Biography of Napoleon Bonaparte

Biography of Napoleon Bonaparte Free Online Research Papers The summer of 1793 found France in a state of absolute turmoil. The lower and middle classes were getting restless, sick of the unfair treatment imposed upon them by the nobles and aristocracy. There was administrative instability and financial insecurity, due to the extravagant spending of the monarchy. Along with increasing taxes on the Third Estate, there was a shortage of food supplies. Peasants were outraged at their deteriorating standards of life and that the fact they were expected to support the clergy and the nobles’ wasteful expenditures through their hard-earned income. The middle class were at the end of their rope, tethered to their place in society due to their familial restrictions. Bitter and resentful of these limitations, these two classes were desperate for some change; desperate for a world where your wealth was not based on your family tree, but a world where if you had merit, you could succeed. It is only fitting that the man to head these changes would be Napoleon Bonaparte. Born in Ajacco, on the small island of Corsica in 1769 , Napoleon was the second son of a large family which did not have much money. Corsica was a small part of the French empire, shunted off to the side, and looked down upon by the French. Corsica had recently been taken over by France after Genoese rule, so Napoleon was French by all means. Even though he was Corsican, he and his family were later exiled. As Robespierre put it, â€Å"I add to the names of patriots I have already mentioned citizen Bonaparte, general in command artillery, a man of transcendent merit. He is Corsican, and brings me the simple guarantee of a man of that country who resisted the blandishments of Paoli, and whose property has been destroyed by that traitor.† This shows he no longer had any attachment to Corsica, and was fully supportive of France. His family also changed the spelling of their surname to Bonaparte to sound more French. As a boy, he was absolutely enthralled by the military. When he was younger, his siblings would paint puppets but Napoleon would paint soldiers. However, when he arrived at military school in France, it was clear from his clothes and rough accent that he was not as privileged as the rest of them. He was quite indignant how even if he was smarter than these boys, he would not be given a chance because of his social class. Continuously shunned, he strove to prove himself with his intelligence. He went through military school with flying colors. A gifted mathematician, he devoted himself to learning about previous battles and tactics that would have prevailed more successfully. After finishing school, he chose to become an artillery specialist. This field was based on skill rather than family connections. Through intensive studying, he quickly became an artillery expert. Usually, someone of his birth would not become very influential within the army, but due to a succession of fortuna te (for him) events, Napoleon quickly rose to power. In 1793, France declared war on Britain, Holland and Spain. Toulon was to launch his military career. General Du Teil was astounded, recommending him to his superiors, â€Å"I lack words to list Bonaparte’s merits: much science, and equal intelligence, and perhaps even too much courage. You, the Ministers, must consecrate him to the glory of the Republic.† Napoleon quickly took the world by storm after his victory at Toulon. By 1796, France had subdued most of its attackers and had only to deal with Austria. Napoleon was placed in charge of this campaign to invade Italy and Piedmont. He was hopeful of another chance to prove his worth, but was disappointed with these 37,000 bedraggled, hopeless soldiers who all lacked supplies. He brought around an incredible change of spirit through rousing speeches: â€Å"All of you are consumed with a desire to extend the glory of the French people; all of you long to humiliate those arrogant kings who dare to contemplate placing us in fetters; you desire to dictate a glorious peace, one which will indemnify the Patrie for the immense sacrifices it has made; all of you wish to be able to say with pride as you return to your villages, â€Å"I was with the victorious army of Italy!† He instilled in these soldiers a craving to prove themselves, to prove they were good enough for their motherland. Napoleon uses the ideology of nationalism to perfection. He effe ctively united this frenzied nation so they could be proud as a whole of its accomplishments. After his astounding success at Toulon, he was placed in charge of an army of 50,000 to invade Egypt. Soldiers began to become afflicted by the plagueThere is even a painting of him visiting soldiers with Black Death. Due to images like these, which one may even call propaganda; Napoleon is remembered as a commander who went above and beyond for his troops. However, it is said that Napoleon ordered a fatal dose of opium for those too sick to travel, so they would not slow others down. This type of secret and decisive maneuvering shows the means Napoleon took to save France from foreign threats. Also, an effective leader is willing to take harsh measures in order to save his people as a whole. Not only that, but Napoleon was compassionate to the people he conquered. â€Å"Do not contradict them [Egyptians]. Behave towards them as we dealt with the Jews, or with the Italians. Respect their muftis and their imams, as you have respected rabbis and bishops. Be tolerant towards cerem onies prescribed by the Koran, as you were tolerant to the convents, the synagogues, the religion of Moses and of Jesus ChristHere you will encounter ways which are different from those of Europe. You must get accustomed to them.