The Hole In The Net :: essays research papers

Our social security net has a gap in it. The strands of the net are rotting; the opening is getting greater. More individuals are failing to work out, what's more, the individuals with the least quality are holding the majority of the weight. Three to 4,000,000 Americans are destitute as indicated by the U.S. Branch of Housing and Urban Development, 5.5% can't secure positions as indicated by the Bureau of Labor and Statistics, and the figure is finished twice that in the 20-multi year mature age gathering, as indicated by the Department of Education. A thin minority of these individuals are drawing off the framework, however by far most simply had a terrible break. Such is the account of Peter and Megan, as told by creator Jonathan Kozol in his Robert F. Kennedy Memorial Book Award victor Rachel and Her Youngsters: Homeless Families in America. Dwindle was a woodworker and she was a homemaker who brought up their five youngsters. They lived in a flawless, average workers high rise in New York City. Dwindle did development for open lodging ventures, and had a huge swath of specialized abilities and apparatuses: â€Å"I did carpentry. I painted. I could do decorating. I earned a living. We went through Sundays strolling with our kids on the beach.† It might seem like this was a cheerful family, living the American Dream. Maybe they were - they were self adequate for the entirety of the 12 years that they had been hitched, they had a consistent pay, a nearby and adoring family, a home, and a possibility for their kids to show improvement over they had done. At that point the fire struck. They came hustling home in the wake of hearing the news, just to find that everything had been decimated. The youngsters lost their pet canine and feline, Megan lost her grandmother’s china, however Peter maybe lost the most: his apparatuses. Since the fire, he has not had an occupation, in light of the fact that a craftsman without apparatuses should not have eyes. He clarified that for each activity he had, he would add another apparatus to his assortment. Be that as it may, they all went up in the burst. When Kozol initially met them, they were living in a government assistance lodging in New York, where they had been living for a long time. They can’t get out on the grounds that government help programs (otherwise called government assistance) disclose to them that their family limit for a condo is $366 per month - this with seven relatives living in New York City. (In correlation, that’s about the absolute bottom cost for seven days in a New York City one room inn.) In their two room â€Å"apartment†, the whole spot is falling

Development of Ophelia in Hamlet Essay

William Shakespeare in the play â€Å"Hamlet† builds up the character of Ophelia in three novel stages. At first, Ophelia is depicted as an ordinary and loyal character. As the play advances, she falls frantically enamored and at last goes crazy. Ophelia advances a negative way as the plot of the play proceeds onward. In the start of the play Ophelia is portrayed as the ordinary, respectful girl. Laertes discloses to Ophelia that regardless of whether Hamlet says he adores her, he may not be coming clean. After Laertes speaks, Ophelia regards the individual information on connections that he brings to the table. Ophelia acknowledges his discourse and â€Å"shall the impact of this great exercise keep as guard to [her] heart† (I, III, 48-49). Ophelia tuned in to Laertes’ exhortation and submissively acknowledges his direction. Moment’s later Ophelia’s father, Polonius, demands that Ophelia quit seeing Hamlet. Accordingly, Ophelia says, â€Å"I will comply, my Lord† (I, III, 140). Polonius’ word seems, by all accounts, to be of significance when Ophelia reacts in such a consistent way. Essentially, Ophelia is deciphered as a respectful high school young lady, anyway this portrayal before long changes. In spite of the fact that Laertes and Polonius attempt to guide Ophelia the correct way, she winds up falling nonsensically enamored with Hamlet. Ophelia’s express submission leaves her defenseless against the maltreatment of Hamlet, who blames her for being unfaithful and tricky. Ophelia claims that Hamlet â€Å"took [her] by the wrist and held [her] hard† (II, I, 97). In spite of the fact that Hamlet genuinely mishandles Ophelia, her affection for him is more grounded than him abusing her. While Hamlet reveals to Ophelia that his affection for her has left, she is in absolute stun and disappointment. Ophelia reacts with â€Å"O eminent forces, reestablish him!† (III, I, 153). Ophelia can hardly imagine how Hamlet no longer loves her and wishes that he would adore her again. Her affection is plainly devouring all her considerations. In spite of the fact that Hamlet no longer loves Ophelia she can't acknowledge or adapt to this reality and the pressure at last pr ompts her passing. After Ophelia understands that Hamlet no longer has affections for her, she goes crazy. Ophelia sings a disgusting melody about a lady who is fooled into losing her virginity with a bogus guarantee of marriage. While Ophelia is skipping around singing her silly melody, she relates her tune to Hamlet. Ophelia says, â€Å"Quoth she, before you tumbled me, you guaranteed me to wed† (IV,V,62-63). Ophelia felt that they would get hitched and she accepted that Hamlet was unquestionably going to propose to her. Afterward, Ophelia fell into the water and suffocated. The Queen shouts out and says, â€Å"Till that her articles of clothing, overwhelming with their beverage, pulled the poor miscreant from her resonant lay to sloppy death† (IV,VII,196-198). As opposed to attempting to spare herself, she latently let herself suffocate on the grounds that she didn’t care to keep living without Hamlet. At long last, Ophelia’s feelings controlled her, and these negative fe elings prompted her end. Ophelia creates through the span of the play in various manners. At first she is devoted and typical, and later transforms into a young lady constrained by adoration and in the long run she ends it all. Ophelia is a unique character that changes all through the play. Her visually impaired enthusiasm for Hamlet makes her lose the capacity to think or act judiciously. Life, to her, is good for nothing without him, and she picks demise over life. Ophelia most likely advanced through the play in a negative way.

