'Symbolism in Master Harold'...And the boys

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Athol Fugards Master Harold . . . and the Boys is about Hally, a white young man, and the damage done by apartheid and alcoholism. The play takes place on the southeast cost of South Africa, 150, in Hallys parents restaurant. This is where two black servants, Sam and Willie, work for the white family. Sam and Willie have been a part of Hallys upbringing and are close friends. Hally has educated Sam with the knowledge acquired from school textbooks, but Sam has been trying to teach Hally vital lessons necessary for a healthy lifestyle. With a racist environment and a boorish alcoholic as a father, Sam has been a positive role model for Hally. The question would be, could Sams influence outweigh the negative environment, shaping the confused boy? There are symbols in the play that illustrate the stimuli contributing to the answer. In Master Harold . . . and the Boys, one can examine the kite, dance, bench, and disease; these are the symbols of the conflicting forces competing for Hallys future. The kite is an object symbolic of transcendence. Even as a child, Hally had an ingrain sense of defeat, disappointment, and failure; that is why Sam made him the kite. He wanted the little boy to be proud of something, proud of himself. Sam gave to him the phenomena of flying, the ideology of climbing high above his shame. The kite triggered neurotic thoughts but exhilarated the despairing boy. This is it, I thought. Like everything else in my life, here comes another fiasco. Then you shouted Go, Hally! and I started to run. I dont know how to describe it, Sam. Ja! The miracle happened! I was running, waiting for it to crash to the ground, but instead suddenly there was something alive behind me at the end of the string, tugging at it as if it wanted to be free. I looked back . . . I still cant believe my eyes. It was flying. . . I was so proud of us. . . I would have been suicidal if anything had happened to it(Fugard, pp.161-). The kite conjured up ideas and feelings of believing in miracles, of being alive, and free. Sam left Hally up on the hill, with the a sense of pride, beside the bench. Hally wondered why Sam had left him alone that day. The two of them were up there for a long time; the only bench on the hill read whites only. The bench is the symbol of apartheid, division, hatred, and racism. It is apartheid that Hally hides behind as he uses Sam and Willie as his scapegoat. Hally is filled with so much rage over his father, he is torn between love and hate. When the conflict supernovas, Hally lashes out on his two black friends. He tries to pretend they are not friends by acting strictly like a boss. Carrying on with this little man routine, Hally asks Sam to call him Master Harold. Sam would only do this if they were no longer friends; Hally would be no different from his father. This is the case for, when he spits in Sams face, Hally becomes Master Harold. Apartheid is victorious in the corruption of another white male as Hally takes his place on the bench of segregation. If youre not careful . . . Master Harold . . . youre going to be sitting up there by yourself for a long time to come, and there wont be a kite in the sky(Fugard, p.170). Along with the kite and the bench, the dance is another symbol in Master Harold . . . and the Boys. After one of the phone calls that trigger his explosions, Hally, once again, is calmed by the idealistic voice of Sam. They begin talking about the art of dancing and how it can be seen as a metaphor of life. The dance is a symbol of inner harmony, social peace, and a world without violence or aggression. This is an ideal world. Sam points out that none of us know the steps; there is no music playing, but it does not stop the whole world from continuing. Even though there are bumps that leave bruises, life keeps on existing. We should just learn to dance life like champions. Hally, who only has words and books without value, falls in love with this analogy. At least until the next bad bump -- when he has a phone conversation with his father. This leads to Hally mocking the pretty analogy by spewing forth the idea of cripples wrecking the dance of life contest. He is of course referring to his father and how he has ruined Hallys life. Weve had the pretty dream, its time now to wake up and have a good long look at the way things really are. Nobody knows the steps, theres no music, the cripples are also out there tripping everybody and trying to get into the act, and its all called the All-Comers-How-to- Make- A- Fuck-of-Life Championships. Hang on, Sam! The best bit is still coming. Do you know what the winners trophy is? A beautiful big chamber-pot with roses on the side, and its full to the brim with piss. And guess who I think is going to be this years winner(Fugard,pp.1704-05). The chamber-pot is an object of the symbolism of disease that is prevalent in Master Harold . . . and the Boys. Hallys father is sick in many ways he is crippled, he is an alcoholic, and he is a racist. As a young boy Hally had to be sent to escort his drunken father home. He imposed horrible tasks on his son; Hally would have to clean up excrement and empty the chamber-pot of phlegm and urine. Not only alcoholism is passed on from generation to generation; Hally was inheriting his fathers social illness of racism. The two of these illnesses blended together to concoct something ugly. Hallys drunk father ignited his rage and apartheid made it acceptable to take it out on Sam. Their friendship disappeared with Master Harolds spit on Sams face. Good did not conquer evil in Master Harold . . . and the Boys. After years of lessons and friendship, Hally had truly learned nothing. A little boy was all he ever came to be; all he ever would have would be words and books that are meaningless without value. He became the man who caused his pain. Hally did not have to make the choice that he did; two of the symbols illustrate that fact the kite and the dance. Hally decided to choose the negative symbols to shape his life. He chooses the bench and the disease.

