment.Clearly, we cannot deny that some knowledge about the author's life is meaningful to understand the story. Because if the character in a story a little disturbed, then we tend to think the author may have a problem. These two point always tie to each other. Also, the idea that a person may read a story and pick up different message that depends on their mood at the time they read.

Please note that this sample paper on Critical Analysis of Hemingway's short story is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Critical Analysis of Hemingway's short story, we are here to assist you. Your cheap research papers on Critical Analysis of Hemingway's short story will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!

Huck and Robinson: Heart and Conscience

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

Out staff of freelance writers includes over 120 experts proficient in Huck and Robinson: Heart and Conscience, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Huck and Robinson: Heart and Conscience paper at affordable prices!

February 4, 00COM 445

Huck and Robinson Heart and Conscience

In 185 while on a lecture tour, Mark Twain stated that the twelve year old protagonist of his controversial novel, The Adventures of Huckleberry Finn, suffered from a moral conflict in which a "sound heart and a deformed conscience" collide (cited in Say it, Jim). Perhaps one of the reasons his book is still widely read, taught in schools, discussed and criticized is because Twain's depiction of this moral conflict, given life through Huck's colorful cultural language, was so honest. The book brings into question the subjective cultural moral codes that we each build our conscience around and shows us an individual who is willing to dismiss that conscience, at least momentarily, in order to follow his heart-felt instincts. Unlike the popular hero of American fiction who defies society to do what he knows is right and just, Huck does what he believes to be wrong and sinful. Essentially, he is willing to risk damnation, not for a cause or abstract ideal, but for a friend.

Custom Essays on Huck and Robinson: Heart and Conscience

One of the trademarks of a novel is the focus on a internal or external struggle. Huck's struggle broke new ground in this area. Another novel that broke new ground in a very different way was Daniel Defoe's Robinson Crusoe. Accepted by many as being the first American novel, Defoe's hero struggles with his moral code as well. Cast ashore on a deserted island, Crusoe is forced to come to terms with the sins of his life and lives through a series of trials, both failures and successes, as he attempts to understand God's plan for him. While Huck follows his "sound heart," Crusoe turns to religion as a kind of escape from the sins of his past. Ultimately, he turns to religion for literal escape from the island. While Twain might have enjoyed the adventurous tale of Robinson Crusoe, the message conveyed by that tale contradicts the message conveyed in Huck Finn. Both novels ask the question, "How do human being define morality?" Crusoe's moral code is the result of a guilty conscience, and not of a "sound heart". Although Huck does not always do the culturally defined "right" thing, I would argue that his spiritual journey results in a more truthful definition of what I believe it means to be moral.

Unlike Robinson Crusoe, Huck is frank about his views on religion from the beginning of the story. He talks of the Widow and Miss Watson teaching him all about Moses, the "good place" and "the bad place" (4). It becomes clear that Huck is not someone who can be persuaded into submission to an idea. In one of his first statements about how he feels about religion, he says, "She said it was wicked to say what I said [...] she was going to live so as to go to the good place. Well, I couldnt see no advantage in going where she was going, so I made up my mind I wouldnt try for it" (4). This is an important passage, because the attitude Huck expresses governs his actions throughout the course of the book. It's not that he doesn't know what to do to be "moral" and go to Heaven, but instead he doesn't feel as if Heaven is a place where he wants to go. He also says that he is happy when Miss Watson attempts to threaten him by saying his best friend Tom Sawyer is going to the "bad place"; he is happy because then the two of them will be together.

In fact, throughout the novel, Huck bases his decisions and convictions upon his feelings for the people who are most important to him. He is not concerned with abstract ideas such as religion, but instead finds importance in relationships and what is earthly and tangible. This is most clearly demonstrated in his numerous interactions with Jim, as they travel down the Mississippi River. It is here that he wrestles with his heart and conscience, choosing to commit what he believes is a terrible sin in order to help Jim. He considers turning Jim in on a few separate occasion, but never is able to follow through. At one point, Huck attempts to pray in order to "give up sin" and turn Jim in, but he realizes that he can't do it. He admits that the reason he can't honestly pray is that, "...my heart werent right[...]I was letting on to give up sin, but away inside of me I was holding on to the biggest one of all [...] deep down in me I knowed it was a lie, and He knowed it. You can't pray a lie - I found that out" (05). The endearing honesty of this passage speaks volumes about Huck's intrinsic moral code. He believes enough in Christian values to stop himself from lying to God and believes enough in the conviction of his friendship with Jim enough to not take ‘the easy way out'. After considering the kind words and camaraderie that Jim has conveyed to him, Huck tears up a letter of confession of Jim's whereabouts, making the conscious choice to go to hell, if that's what it takes.

