How to Read literature - Free Essay Example

Sample details Pages: 2 Words: 686 Downloads: 2 Date added: 2019/04/12 Category Literature Essay Level High school Tags: Frankenstein Essay Did you like this example? In Thomas C. Fosters How To Read Literature Like a Professor, Foster shows us how to attack or understand text that we read. As we read Mary Shelleys Frankenstein we notice concepts she uses that we learned from How to Read literature. A few concepts Mary Shelley uses is violence, imperfections, and symbols. In Fosters, How to Read Literature Like a Professor, Foster discusses violence in literature and how it usually will mean something else. Violence is personal, intimate, cultural, and societal. Violence is meant to be a symbolic act and to propel characters and actions forward throughout the text. Violent acts that are considered accidents usually do not happen in literature. Foster mentioned how making actions happen, causing plot complications, ending plot complications, and putting other characters under stress are four reasons authors will involve violence in their text. Don’t waste time! Our writers will create an original "How to Read literature" essay for you Create order Foster also noted that specific violent acts is from character to character and is always intentional. In Shelleys Frankenstein, the monster created by Victor performed multiple violent acts. One violent act the monster did in the story happens in chapter 23 of Frankenstein. In this chapter Victor had a feeling that something bad was going to happen when the monster arrived. While he was looking for the monster around the house, his wife was killed. Shelley uses violence in this chapter to make actions happen and to cause stress for Victor. Later in the book Victor spends a lot of time searching for the monster, which shows how one violent act led to other actions happening throughout the story. In chapter 21 of Fosters How to Read Literature Like a Professor, Foster discusses how in literature physical marks, imperfections, or deficiencies have a symbolic meaning. Authors make characters with imperfections so they can stand out and be different from the rest of society. Other reasons for physical markings could be to represent a characteristic, to show a mental state, or to describe someones past experience. Each individual marking tells its own story and to point out character differentiation. Further, Shelley depicts the monster to be frightening and to not have any type of emotions. Victors creation was described as having watery eyes, shriveled complexion, and straight black lips. (Shelley, ch. 5) The physical appearance is not the only thing about the monster that is frightening, in the novel the idea of the scientist creating an alliance with a dark unknown monster is what scares the people in their society and the readers. Mary Shelley uses the individual marking or imperfections to show how during the enlightenment everyone relied on science and to make the character or the monster different from everyone else. Foster also mentions the concept of using symbols in literature in his book, How to Read Literature Like a Professor. There is two types of symbols in literature, which are a private symbol and a more straightforward symbol. Symbols in literature can sometimes be very specific to the author. Authors will use symbols repetitively so the reader is able to understand what author means by the symbol by the end of the story. As readers we can start to see and understand all the possible meanings of a symbol in a story. The symbol in Mary Shelleys, Frankenstein, is all the deaths that happened throughout the book. She involves multiple people dying in the book because there was a lot of deaths surrounding her own life. Mary Shelley was very young when she wrote Frankenstein but she was always haunted by the events or deaths that happened throughout her whole life. For example, she was haunted by people like her mother dying after she gave birth to Mary, her husband drowning, and all of her children didnt make it past their childhood but one. In conclusion, the significance of learning these concepts in Thomas C. Fosters How to Read Literature Like a Professor is to be able to recognize concepts like violence, imperfections, and symbols in literature in other books we read. Understanding all the concepts mentioned by Foster helps readers make connections and interpret a two hundred year old novel like Mary Shelleys Frankenstein more easily.

