Dichotomy of Good and Evil in Beowulf

Dichotomy of Good and Evil in Beowulf Beowulf: Good versus Evil The heroic poem, Beowulf, is a combination of society’s views and religious ideals and concepts of the Anglo-Saxon period, although some of the poem today may appear different compared to the original text prior to translation. The central conflict of good versus evil in Beowulf may have been altered to fit the Christian beliefs of the time. â€Å"Beowulf is considered the oldest of the great long poems written in English, may have been composed more than twelve hundreds years ago, in the first half of the eighth century, although some scholars would place it as late as the tenth century† (Greenblatt, 2012, p. 36). Being one of the oldest verbal and written poems has caused the original meaning and writing to change over the years. Yet, the central themes of good versus evil and the religious undertones could have been an adaptation to the world that was dominated by the Christian believers. The central focus between good versus evil is represented within the combination of pagan and Christian allegories that provides readers with an insight not only what society found acceptable, but the religious convictions of the Middle Ages. During the Middle Ages, the church was a major power house and influencing many scholars to adapt pagan heroes into a more acceptable Christian faith hero. It would have been unacceptable for a pagan hero to triumphant over the forces of evil, while proclaiming only one religious belief to be correct. According to Stevick (1963), in order to honor God and the Christian beliefs of the time, the transcriber may have chosen to adapt the pagan references to Christianity in order to make the poem relatable to the Christian believers (p. 80). As readers enter the world of Beowulf, they are giving a glimpse of the social conflict during the Middle Ages. This conflict in expressed through the religious views of a pagan society adapting to a new religion with the mention of One God versus the several Deities normally followed in pre-Anglo-Saxon culture. When Beowulf is considered a Christian story, the strong allegories may be found within the characters of Beowulf and Grendel. Beowulf, the Geat warrior, could be a reference to Jesus in the Christian faith. Jesus had traveled to Israel to save them from their sinful ways, Beowulf comes to the Danes â€Å"to perform to the uttermost what your people wanted or perish in the attempt, in the fiend’s clutches† (Greenblatt, 2012, p. 54, line 634-636). Although the image of Jesus is widely known as a humble man, Beowulf appears to be boastful about his feats. The commonality between the two individuals is clear when referencing the Christian faith. Jesus and Beowulf both fight an evil that is determined too great for the likes of normal humanity. Each are willing to sacrifice their lives in order to being salvation to people whom they feel are worthy of the action. Each are faced with a trail of the battle without seeking guidance from God, but rather put their faith in the protection and safety that God has shown them. The most interesting is the lack of reference to Jesus within the tale. According to Blackburn (1897), Beowulf is seen as a representation to the Christian Savior within the poem, even though Beowulf contains no references to him, â€Å"to the cross, to the virgin or the saints, to any doctrine of the church in regard to the trinity, the atonement, etc., or to the scriptures, to prophecy, or to the miracles† (p. 216). Readers are presented with a plot that focuses on Scandinavian culture, however much of the poet’s narrative interference reveals that the poet’s culture is silently different from that of his ancestors and that of his character’s as well. For example, Beowulf lives by the heroic code of honor that is often defined as a relic of pre-Anglo-Saxon culture. Some principles seen within the text, â€Å"Beowulf, son of Ecgtheow, spoke: Wise sir, do no grieve. It is always better to avenger dear ones than to indulge in mourning. For every one of us, living in this world means waiting for our end. Let whoever can win glory before death. When a warrior is gone, that will be his best and only bulwark† (Greenblatt, 2012, p.72, line 1383-1389). The concept of eye for an eye, death for death was met with same justification during this time period. Yet, in some ways it remembers the First Testament of the Bible when eye for eye