Reaction Paper in Opening Bank Account Essay

Opening ledger today would appear to be so natural. We can undoubtedly benefit of a wide scope of store items that answer our requirements for more prominent openness to our assets, esteem included highlights, serious rates and comfort. After opening a record to the bank (RCBC), the bank gave me an enrollment structure that incorporates subtleties and some fundamental data about my character. Truly, I think that its uncomfortable to top off those structures due to heaps of data it requires. In any case, I simply used to imagine that the explanation behind this is to ensure them and to agree to an assortment of banking guidelines. Beside marking the data sheet, the bank likewise expects me to sign their financial terms and understandings which just imply that I need to stand to specific guidelines and acknowledge duty regarding certain activities. Like different banks, the RCBC additionally offers ATM card known as MyWallet card. This across the board card permits us to appreciate ele ctronic financial accommodation whenever, anyplace and it will permit us to do exchanges like a customary ATM card: withdrawals, cashless shopping, balance request and bills paymentall these, without the problems of keeping a month to month looking after parity. In addition, no punishment will be charged regardless of whether would pull back all the cash in our record. For me, this is extremely worthwhile particularly for us as an understudy who just have restricted financial plan and remittance for reserve funds. Likewise, having financial balance is extremely advantageous. For instance, in the event that I have a financial balance, I can without much of a stretch take care of tabs utilizing ATM. Its likewise less expensive than purchasing a cash request (and I will have confirmation of bank proclamations that I took care of my tabs). In the event that I get an Automated Teller Machine (ATM) or platinum card for the record, I can pull back cash effectively or make installments at s tores since a check card is typically acknowledged for buys anyplace Mastercards are acknowledged. I can say that opening a ledger is an open door for me to figure out how to oversee budgetary viewpoints particularly sooner rather than later if Im effectively an expert.