Essay about Physical Education, “Just Do It!” â€NIKE

John F Kennedy once said, â€Å"Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.† He believed that a person who has conditioned their body will exceed when striving towards intellectual achievements. Parents across America have seen the influence that physical exercise can have on students. After school physical education programs, such as sports, not only condition the students to maintain physical health, they also work with teachers to make sure the mind is also being conditioned through learning. Students who participate in school sports are required to maintain their grades to academic standards to be able to participate in the activity. Even†¦show more content†¦There are school district officials, however, argue that physical activity in school is meaningless and it consumes too much of the school budget to support. The recent cuts in school budgets across the nation h ave left some schools, like those in lower class economies, with little or no support for physical education programs (â€Å"Physical education, extracurricular sports suffer under budget strains.†). For example, Rob Manning from the Oregon Public Broadcasting (OPB) stated in an article about physical education budget cuts, that Portland district officials have suggested eliminating physical education in the lower grades as a way to balance the school budget. By removing physical education from schools, there would be a gain of $19 million from the budget (Manning, Rob). Luckily, over 86 percent of Portlanders have opposed the suggestion and advocate that the answer to school budget cuts is not the termination of school activities. Drew Mahalic, the man who leads the Oregon Sports Authority, is a leading advocate in the fight for protecting physical education from budget cuts. He exclaims, â€Å"When you cut physical education, it is deleterious to the kid’s health, t heir academic achievement in school, and interestingly enough, is that it is a social justice issue, in that the kids who are already disadvantaged, are the ones who suffer most (Manning, Rob).† The schools that underprivileged children are attending are not only losing their budgetShow MoreRelatedWhy Is Nike the Biggest Training Shoe Company in the World1222 Words   |  5 Pagesbecome a basic part just about everyone s wardrobes. This is due to both the increasing numbers of people exercising and the trend towards casual apparel. One of the most popular brands in the world is Nike. Competition is strong at all levels within the industry, especially among the leaders. However, Nike has successfully differentiated from these competitors. This essay will concentrate on what makes Nike shoes standing out from the rest. Starting from making running shoes, Nike had branched outRead MoreEthical Issues with Sweatshops1335 Words   |  6 PagesBusiness Ethics Jacqueline Newkirk Remember when you were at the mall the last time and saw a pair of Nike shoes that you just couldn’t live without? You had to buy them, for a pricey cost, and just loved them, right? We all have owned a pair or two of Nike shoes in our life. They were the â€Å"cool† shoes to have back when I was in school. The thing that we may not have known is that Nike has been using â€Å"children as young as fifteen years old† (Jennings, 2012) as employees to make these shoes.Read MoreNike s Competitiveness And External Environment1488 Words   |  6 Pagesareas of interest. The political factors for Nike are the possibility of tariffs being imposed by the United States federal government in their overseas operations. According to the world manufacturing map, Nike has factories in 42 countries (Nike, Inc, 2017). 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Throwing a pitch one hundred miles per hour, making a shot from halfcourt, and making a pass eighty yards down a football field is impressive, but, is it worth millions of dollars just for entertaining spectators? Outrageous endorsements and sponsor contracts, comparing salary, education, and time, and the idea of sports over lives, are just a few of theRead MoreFather Figure : A Cold Winter Night At University Lab High School719 Words   |  3 Pageshumbled us. He was excited to have a few more days to prepare. Being an understanding person is what Chetta is known for. Being understanding helps him build relationships. Not just with strangers, but with his players. Building a healthy relationship with your players is key to coaching. It helps encourage them to do better, and relieves heavy amounts of stress off of them. Being understanding helps players know that he is available to help at anytime; on and off the field. 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Northern Mariana Islands and Guam History Free Essays