was the manner of payment injustices. Grendel represents the evils of the world as a whole, although some may see it as the Satan confronting Jesus in his three trails of faith. According to Greenblatt (2012), â€Å"the poem turns on Beowulf’s three great fights against preternatural evil, which inhabits the dangerous and demonic space surrounding human society,† which would be another reference to the Christian allegory reference. (p. 38-39). Grendel is one of three manifestations of evil and the first for Beowulf to face. Grendel’s first attack of evil is on the order of the Danes and wreaking havoc on the people. His evil appears to seek the destruction of the Danish society from the top down, leaving the community without leadership and protection against the evils that may surround them. In this approach, Grendel would be an allegory for the minion demons that cause destruction to order and civil society with wholesome values. While good versus evil is a common theme seen in multiple of folklores prior to Christianity can be seen, the Christianization of the Anglo-Saxon society has influenced the transcriber to relate the story to a boarder Christian audience. According to Stevick (1963), when passages use references to pagan traditions and then mention a Christian reference or lack Christian elements, â€Å"into which at one point a Christian explanation is added in anticipation of a subsequent Christianized account of the fight and explanation of its outcome, and because the poet was attempting to produce a major, written poem about Beowulf that avoided inconsistency in Christianized and non-Christian matter with which he was working† (p. 84). The information and facts that point to a transcriber who found in somewhat necessary to conform the Germanic hero tale into something about the Christian society in which the poem may have originated, and something about the society in which the Christian w riter lives within. The original tale informs readers that the society that the poem may have been written in valued great acts of courage and strength. It would be a society that relished in the tales of great conquests and hardships as a pastime entertainment. However, this would have been different from the time of the poem was transcribed; the rewrite would have been influenced by the power of the Church. All the honor and prestige would have been given to God for blessing them with extraordinary men granting who were favored by God. Success with battles was no longer considered the achievement of the individual’s strength, but by the will of God. It was no longer acceptable to praise or boast about the achievements over a good meal, but rather to be thankful and put one’s faith into God for providing victory over evil. According to Stevick (1963), Beowulf belongs to a more Christianized Anglo-Saxon society and the oral materials existed prior to the conversion of the British kingdom. While oral tradition may have continued with the pagan beliefs still attached, the written version was adapted to include the Christian beliefs. While there is no actual reference to Jesus within the tale, the references to God and contributin g the success to him allowed the stale to be acceptable in a Christian society during the Middle Ages. While the central conflict of Beowulf is good and evil, the rewritten tale removes many elements referencing the pagan beliefs and converting them into the Christian concept of God winning over horrors of evil. This coincides with the conversion of Druid and pagan beliefs into the new belief of Christianity. The church would find ways to convert pagans and druids into accepting the new faith by combining pagan traditions, folklore and references with Christian beliefs. Beowulf appears to be just another victim of Christianity overtaking an existing culture and finding ways to find it acceptable for their beliefs. References Blackburn, F. A. (1897). The Christian Coloring in the Beowulf. PMLA, (2). 205. Retrieved on June 7, 2015 from http://www.jstor.org.proxy- library.ashford.edu/stable/456133?seq=1#page_scan_tab_contents Greenblatt, S., et al. (Eds.) (2012). The Norton anthology of English literature (9th ed., Vol.1). New York, NY: W. W. Norton Company, Inc. Stevick, R. D. (1963). Christian Elements and the Genesis of Beowulf. Modern Philology, (2). 79. Retrieved on June 7, 2015 from http://www.jstor.org.proxy- library.ashford.edu/stable/435497?seq=1#page_scan_tab_contents

