How to Use German Particle or Filler Words

How to Use German Particle or Filler Words German, like any other language, has particular words and expressions that can be used in more than one way. These include the short but tricky  Wà ¶rter  known as â€Å"particles† or â€Å"fillers.† I call them â€Å"small words that can cause big problems.† Simple-Looking German Particles That Are Actually Tricky German words such as  aber,  auch,  denn,  doch,  halt,  mal,  nur,  schon  and even  ja  look deceptively simple, but are often a source of errors and misunderstanding for even intermediate learners of German. The main source of problems is the fact that each one of these words can have multiple meanings and functions in different contexts or situations. Take the word  aber. Most often it is encountered as a  Ã¢â‚¬â€¹coordinating conjunction, as in:  Wir wollten heute fahren,  aber  unser Auto ist kaputt.  (â€Å"We wanted to go/drive today, but our car is broken down.†) In that context,  aber  functions like any of the coordinating conjunctions (aber,  denn,oder,  und). But  aber  can also be used as a particle:  Das ist aber nicht mein Auto.  (â€Å"That is, however, not my car.†) Or:  Das war aber sehr hektisch.  (â€Å"That was really very hectic.†) Another characteristic that such particle-word examples make clear is that it is often difficult to translate the German word into an English word. German  aber,  contrary to what your first-year German teacher told you, does  not  always equal â€Å"but†! In fact, the Collins/PONS German-English dictionary uses one-third of a column for all of the uses of  aber.  Depending on how it is being used, the word  aber  can mean: but, and, at all, however, really, just, isnt it?, havent you?, come on now or why. The word can even be a noun:  Die Sache hat ein Aber.  (â€Å"Theres just one snag.† -  das Aber) or  Kein Aber!  (â€Å"No ifs, ands or buts!†) In fact, a German dictionary rarely offers much help in dealing with particles. They are so idiomatic that it is often impossible to translate them, even if you understand German pretty well. But throwing them into your German (as long as you know what youre doing!) can make you sound more natural and native-like. To illustrate, lets use another example, the often over-used  mal. How would you translate  Sag mal, wann fliegst du?  or  Mal sehen.? In neither case would a good English translation actually bother to translate  mal  (or some of the other words) at all. With such idiomatic usage, the first translation would be â€Å"Say (Tell me), when does your flight leave?† The second phrase would be â€Å"Well see† in English. The word  mal  is actually two words. As an adverb, it has a mathematical function:  fà ¼nf mal fà ¼nf(5Ãâ€"5). But it is as a particle and a shortened form of  einmal  (once), that  mal  is most often used in day-to-day conversation, as in  Hà ¶r mal zu!  (Listen!) or  Kommt mal her!  (Come over here!). If you listen carefully to German-speakers, youll discover that they can hardly say anything without throwing in a  mal  here and there. (But its not nearly as irritating as the use of â€Å"Ya know† in English!) So if you do the same (at the right time and in the right place!), youll sound just like a German! Uses of the German Word Doch! The German word  doch  is so versatile that it can also be dangerous. But knowing how to use this word properly can make you sound like a true German (or Austrian or German Swiss)! Lets start with the basics:  ja,  nein  Ã¢â‚¬ ¦and  doch! Of course, two of the first words you ever learned in German were  ja  and  nein. You probably knew those two words  before  you began studying German! But they arent enough. You also need to know  doch. The use of  doch  to answer a question is not actually a particle function, but it is important. (Well get back to  doch  as a particle in a moment.) English may have the largest vocabulary of any world language, but it doesnt have a single word for  doch  as an answer. When you answer a question negatively or positively, you use  nein/no or  ja/yes, whether inDeutsch  or English. But German adds a third one-word option,  doch  (â€Å"on the contrary†), that English does not have. For instance, someone asks you in English, â€Å"Dont you have any money?† You actually do, so you answer, â€Å"Yes, I do.† While you might also add, â€Å"On the contrary...â€Å" only two responses are possible in English: â€Å"No, I dont.† (agreeing with the negative question) or â€Å"Yes, I do.† (disagreeing with the negative question). German, however, offers a third alternative, which in some cases is required instead of  ja  or  nein. The same money question in German would be:  Hast du kein Geld?  If you answer with  ja, the questioner may think you are agreeing to the negative, that yes, you do  not  have any money. But by answering with  doch,  you are making it clear: â€Å"On the contrary, yes, I do have money.† This also applies to statements that you want to contradict. If someone says, â€Å"Thats not right,† but it is, the German statement  Das stimmt nicht  would be contradicted with:  Doch! Das stimmt.  (â€Å"On the contrary, it is right.†) In this case, a response with  ja  (es stimmt) would sound wrong to German ears. A  doch  response clearly means you disagree with the statement. Doch  has many other uses as well. As an adverb, it can mean â€Å"after all† or â€Å"all the same.†Ã‚  Ich habe sie doch erkannt!  Ã¢â‚¬Å"I recognized her after all!† or â€Å"I  did  recognize her!† It is often used this way as an intensifier:  Das hat sie doch gesagt.   â€Å"She  did  say that (after all).† In commands,  doch  is more than a mere particle. It is used to soften an order, to turn it into more of a suggestion:  Gehen Sie doch vorbei!, â€Å"Why dont you go by?â€Å" rather than the harsher â€Å"(You will) go by!† As a particle,  doch  can intensify (as above), express surprise (Das war doch Maria!   That was actually Maria!), show doubt (Du hast doch meine Email bekommen?   You did get my email, didnt you?), question (Wie war doch sein Name?   Just what was his name?) or be used in many idiomatic ways:  Sollen Sie doch!   Then just go ahead (and do it)! With a little attention and effort, youll begin to notice the many ways that  doch  is used in German. Understanding the uses of  doch  and the other particles in German will give you a much better command of the language.

