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Why is data compression so important?

Television quality video requires approximately 100 G Bytes for each hour or about 7 M bytes for each second. Such data and rates severely stress storage systems and networks that make even the most even the most trivial real-time processing impossible without special purpose hardware. Data compression requires the identification of the source of redundancy. In other words data compression seeks to reduce the number of bits used to store or transmit information.

There are two main type of data compression lossless and lossy compression. Lossless compression can recover the exact original data after decompression. It is used mainly for compressing databases records, spreadsheets or word processing files, where an exact replica of the original is essential. On the other hand lossy compression will result in a certain loss of accuracy in exchange or a substantial increase in compression. Lossy compression is more effective when used to compress graphic images and digitised voice, where losses outside visual and aural perception can be tolerated. Most levels of lossy compression techniques can be adjusted to achieve different quality levels, gaining high accuracy in exchange for less effective compression.

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Lossless data compression is used in software compression tools such as the highly popular Zip format, used by PKZIP and WinZip, and the Unix programs bzip, gzip and compress. Lossless compression is used when it is important that the original and the decompressed data are exactly identical, or when no assumption can be made on whether certain deviation is uncritical. Typical examples are executable programs and source code. Some image file formats, notably PNG, use only lossless compression, while others like TIFF and MNG may use either lossless or lossy methods. GIF uses a technically lossless compression method, but most GIF implementations are incapable of representing full colour, so they quantize the image (often with dithering) to 55 or fewer colors before encoding as GIF. Colour quantization is a lossy process, but reconstructing the colour image and then re-quantizing it produces no additional loss. (Some rare GIF implementations make multiple passes over an image, adding 55 new colors on each pass.)

Lossless data compression algorithms cannot guarantee to compress (that is make smaller) all input data sets. In other words for any (lossless) data compression algorithm there will be an input data set that does not get smaller when processed by the algorithm. This is easily proven with elementary mathematics using a counting argument

Lossless compression methods may be categorized according to the type of data they are designed to compress. The three main types of targets for compression, algorithms are text, images, and sound. Whilst, in principle, any general-purpose lossless compression algorithm (general-purpose means that they can handle all binary input) can be used on any type of data, many are unable to achieve significant compression on data that is not of the form that they are designed to deal with. Sound data, for instance, cannot be compressed well with conventional text compression algorithms.

Most lossless compression programs use two different kinds of algorithm One which generates a statistical model for the input data, and another which maps the input data to bit strings using this model in such a way that probable (e.g. frequently encountered) data will produce shorter output than improbable data. Often, only the former algorithm is named, while the second is implied or unspecified.

MPEG is a compression standard for digital video sequences, such as used in computer video and digital television networks. In addition, MPEG also provides for the compression of the sound track associated with the video. The name comes from its originating organization, the Moving Pictures Experts Group. If you think JPEG is complicated, MPEG is a nightmare! MPEG is something you buy, not try to write yourself. The future of this technology is to encode the compression and de-compression algorithms directly into integrated circuits. The potential of MPEG is vast. Think of thousands of video channels being carried on a single optical fibre running into your home. This is a key technology of the 1st century.

In addition to reducing the data rate, MPEG has several important features. The movie can be played forward or in reverse, and at either normal or fast speed. The encoded information is random access, that is, any individual frame in the sequence can be easily displayed as a still picture. This goes along with making the movie editable, meaning that short segments from the movie can be encoded only with reference to themselves, not the entire sequence. MPEG is designed to be robust to errors. The last thing you want is for a single bit error to cause a disruption of the movie.

The approach used by MPEG can be divided into two types of compression within-the-frame and between-frame. Within-the-frame compression means that individual frames making up the video sequence are encoded as if they were ordinary still images. This compression is preformed using the JPEG standard, with just a few variations. In MPEG terminology, a frame that has been encoded in this way is called an intra-coded or I-picture.

Most of the pixels in a video sequence change very little from one frame to the next. Unless the camera is moving, most of the image is composed of a background that remains constant over dozens of frames. MPEG takes advantage of this with a sophisticated form of delta encoding to compress the redundant information between frames. After compressing one of the frames as an I-picture, MPEG encodes successive frames as predictive-coded or P-pictures. That is, only the pixels that have changed since the I- picture are included in the P-picture.

While these two compression schemes form the backbone of MPEG, the actual implementation is immensely more sophisticated than described here. For example, a P-picture can be referenced to an I-picture that has been shifted, accounting for motion of objects in the image sequence. There are also bidirectional predictive-coded or B-pictures. These are referenced to both a previous and a future I-picture. This handles regions in the image that gradually change over many of frames. The individual frames can also be stored out-of-order in the compressed data to facilitate the proper sequencing of the , P, and B-pictures. The addition of colour and sound makes this all the more complicated.

The main distortion associated with MPEG occurs when large sections of the image change quickly. In effect, a burst of information is needed to keep up with the rapidly changing scenes. If the data rate is fixed, the viewer notices blocky patterns when changing from one scene to the next. This can be minimized in networks that transmit multiple video channels simultaneously, such as cable television. The sudden burst of information needed to support a rapidly changing scene in one video channel, is averaged with the modest requirements of the relatively static scenes in the other channels.