† He was by all means an effective an accepting leader. He knew what it took to placate conquered peoples. Napoleon was the perfect mixture of compassion and justice; he knew what it took to get ahead, while still minding the feelings of those who were vital in his plans. To the people of France, Napoleon was the man who pulled them from the dark depths the French Revolution had dragged them into. They were overjoyed at having an adept ruler who was able to protect and fortify France. Napoleon was now seen as even stronger than the Directory, the regime in France at the time. Extremely shaky, the Directory only survived as long as it did because of Napoleon’s consistent military victories. In 1789, there was a successful coup d’à ©tat and the Directory was overthrown. France was constantly evolving, and it needed a leader that was capable and flexible enough to deal with them. After disposing of the Directory, he declared himself first consul and imposed a new constitution. In 1804, he named himself emperor. Yet, people did not revolt. In fact, he asked the people of France vote on it. Life under Napoleon was much better than of years past. He undertook many reforms. Napoleon encouraged more production in factories and started many new government programs. He improved roadways and bridges by having them repaired and lengthened, centralizing everything. Providing jobs, he also had the tunnels and canals renovated. Many French cities underwent new changes, with sewer systems being renovated and many impressive structures being built. Not only that, Napoleon created lycà ©es which consolidated learning in France. This creation allowed for pupils to learn and be educated regardless of social status. One of his most important reforms was the Civil Code. The Civil Code was a body of laws which applied to all of France. The Civil Code effectively ended feudal privilege, and made things much more secular and not as dependent on the clergy. These laws applied to anyone, regardless of their social status. There was no special treatment and everyone was truly equal. One vital part of the Code stated an individual had all rights to his property and it could not be taken away. While this Code focused on strengthening patriarchal society, it also gave women the power to divorce and inheritance. And considering the times, Napoleon’s France was egalitarian. Women had much more rights than before, and social status began to count for less and less. The Code was an effective way of spreading Enlightenment ideals and unify the country. History sees Napoleon as a ruthless tyrant and dictator; however, he did what was best for France at the time. He was their liberator; a decisive and effective ruler who ensured France’s rise to power after the French Revolution. Not only that, he was loved by the people because he truly loved France and did everything possible for it. Napoleon Bonaparte spread the ideals of the Enlightenment more effectively than the philosophes. So how did this diminutive man standing at a mere 5’2† become the ruler of France? By effectively taking advantage of the chaotic state of France. He took this almost ruined country off its knees and gave it something to live for. He was the hero everybody admired. An incredible rags-to-riches story, Napoleon was the poster child of meritocracy. Based on his skills alone, he had to risen to the position of emperor. Napoleon truly cared, â€Å"I had but one goal: to reunite all, reconcile all, have all hatreds forgotten, bring everyone together, gather together so many divergent elements and compose tem anew in one whole: one France and one Patrie.† Napoleon Bonaparte was not a tyrant, just Machiavellian. Modern society looks down upon Napoleon because he had a dictatorship but when asked why he did not re-establish the Republic or the Consulate when he came back into power, he answered, â€Å"Because the Empire was more popular than the Republic.† And that is what makes the difference between a dictator and one of the most popular leaders of all time. He was loved. He was treasured. He saw France through its most prosperous and powerful eras. Bibliography Bonaparte, Napoleon. Napoleon: Destroyer and Preserver of the Revolution.† Sources of the Western Tradition. 2003. Bonaparte, Napoleon. Correspondence. 4, no.2723, p.270, Alexandria, proclamation of 2 July 1798. Englund, Steven. Napoleon: A Political Life. New York: Sribner, 2004. Horne, Alistair. The Age of Napoleon. New York: Random House, Inc., 2004. Johnson, Paul. Napoleon. New York: Penguin Books Ltd., 2002. Landau, Elaine. Napoleon Bonaparte. Minnesota: Twenty-First Century Books, 2006. Lyons, Martyn. Napoleon Bonaparte and the Legacy of the French Revolution. New York: St. Martin’s Press, 1994. McLynn, Frank. Napoleon. New York: Arcade Publishing, 1997. ibiblio.org/wm/paint/auth/david/st-bernard.jpg [cover] nycgrl413@yahoo.com Research Papers on Biography of Napoleon BonaparteAssess the importance of Nationalism 1815-1850 EuropeAppeasement Policy Towards the Outbreak of World War 2Quebec and CanadaHip-Hop is ArtThe Spring and AutumnStandardized TestingTrailblazing by Eric Anderson19 Century Society: A Deeply Divided EraPETSTEL analysis of IndiaThe Effects of Illegal Immigration