The Origins of Black History Month

The Origins of Black History Month The origins of Black History Month lay in early 20th-century historian Carter G. Woodsons desire to spotlight the accomplishments of African Americans. Mainstream historians left out African Americans from the narrative of American history up until the 1960s, and Woodson worked his entire career to correct this blinding oversight. His creation of Negro History Week in 1926 paved the way for the establishment of Black History Month in 1976. Negro History Week In 1915, Woodson helped found the Association for the Study of Negro Life and History (today known as the Association for the Study of African American Life and History or ASALH). The idea for an organization devoted to black history came to Woodson as he was discussing the release of the racist film The Birth of a Nation. Discussing it with a group of African-American men at a YMCA in Chicago, Woodson convinced the group that African Americans needed an organization that would strive for a balanced history. The organization began publishing its flagship journal- The Journal of Negro History- in 1916, and ten years later, Woodson came up with the plan for a week of activities and commemorations devoted to African-American history. Woodson chose the week of February 7, 1926, for the first Negro History Week because it included the birthdays of both Abraham Lincoln (Feb. 12), celebrated for the Emancipation Proclamation that freed many American slaves, and abolitionist and former slave Frederick Douglass (Feb. 14). Woodson hoped that Negro History Week would encourage better relations between blacks and whites in the United States as well as inspire young African Americans to celebrate the accomplishments and contributions of their ancestors. In The Mis-Education of the Negro (1933), Woodson lamented, Of the hundreds of Negro high schools recently examined by an expert in the United States Bureau of Education only eighteen offer a course taking up the history of the Negro, and in most of the Negro colleges and universities where the Negro is thought of, the race is studied only as a problem or dismissed as of little consequence. Thanks to Negro History Week, the Association for the Study of Negro Life and History began to receive requests for more accessible articles. As a result, in 1937 the organization began publishing the Negro History Bulletin aimed at African-American teachers who wanted to incorporate black history into their lessons. Black History Month African Americans quickly took up Negro History Week, and by the 1960s, at the height of the Civil Rights Movement, American educators, both white and black, were observing Negro History Week. At the same time, mainstream historians had begun to expand the American historical narrative to include African Americans (as well as women and other previously ignored groups). In 1976, as the US was celebrating its bicentennial, the ASALH expanded the traditional week-long celebration of African-American history to a month, and Black History Month was born. That same year, President Gerald Ford urged Americans to observe Black History Month, but it was President Carter who officially recognized Black History Month in 1978. With the federal governments blessing, Black History Month became a regular event in American schools. By the opening decade of the 21st century, however, some were questioning whether Black History Month should be continued, especially after the election of the nations first African-American president, Barack Obama, in 2008. For instance, in a 2009 article, commentator Byron Williams suggested that Black History Month had become trite, stale, and pedestrian rather than informative and thought provoking and served only to relegate the achievements of African Americans to an adjunct status in American history. But others continue to argue that the need for Black History