A signal is any change in a measurable condition that is used to represent information. There is an almost endless number of ways we can send signals; however, they all require that we use some sort of energy to make a change that can be detected by someone or something. We can make sounds, wave flags, post signs, or use hand gestures. All of these can convey information, as long as both the sender and recipient agree on the meaning of the signal.

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Malvern Family Resource Centre is located in northeast Scarborough servicing the twelve neighborhoods of Malvern. In February of 18, the Malvern Resource Centre was opened. The Malvern Resource Centre has overcome many obstacles to get where they are today. Only one year after being opened, the resource centre's funding ended and was run by volunteers of the community center. Since the beginning of the resource centre's history, the people of Malvern have helped to keep this community center alive, by volunteering their personal time to help the center function appropriately. After two years of fighting strong, The Malvern Family Resource Centre began to receive funding again, from the United Way. By 1, the community center was moved into its own space.

The Malvern Resource center is committed to meeting the needs and diversity of the Malvern Community through advocacy and delivery of accessible, effective programs and activities.

The main goal of the Malvern Family Resource Centre (MFRC) is to offer the greater community of Malvern, services that are free of charge. They offer assistance with legal aid, an ID clinic and counseling. MFRC provides social, recreational, and educational programs and services within a supportive and safe environment. MFRC also tries to involve and encourage community participation through outreach efforts. They also provide current and appropriate community resource information and referral service.

Literacy in Canada has become a major problem in past few years. Ontario has started provincial testing for each grade to help to cut the numbers down but many of the children have a literacy problem before they take the test and this does not offer much help to them. The results for these tests are very low in specific areas in Ontario specifically Scarborough. Teachers are trying to prepare the children before they take the test but there is only so much of guidance one teacher can provide for each student in a class of 0 students.

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The MFRC helps to reduce this problem by offering tutoring, ESL classes and reading sessions 5 days a week. Students from any school in or out of the neighborhood are welcome to drop in and receive the help they need, whether it is a calculus question or a question on Shakespeare. The MFRC has many tutors at the center daily always willing to help.

The dictionary defines literacy as the ability to read and write. Many children in Canada are unable to read and write, and these are not only children who have come from a third world country for a second chance at life and to gain freedom, these are children who have lived in Canada all their life but neglected to ever ask for help or never received help when they started reading.

Research has found that a strong predictor of literacy development is phonological awareness. Phonological awareness refers to the ability to reflect on and manipulate the structure of an utterance (e.g., into words, syllables, or sounds) as distinct from its meaning. Children need to develop this awareness to make sense of an alphabetic script, such as English, when learning to read and spell." (Stackhouse, 17, p.157) Perhaps the stronger predictors of literacy development are later developing phonological awareness skills like sound segmentation and manipulation. When children demonstrate difficulty with phonological awareness, as do many children with spoken language problems, they are at higher risk of difficulty in literacy related skills like reading and spelling.

Some clues that a child may have literacy difficulty in reading and/or spelling are

· The child is not progressing from reading words as visual wholes to breaking the words down into their sounds.

· The child fails to segment the word into syllables and syllables into sounds. Spelling attempts may seem bizarre.

· The child has difficulty in rhyme detection and particularly, rhyme production.

· The child has difficulty with sound blending.

The Malvern Family Resource Centre have many sponsors that make it a viable agency but is mostly funded by The United Way of Greater Toronto, The City Of Toronto (Parks and Recreation, Children Services, Breaking the Cycle of Violence) and Human Resources Development of Canada.

The goals of MFRC are to continuously administrate a Family Resource Centre, to recruit, train and effectively involve volunteers to support ongoing activities and functions at the center, and to operate a financially viable Centre that is accountable to the funders and the community at large. Other goals MRFC strives for are providing social, recreational and educational programs and services within a supportive and safe environment which promotes the well being of the community, to encourage and actively participate in networking and partnership initiatives, and to operate a financially viable Centre that is accountable to the funders and the community at large. The MFRC strives to help children with literacy problems, and offer particular programs directed at specific cultures to help children feel more comfortable in the environment. The main goal of this organization is to assist the youth in Malvern through educational and social services and off the greater community services that are free of charge i.e. legal aid, ID clinic and counseling.

The Malvern Family Resource Centre consists of a 10 person staff and has on average four to ten volunteers a day. All together MFRC has over 00 volunteers. Volunteers are provided with equal time to help out at the resource center according to their school and work schedule. Many activities take part each day and no volunteer is gone unnoticed or unappreciated. The community center is open 5 days a week and counselors are always willing to discuss anything that is going on in their lives.

Youth related assemblies on anti-violence, cultural shows, and seasonal assemblies, are just some examples of the activities that are run at the resource center. The MFRC also offers workshops/programs on childcare, parenting, parent/child drop-ins and discussions for people of the Malvern community. Other activities are focused on reading and writing such as plays, poetry nights, and plays take place so children are able further their experience of different forms of writing and expressing their feelings.

The Malvern Resource center is run according on the nature of activity and the student's schedule. It is mainly based on interest i.e. ECC- early childhood education; the volunteer is placed in child related programs.

The Malvern Family Resource Centre assists to cut down the amount of literacy in Scarborough, by offering programs and tutorials for children, free of charge, whenever they need the help. Many of the tutors speak more than one language and this benefits children because it also cuts down on the communication barrier that sometimes exists, between tutors and children. The resource center helps to distinguish the specific problem by having the children read different books and articles and then based on the difficulty they find with each level, each tutor is able to evaluate and then assist the child with one- on- one help.