Second Amendment Text, Origins, and Meaning

Second Amendment Text, Origins, and Meaning Below is the original text of the Second Amendment: A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. Origins Having been oppressed by a professional army, the founding fathers of the United States had no use for establishing one of their own. Instead, they decided that an armed citizenry makes the best army of all. General George Washington created regulation for the aforementioned well-regulated militia, which would consist of every able-bodied man in the country. Controversy The Second Amendment holds the distinction of being the only amendment to the Bill of Rights that essentially goes unenforced. The U.S. Supreme Court has never struck down any piece of legislation on Second Amendment grounds, in part because justices have disagreed on whether the amendment is intended to protect the right to bear arms as an individual right, or as a component of the well-regulated militia. Interpretations of the Second Amendment There are three predominant interpretations of the Second Amendment.   The civilian militia interpretation, which holds that the Second Amendment is no longer valid, having been intended to protect a militia system that is no longer in place.The individual rights interpretation, which holds that the individual right to bear arms is a basic right on the same order as the right to free speech.The median interpretation, which holds that the Second Amendment does protect an individual right to bear arms but is restricted by the militia language in some way. Where the Supreme Court Stands The only Supreme Court ruling in U.S. history that has focused primarily on the issue of what the Second Amendment really means is U.S. v. Miller (1939), which is also the last time the Court examined the amendment in any serious way. In Miller, the Court affirmed a median interpretation holding that the Second Amendment protects an individual right to bear arms, but only if the arms in question are those that would be useful as part of a citizen militia. Or maybe not; interpretations vary, partly because Miller is not an exceptionally well-written ruling. The D.C. Handgun Case In Parker v. District of Columbia (March 2007), the D.C. Circuit Court of Appeals overturned Washington, D.C.s handgun ban on grounds that it violates the Second Amendments guarantee of an individual right to bear arms. The case is being appealed to the U.S. Supreme Court in District of Columbia v. Heller, which may soon address the meaning of the Second Amendment. Almost any standard would be an improvement over Miller. This article contains a more detailed discussion of whether the  Second Amendment guarantees the right to bear arms.

1.How are many-to-many relationships addressed in the relational model Essay

1.How are many-to-many relationships addressed in the relational model Provide a specific example other than the one in your textbook. Illustrate your answer using IE Crows Foot E-R diagrams - Essay Example In a relational model, the many-to-many relationship cannot directly be modeled. Such a relationship has to be converted into multiple one-to-many relationships first. Therefore, a many-to-many relationship is represented in the form of three tables in the model; the two original tables and a junction table. For the country-language example stated above, the relationship is formed as shown in the figure below. The many-to-many relationship between country and language is converted into two one-to-many relationships between the two entities and the the junction table. In the junction table (CountryLanguage), the unique primary key is a composite key (CountryID, LanguageID) which is formed by the two foreign keys which refer to the primary keys of the ‘country’ (CountryID) and ‘language’ (LanguageID)