War of Talent in Globalization Essay Example for Free

War of Talent in Globalization Essay Today, with various changes occurring on the planet, one thing has become an unmistakable reality that nations have changed their arrangements and standard on account of expanding floods of universal rivalry. Ability chase on the global scale is something pretty much each and every country, particularly the created world, is aware of. The opposition to chase ability for the neighborhood economy is exceptional to such an extent that nations like Germany, renowned for its custom fear for movement, have demonstrated tendency to draw in outside individuals to their nation. Besides, nations like China and Korea have begun working a similar way. Australia and Canada can be set in the principal column of the race, however. This chase for ability has gotten quick in the current occasions however it isn't something new. As indicated by David (2006) around 70% experts working in science and designing branch of U. S. are locals of non-OECD (Organization for Economic Cooperation and Development) nations. Also, an extraordinary segment of exile experts that go to the OECD are from creating nations. About portion of the all out understudies in OECD nations are from the creating scene. It is evaluated that nearly in each 10 tertiary instructed adults, who was conceived in the creating scene, was living in U. S. Australia, Canada, or Western Europe in the year 2001. As appeared by investigations of World Bank and IMF, there is high connection between's capable individuals with sound training and legitimate relocation. The pace of lawful taught transients is 4% higher now than it was ten years prior (37% and 33% individually). Besides, exceptionally talented workers’ movement is another segment of the pie that is picked by the created world. For models, around 600,000 exceptionally talented experts work outside their local nation, at some random second, on impermanent visas. The quantity of understudies (the two people) learning at graduate and under-graduate level abroad has additionally nearly multiplied now (1. 6 million) when contrasted with 20 years back. This is all in light of the fact that worldwide atmosphere for financial fighting has changed. For instance, as indicated by World Bank’s improvement explore group’s chief L. Alan Winters, overall movement of individuals to the OECD nations is to life up by and large government assistance of the world. On the off chance that these nations increment movement by 3%, the world government assistance would develop by 150 billion dollars which would be a vastly improved addition than evacuating a wide range of limitations on exchange exercises; and profoundly gifted laborers come in the most full of feeling class of this expansion in relocation . As indicated by the creator such terms as cerebrum channel, war for ability ought to be disposed of by the whole world on the grounds that there is a progressively positive methodology that the whole world can take of such projects as high-gifted relocation (HSM), in light of the fact that by such projects all the nations can commonly profit by trade of information. Despite the fact that it is correct that less evolved nations are more in question of misfortune by programs like HSM, the world ought to make a domain where positive-total can profit all. What is a state of relapse here to the current essayist is that either is it the mark of HSM or war for ability, one thing is very certain that created nations are pulling in experts to their properties to their benefit. At that point, I should ask, how is it conceivable to relinquish such terms as speak to the circumstance unmistakably? One greater difference that I would raise here is that David (2006) has given the present image of what's going on the planet with respect to ability, how, at that point, would it be able to be levelheaded to be just envision that the more impressive nations would start endeavors by which creating world can profit? In spite of the fact that this is on the right track to realize thoughts how the world ought to be yet avoiding the truth is increasingly risky. For instance, the essayist himself presents the instance of Africa and Caribbean where instructive framework and human services have been burrowed out. In this way, to me war of ability hold completely great in today’s setting of globalization and ought to be alluded to any place fundamental.