The Malvern Family Resource Centre also takes occasional trips to the library with students, so they are able to identify some other sources that can help them overcome their problem. These trips are planned well in advance to give the children time to discuss it with their parents, and sometimes to gain a little anticipation from the children.

Fliers, posters and volunteers go around the Malvern neighborhood, with information and notices, so people in the neighborhood are able to locate the resource center and so people can gain knowledge of the programs that are offered at the centre.

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Peter Colley

Humanities 40-0

Portfolio # Summary

The values demonstrated in the documents are freedom and bravery. The martyrs believed in the right to worship freely as they saw fit and were willing to die for that freedom. They demonstrated bravery in their willingness to die such a cruel death for the cause of Christ. The contemporary event that parallels that of the martyrs is the struggle for independence and freedom in my native country. The country had been colonized for hundreds of years by the British Empire and now was a free standing republic under the regime led by Ian Smith. Racial segregation was blatant and the wealth of the land was distributed in a most unequal manner. As with any group of people that have been oppressed for a long time we began to long for freedom and began to develop the courage to fight for this freedom. The freedom that we desired was the freedom to walk about freely in our own land without having to carry a "passbook", we also desired the freedom to live where we desired and to go to the schools we desired in other words we desired equality in every sense of the word. The Europeans had created a system where 0% of the country's wealth was in the hands of 8% of the population, which was the percentage of whites in relation to blacks in my country. This system also segregated us in terms of where we lived, learned, played, and even worshiped. To this day I am still at a loss as to how it is possible for such a small group of people to oppress the entire population of a country for so long. As the saying goes "it only takes a spark to get a fire going". A group of valiant men decided that we had been oppressed long enough and decided to begin a movement that would free the people and establish a government of the people for the people. I shall refer to these characters by their first names only to represent the thousands of people who lost their lives in this struggle for freedom. John was the charismatic leader of this movement and through negotiation was able to get audience with her Majesty the queen of England. Upon enlightening her on the plight of the people of Rhodesia she was moved to begin the process of relinquishing power to the local "natives" so that they could rule themselves. Ian Smith who was governor of the province at the time was not too thrilled with this idea and with the help of some of his fellow politicians declared UDI. UDI is the acronym for "unilateral declaration of independence" and this meant that Rhodesia was no longer a British colony but a Republic with its own government and accountable to no one. The crown was not very happy about this but was nonetheless powerless to do anything to stop Ian Smith from carrying out his most unorthodox plan. Thus began the struggle to liberate the people of Rhodesia from the tyrannical rule of Ian Smith regime. John and a group of his fellow countrymen began to organize themselves into a resistance movement so they could fight the "Chimurenga War" or the "War for Freedom". The core of the group was made up of six men John, Leonard, Herbert, Patricia, Nathan, and Susan. As the resistance movement grew so did the aggression of the regime at trying to quash this rebellion. The Ian Smith regime began to take note of the "gorillas" as these freedom fighters were commonly referred to in the early 170s and the regime sought to quash this rebellion with a swiftness and ferociousness that would ensure no other insurrections in the near future. The "gorilla" began a campaign to educate the masses on a need to mobilize themselves in order to fight the oppressive government and force them to treat locals with dignity and most of all allow us to vote. A large percentage of the local population was based in the rural part of the country and subsisted on agricultural products, so the gorillas began to go to these remote tribal lands and enlist the help and support of these local people. By starting what was known as a grass roots campaign the freedom fighters hoped to enlist young men and women in this fight for liberation. Despite all this plotting and scheming by the gorillas, the Smith regime was able to track their movements and subsequently some of the gorillas were captured and sent to prison. When I say they were sent to prison I am not referring to a local jail, I am in fact talking about torture camps where the political prisoners were subjected to extremely inhumane conditions. The most popular form of torture was the electrocution of the prisoners using a current of 0 volts. This torture was administered by using the human body to complete an electric circuit such that electric current would flow through the body causing an excruciating amount of pain. When the "mabhunus" or predominantly white military police wanted to be unusually cruel they would apply the electric current to a victim's testicles causing so much pain that the victims frequently fainted from the pain. Sleep deprivation was also used to demoralize the freedom fighters along with solitary confinement. A lot of the involuntary guests to these torture camps died as a result of this treatment and many of those who survived were never able to procreate again. The torture described above was just the welcome party and was done prior to being sent to trial. The trials were a mere farce or a mockery at justice and the freedom fighters would be promptly sentenced to death for high treason. A lot of these death sentences were carried out by way of a firing squad and the bodies were buried in mass graves because the government would not release the bodies to the families for decent burial. All this cruelty was done to deter any would be freedom fighters from joining the struggle and to demoralize those already engaged in the struggle. I don't believe that the fighters who were executed fancied themselves to be martyrs nor did they go to their execution sing songs of triumph, in fact these fighters did not want to die and many of them sobbed at as they were led to their death. I feel that these fighters demonstrated the value of bravery because it was no secret that capture by the government almost meant certain death or at least a very long and painful prison sentence, but these young people risked and even gave up their lives for this freedom. As the war became more intense the number of freedom fighters increased and the pressure on the government to do something decisive to win this escalating was also increased. The government then began a campaign to weed out these rebels by attacking the rebellion at the grass roots level. A large number of troops were deployed to the rural part of the country where gorilla activity was most rife. It had become apparent to the government that these rebels were being supported and sustained by the local populace, so why not deal with these passive supporters in order to smoke out the rebels. Thus began a terrible time where villagers were subjected to untold torture and pain. The government planted spies who would alert them to any village that provided sustenance to the rebels and woe to that village for they would be beaten and terribly humiliated by the government soldiers for their treason. Eye witness accounts have been given of local village chiefs being stripped naked and tied to trees in front of the entire village and being beaten to death. Such was the horror that the people were subjected but the freedom fighters still continued to fight for their freedom, and the local populaces continued to support and sustain them. On April 18, 180 the people of Rhodesia achieved independence and the nation of Zimbabwe was born. With their blood and tears and for the love of freedom the people had persevered and overcome the oppressor.