The Starbucks Experience Essay Example | Topics and Well Written Essays - 1000 words

The Starbucks Experience - Essay Example It provides a background of Starbucks’ growth from humble origins to a household name globally as a result of their amazingly successful management philosophy. The book states five guiding principles for turning ordinary into extraordinary whether one is a small business owner or a multi-million dollar company. Based on facts in the book, during the company’s peak, Starbucks’ success equated to five new stores every day – 365 days each year worldwide (Michelli 7). In spite Starbuck’s amazing growth, the company keeps on maintaining their reputation for quality and a special customer experience. This is an indication of how well the company understands globalization and international business. With coffee shops in over 35 countries, Starbucks has proven that its principles transcend cultural barriers. There are many tips from the book that will benefit Human Resource professionals as well as supervisors and managers of companies and organizations. The book sites, for example, the problem of employees’ lifeless customer service. The book does not offer the usual one-sided approach to good customer service, but rather gives the inside secrets based on a model of success. From each of the five principles, Michelli provides practical methods for the reader to absorb and apply as appropriate in his or her specific work situation. For example, little acts as simple as reminding employees to be â€Å"litter picker-uppers† (34) would be an innovative idea for some businesses. Companies never know what catches the eye of their clients or customers, so they must pay attention to little details inside the store. These small things may leave customers walking away with poor lasting impressions. Michelli further points out, â€Å"Consistency, ritual, routine, community and service recovery are key. If you and your business succeed at delighting every person you work with, you will be a beloved company.† (108) Additionally, the book explains problems

Essay --

People relate to landscapes through tactile and visual experience of surfaces around them, beneath their feet and in their hands. Textures are most immediate and close physical contact with the landscape. Ploughing, grazing, clearance – create distinctive textures of surface, some of them deliberately created for the properties of the texture itself. Textures incorporate time; they are result of a slow but constant change of the very texture of surface. Mundane practices which might have a minimum impact on the surface can in a long term combine to form a distinctive textures. Aerial photographs and high resolution topographic data is full of textures. We tend to ignore them and focus solely on "features", traces. What can we do with textures? How can they be harnessed for deciphering the biography of surfaces and the way people interacted with the land in close physical contact? In the modern, Western, world the visual sense has primacy over the other senses. Since sixteenth century, vision has become increasingly important in how we engage with and understand our world, with the other senses marginalised. The visual became considered the most reliable form of representation. Archaeology, and especially aerial archaeology, has come to rely almost solely on vision for both the collection of data and the dissemination of information. Visual sense turns us into spectators, detached and distanced from the object of study. Landscape becomes a particular way of seeing and representing the world from an elevated, detached and even ‘objective’ vantage point, --- as an artistic genre and a culturally conditioned habit of visual perception, unique to European, Western societies. In this way visual technologies (photographs,... ...worth exploring. Textures offer access into the richness and immediacy of the perceivable world and allow us to enmesh with it. When we turn the eye in the organ of touch, we are able to see the â€Å"stuff† of landscape rather than its â€Å"things.† It is highly subjective, embodied view of the world, but one that helps us to "understands materiality" of the landscape. Dwelling in the landscape is about the rich intimate, ongoing â€Å"togetherness† of beings and things which make up textures and which, over time, bind together nature and culture. Textures blur the nature/culture divide and emphasise the material and temporal nature of landscape. In this way, landscape is a never finished process of weaving, â€Å"entanglement", of materials and activities. And they can perhaps to help us to reflect what we really see when we interpret aerophotos and lidar imagery.