string(84) " the Manila Galleon trade, which was the exchange of goods between Asia and Mexico\." Guam History: A Review of the Island’s Unique History VincentAnthony V. Borja English 135 Professor Rosemary Harty April 21, 2011 Over the past 10 years, random people would ask me about the history of Guam, and how it became a United States territory. Grew up most of my life on Guam, but never really cared about its history, although, every year we would celebrate its liberation day from the Japanese and celebrate festive holidays significant to the islands history, I never really understood why we celebrated it. We will write a custom essay sample on Northern Mariana Islands and Guam History or any similar topic only for you Order Now The Spanish Era, the American Period, the Japanese occupation played a major influence on the island and its culture today. The island of Guam, Guahan in native Chamorro, is a truly multi-ethnic community that reflects the cultures of its original Chamorro inhabitants as early as 2,000 B. C. , influenced by countless European, American, Asian, Micronesian, and other people who have occupied, visited and immigrated to Guam since the 16th Century. Many question the discovery by the Spaniards, the occupation of the Americans and the Japanese that shaped the island’s history that makes its culture very fascinating. Understanding the islands struggles that have lead to the American status that it eventually became after many centuries of fighting. Guam of today is truly a mixed community with a distinctive culture, the foundation of which is ancient Chamorro heavily influenced by the Spanish occupation and the Catholic Church. Strong American influence is also evident in the celebration of many public holidays, the form of Government and the pride in being U. S. that is displayed by the natives. Guam’s culture has also been influenced and enriched by the Filipino, Japanese, Korean, Chinese and Micronesian immigrants each group of who have added their unique contributions. According to the 2000 Census of Population and Housing the present population of Guam, is approximately 154,805 whom roughly 37% are Chamorro, 26% Filipino, 11% other Pacific Islander with the remaining 26% primarily Caucasian, Chinese, Korean and Japanese, all of whom bring their cultural heritage and customs and contribute to Guam’s unique culture and appeal. (U. S. Department of Commerce, 2004) SPANISH ERA According to the journals of Antonio Pigafetta, whom was an Italian scholar and traveler form the republic of Venice. Pigafetta travelled with Portuguese explorer Ferdinand Magellan and recorded most of Magellan’s travels. Ferdinand Magellan on March 6, 1521, first discovered the island. (Pigafetta, 1995, p. 18) During his stop on the island, the natives canoed out to the ships and stole everything that was not secured or tied down. The weakened sailors had trouble fending off the tall and robust natives until a few shots from the  Trinidad’s big guns frightened them off the ship and they retreated into the surrounding jungle. The purpose of Magellan’s visit was to restock on supplies and find food. After Magellan’s travel throughout the Marianas, it was primarily his experience on Guam that the Marianas was named Li Ladroni, the island of thieves. (Suarez, 1999, p. 133) Although Magellan was considered the first European explorer to step foot on Guam’s beaches, it was known that Guam and the other Mariana islands were formally claimed by the Spanish Crown in 1565 by General Miguel Lopez de Legazpi for Spain. King Phillip II of Spain wanted trade to begin with the Phillipine islands, islands named after him. Legazpi was sent across the pacific from Mexico, which was a colony of Spain in 1564. During Legazpi’s sail across the pacific, King Phillip ordered him to take possession of all land and any island encountered. Additionally, he wanted Legazpi to find a route between Mexico and the Philllipines that would go through the pacific. Legazpi and his fleet reached Guam on January 22, 1565 and docked his ships for four days. After days of waiting, they finally went on shore on January 26, 1565 to claim Guam and posted the Spain flag. (Cunningham ; Beaty, 2001) Legazpi and his men stayed on Guam for eleven days. During this visit, Legazpi was so afraid of upsetting the Chamorro’s that he ordered all crew members not to go on shore without his permission. The Chamorro’s were much friendlier, canoeing out to greet the voyagers with food and supplies, a much different experience the Spanish explorers had remembered during their last Guam visit. Clever and sly, the Chamorro’s were always trying to trade rice for nails. Frequently the natives would fool the voyagers by placing rice in the top of the bag and filling the bottom with rocks and straw. When the men went ashore to fill the kegs with water, an altercation took place, and one of Legazpi’s men was killed. Legazpi was upset and ordered a hundred men to go to the island and punish the Chamorro’s. The result was three Chamorro’s hung and killed; and many houses and canoes burned. Following the incident Legazpi declared anchors to