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Wandering Girl a non-fiction text by Glenyse Ward explores the delicate issues of racism and the stolen generation. Ward tells the story of her adolescent years working as a 'dark servant' for the Bigelow family at Bigelow farm on Ridgeway. Through the text Ward is unfairly dehumanised by Mrs Bigelow who treats Ward as inferior, different and as a servant from the middle ages. Through the text Ward uses a number of techniques to position and manipulate the reader into accepting her values and attitudes.

Wandering Girl is a text about a stolen generation aboriginal girl who was taken away from her mother because she was a half cast. Glenyse Ward was taken to Saint Joseph's Orphanage until she was three then was put into Wandering Mission Where she was brought up until she was sixteen and sent to work for the Bigelow family. This text explores the difficult issues of racial prejudice towards the aboriginal culture.

Wards text employs a hybrid genre, mixing diary, journal and autobiography attributes to make an effective, non-argumentative story. "When I awoke, it was to the shrill sound of the alarm clock. I reached over and turned it off, then lay back on my pillow to familiarize with my new surroundings." The text structure does not have dates like a diary, is written for an audience and doesn't tell the story of her whole life like an autobiography.

During her text Ward develops an intimate bond with the reader. She does this by revealing her personal feelings, using 1st person point of view and creating the persona of an everyday person who finds themselves in times of confusion and difficulty. " As I lifted myself up on my elbow to gaze out of the window towards the hills that surrounded the mission the aroma of wild berries came drifting past my nose. Yet I felt dispirited and sad, for today was the day I was leaving my home to work for white people." Ward talks about how the aboriginal children were taken away from their natural parents and were forced to abide by the European way. Through this experience they lost their identity and suffered from being put into missions. This inturn positions the reader to sympathise and empathise with Ward. By positioning the reader to sympathise and empathise, Ward encourages the reader to accept her values and attitudes of antiracism and the stolen generation.

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Through the use of language as a positioning device, Ward encourages the reader to accept her values and attitudes. Ward does this by using language type as a positioning device. Ward narrates an incident using 'Aussie Slang.' "Then we'd bog into our watermelon," "My mate Bill," "we'd scramble like chooks off to the water." This positions the reader to relate to Ward and understand what she went through creating a bond with the reader.

Ward also uses language as a positioning device according to the way she uses description "The nuns were like real mums," "I am going to miss these dear nuns." This builds a contrast where the German nuns are like surrogate parents even though they too are white. "Then the white people arrived to take me away." This gives the impression of alienation. Ward describes the Bigelows as "old looking, plump, beady eyes, turned up nose and a dainty look." This connotative language makes the Bigelows appear snotty and arrogant. "The Father in charge introduced me to them and told me I had to work hard for these nice people." The feelings of alienation are enforced through the IRONY revealed in these quotes.

During the text Glenyse Ward pays particular attention to detail to reinforce a pattern of response "Our up-bringing throughout our childhood years was very strict. Everyday activities were done to the ring of a bell and with prayers. The main principle was boys and girls had to be kept apart." This reinforces images of regimentation and gender separation, which was the way stolen generation children were brought up. Images of punishment, poverty, demeaned and racial discrimination are reinforced through careful selection of detail.

Ward used persona, point of view, language and selection of detail to create contrasts. Ward contrasted the Bigelows house to Glenyses sleeping quarters the garage. "The floor was covered in a beautiful dark rich red carpet. The furniture was all antique and shone magnificently." Whereas Glenyses room was a 'garage.' "It looked like a place where she'd keep her dogs." This reinforces the Bigelows affluence. Another contrast is Mrs Bigelow to Bill the orchardist. Contrasting how they treat Glenyse in terms of racial values and attitudes achieves this. "I played songs and sang to my hearts content for most of the afternoon. If she could have seen me she would have had a fit!" Whereas Bill's treatment of Glenyse, "Don't let the boss or anything get you down." Bill treats Glenyse as a friend and the reader is encouraged to accept his values and attitudes such as acceptance and friendliness.