The tale of Beowulf

The tale of Beowulf begins and ends with the funeral of great kings. The funerals represented in this tale are decorated with rites that derive from the cultural traditions of the kings being laid to rest. Scyld Scefing is entombed within a barge decorated with signs of his accomplishments, while com/beowulf-as-an-epic-hero/">Beowulf is enshrined within a barrow filled with relics of his rule. Yet within these traditional burials one can find traces of the men themselves as each makes requests that lead to the distinctiveness of their burials.This allows the funerals to become particularly distinctive as the author makes use of the elements, such as earth, fire, and water (Smith). Each funeral defines the symbolic ideas of motion versus grounded-ness represented in the lives of these two men, and the method in which each is carried out emphasizes the opposite ways in which they entered their lands and mounted their thrones. The funerals of both men are representative of their persona lities as shown through their deeds and the ways in which they lived their lives. Though both men were valiant warriors and kings, their lives as youths and kings appear to be very different.The movement characteristic of Scyld Scefing’s funeral represents a continuation of the boldness and vigor with which he sailed through life. His life was continually one of forward motion from low to high estate, and he does not cease this motion in his death. The poem continues, â€Å"Forth he fared at the fated moment, sturdy Scyld to the shelter of God† (lines 26-27). His clansmen and subjects seem determined that their king should keep moving though he has been cut off from life, as they immediately â€Å"bore him over to ocean’s billow† (line 28).He is placed on a barge that is taken by the floods to an even higher and more celebrated place, and the words used by the author to describe this continue this motif of motion to an even higher estate. Such words and p hrases as â€Å"outbound† highlight this motion, and as â€Å"No man is able to say in sooth [†¦] who harbored that freight,† his burial demonstrates that his resting place could mean yet another promotion for this king who had risen from foundling to royalty. The funeral given Beowulf differs greatly from that granted Scyld Scefing.Beowulf’s rites represent that of a more grounded king who had been home grown and bred specifically to become royalty. His funeral demonstrates no great motion, as his lineage is anchored and steeped in royalty. The rites take place within the land of his birth, and his tomb is laid upon a foundation of the soil upon which his ancestors walked. The writer establishes this in his recounting of the events: â€Å"They fashioned for him the folk of Geats firm on the earth a funeral-pile† (line 2821). The firmness with which this tomb is established upon the earth symbolizes the strength of Beowulf’s roots within his h omeland.Around this is erected a wall, and this further strengthen’s Beowulf’s position as a foundational leader of his land. The monuments given to house this leader are built into the ground of the kingdom and given foundations akin to the roots that one finds in Beowulf’s lineage. His burial is akin to burying treasure (gold and precious stones), â€Å"trusting the ground with treasures of earls, gold in the earth† (2850), and this is in essence an act of giving back to the earth the treasure it has afforded. The funerals of Scefing and Beowulf also differ in the elements that attend each.According to critic George Clark in his essay â€Å"Beowulf’s Armor, † â€Å"Each funeral places the final offering of arms and armor and treasure in the context of one of the elements, water, fire, or earth† (429). While water is the dominant element in Scefing’s funeral, fire is used to herald the burial of Beowulf. The significance of th e water for Scefing derives mainly from his history, as he was borne to the Danes on a small vessel as an abandoned infant. The water represents the deep, the void from which the king came and to which he is allowed to return.The story comes full circle for this king, as he is again borne away at the end of his life, given back to the water that offered him to the Danes. This is done on purpose by his clansmen, and highlighted by the narrator who writes, â€Å"No less these loaded the lordly gifts, thanes' huge treasure, than those had done who in former time forth had sent him sole on the seas, a suckling child† (lines 43-46). He is again sent by himself â€Å"on the seas† into the unknown belly of the flood which had offered him up as a child.The fire for Beowulf is the opposite of this water, and this might also be seen as a reference to difference in his birth and youth. However, the narrative continues, â€Å"Wood-smoke rose black over blaze, and blent was the ro ar of flame with weeping (the wind was still), till the fire had broken the frame of bones† (2827-30). While the water takes Scefing away from the land, Beowulf’s fire offers up incense that rises and, as the ashes fall, remains forever mingled with the soil in the land of his birth.The narrator mentions that the wind was still, emphasizing the idea that no part of Beowulf’s burnt body or ashes is allowed to fly beyond the land of his birth and rule. He utterly belongs to this land, and the roaring of the fire becomes a dirge that rises and mingles with the sound of his subjects’ weeping. Yet the reader gets the feeling that Beowulf is not lost to his people. This fire is allowed to burn beyond Beowulf’s bones, consuming his flesh and, as â€Å"the smoke was by the sky devoured† (2838), the fire sends up Beowulf’s essence as a protection and covering for his land and people.Though the lives of Scefing and Beowulf were similar in many w ays, they also differed in some very significant areas that have to do with how they came to be king. While Scefing begins life as a foundling and sustains upward motion that raises him to the estate of ruler, Beowulf is born a prince whose roots are grounded in his homeland. The elements used to represent these two men are also representative of their origins. Water is used to symbolize the rootless Scefing, while fire and earth symbolize Beowulf’s grounded ancestry.Both men are treasured by their people, yet allowed to fulfill their destinies by drifting or remaining rooted as has been their custom. Works Cited Beowulf. The Harvard Classics, Volume 49. Frances B. Grummere (Trans. ) 1910. P. F. Collier & Son, 1993. Clark, George. â€Å"Beowulf’s Armor. † ELH. Vol. 32. No. 4. Dec. 1965. pp. 409-441. Smith, Jennifer. â€Å"Paradise Lost and Beowulf: The Christian/Pagan Hybrids of the Epic Tradition. † Department of English. Long Beach: California State University. http://www. csulb. edu/~jsmith10/miltbeow. htm