Literary Analysis: Hemingway’s Hills Like White Elephants

Ernest Hemingway’s short story ‘Hills like White Elephants’ depicts a couple, â€Å"the man† and â€Å"the girl†, casual conversation over drinks while awaiting the arrival of a train to Madrid. The story ends, as vaguely as it started, with the two about to embark on the train. Heminways’s use of ambiguous and vague language, dialogue, characterization, and metaphors in ‘Hills like White Elephants’ could leave his readers bewildered to the underlying subject matter of its plot. However, by properly citing and analyzing the literary techniques used by Hemingway; one is able to conclude that the main characters discuss their feelings and concerns about the possibility of an abortion. Throughout the short story ‘Hills like White Elephants’, Hemingway has chosen to address his main characters as â€Å"the man† and â€Å"the girl†. By patterning these words in addressing his main characters, Hemingway alludes to their difference in age and emotional maturity towards the conflict that they face. Hemingway, to suggest the female character’s younger age and her naivety about an abortion, uses the word â€Å"girl†. The reader is able to confirm that Hemingway does not conceder all females to be â€Å"girls† through the introduction the secondary character, the waitress, who brings the couple their drinks. Hemingway then continues to address this secondary as â€Å"the woman†; and thus, alluding the word â€Å"girl† only refers to the young and naive character of Jig. On the other hand, Hemingway’s usage of the word â€Å"man†, in referring to his male character, indicates a more mature and realistic view the character has on the idea of an abortion as a solution to the unwanted pregnancy. The metaphor employed by Hemingway to allude towards an abortion can be found in paragraph 46, where â€Å"the man† explains to â€Å"the girl† that the operation will simply â€Å"†¦let the air in and then it’s all perfectly natural. † (p. 445). The male character then ambiguously refers to his feelings to the pregnancy as, â€Å"†¦the only thing that bothers us. It’s the only thing that’s made us unhappy. † (p. 445). An earlier allusion to the differences between the main characters, and how each will respond to their conflict, has been conveyed through their conversation found in paragraphs 17-32. The dialogue by, and associated with, â€Å"the man† is confidante, assuring, tentative, and slightly condescending towards â€Å"the girl†. Likewise, the dialogue in paragraphs 17-32 connected with â€Å"the girl† is uncertain, passive aggressive, childlike, and earnestly striving for her partner’s guidance. Ernest Hemingway’s short story â€Å"Hills like White Elephants† depicts a young couple in the mist of an uncomfortable conversation regarding their choice of action towards an unwanted pregnancy. Though the subject of an abortion is not directly addressed, in â€Å"Hills like White Elephants†, Hemingway uses ambiguous metaphors, vague dialogue, and generalized characters help him to set mood between his two main characters. The reader’s understanding and ability to recognize the usage of literary tools by Hemingway is the key to decode this hazy plot.