Ward constructs the other main character in the story Mrs Bigelow as a snob she is said to have a have "a dainty look with a turned up nose" at the start of the story. Her prediction turned out to be true. Mrs Bigelow treats Ward in a very dehumanised way. She says to ward, "How dare you come in here and start packing your clothes! Just because I said you could go home for the holiday doesn't mean you have to stop work." Mrs Bigelow uses her authority as a boss in an over excessive way. During the story Ward builds up rage against Mrs Bigelow from her treatment of Glenyse and becomes rebellious behind Mrs Bigelows back. Glenyse does this by defying rules that Mrs Bigelow has put in place. Rules like eating what Mrs Bigelow states, using an assigned shower, using a tin plate and mug and using only fresh oranges for Mrs Bigelow's morning orange juice. Through the story Mrs Bigelow doesn't ever call Glenyse by her name. Ward is either "Yoo-hooed out to, summoned by the ring of a bell or is questioned 'Are you there.' The rest of the family only spoke when they were issuing a command to her. Eventually Ward could not handle working for the Bigelows and ran away to Dunsbrough to live with Kayelene. This is considered as her flight to freedom. The reader is positioned to feel relief and freedom for ward.

Wards only friend on the farm is an old gentleman who worked for the Bigelows in the orchard who's name was Bill. Ward turned to Bill often in the story to have morning tea; lunch, coffee and even they even play the piano together one afternoon. Ward uses Bill as a source of relief from Mrs Bigelow. Ward is encouraged to by Bill to be happy and not to let Mrs Bigelow get her down. "You keep laughing lassie. That's better for you. Don't let the boss or anything get you down." By being encouraging by Bill, Ward reinforces her values and attitudes of antiracism, acceptance and friendliness to the reader.

During the text Glenyse encounters many people, most of whom adopt a racist attitude towards her but Glenyse makes friends with the lady in the chocolate shop and Horsy. Ward meets the lady in the chocolate shop on her 'town day,' when she decides to spend some of her pay in her shop. The lady in the chocolate shop was very sympathetic to Glenyse and even stuck up for her. Ward meets Horsy at the bus stop on Wards town day every week after Horsy moved to Ridgeway to work as a dark servant. Horsy also came from the same mission but was an enemy of Wards. They over come this fight to help each other through their ordeal.

In conclusion Ward used her point of view to construct interpretation of the events. Even though this is true, there could be details that are left out that could change the nature of the situation. By doing this Ward manipulates the reader into accepting her values and attitudes towards the difficult issues of the stolen generation and racism.

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The literary purpose of the beginning part of Stone Angel is to provide expository information on the main characters, the setting, and the situation through the use of symbolism. The author has, without actually describing the main character, know her background family life, her childhood home, her thoughts, and parts of her personality. It is set up in such a way to allow the reader interest into the rest of the story, as well, as guess at what is to come. The symbols of the stone angel, the cemetery it is in, and the flowers found within allow us to glimpse into the main characters head before she is formally heard or discussed.

The first thing that we are able to learn about is the main characters mother and father. We learn that her mother died giving birth to her, as she "relinquished her feeble ghost as I gained my stubborn one." We learn that her father bought the memorial of the stone angel not out of love or remembrance to this woman, but rather to "proclaim his dynasty" forever, to be forever telling the town that he was wealthy enough to provide such a burial for his wife, that he was good enough. The stone angel stood not as a tribute, but rather as a means for self-advancement in the eyes of the town. The angel itself serves as a symbol perhaps of the woman she was bought to remember, the main characters mother. She has "sightless eyes," and was "doubly blind, not only stone but unendowed without even a pretense of sight." This appears to be a symbol tribute to the mother, someone who was never truly able to see the world around her, never able to view with unbiased eyes, her own husband. The angel was "brought from Italy at a terrible expense and was pure white marble . . . She must have been carved in the distant sun by stone masons . . . gouging her like out by the score . . . gauging with admirable accuracy . . . of fledgling pharaohs in an uncouth land." This shows us perhaps what the father actually thought of the woman who was her wife, and seems to be a symbol of such. She seems to be more of an ornament to him, someone who will look good on his arm, rather then someone who he lives without out of love for her person. Just as those who cared not at all about her carved the stone angel in a distant place, so does this woman seem to have existed with a man who seems not to have cared much about her. Through this description of the stone angel, we are able to see what the main character parents were like, and though she never knew her mother, this has obviously had a large effect on her. We glimpse into her father's personality, a semi-cold man who uses even his wife's death for personal advancement and pride.

The second thing we learn of is the setting of this novel, which ends up being the childhood setting of the main character. We learn that there are distinct seasons, the angels "wings in winter were pitted by the snow, and in the summer by the brown grit." We know they lived in a small town, Manawaka, and that this was a long time ago. "She was the first, the largest and certainly the costliest." This again tells us not only about the setting, that it was a long time ago in the past, but also again brings up the circumstances she was bought under. We learn enough in this paragraph to learn where at least part of the story will take place.

We then begin learning about the personality of our main character, Hagar. Hagar speaks of the woman Regina, who was "now forgotten in Manawaka." However Hagar compares this woman's fate to her own " . . . I, Hagar, am doubtless forgotten." We are able to see that a long time has passed since 1886 when Regina died, and also that Hagar has moved away from this town, and not left anyone really there (such as relations) who would truly remember her. Hagar tells us that she "always felt she [Regina] had only herself to blame, for she was a flimsy, gutless creature, bland as egg custard . . ." However, Hagar never again compares this description to herself, providing our first insight into her character, that she does not truly see who she is, that she believes she is above others. While she is able to say that she is forgotten like Regina, she never makes that comparison that she only has herself to blame, and the reasoning for this. Hagar then provides a brief narrative into her childhood life. She tells us that she used to walk in the cemetery as a child, but that there were "not have been many places to walk primly in those days . . . where white kid boots and dangling skirts would not be torn by thistles or put in unseemly disarray." This description leads us to believe that she had a very prim and proper upbringing from her father, and even as a child was a very prim person, seemingly reserved. Her next description proves this point. "How anxious I was to be neat and orderly, imagining life had been created only to celebrate tidiness . . ." She was obviously brought up quite stiffly in a way that would not allow her to behave as most children do. Through her own narrative, we are able to create a basic picture of Hagar.