The English Bildungsroman Essay - 1678 Words

The English Bildungsroman The novel has a strong tradition in English literature. In Great Britain, it can trace its roots back to Daniel Defoes Robinson Crusoe in 1719 (Kroll 23). Since then, the British novel has grown in popularity. It was especially popular in Victorian England. The type of novel that was particularly popular in Victorian England was the novel of youth. Many authors of the time were producing works focused on the journey from childhood to adulthood: Charlotte Bronte wrote Jane Eyre, George Eliot wrote The Mill on the Floss, and Charles Dickens wrote David Copperfield and Great Expectations. All of these novels trace the growth of a child. In this respect, some of the most popular novels of the nineteenth†¦show more content†¦Similarly, the Bildungsroman is characterized by the growth, education, and development of a character both in the world and ultimately within himself. The Bildungsroman is subcategorized into very specific types of the genre, most often found in German literature. There is the Entwicklungsroman, which can be defined as a chronicle of a young mans general growth rather than his specific quest for self-culture (Buckley 13). In other words, a story recounting a mans life rather than focusing on the inner changes that contribute to his maturity. Another form within German literature is the Erziehungsroman; this form is primarily concerned with the protagonists actual educational process (Buckley 13). Again, the concern is not the overall development of the main character, but a specific aspect of that characters life. Finally, there is the Kunstlerroman. The root Kunstler translates as artist in English. Therefore, this is the development of the artist from childhood until his artistic maturity, focusing on the man as artist rather than the man in general. Dickens David Copperfield and James Joyces A Portrait of the Artist as a Young M an are both examples of English Kunstlerroman, as the protagonists of both books are writers (Buckley 13). These categories, while strict within German literature, are more free within English literature. For the most part, it is (within English literature) aShow MoreRelatedBildungsroman Essay658 Words   |  3 PagesBildungsroman After studying the term Bildungsroman, I have drawn the conclusion that the novel Oranges are not the Only Fruit would fall directly underneath this genre of literature. Bildungsroman is defined as a novel of formation or a novel of someones growth from childhood to maturity. (Lynch) In this formation, there are a few key elements that must be present for a novel to fall under this specific genre. To begin, one of the first criteria is that the story must be autobiographicallyRead MoreRomeo And The Germanic Word Buildungsroman Essay1589 Words   |  7 Pagesfocuses on personal accomplishment and maturation of main characters through texts. Buildungsroman is also considers to be the most significant description of emotional growth of main characters from their youth. This term Bildungsroman is closely associated with the two English novels written in the nineteenth century; â€Å"Agnes Grey† (1847) by Anne Bronte and â€Å"David Copperfield† (1850) by Charles Dickens. These two novels are representative female and male Buildungsroman in the way of determine theRead MoreRichard Wright s Native Son1644 Words   |  7 PagesVasileios Zervoulakos Dr. Shaun Cullen English 311 May 16, 2016 Assignment # 2 Topic: In class we discussed both Their Eyes Were Watching God and Native Son as examples of the literary genre sometimes called the bildungsroman (novel of growth or development) or more simply as coming of age stories. Choose one of the novels and argue whether or not the bildung or growth experienced by the novel’s protagonist is successful in the sense that the character has learned something that will contributeRead