Session Long Project: Working on a Negative Letter

Dear Ms. Ambrose, Thank you for allowing me to examine your case.   I went over your files, which you gave in the 5th day of May 2008.   I saw that you are 16 years old, a graduate of high school through tests conducted by the General Education Development (G.E.D.) in February 6, 2007, and has earned 15 semester college hours at the New Jersey City University on the first semester of S.Y. 2007-2008.   It is also indicated here, in the files that you submitted on May 5, that you scored a good 71 on your Armed Services Vocational Aptitude Battery (ASVAB) test, which should earn you the right to enter the U.S. Navy here and then, especially that you are about to turn 17 years old this coming month. When I took your case to the office on the 8th day of this month, the numbers show that, for the enlistment of 2007-2008, G.E.D. graduates have filled up the 5% allowable applicants only this past week or specifically in April 30, 2008.   You have filed your request of application in the 5th of May 2008, but you will still get the chance to file again, since we are always open to applicants who are willing to join and launch an enjoyable career.   We should wait, however, for the next set of enlistments, which should be offered by August 2008.   By then, you should have turned 17 years old, with no reason for not being accepted in the navy. If you want, I can send another application to you once the door is open again for enlistment applicants.   That will only take about 2-3 months from now, which is only a little time, as compared to the vast opportunities that you will be having for the following years ahead.   I am sure that you will have no problems by then, especially if you earn more semester college hours, which you can still take in these three months that you have.   For the meantime, it would be best to wait for the next luck, which should arrive this August.   This can be an opportunity to get better standing, which should reflect well in your upcoming files. Good luck and see you again this August. Sincerely, _________________ SH1 (SW/AW) Jermaine Moore United States Navy Recruiter NRS Bossier City, Louisiana The principles The principles that were used in creating the letter above are mostly from the article of Joel Bowman (2002) of Western Michigan University.   I tried to be as logical and believable as I can be, without getting too formal, so that the reader will feel the concern of the letter writer (although not very emotional).   I tried to indicate that what I was relaying to her was nothing very tragic or sad because another set of enlistments should arrive by the following 2-3 months. The letter mirrored that what was happening was for the best of both the writer and the reader—a win-to-win situation—and even if the applicant’s request for admission has been denied, there are other opportunities in the future, which the writer would be pleased to accompany the reader.   I tried to show that the event was reasonable and legitimate, with the intention of offering the reader some alternatives that might help in her getting accepted in the next opportunity. This is to compensate for the shortcoming, which makes the letter forward-looking (instead of backward-looking), motivational, and not very negative to read.   It makes the reader realize that the letter does not really indicate refusal or rejection but more of a delayed opportunity.   I tried to minimize the impact by trying to point out that the opportunity is not lost but would come again in the months ahead. The parts Following the lecture of Bowman (2002), the letter that was presented is composed of the following: (1) The ‘pace’ portion that, in this letter, dictates the thankfulness of the writer for allowing him to examine the case, as well as the information that the writer has received concerning the case.   (2) The ‘lead’ portion that dictates the major episode that has led the writer to create a letter for the reader, which should include the negative message that is the reason for filing the negative letter.   In this letter, it reflects that G.E.D. applicants were accepted only until April 30, 2008.   (3) The ‘blend outcomes’ portion that changes the angle of the letter from negative to positive; it turns the message from backward-looking to forward-looking.   In this letter, this part says that the reader will get the chance to file again by August of the same year.   Finally, (4) the ‘motivate’ portion, which dictates why the alternative would suit and benefit the reader, with the decision to offer support and promote goodwill; this presents the reason on why the letter is not entirely negative, as it presents more positive opportunities that offer the reader some benefits. References Bowman, J. (2002). Writing negative messages. Business communication: managing information and relationships. Retrieved May 8, 2008, from Joel P. Bowman Homepage: http://homepages.wmich.edu/~bowman/badnews.html. Carroll, A. (2004). Letters†¦ we get stacks of letters and business notes. Retrieved May 8, 2008, from Dr. Jay’s Write Homepage: http://www.csun.edu/~vcecn006/lettr.html. Sittenfeld, C. (1999, March). Good ways to deliver bad news. Fast Company Magazine, 23. Retrieved May 8, 2008, from FastCompany.com database: http://www.fastcompany.com/magazine/23/buckman.html.         

Children Relational Aggression Effect Of Children...

Children Relational Aggression 1 Children Relational Aggression: †¨The Effect of Children Aggressive on Peers Interaction†¨and the Gender Differences in the expression of aggression Nada El Masri Sacramento State University The Effect of Children Aggression on Peers Interaction And Gender Differences In the expression of aggression Relationships with peers have significant importance in the lives of very young children by allowing them to experiment with roles and relationships and develop social cognitive and†¦show more content†¦However, the purpose of this study is that children are at risk for poor relationships with teachers and peers because of the difficulty of behavior (Madill, Scott, Rodkin, 2014) and sometimes could cause disruption for teachers and peers which can affect their social cognitive and behavioral schills. Another purpose is to know that early childhood years is very significant for children to learn positive way to interact with other, and to be an acceptable human being in any social setting. In addition, this study investigates the relation between the aggressiveness in the factor that are associated with peer interaction and social behavior in a sample of preschool-age children. What about the gender differences in the expressive of aggression? Are boys use physical aggressive more often than girls are? Are girls and boys interact differently with their peers? Review of the Literature One theory that prompted research on how boys and girls differ in the expression of aggression was that boys are more aggressive than girls’ theory. Several researchers in the past suggest that boys act in aggressive way within the peer group context for physical dominance (Crick, gropeter 2012). The idea was the exploratory examination of gender differences in patterns of association between physical aggression and the social interaction revealed that the relationships were only true for boys. In other word,