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The final things we learn about utilize the symbol of flowers to foreshadow into the book and Hagar's life. "In summer the cemetery was rich and thick as syrup with the funeral-parlor perfume of the planted peonies . . ." This seems to be a metaphor telling us that what once appears pleasant, like flowers, is actually the opposite, providing a "funeral-parlor perfume" which speaks of death. This is the first of many times that death is mentioned in passing through symbolism in this book, and particularly in the first chapter. ". . . Too heavy for their light stems, bowed down with the weight of themselves and the weight of the rain, infested with the upstart ants that sauntered through the plush petals as though to the manner born." This seems to be another symbol of Hagar herself, as though a glimpse into her later life, a time when she will get so bowed down by herself and those around her when she will collapse. It shows us how fragile something we perceive as beautiful, such as a flower, or a life, actually is and how vulnerable it can be. The last part presents us with another symbol of flowers. "They were tough-rooted, these wild and gaudy flowers, and although they were held back at the cemetery's edge, torn out by loving relatives determined to keep the plots clear and clearly civilized . . ." This again appears to be a metaphor for Hagar's life, providing foreshadowing into the book. The description seems to fit what we know to be true of Hagar's character later, "tough-rooted" and "gaudy". We also see that it again discusses her being held back and in fact torn out by "loving relatives." This seems to suggest that her family will play a large part in her demise, and that they will hold her back from what she want to do. The last line of this part speaks of ". . . faint, musky, dust-tinged smell of things that grew untended and had grown always, before the portly peonies and the angels with rigid wings, when the prairie bluffs were walked through only by Cree with enigmatic faces and greasy hair." This presents us with an image of life before the cemetery, before the town, before Hagar's life, and her parent's lives existed. It is a tribute to life before, and seems almost melancholy with remembrance, back to life in a more pure time. It seems Hagar's way of telling us that life before civilization seems to be better.

The opening section of the novel Stone Angel provides us with a large quantity of information about the life of the main character Hagar, her family, and her childhood. Its purpose is to set up the entire book, through symbolism, narrative and description, and it does an extremely good job of this in an interesting fashion. It sets the tone and style for the remainder of the book, and provides us with insight into the novel, and the story that will be told, of Hagar in the present, reminiscing about her life in the past, as she moves through the future as an old woman.

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No simple definition can describe religion, however, with the many affiliations between Steinbeck's Grapes of Wrath and the Bible, one can easily envision what it entails. When first beginning my journey with the Grapes of Wrath, I merely embraced it for its literal meaning. I soon realized that doing so limited my ability to understand it at the intellectual level it called for. Changing my unfit ways, the story promptly took a new turn, for I was awestricken at its author's clever ability of interfacing biblical ideas and concepts. Now, tailing alongside the Joad's journey was surprisingly only half the battle, for with the story's consistent uniting with the Bible, one could only be drawn deeper into this epic of the ordinary, struggling to preserve their humanity.

Jim Casy, a former preacher and martyr of his own beliefs, can easily prove his Jesus-like role in the Grapes of Wrath. On an observable note, Jim Casy's initials, J.C., directly correspond with those of Jesus Christ's. As well as his name, Casy's actions directly correlate with Jesus' doings in the many parables of the Bible, the most obvious of these being their personalities and sacrificial beliefs. With Jesus' amenable death for us on the cross, we see that he died in hopes of leaving us faith, whether in him, ourselves, or one another. Likewise, we soon observe Casy's sacrifice to the story when he takes Tom's (a former friend and member of the Joad family) place as the scapegoat for a crime he committed. Upon doing so, he not only safeguarded his confidant, but fulfilled his ongoing role as spiritual martyr. "Between his guards Casy sat proudly, his head up and his neck prominent. On his lips there was a faint smile and on his face a curious look of conquest (Steinbeck 4)." Just as Jesus was satisfied to die a tormenting death for his people, Casy was ecstatic with his idea of putting another before himself, and ultimately, sacrificing his life for those he cared about most.

" 'Listen,' he said. 'You fellas don' know what you're doin'. You're helpin' to starve kids.'… Casy went on, 'You don' know what you're a-doin'.'

The heavy man swung with a pick handle… The heavy club crashed into the side of his head with a dull crunch of bone… (45)"

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Merely trying to speak the true word, his neighborly attitude lead fatal. Lastly, Casy's leave of absence (his containment in prison) and stunning return (before his death), greatly symbolize the crucifixion and resurrection of Christ. Because Casy hadn't fulfilled his duty in the mere beginning, his miraculous return was made solely to complete what wasn't finished.

