The Correspondent as Spokesperson and Mediator in Stephen...

The Correspondent: the Spokesperson and the Mediator in Stephen Crane#146;s #147;The Open Boat#148; Stephen Crane#146;s #147;The Open Boat#148; has long been acclaimed as a fascinating exemplar of Naturalism, generating many studies that range from the indifference of Nature to the #147;psychological growth of the men through the experience#148; (466). The psychological growth happens to every man on the boat, yet is mostly depicted through the voice of the Correspondent and in the form of his questioning and contemplating their desperate situation. Being a correspondent, who is innately able as well as inclined to interpret and communicate ideas, the Correspondent is singled out to articulate the mind of his three†¦show more content†¦So while the Correspondent, after the hope of the life- saving station crashes, realizes the indifference and unconcern of the universe, the captain likewise makes the command to jump clear of the boat and #147;the other silently acquiesced#148;(483). Even the Oiler, portrayed so far as the most skilled rower and the one most assured of him self, discards the false expectations and meaningless guesses, for he has also gone through the journey and come to the place where he, like the others, understands that no power but himself and his fellowmen can save themselves. The four boatmen, vocal or not, dead or alive, #147;could then be the interpreters#148; (487) of the sea- the Nature- in the end. As the mediator of the inside and outside worlds, the Correspondent also assumes an interlocutor by taking on a dialogue with something invisible and perhaps beyond, be it Nature or Fate. The dialogue is one- sided, for the #147;invisible#148; never responds: #147;If I am going to be drowned- if I am going to be drowned- if I am going to be drowned, why, in the name of the seven mad gods who rule the sea, was I allowed to come thus far and contemplate sand and trees?#148;(477) In this half- question and half- assertion, all #147;I#148; can be replaced by #147;we#148;, referring to the four men, because the danger and

Research Study On Vijaya Bank Essay - 1084 Words

FINDINGS: The above study conducted for a period of 12 weeks has led to the following inferences: †¢ During the course of study found that Vijaya Bank offer various type of product and services to its customer. †¢ The Bank has won many awards in the past years for its operational areas and overall best performance. †¢ The RBI and Government are provided various schemes under financial inclusion program. †¢ As per RBI guideline every bank will offer no frill account and various service and awareness program to promote financial inclusion program. †¢ The Vijaya Bank provides various services like Business correspondent model, No frill account under financial inclusion program. †¢ The Balance sheet and profit and loss account shows that increase the profit 2015 compare of 2014. †¢ During the course of study of analysis of bank account open under branch find that increase number SB A/C and amount deposited of financial inclusion under branch in the year of 2015 and 2016. †¢ The analysis of number of non frill account open and amount deposited under branch will increase in the year 2011 and 2012. †¢ The analysis of bank account of number of General credit card and Kisan credit card are increase in the year of 2015 and 2016. †¢ During the course of study in Shirva village found that majority of the 16 respondent is employed. †¢ The majority of the 23 (39%) respondent family size is 4. †¢ The majority of the 25(41%) respondent is sole earning member in a family. †¢ The courseShow MoreRelatedComposition Of Board On Public Sector Commercial Banks1856 Words   |  8 PagesCOMPOSITION OF BOARD IN PUBLIC SECTOR COMMERCIAL BANKS Hariharan Ravi, Vedapradha.R Soundar Rajan.C Assistant Professor, Department of Commerce and Management, St.Joseph’s College of Commerce, Bangalore-25. 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Overcoming your Learning Disability free essay sample

Some years ago I was diagnosed with having a Learning Disability,and it has dramatically affected my academic performance. My disability is in reading and math comprehension and computation,which affects the overall major courses. L want start out by being completely honest,and saying yes my G. P. A is pretty low,much lower than your average. G. P. A. My parents thought It would be a better idea to get me the help I needed,without ever really explaining my disability to me. They wanted me to still try my hardest and not use my disability as a crutch.It wasnt until the beginning of my Junior year, that I found out I had a disability during a school meeting,and I was devastated! I always knew I learned differently than others,but I wasnt accepting this newly found Information! Instead of crutch,alt has actually been my Inspiration. We will write a custom essay sample on Overcoming your Learning Disability or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I have been totally proactive about my grades turning what used to be CSS and Ads to Ass and Bis,trying to beat the odds! And I am, my report cards every since that day have been Impeccable. I wanted to show that If you are determined ND want something badly enough you can do It.I feel It Is Important to believe what I am doing is meaningful and that I can make a difference. Keeping these two things in mind only motivates me to work harder. This year I was chosen to sit on the District Superintendents Advisory Committee. My life has been all about making change and the determination for a better future for myself and football has played a major role within it. I know if given the chance, can overcome my circumstances,and not be defined by where Ive been,but where it is I am going.