(Bibliography)

Fugard, Athol. Master Harold . . . and the Boys. Eds. Laurie Kirszner and Stephen Mandell. Philadelphia Hardcourt Brace College Publishers, 14.

Custom Essays on 'Symbolism in Master Harold'...And the boys

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Georgia O'Keeffe

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Georgia O'Keeffe was born November 15, 1887, in Sun Prairie, Wisconsin. She had six brothers and sisters. They were Francis, Alexis, Ida, Anita, Katherine, and Claudio. Two of her sisters took up painting, while her oldest brother became an architect. When only 1 years old, Georgia decided that she was going to become a painter. Feeling that she grew up feeling that she was different from her siblings helped her make up her mind. What led Georgia into her art career, was her interest in the American Southwest and nature. You can see her expression for her love in her famous paintings of animal skulls, deserts and flowers. She uses many vibrant colors, free-flowing strokes, and abstract thoughts in them.

During her lifetime, both World War 1 and were going on. Georgia's family moved to Williamsburg, Virginia when she was 14, and attended she attended the Sacred Heart Academy and High School. She then graduated from The Chatham Protestant Episcopal Institute in 104 and moved to Chicago to seek her study of painting with John Vanderpoel at the Art Institute. After a fight with typhoid fever, she transferred over to the Arts Students League in New York in 107-108 and won a prize for a still life of a rabbit in a copper pot. She felt uninspired and discouraged, so she gave up painting for awhile. She lived in Chicago and did freelance commercial artwork in 10, and then accepted a teaching post in the public schools of Amarillo, Texas. Her teaching also brought her to the University of Virginia summer school and Columbia College in South Carolina.

In the summer of 115 while taking classes at Teachers College of Columbia University, Georgia studied art under Arthur Dow. Supplied with new knowledge and creative enthusiasm, Georgia returned to Texas to head the art department of West Texas State Normal College at Canyon, and began to execute vibrant canvases. That same year, Georgia decided to send a roll of her charcoal drawings to Anita Pollitzer, a friend in New York who she had roomed with at the Teachers College. But that turned about to be a fateful mistake. Georgia's specific instructions were to not show the drawings to anyone. Pollitzer brought them to a photographer and owner of the cutting edge 1. Without Georgia's permission, Alfred Stieglitz exhibited 10 of her drawings in his fashionable Fifth Avenue gallery in April of 116. While she continued to work on her canvases in Texas, little did she know of the significant sound she was creating in New York City's art world. She finally found out by a friend and confronted Stieglitz. He convinced her to let her pictures hang, and that there began an almost 0-year personal and professional relationship.

Stieglitz encouraged Georgia's paintings so much that he eventually convinced her to move to New York and spend all her time and energy at her art work. She arrived in 118, and immediately began a relationship with Stieglitz. Although the two came from very different backgrounds, O'Keeffe's difficult, reserved manner stood in simple difference to Stieglitz's social ignorance. Georgia continued to develop her style, which she painted the exciting and silky interior landscapes of massive flowers, and dramatic. Stiglitz, being very inspired, took over 00 portraits of Georgia between 118 and 17, which then created a powerful story out of her striking but slightly masculine beauty.