be lifted and the Spaniards journeyed for the Philllipines. (Rogers, 1995, p. 14) Catholocism was the first religion introduced on the island during the 1600’s. The major influence and main support came from one of the main leaders on the island during that time. Chief Quipuha was the maga’lahi or highest-ranking male, in the area of Hagatna when the Spanish landed off its shores in 1668. On June 15, 1668 missionaries led by Spanish Jesuit Padre Diego Luis de San Vitores of Burgos, of Spain, whom landed off the shores of Hagatna. They were greeted and welcomed by Chief Quipuha, the name Ke puha or Quipuha means, â€Å"to uphold†. Chief Quipuha was so welcoming to these missionaries; he even offered a plot of land in Hagatna for the mission. Political Status Education Coordinating Commission, 1995) It was on this offered land where the first Catholic Church in Guam was built and Catholicism was introduced. Chief Quipuha died in 1669, but his legacy left a tremendous impact that allowed the Spanish to continue its legacy for the Manila Galleon trade, which was the exchange of goods between Asia and Mexico. You read "Northern Mari ana Islands and Guam History" in category "Essay examples" (Naval Station Guam) About a century later, In April of 1672, Padre Diego Luis de San Vitores and his Filipino assistant were killed by Chief Mata’ pang of Tumon for baptizing the Chief’s baby girl without the Chief’s consent. (Rogers, 1995, p. 5) It is theorized, that Mata’ pang may have acted out of frustration from being compelled to the harsh rule of a foreign Spanish king. Whereas San Vitores tried to carry out his mission in a peaceful manner, the Spanish military ruthlessly governed the local populace to protect their Galleon routes. Regardless of Mata’ pangs motives, the death of San Vitores lead to an all-out war that nearly resulted in extinction of the Chamorro race. Sources have estimated Chamorro casualties to the fighting and disease reduced the population from 200,000 to roughly 5,000 by 1741, mostly women and children. The Spaniards imported Spanish soldiers and Filipino’s to restock the population, marking the end of the pure Chamorro bloodline. (Rogers, 1995, pp. 41-57) After 1695, Chamorro’s were forced to settle in five villages: Hagatna, Agat, Umatac, Pago, and Fena, were monitored by the priests and military garrison, forced to attend Church daily and to learn Spanish language and customs. In 1740, Chamorro’s of the Northern Marianas Islands, except Rota, were removed from their home islands and exiled to Guam. Mata’ pang himself was killed in a final battle on the island of Rota in 1680. Having been vilified for the incident that sparked the decimation of the pure Chamorro race, the name Mata’ pang has evolved to mean silly. (Donald L. Platt, 2009) During the 18th century, the English pirates who visited Guam to take on supplies and provisions preyed upon the Spanish galleons. Guam was a host to a number of scientists, voyagers, and whalers from Russia, France, and England some of whom provided detailed accounts of the daily life on Guam under Spanish rule. Evidence of Spanish buildings, bridges, churches and forts can still be seen across the island, especially in the southern areas of the island. Spanish cannon still overlooks Hagatna and Umatac bays from Forts Agueda and Soledad, the Plaza de Espana, once the Spanish Governor’s Palace, still stands in central Hagatna, and sunken Spanish galleons still lie under Guam’s crystal clear waters. The architecture and design of structures build long after the Spanish era, such as the bridge in Umatac, which still has distinct Spanish quality. (Donald L. Platt, 2009) AMERICAN PERIOD During the Spanish-American war Guam was ceded to the United States by the Treaty of Paris, which ended the Spanish American war in 1898 and Guam was formally purchased from Spain for $20 million in 1899. At the time of the turnover, the local population of Guam had grown to about 10,000 inhabitants. U. S. President William McKinley issued an executive order placing Guam within the administration of the Department of the Navy. Captain R. P. Leary was appointed the island’s first U. S. Governor. (Rogers, 1995, p. 14) Under Navy administration, Guam experienced many improvements in the areas of agriculture, public health, sanitation, education, land management, taxes, and public works. Orders issued by Captain Leary on August 16, 1899, regulated the importation and sale of intoxicating liquors; regulated the celebration of church and other holidays; prohibited the transfer of land without the consent of the government; prohibited concubine and requir ed that marriage be performed between persons that were cohabiting; prohibited exportation of certain articles in common use among he people; required persons without a trade or regular employment to pant specified commodities and keep certain live stock; regulated the keeping of dogs and other animals running at large; abrogated the Spanish system of taxation and provided a new one; established a public system of nonsectarian education; and required each adult to learn to write his or her own name within a specified time. (Rogers, 1995, p. 119) In 1927, the people of Guam, including schoolchildren who donated a penny each, collected $703. 