The Value of Teaching the Book Thief Essay Example For Students

The Value of Teaching the Book Thief Essay The Value of Teaching The Book Thief Supported by all the irony and vivid coloring, The Book Thief is more easily understood after acquiring knowledge of reading literature with greater care and meticulousness. It is about Liesel Meminger and her history with death, and how she handled difficult situations with the experiences, how she survived through it with words. There is a death of a friend, the love of a parent, and survival of the people who can take it. Markus Zusak took a creative approach in writing the novel that the appalling subject matter is made more  tolerable. The thing about this book that sets it apart from the rest of the books out there is the narrator, his name is Death and his job is to collect human souls. This book should definitely be taught because it is a great teaching tool, the novel gives the readers a different perspective of World War II, and the novel has an element of diversity. Markus Zusak’s approach to writing The Book Thief allows readers to be overwhelmed and impressed by the art of writing. He does this by using an immense amount of figurative language. We will write a custom essay on The Value of Teaching the Book Thief specifically for you for only $16.38 $13.9/page Order now The story unfolds as metaphorical abstraction with enlightening imagery and fascinating analogies. An example imagery would be, â€Å"The orange flames waved at the crowd as paper and print dissolved inside them. Burning words were torn form their sentences† (Zusak, 112). The novel has literary devices that students can learn to identify and then adapt it into their writing. Zusak writes The Book Thief in an omniscient perspective, with this the reader can almost see the story through the character’s eyes. The novel also has a strong use detailed descriptions, similes, metaphors and analogies. For example, No, hair like twigs. Thats what it looks like when it hasnt been washed. Look out for hair like twigs and swampy eyes and a kindling beard (Zusak, 509). The novel gives readers a fresh perspective with Death. The fact that Death was given some emotion and even the sense of compassion, took the pain out of his duty. Death didnt want to get involved with the lives of humans but he couldnt stop from watching and caring. He always gave a warning to upcoming events so that there weren’t surprises, allowing the reader to prepare emotionally. Zusak masters the skill of foreshadowing in the novel, which students can learn to identify and use it in their work. The novel can also teach students to put in cliffhangers in their work, as well as write in point of views of inanimate objects. This book will teach students to think outside of the box when writing. There are symbols everywhere is the book, the reader just has to pay attention to them. For example, the dominoes on the cover of the book are compared to falling bodies. The symbols provoke reflection and realization in readers. Even the thievery of Liesel is symbolic; the young girl was robbed of a brother and her mother was taken away from her, a lot was taken from her and to settle the score she steels books. Students can learn to incorporate symbols into their writing. The Book Thief is takes place in another period, a catastrophic one where many did not have the strength to live through it. A time where words are power. The notorious tyrant, Hitler rose to power with words and stayed in power with words, the book brings that aspect out. The book makes the reader realize how powerful words can be in a time where people are so vulnerable. The book is written from the perspective of a German family in Nazi Germany and due to this change in perspective students will learn that there are two sides to every situation. As a student myself, prior reading The Book Thief, I had always assumed that the Germans lived a decent life with no hardship while the Jewish suffered. Reading a story that is told of a struggling German family during Nazi Germany was refreshing and very educational, as it taught me that there are different aspects to everything. .u5ecd383a6cf389c643c298dc9858a9ee , .u5ecd383a6cf389c643c298dc9858a9ee .postImageUrl , .u5ecd383a6cf389c643c298dc9858a9ee .centered-text-area { min-height: 80px; position: relative; } .u5ecd383a6cf389c643c298dc9858a9ee , .u5ecd383a6cf389c643c298dc9858a9ee:hover , .u5ecd383a6cf389c643c298dc9858a9ee:visited , .u5ecd383a6cf389c643c298dc9858a9ee:active { border:0!important; } .u5ecd383a6cf389c643c298dc9858a9ee .clearfix:after { content: ""; display: table; clear: both; } .u5ecd383a6cf389c643c298dc9858a9ee { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5ecd383a6cf389c643c298dc9858a9ee:active , .u5ecd383a6cf389c643c298dc9858a9ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5ecd383a6cf389c643c298dc9858a9ee .centered-text-area { width: 100%; position: relative ; } .u5ecd383a6cf389c643c298dc9858a9ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5ecd383a6cf389c643c298dc9858a9ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5ecd383a6cf389c643c298dc9858a9ee .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5ecd383a6cf389c643c298dc9858a9ee:hover .ctaButton { background-color: #34495E!important; } .u5ecd383a6cf389c643c298dc9858a9ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5ecd383a6cf389c643c298dc9858a9ee .u5ecd383a6cf389c643c298dc9858a9ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5ecd383a6cf389c643c298dc9858a9ee:after { content: ""; display: block; clear: both; } READ: Sumer EssayThe Book Thief addresses a major element of diversity. Religious differences and the brutality for choosing to be a part of that religion is acknowledged. Liesel’s family decides to hide a Jewish man in their basement knowing the consequences could be dire. Liesel learns about the conflict ongoing between the Nazi’s and the Jews, and why hiding a Jewish man would be dangerous for their family’s lives. She learns to be compassionate and love a person no matter what religion they believe in. She learns to help people as much as she can. In a classroom there are students with different religious beliefs, at least in a diverse country like Canada. Even though the western society has come to accept other religions, but there is always the occasional joke discriminating the religion. By reading this novel students can see how Liesel accepts Max despite their religious differences. For students, learning to be accepting and compassionate towards all people, no matter their religion, ethnicity, or beliefs is an important aspect of diversity and a life lesson. The Book Thief is one of a kind. The Book Thief should definitely be taught as it is a wonderful teaching tool. The book will allow students to identify literary devices and use them in their own works. The book will also teach students to think outside of the box when writing, and that there is no boundary when writing. The book also teaches students that there are two sides to every story. The novel also addresses a major element of diversity, which might allow students to be more accepting and compassionate of people who are of a different dissent then theirs.