Autism Spectrum Disorder During Adolescence - Free Essay Example

Adolescence is a challenging part of growing up . From entering high school , to hitting puberty, every teen goes through their own struggles during adolescence. Teens with Autism , have to encounter the same situations as other teens, from handling a ton of homework, to figuring out which friends to hang out with. Autism Spectrum Disorder (ASD) , is a neurodevelopmental disorder that impairs the ability to socialize, and interact with others. Autism is a lifelong condition, that is most often detected in early childhood. ASD affects the nervous system , and while there is no exact answer as to what causes ASD , scientists believe it is due to a faulty gene passed onto the child , in early fetal development. There are other theories on what causes ASD , such as viruses the mother encountered, and chemical imbalances. When a person is diagnosed with Autism, they are placed on a spectrum , the â€Å"A Spectrum† , determines whether the person is High functioning, meaning their cognitive skills are not challenged, as much as a person a person who is considered low functioning . Low functioning Autism , is the most severe end of the spectrum. A person with low Functioning Autism has severe impairments to their cognitive skills. The main difference that separates where a person lands on th e spectrum , is based off their cognitive skills , and their IQ level. Everyones body changes during Puberty , and while most neurotypical teens are excited to experience this stage in their life , teens with Autism are most often alarmed , and upset, by the sudden changes to their lives . Puberty brings on many obstacles in a teenagers life, from having your body go through changes , not only physically , but also emotionally. Change is often a problem for autistic teenagers , because they are accustomed to a set schedule , and routine . Having a set routine, helps Autistic individuals create a stable order in their lives. While a neurotypical teenagers can deal with the morning rush of getting ready and heading off to school in a rush, an Autistic teenager will become overwhelmed by the interruption in their set order . When an Autistic individual relies on a set routine, it helps motivate them to follow through with tasks , which helps them deal with tasks such as doing their chores, or focusing on their homework. When that routine is interrupted , it upsets, overwhelms , and agitates people with autism, which makes it harder for them to get through their day with a positive mindset. Small things like having to pick up dinner last minute , because mom did not have time to finish the dinner she planned for the family that specific night, is just one thing that can upset a person with Autism. Having to know what is for dinner during the week, or what socks to wear with a specific outfit , even having to wear blue s neakers on Tuesday , are all examples of mannerisms that people with Autism do to help manage anxiety, and ADHD, because it helps decrease their impulsivity, and aggression . When a neurotypical individual has their schedule messed up , it also upsets, and agitates them, but they are faster to comprehend that they can still go throughout the day , even though it did not go exactly as planned , while an autistic person will most often become thrown off for the rest of their day. Making friends , and meeting people that you are attracted to are all parts of being a teenager, and trying to fit in , is one of the biggest struggles every single person encounters in high school. While trying to find friends that are genuine , and accept you can be hard , but it is even harder when someone has trouble understanding social cues . Studies show that students with autism are more likely to be excluded by their peers , because students do not typically reach out to introverted people, and they are less likely to talk to people outside of their friend group. Autistic teens have trouble finding friends, because they have a harder time picking up on social cues, and they typically refrain from reaching out to their peers, because they do not know how to communicate with them. Neurotypical individuals generally have an easier time making friends, and fitting in, because they have an easier time understanding social cues such as â€Å"kidding around†(Joking), or sarcasm. Going to the movies, football games, parties, and hanging out late at night at a fast food restaurant , are all things teenagers enjoy doing with the little bit of freedom their parents give them . Some Teenagers also look forward to sneaking around behind their parents backs to go to a party that their crush is throwing. These are all things that Autistic teenagers do not typically get to encounter, because they do not handle large crowds well (Due to loud noises and large groups of people, it becomes scary and overwhelming), they like to stay in a comfortable â€Å"zone† that includes following their routines, which include mom and dads house rules.Because Autistic individuals have a tough time comprehending cognitive skills, they may not understand why some teenagers laugh ,and smile when they are in class raving about the party they got drunk at saturday night , or going out passed curfew on friday night to drink your first beer with your friends. People with Autism, want to be treated just like everyone else, and they want to genuinely feel included by their peers. Just because a person is Autistic , does not mean that they cannot hang out with their friends, join the schools sports team, or go on a date with the person that they like. It is important to remember that everyone on the spectrum is different , so telling an autistic person something like, â€Å" my friends brother has Autism† , is not a very good conversation starter , because every person on the spectrum is vastly different from the next. Works Cited Sarris, M. (2013, July 23). Autism in the Teen Years: What to Expect, How to Help. Retrieved from https://iancommunity.org/cs/simons_simplex_community/autism_in_teens Autism Spectrum Disorder (ASD). (2018, May 03). Retrieved from https://www.cdc.gov/ncbddd/autism/facts.html Hurst, M. (n.d.). Teenagers With Autism: Symptoms, Treatment, Help. Retrieved November 1, 2018, from https://www.crchealth.com/troubled-teenagers/autism-in-teenagers/

Growth, Confusion, and the Loss of Innocence The Differing Roles of Childlike Narration in Roys The God of Small Things and Faulkners The Sound and the Fury - Literature Essay Samples