MorePersuasive Interpretation Of Kill A Mockingbird By Harper Lee1092 Words   |  5 Pages Gurtej Singh Mrs. Dills Scholars 9 English-7 15 May 2015 Persuasive Interpretation: To Kill A Mockingbird In the novel To Kill A Mockingbird, the author Harper Lee writes about her life when she was 6-year-old. She composes the novel in first person narrative which gives Lee a lot of complexities when she tells about the people in Maycomb informed through the eyes of Scout Finch, you learn about her father Atticus Finch, an attorney who desperately endeavors to prove the innocence of a blackRead MoreBildungsroman Paper2281 Words   |  10 Pagestype of storyline in particular is the bildungsroman plot. This is the coming to age novel. Bildungsroman books trace back to Germany in the early 1900’s (Cengage). A bildungsroman story generally contains a protagonist who learns and grows as time progresses. This growth can be physical or moral. There are many stories containing this plot. An author tries to send a message out to the reader about life and how you can change. The question is, do all bildungsroman novels have the same outcome? I thinkRead More The Bildungsroman Genre E ssay4241 Words   |  17 PagesThe Bildungsroman Genre INTRODUCTION................................................................................................................. 1- BILDUNGSROMAN NOVELS......................................................................................... 2- TWO BILDUNGSROMAN NOVELS............................................................................. 3.1- Great Expectations.............................................................................................Read MoreThe Culture Of The Western Culture Essay1368 Words   |  6 Pagesreference bildungsroman, affirmative action, and class inequalities. Bildungsroman Rodriguez’s perception of his Mexican culture as an adult is different from when he was a child. Unlike the days when he used to find comfort at home when the family spoke Spanish, he no longer sees any pride in speaking a language that only made him different from the rest of the people. Through gaining an education, he has a new way of looking at things. He considers not knowing how to speak proper English embarrassingRead MoreLiterary Criticism : The Free Encyclopedia 7351 Words   |  30 Pages Bildungsroman From Wikipedia, the free encyclopedia Jump to: navigation, search In literary criticism, a Bildungsroman (German pronunciation: [ˈbÉ ªldÊŠÅ‹s.Ê oËÅ'maË n]; German: novel of formation, education, culture),[a] novel of formation, novel of education,[2] or coming-of-age story (though it may also be known as a subset of the coming-of-age story) is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3]Read MoreGood Country People, by Flannery OConnor1499 Words   |  6 PagesThe Modernist South â€Å"Good Country People† is a short story written by the Modernist writer Flannery O’Connor. According to The Critics, â€Å"Good Country People† is a bildungsroman where the main character, Joy, experiences a brief journey that matures her view of the world. Joy or â€Å"Hulga† is a well educated, philosophical woman of thirty-two,but as the story begins, she is portrayed as an immature adult whose maturity level has been stunted due to a childhood accident that left her emotionally scarredRead MoreMoral Compass And The The Grapes Of Wrath 970 Words   |  4 PagesRendale Rose K. Dahuya Mr. Eddings AP English Language and Composition August 8, 2016 Moral Compass to the North Existing in a progressively radicalized culture, social expectations are perceived to be in the realm of morality. Under this impression, individuals need to evaluate ethical and unethical principles through a moral compass. According to psychologist Larry Nucci’s theory of Moral Domain, the fundamental moral compass should advocate the ethical idea of rationality in line