Though Tom Joad seems to have no religious affiliations throughout the novel, there is a devout connection between him and the spiritual Casy. A disciple is considered to be one of the twelve in the inner circle of Christs followers, their purpose being to accept and assist in spreading the doctrines of Him. Having this said, I definitely believe that Tom unconsciously acquired the role of Casy's disciple. Not only was Tom one of twelve Joads, but seeing Casy upon his phenomenal return, Tom began to secure a new respect and belief in him. Allowing Casy a genuine opportunity to show his true colors, Tom was moved by Casy's ideas and propositions. Casy believed that the nation faced a nearly unconquerable enemy. His first thoughts being that the devil was our worst enemy, but soon realizing that people were facing a more powerful force. Understanding Casy's point of view, Tom vowed to continue his purpose and fight for better treatment of workers like himself.

" 'Ma, I'll do what Casy done… I been thinkin' a hell of a lot, thinkin' about our people livin' like pigs an' the good rich lan' layin' fallow, or maybe one fella with a million acres, while a hundred thousan' good farmers is starvin'… Well, maybe like Casy says, a fella ain't got a soul of his own but on'y a piece of a big one an' then '(56). "

The fact that Tom told his mother this as well as further ambitions, shows that he is rather serious about fulfilling these duties. He has surely taken to heart what Casy said and is planning on making a marked difference.

Turning to a more broad sense, there are many occurrences in Grapes of Wrath that directly link to events in the Bible. The entire book's main purpose and its struggle with industrialization directly correspond to the well-known evil force, the devil. Continuing on, the Joads, along with many other mid- and southwestern families, began their journey to California in search of hope and opportunity. In turn, the journey of free Jewish people to the Promise Land was just as brutal and emotional. Having the story deepen, there was a flash flood and following, a major complication with Rose of Sharon's (a pregnant Joad family member) newborn baby. As disaster had it, Rose of Sharon gave birth to a stillborn baby which was then placed down the river to be washed away, out of the Joad's complicated lives. Referring back to the Bible, the notable Moses traveled the exact journey, however dissimilar, for he was found alive and healthy. With the randomness of these Bible references, you're never assured what to expect next.

Nearing the end of this tragic story, we are left with extended memories of sacrifice. Reiterating an occurrence in the story, Rose of Sharon gave birth to a still born baby, leaving her feeling worthless for killing the one life she was once in control of. For nine months, all Rose of Sharon ever knew were the hardships and grievances of bearing a child. When the occasion finally arrived for her to claim the life she had been living for, nothing drew near. Pure devastation was all that filled the poor girl's soul, for not only had she been living as a burden to her supportive family, but an invert to their continual progress.

" She looked at Rose of Sharon huddled in the comfort. Ma's eyes passed Rose of Sharon's eyes, and then came back to them. And the two women looked deep into each other. The girl's breath came short and gasping.

She said, 'Yes.' (580)."

Rebounding from her agonizing experience moments before, Rose of Sharon takes advantage of an incredible opportunity. Noticing a starving man in the corner, Rose of Sharon agrees to and proceeds to expose her breast and feed him. What's extraordinary about the situation is not only her amazing sacrifice, but the brief moment of time that Rose of Sharon and her mother experience before it. It was a mother-daughter moment when the two were for the first time seeing eye to eye and the same truths.

Finding Steinbeck as genius as he is, it is rather difficult to discover and thoroughly understand his every sentiment. As already mentioned, there are ample occasions throughout the book that add to my understanding of him, however it is almost impossible to say that I have completely rationalized his every thought. From my discernment, I find Steinbeck quite sympathetic yet realistic of the beliefs of organized religion rather than the idea of personal mysticism. Not only is his portrayal of organized religion depicted through his most significant characters, but his entire story reflects strong Christian faith. Taking the story for its literal value, you would disregard much of Steinbeck's reason for the Grapes of Wrath, but it's seeing into it further that provides you with the true reason for its existence.

Realizing the true role that religion played in Steinbeck's Grapes of Wrath, I don't believe it would be comparatively as sensational without it. Being religious myself, I was able to put the story in a perspective that allowed me the understanding of it to its fullest. It held my interest throughout and demanded me to expect the most of myself as well as my religion. The story has not only made me expand my horizons, but open my eyes to the phenomena's of writing, and given me a criteria in which I can compare other stories in the future. I will never forget the portrait of the bitter conflict between the powerful and the powerless that this book has painted, for it greatly probes into the very nature of equality and justices in American society.

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Many people thinks that Weimar Republic of Germany and the provisional government of Italy were not built on solid foundation, and their rule seemed shaky. The reason for this is because the two governments were facing a lot of post war problem and other long-existing problem. As they were not able to solve them, social unrest followed, this troubled the governments even more.

Politically, the form of government was already a problem. These two countries were trying to turn itself from absolute monarchy to democratic rule (Germany) and constitutional monarchy. Yet, not all people were ready for it, especially in Germany. Most Germans still felt that the army and the upper classes were really the rightful rulers. As in Italy, they still couldn¡¦t get used to the new democratic system. They were confused whether to listen to the pope or their government since there¡¦s always a contradiction between religion and politics. As a result, this lack of political experience and people¡¦s support made it difficult for the government to solve the rest of it¡¦s problem.

In the Paris Peace Conference after WW1, both victorious Italy and defeated Germany were not satisfied. Their people put their blames on them. So once again, the governments faced the problem if little support.