O'Keeffe and Stieglitz were married in 14, and in 18 O'Keeffe sold a Calla Lily painting for $5,000. That proved to her and to the world that a woman artist could obtain financial success. Though, she began to feel obliged by New York's atmosphere and needed fresh inspiration from new landscapes. Changing her life forever, Georgia went back west with her friend Beck Strand for a vacation in Taos, New Mexico. She welcomed what New Mexico had to offer - seemingly infinite space and wide, rugged views where she could see the weather changing miles away. She returned to New Mexico every summer.

After Stieglitz's death from a cerebral thrombosis in 146, O'Keeffe took up permanent residence in the town of Abiquiu, New Mexico, and purchased a second home�the legendary Ghost Ranch�16 miles away. Although she had a major retrospective at the Art Institute of Chicago in 14, as well as an exhibit at the Museum of Modern Art, O'Keeffe almost completely withdrew from public life. She traveled extensively to Mexico, South America, Europe, and Asia�something she never did during her time with Stieglitz, who had preferred to stay in New York.

As O'Keeffe's eyesight began to fail by 171, she gradually gave up painting. A new part in her life began on one autumn day in 17 when Juan Hamilton, a young potter, appeared at her door looking for work. He encouraged her to start painting again, and helped her write a book on her art and assisted in organizing a film crew that was shooting a documentary at Ghost Ranch in 176.

O'Keeffe died on March 6, 186, at St. Vincent's Hospital in Santa Fe at the age of 8. Her passion for her natural environment and her consistent spirit are reflected in a quote "When I think of death, I only regret that I will not be able to see this beautiful country anymore …unless the Indians are right and my spirit will walk here after I'm gone."

I am choosing to do Georgia's painting entitled Purple Petunias. I am doing this painting because I wanted to choose a picture that reflected her vibrant colors that she used her love for nature, and her abstract ideas. When you first look at the picture, you think well it is just a picture of a purple flower. But if you have an open mind, you can see that she uses many different colors of purple, don't see it's brush strokes, and has both warm and cool tones to it. This painting was done in 15, when she was about 8. The painting is not really about petunias. What's more important then the flower, is the sense of the glory of life. If you closely look at the petunia, you can see that O'Keeffe had abstracted it and that the individual parts look like other organic things, such as folds of skin. The painting suggests universal forces and reproduction. It also reflected its period of the 10s. The 0s were known as the Roaring 0s, when Victorian morality had been replaced by an open discussion of sex and the body. D.H. Lawrence, whose sexually explicit books were often banned in the United States, inspired O'Keeffe. The books contain lengthy passages in which a character looks intensely at a single flower in a field, reflecting the wonders of life.

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Get moner

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Youth Minster

Charles Kersey

You are part of a team of sociologists who will be sent into Africa to find out about the Ibo (Igbo) people. Your group will be responsible for a fifteen minute presentation of their research using both written and visual techniques (handouts, PowerPoint, music, demonstrations, etc.) Each group should choose a responsible leader who will help the group work cooperatively and effectively. Each group member will have an assigned role and tasks.

After you have completed your member assignments, formulate a 1- page group answer to the Essential Question What does it mean to be civilized? Have we really changed?

Member Assignments

Journalist

As the top news person for your group, you will be responsible for the following1. A short biography of Chinua Achebe (1 page typed.). A discussion of Achebes use of The Second Coming by William Butler Yeats as his source for Things Fall Apart. Why do you think he chose this poem? How does it apply to Achebes theme?. In chapter 4 you will find a description of the Week of Peace. Write a 00-00 word, news-style article (typed) describing the events of that week.

SociologistAs the specialist in social customs, your tasks are as follows1. Research the customs of the Ibo (Igbo) people. What is their family structure? What are their homes and villages like? How do they live? Who rules? Pay special attention to the role of women in the society. How does the novel represent them?. Religion plays an important role in any society. Describe the distinctive characteristics of the Ibo religion. How did it define the culture? Why did the introduction of Christianity make things fall apart?. Okonkwo is a man caught between cultures. Using both the novel and your research, explain what this means.(1 page typed)

Historian

As the historian for your group, you are responsible to present the historical and political changes that have occurred in Nigeria. You will need to provide the following1. Create an annotated timeline of the events described in the novel.. Part II of Things Fall Apart describes the coming of British Colonial rule and the missionaries. Evaluate the impact of both on Okonkwo and the Ibo people. . Describe the current government of Nigeria. How have the issues of Human Rights and democratic reform defined the society?4. Using the information from steps and , write a 1 page (typed) report.