Month has not disappeared. Historian Matthew C. Whitaker observed in 2009, Black History Month, therefore, will never be obsolete. It will always be in our best interest to pause and explore the meaning of freedom through the lived experiences of a people who forced America to be true to its creed and reaffirmed the American dream. Those who would eliminate Black History Month often miss the point. Woodson would no doubt be pleased by the expansion of the original Negro History Week. His goal in creating Negro History Week was to highlight African-American accomplishments alongside white American accomplishments. Woodson asserted in The Story of the Negro Retold (1935) that the book is not so much that of Negro history as it is universal history. For Woodson, Negro History Week was about teaching the contributions of all Americans and correcting a national historical narrative that he felt was little more than racist propaganda. Sources Carter G. Woodson: Father of Black History. Ebony. Vol. 59, no. 4 (February 2004): 20, 108-110.Dagbovie, Pero Gaglo. The early Black history movement, Carter G. Woodson, and Lorenzo Johnston Greene. Champaign, IL: The University of Illinois Press, 2007.Mayes, Keith A. Kwanzaa: Black Power and the Making of the African-American Holiday Tradition. New York: Taylor Francis, 2009.Whitaker, Matthew C. Black History Month Still Relevant for US. The Arizona Republic. 22 February 2009. Available online: azcentral.com/arizonarepublic/viewpoints/articles/2009/02/21/20090221whitaker22-vi p.htmlWoodson, Carter G. The Mis-Education of the Negro. 1933. Available online: http://historyisaweapon.com/defcon1/misedne.html.__________. The Story of the Negro Retold. The Associated Publishers, Inc., 1959.

Analyse article Essay Example | Topics and Well Written Essays - 750 words - 1

Analyse article - Essay Example Schaper further argues that in a competitive market environment effective and efficient firms survive while the inefficient businesses collapse. Considering the remarks by the president of Toyota Company, the business may have faced serious competition from other vehicle manufacturers in Australia such as Elfin Sports Cars Pty Ltd, Ford Performance Vehicles, and GM Holden Ltd as well as competition in the export markets of other countries that offer favorable vehicle manufacturing conditions. Another factor that contributed to the decision by Toyota Company is high cost of production attributed to the high labor costs (BBC News Business 10 February 2014). Under normal circumstances, the cost of production in an organization is usually lower giving enough room for profit realization when products are sold. However, the Toyota Company based in Australia experienced reduction in profits and eventually loses in the production of vehicles due to the increased production cost. The company tried to solve the problem of increased labor costs through proposed changes in employee contracts that would have resulted in removal of additional allowances and changes in overtime (BBC News Business 10 February 2014) but the implementation was blocked in a Federal Court. The other critical factor that contributed to the decision by Toyota Company is lack of government support. According to Ch et al., government policies have both positive and negative impacts on businesses operating in the country in question (2011, p.941). In the case of Toyota Company, the impacts of policy changes by Australian government left the company with negative business effects. To begin with, a national commission recommended to the government that subsidies that were initially given to the car manufacturing industry should be stopped and that the companies should device ways of cutting down the production cost (BBC News Business 10 February 2014). Secondly, the proposed changes on employee

Merged School of Business Essay Example | Topics and Well Written Essays - 3500 words