One, a story about culture, class, family, and love laws, follows the lives of a pair of twins in Kerala, India as they learn one fateful December day how drastically Things Can Change in a Day. The other, a story about suicide and incestual desire, tells of the fall of the Compson family from four different perspectives. How can these two seemingly different novels The Sound and the Fury by William Faulkner and The God of Small Things by Arundhati Roy possibly be related? In both novels, the reader finds himself reading a childlike account of the events that come to pass through the course of the novels. The lack of insight, limited use of modifiers, and simplistic sentence structure of Benjys section and the phonetic spelling, whimsical adjectives, and interspersed lines of childrens songs of The God of Small Things both serve to present the reader with childlike descriptions of the stories. However, they differ not only in the level of insight reached by each of the narrato rs by the conclusion of the novels, but also in the purpose of the childlike descriptions. In contrast to Benjys childlike narration that creates a sense of confusion within the reader that parallels his confusion, the childlike quality of Roys narration sophisticatedly creates a lightheartedness that starkly contrasts against the heavy tone and serious nature of the material, thus representing the gap between innocence and corruption.While Roy and Faulkner both present the reader with childlike renditions of the events, they approach and accomplish this task through differing methods. Faulkner chooses to tell the section April Seventh, 1928 from the viewpoint of a mentally-challenged thirty-three-year-old-man. He writes simplistically: Luster had some spools and he and Quentin fought and Quentin had the spools. Luster cried and Frony came and gave Luster a tin can to play with, and then I had the spools and Quentin fought me and I cried (Faulkner 19). Within the span of two se ntences, Benjy repeats the word spools three times, the verb fought two times, and the verb cried twice. There is no variation; he simply reuses the same word repeatedly when there are a plethora of synonyms that could easily have been substituted in its place. In addition, he only provides the reader with the bare essential facts necessary to formulate an understanding of the event. He gives the subject and the verb, but there are no adverbs and only a few adjectives. What color are the spools? What are they made of? These questions could easily be answered with the addition of a few adjectives, but adjectives are scarce in Benjys section. The limited vocabulary, virtual absence of modifiers, and simplistic sentence structure of Benjy categorizes his writing style as being characteristic of a child, for it lacks the sophistication usually associated with the more mature writing of an adult. Consisting mostly of nouns and verbs, his account of the events that pass does not e xtend beyond the mere reporting of the actions he witnesses and experiences. The lack of proper punctuation serves to portray his narration as a report. Luster asks Benjy: Aint you going to help me find that quarter so I can go to the show tonight (Faulkner 3). While the proper punctuation here should be a question mark, the end of the statement is punctuated with a period; this substitution flattens the speech so that there is no evidence of voice inflection or emotion. This flattening of speech shows that Benjy cannot distinguish between a question and normal speech it is all the same to him. Thus, he is only able to report what he hears. Similarly, although he describes what he sees, he does not possess the capability to interpret the actions. For example, the novel opens with a scene in which the children are playing. Benjy describes: Then they put the flag back and they went to the table and he hit and the other hit (Faulkner 3). Although the word hit is a transitive verb, he uses it intransitively. Never does he mention what they are hitting the direct object or what the game is. It is only when Luster says Here, caddie' does the reader know that they are playing golf (Faulkner 3). Because of Faulkners decision to tell the story from the viewpoint of a mentally-challenged individual, the reader experiences the events as if he were looking through the eyes of a child.In contrast to Faulkners choice of simplicity, Roy incorporates phonetic spelling, whimsical adjectives, and interspersed lines of song into the narration to give it a childlike quality. Phrases such as Their Prer NUN sea ayshun was perfect and cheerful chop-chop-chopping cue the reader that the narrator is a child (Roy 147, 121). But it is interesting that the childlike quality conveys the message more effectively than if it had been absent. For example, in Their Prer NUN sea ayshun was perfect, the phonetic spelling of the word pronunciation emphasizes the pronunciation of the word, for it is only by saying Prer NUN sea ayshun aloud that the reader is able to realize that the broken group of syllables refers to the word pronunciation. By the time the reader finishes reading the word aloud, she has been forced to pause from the normal act of reading and finds herself engaged in a study of pronunciation of the word pronunciation, much like the manner in which they study pronunciation. Thus, the form in which the word is presented to the reader reinforces the content. And in cheerful chop-chop-chopping, the lengthening of the word chopping into chop-chop-chopping creates