Cultural Specialist1. Africa is rich in cultural diversity and art. Drawing from the novel and other resources, discuss the role of dance and art among the Western Sub-Saharan tribes.. Research the music of Nigerian tribes. Write a 1-page report (typed) or create a musical sampling of the music. Consider the instruments, importance in social tribes, and the ways in which it is used.. Gather a selection of or 4 fables and myths from the Western African tribes. How are they like the stories that you are familiar with? How are they different?

Resources

Art/Music

Art and life in Africa

Art and Music

Masks

The Second Coming

U. of Virginia

Achebes Life

Chinua Achebe Things Fall Apart

Chinua Achebe An Overview

Achebe - Literature and Storytelling

Reflections on Achebe

Chinua Achebes Biography and Style

Chinua Achebe and Language

Sound and Video clips

Colonization

Modern Nigeria

Africa Online

The Link Library - MISSIONARIES

Postcolonial responses to the missionaries Things Fall Apart

The Colonial History and Literature of Nigeria

Annotated Bibliography on Colonial and Postcolonial Nigeria

Women in Pre-Colonial Nigeria

Missionaries in Pre-Colonial and Early Colonial Nigeria

Anti-Colonialism and Reconstruction (Great resource, but slow loading)

Religious Beliefs

The LinkLibrary - MISSIONARIES

Funeral Ceremonies of the Ibo

Histories of Missionaries

Roles of Missionaries

Pagan religion

Ibo beliefs

Ibo Culture

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Holocaust

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Holocaust. 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 Holocaust paper right on time.

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Within the Jewish tradition there is no set dogma or creed. However there are core beliefs. One sustaining core belief is of an omnipotent and benevolent God. Judaism upholds a belief in a sacred agreement between the Jewish people and their creator God. The covenant is shown physically through Brit Milah, the circumcision of a baby boy 8 days after birth. This binds man to God as a king, protector and father. As a result of the Holocaust, a conflict within the tradition surfaces due to unfulfilled expectations of God and a breach in the covenant. Traditionally, the Jewish framework sustained Jews in times of tragedy and crisis, for example the story of the Exodus. However, the Holocaust, theologically presented with the problem of tzaddik ve ra lo (affliction of evil upon the righteousness). This presents Jews with a juxtaposition of a benevolent and omnipotent God against pervasive evil and suffering.

The Holocaust was an annihilation of the Jewish people. Between 1-145 6 million Jewsish men, women and children were murdered at the hands of Nazi Germany

As the Holocaust was such a travesty of the Jews, Jewish framework and their theological beliefs were questioned. Rabbinic sources opted for the traditional response of Mipnei Chataenu (suffering of Jews as a result of sin). In light of the circumstances, some questioned this as well as the existence of the covenant and even God.

Eliezer Berkovitz, a holocaust survivor, refused to apply understanding of Mipnei Chataenu, in reference to the Holocaust. He believed the inexplicable will not be explained; yet it will become a positive influence in the formulation of that which is to be acknowledged. Berkovitz fervently believes that God is transcendent and therefore cannot be justified by mankind, or his divine will. Recognising the Holocaust as historically unique, Berkovitz applies the classic Jewish belief of Hester Panim (the hiding of Gods face). Thus "to be chosen by God is to be chosen for hearing the burden of Gods long suffering silences and absences in history." Berkovitz claims that the Jews who were murdered in the Holocaust died as martyrs of Al Kiddush Hashem (with the sanctification of God) "Death which honours rather than dishonours God and bears witness to his truth" Steven Katz. He transformed this idea into human free will. Therefore by giving man the freedom of choice, God hides his face, which eventuated in the Holocaust. Thus for Bervokits believe in God and covenant remains after the Holocaust. Reconstructionist Rabbi Richard Rubenstein refuses to believe in the holocaust as being unique. He believes that precisely because of Mipneh Chataenu, one is absurd to affirm a belief in a benevolent and omnipotent God or uphold a belief in an immutable covenant. Rubenstein believes that God died during the Holocaust. He states with the death of God "the existence of people hood of the community of Israel, is all the more important," for now, that there is nowhere else to turn for meaning, men need each other to create meaning.Order Custom Holocaust paper