Merged School of Business - Essay Example They are globalization, technology and sustainability (Schuler & MacMillan, 2006). It is worthy of mentioning that the expression ‘human resource management’ has been used in the context of practicing organizations as well as academicians since last ten to fifteen years. Formerly, the concept was referred as personnel administration. Human resource management takes into consideration all the activities that are undertaken by the enterprises for the purpose of utilizing the resources of the organisation effectively in order to attain individual, organisational as well as group goals (Franklyn, n.d.). A well-crafted merger as well as acquisition strategy can assist an organisation to attain competitive advantage and therefore help in the creation of the shareholders value (London Business School, 2011). The case study is related to the problems faced by All Star University which is the product of a government-sponsored amalgamation between two universities as well as their school/departments. One of them is 115 years old Sandstone University and the other one is 20 years old Redbrick Institute of Technology. The main objective of the essay is to identify the key stakeholders involved in the case study and to discuss their major interests. It will also try to examine the HR challenges as well as problems involved in this merger and therefore will present solutions and recommendations in order to overcome the challenges. Stakeholders can be identified as the persons who get influenced by the strategic plan. Stakeholders may be either group of people, institutions, and organisations or may as well be individuals. The term ‘stakeholder’ may as well be identified as actors or as interest groups. It can be mentioned that the acknowledgement of the stakeholders is an iterative procedure. It is significant to mention that the stakeholders may be at any position in the society. They may be at international level to national, regional, household o r intra-household level. It may comprise all those who affect or may get affected because of the policies, actions or decision in any particular method (International Centre For Development Oriented Research In Agriculture, n.d.). It is often noted that universities are termed as typical organisation which are made up of the stakeholders. The overall management as well as development of the university is completely dependent by its close association with the stakeholders. Conventionally, universities were simply taken as institutions comprising of teachers providing lessons or conducting researches, students of all the levels, various other employees who were held accountable for the business work as well as academic work, the course systems and other related resources and management procedures. However, such opinions generally ignore other development resources as well as social capital. The major stakeholders in any university can be teachers, parents, commercial circle, students, public as well as private sectors of the economy, mass media, professional associations as well as the society (Yi & Rui, n.d.). In the context of this case study, there are many parties who are actively involved. Sandstone University is one of the stakeholders which are in operation since 115 years. The other significant stakeholder is Redbrick Institute of Technology which is into existence