In Italy, the people were disappointed since they had scarified a lot and only get little Tyrol and Istria. They failed to get Dalmatia and Fiume. They saw this as a humiliation and started claming their government, although a nationalist captured Fiume, the government didn¡¦t seize the chance to get Fiume. Therefore, it became even more unpopular. Yet, it didn¡¦t know how to solve this problem.

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In Germany, situation was worse. People first blamed their president for agreeing to armistice. Then, they resented because f the humiliating Treaty of Versailles. The ¡§war guilt¡¨ clause was an insult and they thought they received such punishment because they were betrayed by their government.

Besides, the parliament was what intensified the problem. In both Germany and Italy the parliament was made up of many tiny parties, forming a coalitional government. This brought great political instability. This weakness further angered the people. The governments seemed to be unable to solve these political troubles.

Economically, the situation was no better. The governments were already very poor after WW1. Trade stopped, harvest was destroyed, unemployment raised, resulting in inflation. In Germany, the huge reparation and the hand-over of the rich natural resources area Saar, worsened things.

Italian Government solved the problem by increasing tax, but this resulted in greater discontent. German Government tried to print out more paper money, but this completely collapsed the while economy. People were furious. The failure of the relief policy made people gave away all hopes. The government¡¦s credibility could hardly be saved.

Although an able leader, Stressman did once save German¡¦s faith. This only last for a very short time. After his death, the Great Depression hit the Germans on their face. The economic downturn was so disastrous that no one could save Weimar Republic again.

The political and economic instability made the people mad. They no longer showed their respect and trust to their governments. This led to the possibility of a political crisis.

People in those two countries began to abandon democracy. Some resented lower classes joined the socialist or the communists. But most of them were ready to try a dictatorship of Fascism or Nazism. The growth of these extreme groups was so rapid that it began to threaten the rulers. Yet, with the lack of support, they can do little. Also, the problems- economic, political and social- was too complicated that they were out of governments¡¦ control. Therefore, these accumulating problems finally forced the governments to their ends.

00(b)

Facing these chaos left by the previous democratic governments. Both Mussolini and Hitler tried to solve the problem by gaining support and firm rule before enforcing any policies, because the root of the downfall of the democratic governments was the distrust of the people. Once the people¡¦s confidant was built up, they could clear out the problem fairly easily.

Politically, they attempted to establish a strong totalitarian dictatorship to clear the corruption and weaknesses. In Germany, it cleared out all opponents by secret polices and the S.S. They used imprisonment and execution to quite the public and prevent the spread of anti-government feelings. Anti-communism and anti-democracy was encouraged. The dictators wanted nothing to stop them from solving the problem.

They also used ¡§softer¡¨ method such as propaganda. They glorified Nazism and made people worship Hitler like GOD. By doing so, they could clear the obstacles in implementing policies and could pave way for the ¡§better future¡¨ of Germany.

In Italy, situation was the same. Only the names of the secret police differ and the target of worship become Mussolini and Fascism instead of Hitler and Nazism.

In addition, they tried to create a popular and strong government by promoting racial superiority and glorify war. For instance, Germany post the Jews as their greatest enemy and enact the Nuremberg Laws; the countries trying to intervene the Spanish Civil War in hope of getting more glory and support from their people. This could divert people¡¦s attention and promote their blind love to their countries. This could also arouse their extreme patriotic and nationalistic feeling. This whole-hearted support enabled the dictators to carry out ruthless policies against the difficult problem.

Besides the common tactics used by them, e.g. propaganda, glorification of war, force, etc. different methods were used in different countries according to their different needs. In Italy, Mussolini settled the long-existing disagreement with the Pope. The Italians were grateful because they could ¡§ finally be both a good Italian and a good Catholic.¡¨ In Germany, Hitler tried to repudiate the Treaty of Versailles by rearmament programmed and military actions. This settled the basic grievances of the people and made them trust their dictator Hitler. With these actions, the dictators won the whole-hearted support; the rule of them was strengthened. The other problem could now be easily tackled with the basis of people¡¦s support.

For local economy, the dictators promoted economic self-sufficiency. In Italy, Mussolini established a corporate state to control all trades and settled disputes. Series of ¡§battle¡¨ were launched, including ¡§battle for Wheat¡¨, ¡§Battle for Birth¡¨ and ¡§Battle for Land¡¨, etc. They also tried to develop their own Industry and depend less on imports, which was most significant in Germany. Hitler provided millions of jobs by expanding military and having public work done.

Besides expanding their economy locally, they tried to expand overseas by conquering neighboring land, e.g., Germany trying to obtain Lebensraum from the ¡§inferior Slavs¡¨. By conquering these lands, more resources and land could be obtained. Economy could be improved.

Through expansion, establishing absolute rule and implementing different economic policies, the dictators could basically solve most of the economic and political unrest. The weaknesses of the previous governments were cleared away.

Yet, the basis of all economic and political crises was the Peace Settlement. Thus, the dictators decided to revise and even openly challenged the Settlement. For example, Hitler rearmed and expand, ignoring the League of Nations; Mussolini trying to gain back what Italy lost during the Conference by colonizing other places.

All in all, the dictators regarded Paris Peace Settlement and the whole political system as the source of all trouble. By clearing these obstacles, all other problem would melt away. To achieve this, force and violent was the key.

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