Despite some people questioning God's existence, most Jews remain faithful in sustaining the belief in God's benevolence and omnipotence. Jews still obey the covenant physically through Brit Milah and despite the conflict within the tradition that the Holocaust arose, we pray to our lord every day, praising his worthiness,

Please note that this sample paper on Holocaust 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 Holocaust, we are here to assist you. Your persuasive essay on Holocaust will be written from scratch, so you do not have to worry about its originality.

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A Sweatshop Romance

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Abraham Cahans A Sweatshop Romance is a short story which at first can be easily mistaken for a simple piece of work. However, upon closer inspection it is clear that this story is a Marxist text which explores many of the fundamental flaws of society that Marxism tries to identify. Several key passages hint at concerns related to class-consciousness which serves to reinforce the Marxist philosophy and although some could argue that this piece of text is propagandistic in nature, it does have several passages which lend moral credibility to the story. Further, the fact that the characters of Cahans A Sweatshop Romance are Jewish-American has very little bearing on the story, which is more about a broad-based class critique.

The Marxist doctrine describes the concept of the Labor Theory of Value which contends that since all wealth in society is created by labor, the working class should be entitled to the rewards instead of the ruling class. Cahans story describes a setting where the employees of Leizer Lipman's tailor shop work on a quota system. One of Lipman's workers David explains that his salary is not based on time, but rather how many coats he can produce. He clearly does not like the system as he points out, My twelve dollars every week?...Oh, I see; you mean a week of twelve days! He goes on to describe how the rest of society works on a calendar schedule, but pointing out that for them, The calendars are a lot of liars. David is the protagonist as far as the Marxist portion of the text is concerned; bringing forth the problems he has with the current system. He points out that future Sabbath expenses on Friday are really only like a Wednesday for him, because he has not yet met his quota for the week. Thus David is the key to bringing class-consciousness to the forefront directly. When the young son of the owner wakes up and pulls on Beiles hair, he utters, He is practicing to be a boss. This is a metaphor which Cahan introduced for the purpose of pointing out class struggle -- that of the working class versus the ruling class.

There are other, more subtle expressions of these concerns. As Zlate beckons for Beile to go purchase sodas she wants to resist, but points out that she would rather endure the humiliation than the prospect of finding a new job. Heyman too, is afraid of losing his job, and from the way he is described in the story it is very clear that he cares very much about spending as little money as possible, representing individualistic capitalistic gains. As David, a representation of Marxism, stands up for Beiles rights, Heyman sits by and does nothing. Later we discover that Heymans lack of action in proposing to Beile, and also failing to see her after his supposed cowardly act, has cost him dearly, and David succeeds where he failed. This can be interpreted as propagandistic since Heyman, the man who is more inclined to accept the system as is, fails over David, who represents a man seeing the flaws in the system and wishing to change it. His actions of storming out of his workplace after embarrassing Mrs. Lipman only serve to reinforce his determination.

Class-Consciousness is also shown through the interaction of Reb and Basse and the Lipmans. Mrs. Lipman is trying to impress these two individuals, who are said to have, occupied a much higher social position. There is a dichotomy here between the class interactions of the factory workers and the Lipmans, and then that of the Lipmans and the visiting Russian guests. David wants to prove that his class should not be walked and trampled over. At the same time Mrs. Lipman, being of a lower social position than the guests, wants to impress the guests and prove that they too are no longer so lowly.