92 to have a ship’s bell and a commemorative plaque manufactured in Shanghai, China. The bell was presented to the Navy and has served distinctively on each of the three USS Guam Naval vessels. (Palomo, 1999)The U. S. Navy continued to use Guam as a refueling and communication station until 1941, when it fell to invading Japanese forces shortly after the attack on Pearl Harbor. â€Å"The bell, along with a commemorative bronze plaque, has been returned to Guam after the decommissioning of the USS Guam, an amphibious assault ship (LPH-9), on August 25, 1998 at the Norfolk, Virginia, Naval Base. The USS Guam is the third Navy vessel named after Guam. † (Palomo, 1999) JAPANESE OCCUPATION On December 10, 1941, Guam surrendered to the Japanese South Seas detachment after a valiant defensive struggle by the island’s Insular Force Guard and a limited number of U. S. Marines. Guam became the only populated U. S. soil to be occupied by another country in World War II. Guam was renamed â€Å"Omiya Jima† and for 31 months, the people of Guam were forcibly subjected to intolerable hardships administered by the Japanese military. Although some measure of religious practice and business activities were permitted, atrocities, grenade slaughters and rapes were common. The 29th Division of Japan’s Kwantung Army established concentration camps and approximately 600 Chamorro’s were executed. (Rogers, 1995, pp. 163-181) Some Chamorro’s were beheaded when the Japanese learned of the 3-year humanitarian effort by Chamorro’s to successfully feed and hide U. S. Navy radioman George Tweed, who escaped in the initial invasion. Tweed’s cave is a popular â€Å"boonie stomping† destination on Guam today. (Babuata, 2009) Many landmarks of the Japanese occupation, including gun emplacements and tunnels can still be seen around the island of Guam. LIBERATION AND U. S. TERRITORIAL STATUS Record tonnage of naval bombardment in which thousands of Japanese and Chamorro’s marked the campaign for the liberation of Guam lost their lives and the city of Hagatna was nearly destroyed. American forces landed on July 21, 1944 at Asan and Agat beaches. In honor of the bravery and sacrifices of all those who participated in the Pacific Theater of World War II, including soldiers, sailors and marines of the United States, Japan, Australia, Canada, China, France, Great Britain, New Zealand, the Netherlands, and the Soviet Union, the landing area has been designated as the â€Å"War in the Pacific National Historic Park. During the following bitter three week campaign, 7,000 U. S. and 11,000 Japanese lives were lost before Guam was reclaimed and once again under American administration. (Aguon, 2009) Today, July 21st, Guam Liberation Day, is a major Guam holiday. All government offices and most businesses are closed as the island celebrates with daylong fiestas and a parade down Marine Corps drive in Hagatna. Because of its strategic position, Guam was used as a command post for U. S. Western Pacific operations until the War came to an end in 1945. On May 30, 1946, the U. S. Naval Government was re-established. Although concluded over 50 years ago, World War II still exerts a major influence on Guam. Relics and evidence of the War are still evident all across the island and divers can survey wrecks of Japanese, American, German and other ships and airplanes under Guam’s warm clear waters. On January 24, 1972, the last Japanese World War II holdout, Sergeant Shoichi Yokoi, was discovered in the cave in which he had been hiding since his unit was scattered by the advancing Americans in July 1944. Sergeant Yokoi’s cave at Talofofo falls has been preserved as a popular attraction for visitors. (Aguon, 2009) As the Westernmost U. S. soil in the Pacific, Guam today remains a strategic outpost for the U. S. military. In 1949, U. S. President Harry S. Truman signed the Organic Act making Guam an unincorporated territory of the United States with limited self-governing authority and granting American citizenship to the people of Guam. In 1962, security clearance requirement for travel to Guam, which had been in place since World War II, were lifted permitting Guam’s economy to flourish and opening an influx of new residents of diverse nationalities and races such as Filipino, Japanese, Korean, Chinese, Indian, Pacific Islanders nd Caucasian. (Rogers, 1995) CULTURE The core of Guam culture, the Chamorro, is characterized by a complex social protocol centered upon respect, caring, accepting and helping one another. Inafa’maolek, or interdependence, is a central value in Chamorro culture that depends on a spirit of cooperation. Historian Lawrence