It is important to note that Huck never states he has strong negative feelings about the immorality of slavery. While this may frustrate some readers, this trait is in keeping with his character. Just as he does not have strong convictions for organized religion, he does not have strong convictions about the fairly abstract idea of slavery. He bases all his actions in the story on individuals, not groups as a whole. In fact, it is when Huck encounters a crowd or group of people that he is met with confusion (for example, the families that he encounters and the townspeople at various stops along the Mississippi). In the end of the book, Huck seems to disrespect his friendship with Jim by playing a series of tricks on him and delaying Jim's escape, but he does this in response to the urgings of someone he has been friends with for quite some time. He admires Tom Sawyer and wants to please him. Because he can see no harm in Tom's suggestions, he sees no harm in the game they are playing. In short, Huck feels a genuine compulsion to make those closest to him happy. His moral code is not about what is best for himself, but what is best for those he cares about.

Caring for the well-being of others has little to do with Robinson Crusoe's morality. Marooned on a desert island for 8 years, he endures the most difficult portions of his struggle in solitude. His moral code adheres to the Christian religion, but it becomes clear that Robinson does not express the same level of honesty as Huck when considering his true feelings. During the first part of his story, Defoe paints a picture of Robinson as a rebellious sailor, looking for adventure and riches. After defying his father and taking to the sea, Robinson meets with hardships and success, but his life takes a momentous turn when his ship is lost during a storm. He is thrown into the sea, and states that "we committed our souls to God in the most earnest manner" (6). This is not the only time he turns to God during moments of grave danger or distress. Initially, instead of being thankful to God for the fact that he is alive, Robinson expresses a frustration with "Providence" and wonders why he has been thrust into such an terrible situation. He struggles with the issue often, but comes to be thankful for the bounty that he eventually acquires.

One of the most important points in the novel occurs when Robinson finds a human footprint in the sand and is struck with such fear that he experiences a loss of faith. He says that he "banished all religious hope" (16), but shortly regains a portion of it. Later, he seriously considers killing a band of savages, then dismisses the idea saying that he didn't have the authority to judge. In fact, he does kill a few savages and saves one who he teaches English and spends a great deal of time with. Because he has had many years to strengthen his religious convictions, Robinson takes it upon himself to introduce Christianity to this savage, whom he names Friday. After reading about the relationship between Robinson and Friday, I was struck by how different is was from Huck's relationship with Jim. Robinson grooms Friday into a obedient pet, one that he teaches to say "Master" and he rules over Friday like a God. In fact, Robinson frequently praises the fact that Friday has devoted his life to Robinson's service. After he acquires a few more inhabitants for his island, he frequently states that they have pledged to live and die by his side, but never come close to feeling that sense of duty to those around him.

For all his religious ponderings, at the story's end it appears as though Robinson will be returning to the lifestyle he held before his 8 years on the island. Upon return to civilization, he discovers he is now quite wealthy due to the plantation that he owned before his disappearance. Because he now is well off and has everything he wants, he says very little about religion. He expresses very little in the way of feelings of friendship towards anyone, and only briefly states that he marries and has children. It is quite clear that Robinson places a high value on material possessions. He does not wrestle with his heart and conscience in the way Huck does, and instead uses religion when he needs it, placing minor importance on it once he is safe and wealthy. For Robinson Crusoe, religion is a crutch to cling to in times of distress and a way to better himself in an attempt to better his situation. His actions and thoughts are more about selfishness and guilt than strongly felt beliefs. While he does come to some important moral realizations and finds a degree of trust in God, Robinson never demonstrates the same level of conviction and follow through for his beliefs in the way Huck does.

Largely due to the time period in which they written, Huck Finn and Robinson Crusoe reflect different religious and moral codes. When examining the two texts, it is difficult not to think about the genuine meaning of morality. Morality is a highly individual attribute, but I believe a major aspect of morality is being true to one's self. In Huck's case, morality came in the guise of accepted immorality. Robinson Crusoe wasn't able to reflect upon his heart-felt instincts the way Huck did and therefore was not always true to himself. Robinson may have been defined by society as being moral, but I believe that it is Huck who reveals the true meaning of the word.

Works CitedBollinger, Laurel. "Say it Jim the morality of connection in the Adventures of Huckleberry Finn." College Literature .1 (00) -5.Defoe, Daniel. Robinson Crusoe. 171. New York Penguin, 185Twain, Mark. The Adventures of Huckleberry Finn. 1884. New York Bantam Books, 181. Please note that this sample paper on Huck and Robinson: Heart and Conscience is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Huck and Robinson: Heart and Conscience, we are here to assist you. Your persuasive essay on Huck and Robinson: Heart and Conscience will be written from scratch, so you do not have to worry about its originality.

Order your authentic assignment and you will be amazed at how easy it is to complete a quality custom paper within the shortest time possible!