Although it is clear that this story is somewhat propagandistic, one can detach the Marxist principles and focus solely on the love story; how inaction can lead to your love falling through your hands. That is one reason why the story was titled A Sweatshop Romance and thus can be viewed either as an interesting love story that has a moral message, or a piece of philosophical ideology intent on driving the Marxist views. It is also interesting to note that the protagonist of the story changes depending on weather you view it as Marxist text, in which case David is the protagonist, or a love story gone bad, in which case Heyman is the protagonist. This shows that the story does have two levels, and thus can not be considered fully propagandistic.

The fact that the characters are Jewish-American has little to do with the overall story and theme. Perhaps the reason the characters were Jewish were due to Cahan himself being Jewish, and that he decided to use characters and settings that he knew from personal experience. The Jewish immigrant experience does not seem any different than that of say Asian or Irish immigrants. The basic theme revolved around the working and ruling class, and since immigrants in general always fall into the working class, this story can be interpreted to be about a broad-based class critique.

On one hand, Abraham Cahans A Sweatshop Romance is a story that describes class struggle not only between one set of classes, but of two. The factory workers are shown to be afraid of losing their jobs, and in the case of Beile she is willing to endure ridicule. Heyman himself thinks to himself that there is no point in losing ones job over something so petty. David, on the other hand, is a representative of Marxist philosophy, as he explores the class he is in, and also how unfairly the ruling versus working class is. David says, ...provided the Missis has not spent our wages. This seems to imply unfairness in the sense that there is no guarantee that they will even be paid, and yet they still have to turn out twelve coats a day. In many ways this text can be inferred to be propagandistic, but on the other hand you have a love story where Heyman trembles to ask for Beiles hand, and yet he can never get himself to hand her the clock in his vest pocket. His inactions before and after the incident in the shop demonstrate the folly of waiting too long and acting too little. In a way, the latter hand proves to be a universal theme, and deserves literary credit in and of itself. Finally, the fact that the characters were Jewish-American has more to do with the experiences that the author drew upon to write this story, and less to do with Jewish immigrant experiences, as it was meant to be a broad-based class critique.

Please note that this sample paper on A Sweatshop Romance 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 Sweatshop Romance, we are here to assist you. Your cheap custom college paper on A Sweatshop Romance will be written from scratch, so you do not have to worry about its originality.

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Catcher in the rye

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Falling into a Failing Life

As Holden Caulfield walks and talks through his three days alone in the city of New York, he gives his miserable opinion on everything, maybe even more than the reader would want to know. In the novel, The Catcher in the Rye by JD Salinger, Holden more than states his every thoughts on all situations that he might encounter. Anyone who crosses his path is in danger of Holden mentally ripping them apart. He calls them liars, phonies and many words that should be left unsaid. Holden is continuously putting down others when it is his own insecurities, bad attitude and failure as a person that are proof of his hypocritical behavior. In fact, Holden is actually more phony and hollow than any of the people whom he criticizes.

Holden displays many characteristics of an insecure person. It is usually true that those who put down others are really the ones that should be put down. The only reason they say anything is to reassure themselves that they are a strong, good and obviously a better person. When in fact, if they actually had all of those qualities, they would not need to reassure themselves. If that is true, then Holden definitely has insecurity problems as demonstrated by his constant insulting of others. "I sat there for about a half hour after he left. I mean I just sat in my chair, not doing anything. I kept thinking about Jane, and about Stradlater having a date with her and all. It made me so nervous I nearly went crazy. I already told you what a sexy bastard Stradlater was," p. 4. Holden knows that Stradlater is good with the ladies and that obviously makes him jealous. In a way he admits it saying how he is "sexy" but then he finishes it off by calling him a "bastard." He cannot bare to give somebody a compliment, even if he wants to he has to say it in a nasty way to make it so it doesn't come across as complimentary. Holden denies to himself that he is insecure when there is so much evidence proving that his insecurities have become his main form of communication. He cannot talk of other people without putting them down. In that sense, Holden is being a phony, the one thing he fears most is what he has become.