a sing-song quality that portrays the act of chopping as being cheerful, thus reiterating the adjective that precedes it; in other words, the style reinforces the content. Roy also uses whimsical adjectives as well. When the narrator describes a tune that Mammachi plays on her violin, she describes it as A cloying, chocolate melody. Stickysweet, and meltybrown. Chocolate waves on a chocolate shore (Roy 174). This metaphor may seem like nonsense at first, for what can chocolate possibly have in common with a melody? But it is not nonsensical, for both are rich; one is rich in taste while the other is rich in sound. Furthermore, it is fitting to describe the sound as a chocolate wave not only because sound resonates when the perfect pitch is attained, but also because sounds physically are waves that travel through the air. And to further elaborate upon the metaphor, as chocolate melts in ones mouth, one can melt into the music as one relaxes and surrenders oneself to the swirling melodies that envelop its listeners. In addition, the interspersed lines of childrens songs throughout the work contribute to the childlike quality of the writing. As Rahel climbs up the stairs with Baby Kochamma, she sings the song Popeye the Sailorman and fills in Dum Dums whenever there are pauses. The interspersed lines of childrens songs, cheerful alliteration, and phon etic spelling that can be found throughout the narration all contribute to the formation of a playful, lighthearted, relaxed tone that portrays the innocence of childhood.However, while both narrations are childlike in their own manner, the childlike qualities serve different purposes in each novel. Faulkners decision to write Benjys section in the form of stream of consciousness and the lack of transitions between the rapid switching of scenes creates a sense of confusion within the reader. As the reader tackles the first page of the novel, he encounters the following passage: Cant you never crawl through here without snagging on that nail. Caddy uncaught me and we crawled through (Faulkner 3). The two statements are obviously connected, for both are about Benjy being snagged on a nail, but the characters have changed. Where is Luster, and where does Caddy come from? The change in characters is the only clue that there has been a switching of scenes. That both scenes address t he common topic of Benjy being snagged on a nail makes it difficult to notice that one sentence belongs to the narration of one scene while the other is related to an entirely different one the switching of scenes is cleverly disguised. In reality, the first sentence takes place in the present, but the second takes place on December 25th, a day when Caddy and Benjy delivered a letter to Mrs. Patterson. Thus, the free association among the past and present experiences that Benjy makes confuses the reader so that the reader can properly focalize through the narrator by identifying with Benjys confusion. Benjys retardation prevents him from perceiving his surroundings as normal people do. Benjy blurs the boundaries between present reality and the past, so it is only fitting that the reader has difficulty distinguishing between the past and present, as Benjy does. Constantly throughout the novel, he lacks an awareness of his surroundings and of himself. Repeatedly, he doesnt real ize that its cold and has to have others tell him to put his hands in his pockets. The reader finds out about Benjy from cues of those around him. For example, through the phrase What are you moaning about, Luster said, the reader finds out that Benjy has been moaning (Faulkner 5). The reader is not provided with any information that Benjy himself does not have; she learns as Benjy learns. Since Benjys understanding of the events around him is minimal, the reader is provided merely with disordered fragments of information with which he has to struggle to piece together to form an understanding of the situation. Thus, the writing style of Benjys section creates confusion within the reader that parallels Benjys confusion that results from his diminished mental abilities.Unlike Faulkner, Roy uses the childlike narration not to parallel a particular character, but to create a stark contrast between the playful lightheartedness of the tone and the seriousness of the material under d iscussion. The day that the Orangedrink Lemondrink Man molests Estha, Estha has difficulty sleeping at night because he feels nauseous. Roy describes: Estha Alone walked wearily to the bathroom. He vomited a clear, bitter, lemony, sparkly, fizzy liquid. The acrid aftertaste of a Little Mans first encounter with Fear. Dum Dum (Roy 113). Taken by itself, the phrase Dum Dum conveys a feeling of finality and portrays the seriousness of the situation. However, looking at the phrase in the context of the novel, the reader is forced to acknowledge that it is the same phrase that is in Rahels version of Popeye the Sailorman. Because of its origins in the song, the phrase carries with it a lightheartedness that starkly contrasts against the seriousness of Esthas situation. That this phrase that adds humor to the childrens song is found at the end of this passage is unacceptable and cruel. It is a deliberate defiance, for its placement dramatically portrays the loss of a childs inno cence after he has been exposed to the cruel world. Estha had gone outside of the theatre so that he could joyfully sing a song from The Sound of Music in peace without disturbing anyone, but instead of experiencing