Cunningham in 1992 wrote, â€Å"In a Chamorro sense, th e land and its produce belong to everyone. This is the armature, or core, that everything in Chamorro culture revolves around. It is a powerful concern for mutuality rather than individualism and private property rights. The culture is visibly manifested in the kissing of the hands of elders, passing of legends, music, dance, chants, courtship rituals, handicrafts, burial rituals, preparation of herbal medicines, and requesting forgiveness from spiritual ancestors when entering a jungle. Glimpses of Guam culture are evident in local legends and folklore such as the taotaomona (ancient spirits), doomed lovers leaping to their death off Two Lover’s Point (Puntan Dos Amentes), and Sirena, a beautiful young girl who became a mermaid. Guam Society and Culture Complete Report, 2010) The Spanish occupation was based on conquest and conversion to â€Å"save the heathen souls†, implemented by force, which nearly resulted in the total extermination of the pure Chamorro race. How ever, the Spanish failed to recognize that the Chamorro culture was matrilineal and largely ignored the influence of the Chamorro women, which likely accounts for the fact that the Chamorro culture has endured to this day. The greatest influence of the Spanish over Guam’s culture was through the Catholic Church, which has, since the 17th century, been the center of village activity. Today, every village has its patron saint whose feast day is celebrated with an elaborate fiesta, to which the entire island is invited. These fiestas, whereupon by duty, extended families contribute food and work to cook for the village guests remain a key attribute of the culture of Guam till’ this day. Chamorro society emphasizes respect for the elderly. The practice of  manngingi (â€Å"to smell†) entails sniffing the right hand of an elderly person to express one’s deep regard. Before colonial rule, Chamorro’s recognized the power and authority of clan elders. Informal positions of authority were granted to elders who commanded the respect of their clan members. Elders could pool the labor and material resources of their clans in times of need. (Guam Society and Culture Complete Report, 2010) Today thousands of tourist visit the island to experience a blend of Spanish, Micronesian, Asian and western influences that have inhabited Guam for the past 300 years. The experience of the island’s history and living traditions when you visit historic sites or by sampling some of the island’s delicious food. In conclusion, because Guam is the because island in the pacific, and a strategic point in the pacific, it is a valuable territory that will always be secured by America and very much appreciated. Although, the natives appreciate the Americas presence and Guam’s current political status on the island, they are still fighting for a lot of the original land to be returned to original landowners. The natives endured many struggles from Spain and Japan in order for the island to be what it is today. The diverse influence that started from the Spanish era, the Japanese occupation, and then the liberation from the Americans is what makes the Chamorro culture very unique. The new generation is fighting to preserve what is left of the island’s history, and many organizations are working to promote the culture through song and music. References Aguon, Katherine, PhD and Palomo, Tony. WWII: From Occupation to Liberation, referenced April 12, 2011, 2009 Guampedia, URL: http://guampedia. com/wwii-from-occupation-to-liberation/ Babauta, Leo. George Tweed, referenced April 11, 2011, 2009 Guampedia, URL: http://guampedia. om/george-tweed/ Ballendorf, Dirk Foster, Sophie. Guam. (2011). In Encyclop? dia Britannica. Retrieved from http://www. britannica. com/EBchecked/topic/247691/Guam Coomans, Fr. Peter. (1997). History of the Mission in the Mariana Islands: 1667 –  Ã‚  1673. Occasional Historical Papers Series No. 4. Translated and edited by Rodrigue Levesque. Saipan, CM:  Ã‚  Division of Historic Preservation Cunningham, Lawrence J. ; Beaty, Janice J. 2001 A History of Guam. Hagatna, GU; Bess Press Guam Society and Culture Complete Report. World Trade Press Date Published: 2010 LC Call Number: DU647 ISBN: 9781607804727 Naval Station Guam. Chief Quipuha (Ke puha) Statue. Retrieved April 09,2011 from http://ns. gov. gu/quipua. html Palomo, Antonio. The Guam Bell. Referenced April 14, 2011. 1999 Guam. org, URL: http://guam. org. gu/guambell/ Rogers, Robert F. (1995). Destiny’s Landfall: A History of Guam. Honolulu, HI: University of Hawai’i Press. Under the Organic Act 1950-1970 224-232 Smith, J. (2004). Martin Luther. In L. McDonald (ed. ), Encyclopedia of science and religion. Babson Press. Retrieved November 20, 2003, from http://www. scireligion. com/ml Suarez, Thomas (1999). Early Mapping of Southeast Asia. Singapore; Periplus Editions (HK) Ltd. How to cite Northern Mariana Islands and Guam History, Essay examples