Throughout the entire book Holden Caulfield demonstrates his bad attitude in almost every sentence of every chapter. His attitude is what has dug the huge hole that he finds himself in and also what gets him into the most trouble. "It wasn't too cold, but the sun still wasn't out, and there didn't look like there was anything in the park except dog crap and globs of spit and cigar butts from old men, and the benches all looked like they'd be wet if you sat down on them. It made you depressed, and every once in awhile, for no reason, you would get goose flesh while you walked. It didn't seem at all like Christmas was coming soon. It didn't seem like anything was coming," p. 118. His outlook on that day in the park displays the bleak attitude that encompasses him everywhere he goes. Anyone could have looked at that day and thought it was a perfect winter day, but not Holden. It could've been the sunniest, most cloudless day of the year and he still could have had something bad to say about it. Everything makes Holden depressed, certain words, things he sees, places he goes, people he meets, anything. He was always getting depressed but when this became apparent to him he would say that he was and then try and make it seem like the situation could make anyone depressed. He couldn't make it seem like that though because the things that were depressing to him would not affect most others in that way. Holden just did not want to admit that he had a depressed point of view of the world. He tried to make himself feel better by saying in his head that what he was feeling was normal, but it wasn't. As much as he would like to tell himself and act like he is normal, he can't because then he would be pretending his whole life. The fact that he tries to pretend makes him just as hollow and phony as the people he says he "hates."Order Custom Essay on catcher in the rye

Holden, thus far in life, has failed. He hasn't even lived two decades but for this short period of time he has seen no success, he is basically a failure. Yet he strolls through life with all this failure hanging over his head and he acts like everyone else around him is the problem. He blames the phonies around him when he should really just be blaming himself. When Holden speaks with other people he makes it sound like he does care about school. He doesn't ever tell them that he has failed out of school. Then when he is thinking to himself, all he can do is point fingers. He never blames himself for his own failure. He may criticize himself for other things but he will never admit that his mistakes in life were his own fault. "I'm sick of everybody asking me that, a million reasons why. It was one of the worst schools I ever went to. It was full of phonies. And mean guys. You never saw so many mean guys in your life…Even the couple nice teachers on the faculty, they were phonies too," p. 167-168. Phoebe asked him why he failed out of school and he can't even tell the truth to his own little sister. Holden can't even say that he had a hard time with getting kicked out or anything, instead he goes straight to blaming the phony students and faculty. The decision on whether to succeed or not, was his alone. Holden is the phony and if he can't accept that, he has made a mistake. It takes an honest, sincere person to admit that. He describes many people as phonies and for him to think he is in a position to do that, means he thinks he is so much better than a phony. Holden is nothing but a phony and he had many opportunities to prove that he wasn't but instead he made bad decisions and proved himself otherwise.

All in all, Holden Caulfield is just another one of those kids that thinks he is something he is not. Thinking this way is not facing reality, especially in Holden's case. He criticizes others too much for being phony and hollow, and he criticizes himself too little for all the mistakes he has made. He must learn to rid himself of his insecurities, bad attitude and failing life for his future. With qualifications like that he will continue to fail and he will be miserable his whole life. If he does not stop himself from falling, there will never be a catcher in the rye to stop others from falling down this same path. The end of Holden's failing may be the end of many others and also the beginning of his dream to become the catcher in the rye.

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Chungking Express: An allegory of the HK handover?

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Times, dates and numbers the signature of Chungking Express are mainly what the film revolves around. Time has always been a significant part of Wong Kar Wai's films, not to mention in Chungking Express. The obsessive interest in time, dates and numbers led the film to be read as an allegory of the 17 Hong Kong handover, just like other Hong Kong films made after the 180s. These are thought to point towards the allegorical theme even though there is no direct mention of the handover in the film. But is the film really made to be an allegory?

Indeed in the film, there are numerous references to time and dates, one particularly significant date being 1 May 14. In fact, the first story revolves itself around this date. To the two protagonists in the first story, 1 May 14 is a turning point, an expiration date for both of them. To the blonde, 1 May 14 is the deadline given to her to rectify the situation (recover the lost drugs) or get killed. To cop , 1 May 14 is both his birthday and the date marking a moth since his girlfriend left him on April Fools' Day an expiration date for their relationship. Besides having close-ups of the expiration date of canned food, the film also has close-up shots of clocks. In obvious example would be the digital calendar clock, which is usually filmed as tome or dates are changing. Voice-over monologues of cop also makes references to time, for example, "57 hours later, I fell in love with this woman" and "6 hours later, she fell in love with another man". Even the songs used in the film make references to time like "What a Difference a Day Makes".