the expected joy and delight from singing, he encounters Fear. What was lost that day can never be recovered. Thus, it is a statement about the cruel, corrupt world that steals away the innocence of its children. It is in this word that Estha suffers, an unsympathetic world in which while a child vomits out of disgust and fear, his mother ironically is smiling from pleasant dreams a few doors down the hall.The two narrators also differ in that while one grows in maturity and knowledge of the world, the other remains stagnant. The last paragraph of Benjys section begins as follows: Father went to the door and looked at us again. Then the dark came back and he stood black in the door, and the door turned black again (Faulkner 48). The simple structure, limited use of modifiers, and limited vocabulary characteristic of the style of Benjys section at the onset of the novel are still present in his narration at the end of his section in the novel. That his writing style has not changed shows that his level of maturity and knowledge of the world have not increased in any way.In contrast, the changing use of language and depth of insight of the narrator in The God of Small Things signal to the reader that the narrator has matured as a result of the events of the novel. An example of the changing use of language and development of insight is in the use of the phrase Dum Dum to signal that a lesson has been learned. The first time the narrator uses the phrase outside the context of the Popeye song is when the narrator responds to Ammus question of whether Rahel had learned her lesson yet. The narrator answers: Rahel had: Excitement Always Leads to Tears. Dum Dum (Roy 94). The first lesson learned is one of books, but as the story progresses, the Dum Dum phrases are encountered after life lessons are learned. For example, when the twins discover Sophie Mol is dead and come to the realization that they might go to jail, that realization is followed by a Dum Dum. And again when they witness the bloody death of Velutha, they learn two lessons: one, that Blood barely shows on a Black Man (Dum Dum), and two, It smells though, sicksweet. Like old roses on a breeze (Dum Dum) (Roy 293). The shift in placement of the Dum Dum phrases from after book lessons to after life lessons shows that they are acquiring more knowledge of the world and are becoming more mature. Moreover, this growth can also be seen through a comparison of the interpretations offered by the narrator of the same scene at different points in the novel. Towards the beginning of the novel, the twins witness a scene where a policeman taps the breasts of Ammu with his baton. The narrator responds by saying that Inspector Thomas Mathew seemed to know whom he could pick on and whom he couldnt. Policemen have that instinct (Roy 10). The twins only see that the Inspector is humiliating their beloved mother, and so they think that the policeman is mean. However, when this scene is revisited later on in the novel, the narrator states: Later, when the real story reached Inspector Thomas Mathew, the fact that what the Paravan had taken from the Touchable Kingdom had not been snatched, but given, concerned him deeply. So after Sopie Mols funeral, when Ammu went to him with the twins to tell him that a mistake had been made and he tapped her breasts with his baton, it was not a policemans spontaneous brutishness on his part. He knew exactly what he was doing. It was a premeditated gesture, calculated to humiliate and terrorize her. An attempt to instill order into a world gone wrong (Roy 246).The later explanation conveys an understanding of societys views and rules concerning the relationship between the Untouchables and Touchables and how th eir mother had broken those rules, whereas before they had only seen the cruelty of the policemans action. They are now able to see the action from the policemans and societys point of view. This level of thought and insight are evidence that the narrator is more mature and knowledgeable of the way that society works. Thus, the narrator has changed from a naive, ignorant child to a person with a more mature mind and an understanding of society.Trying to find the similarities and differences between these two seemingly different works reminds me of the following quote by Virginia Woolf: It would be a thousand pities if women wrote like men for if two sexes are quite inadequate, considering the vastness and variety of the world, how should we manage with one only? Ought not education to bring out and fortify the differences rather than the similarities? For we have too much likeness as it is Although this comment refers to the differences between the writing styles of men and wome n, its message can also be applied to the different cultural writing styles that exist as well. The ability of both authors to utilize the unique qualities of their writing styles to create distinctly different childlike narratives serving different purposes are evidence of their creativity and innovation. As we study the characteristics, purpose, and effectiveness of one writing style versus another, we should also take the time to celebrate the rich diversity and variety in the different language styles that exist around the world.Works CitedFaulkner, William. The Sound and the Fury. New York: W.W. Norton Company, 1994.Roy, Arundhati. The God of Small Things. New York: Harper Perennial, 1997.

How to Write a Compelling Introduction to Your Research Paper

How to Write an Introduction to Research Paper