Theses are thought to remind the viewer of the passage of time and the absolute demarcation of time by dates like 1 July 17. 1 May 14 could be seen as a metaphor to the date 1 July 17. The fact that 1 May 14 had been treated as an expiration date in the film relates to the fact that 1 July 14 is the expiration date for the British rule in Hong Kong, a turning point in history for Hong Kong. The scenes of clocks and the voice-overs referring to times signify the consciousness of the passage of time in the minds of Hong Kong people, one counting down to the impending handover.

Furthermore, the characters of the film are almost "nameless". Numbers are used to identify them, e.g. cop and cop 66. The uncertainty of identity relates to the fact that Hong Kong is made up of immigrants. The characters in the film seem to be part of Hong Kong and elsewhere as well. For example, the Indians in Chungking Mansions and cop , who speaks a variety of languages and says that he was from Taiwan. This raises the question of the return of Hong Kong to China, will China be able to give Hong Kong an identity or will Hong Kong even lose its existing one?

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The above points seem to make the allegorical reading possible. However, considering that Chungking Express was completed within three months and that its main purpose was to offset the extra costs incurred while filming Ashes of Time, it seems unlikely for Wong Kar Wai to conceive such a complex them. Rather than reading the film as an allegory, the repetitive use of time, dates and numbers are better said to be reflective of the relationships of people living in the city.

With reference to the obsessive interests in times and dates, one point to note is that these occur mainly in the first story. Hence, instead of the allegorical reading, the obsession with 1 May 14 would be attributed to the fact that cop 's girlfriend's name (May) is the same as the name of the month. The obsession is thus an obsession of the relationship and not of the sate itself. Cop could not get over the loss of May. Deadlines are also part and parcel of everyday life in the city.

The songs and the voice-overs emphasize on the significance of the moment, one particularly related to personal memory. To people living in a city, time passes by quickly, moments go by unnoticed, and hence "What a Difference a Day Makes". However, certain moments in time do make a difference. As cop says, "A woman says "Happy Birthday" to me on May 1, 14. Be cause of this, I remember this woman. If memory could be canned, I hope this one will never expire. If an expiry date must be added onto it, let it be 10,000 years." This is shown as a freeze-frame, which makes the viewer conscious of the moment, thus drawing out its importance, making a moment to remember. Time and dates, therefore, reflect more about the relationships of people than of the handover.

City life often involves proximity with little or no reciprocity. This is reflected by using characters that are "nameless". Taking cop 6 as an example, even though he is a regular at Midnight Express and the number on his badge could be clearly seen, the owner of Midnight Express still confuses his identity as shown in the dialogue between the owner of Midnight Express, who says "PC 6 is good with girls" and the Indian worker, who follows up with " That was PC 66".

Even though being in the same space at the same time, interaction between people does not necessarily occur. This is shown by the shots of the characters of the second story appearing in the first, Faye and the blonde at a shop; at the airport as the blonde is dealing with the Indians, there is a cut showing 66's girlfriend outside the air port waiting for a cab; a shot of 66 at the overhead bridge as is chasing the thief. Although the characters are within the same space at the same time, they do not interact. Again, this is a reflection of proximity with no reciprocity, an aspect of city life.

Time holds different meanings to different people; therefore it would be constraining to say that the use of time in Chungking Express is due to the allegory. The use of time would be better said to be reflective of the lives of city people, one that is constrained by deadlines and whose fleeting passage may or may not have an impact on the very lives of the people, as the voice-over of cop comment "We rub shoulders with each other everyday. We may not know each other. But we could become good friends some day." The allegory might arise from a subconscious stream of though of Wong Kar Wai, but is definitely not what the film is made to be.

Please note that this sample paper on Chungking Express: An allegory of the HK handover? 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 Chungking Express: An allegory of the HK handover?, we are here to assist you. Your cheap custom college paper on Chungking Express: An allegory of the HK handover? will be written from scratch, so you do not have to worry about its originality.

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