Psychological theory of development phase Essay Example for Free

Psychological theory of development phase Essay Juniad is ten, he is currently experiencing constant developmental phase through his life experience, the nature of his current developed behavior problems are: aggressiveness, defiantness, disobedient and incompetence in class activities. His challenges are reading disorder, school insufficient resources, failure, bullying and dysfunctional parenting. Using the Erik Erikson psychological theory of developmental phase I will be looking at Junaid’s current developmental stage, and I will also be analyzing the factors playing a role in junaid’s developmental stage and also how efficient he will be able to handle the current crisis he is experiencing. Furthermore I will be suggesting options available to facilitate a successful resolution of Junaid’s current developmental stage bolstering his chances of exiting this stage with confidence and competence. With the Erik Erikson psychological theory of development phase Juniad is currently in Industry vs Inferiority. Junaid is ten this stage begins at the age of 6 to puberty, the challenge is mastering of certain basic skills required for success in adult life while avoiding feelings of inferiority. In this stage children develops ability to work with others, success becomes very important to the child the Synthesis when this psychological crisis is resolved successfully. Children develop a sense of competency at useful skills and tasks. More and new demands are imposed upon children and children in turn are generally ready to meet these demands. The danger at this stage, is, inferiority this is reflected in sad pessimism of children who have little have little confidence in their ability to do things well. This sense of inadequacy may develop when parental attitudes are negative towards the child’s developing competency, when family life has not prepared children for school life or when experiences with teachers and peers are so negative that they destroy children’s feeling of competence and mastery (Louw Louw, 2007). Junaid is not successfully resolving the crisis faced by him, because factors like reading disorder, school insufficient resources, failure, bullyi ng and dysfunctional parenting are challenges that are interfering with his current stage in Erikson’s psychological theory of development. All this factors leads to his developed behaviour problems of aggressiveness, defiantness, disobedient and incompetence in class activities; this is an interpretation that he couldn’t acquire the basic  skills in life for the next developmental stage, his incompetence around this areas lead to behavioral problems, because this is the best way he knows how through his life experiences and the factors around him. Problems like aggressiveness looking into Instrumental aggression; it refers to aggression as a means to an end (Louw Louw, 2007). Junaid could be aggressive just to pass a message to the parent or the social environment, that is emotional needs are not meet. According to Louw and Louw (2007) Erikson’s basic trust vs. mistrust; from Basic trust infants develops the necessary self-confidence, mistrusting infants are usually subjected to erratic or harsh care and cannot depend on the goodness and compassion of others. They therefore tend to protect themselves by withdrawing from others around them and it is carried into later relationship. Juaid lacks self-confidence in himself and his abilities, his non-participation in class activities shows he is unable to meet up with the teacher’s expectation. Looking into self-confidence in terms of Erik’s basic trust vs mistrust, it is necessary to develop self-confidence this only shows that Junaid’s was subjected to harsh care and he is trying to protect himself from his parents’ behaviour towards him and the social environment. He feels there is no goodness or compassion and these basic mistrust issues can also be added with the crisis he faces in his current live as he lacks self- confidence in everything he does. Children developmental stages is a process that still relies on pass encounters or experience to predict or understand present behaviour. Children development is a continues process, the behavior of every individual’s is unique, children generally have these unique way in which they cognitively and emotionally interpret and proces s their experiences this plays a significant influence on their development. Looking into developmental areas; aggressiveness, defiantness, disobedient and incompetent with class activities are all related to â€Å"social development â€Å" It is the development of an individual’s interaction and relationships with other people. Furthermore it also refers to the influence of society and significant other persons on the individuals, one importance aspect of social development is â€Å"moral development† (Louw Louw, 2007). Being aggressive, defiant, disobedient and incompetent with class activities shows there is also a problem in the moral development. Going back into social development, society and significant other person’s plays an important role  in the individual’s life. Some of Juniad’s challenges like Bullying and dysfunctional parenting style, Reading disorder and failure, we could clearly see how social factors have an effect on his current developed behavior problems. Bullying it is destructive form of peer interaction in which children become frequent targets of verbal and physical attacks or other forms of abuse (Louw Louw, 2007). Bullying has influence on the child’s psychical, emotional, social and educational wellbeing. Reading disorder which leads to failure can be associated as a result of bullying since Juan’s first grade. Parent and educators have an important role to play in eradicating bullying. Dysfunctional parenting style and aggression, social factors of aggressive behavior parents play a vital role in their children’s aggressive behavior, the type of nurturance a child receives and the disciplinary strategies that parents follow. Children whose parents are cold, negative, hostile and rejecting towards them tend to be more aggressive. Parents negative behavior may cause frustration in the children because their emotional needs are not being meet; they react with aggressive behaviour (Louw Louw, 2007). Juniad’s father wants him to be involved in sport. As a result of his lack of competency in sports due to physical nature his father criticized him. Recalling back to social factors of aggressive behaviour and parents, we could actually see one or more reasons why junaid is aggressive how the negative behaviour of his dad causes frustration in his life. Parents need to know children developmental phrase and the developmental stages each developmental characterizes and crisis, the opposing poles according to which individuals must orientate. The positive and negative poles of a crisis in children development and also find the necessary solution to remedy the current crisis, because the earlier stage of psychological development provide the foundation for the later stage (Louw Louw, 2007). Parents should take the development of their children seriously by acquiring the right information from the right source like local medical practitioner, psychologist. Etc. If they can’t make time they can watch related narrative videos online; on how to raise children into successful adult. Mankind has developed through ages and currentl y in the era of information technology (Elliott Jacebson 1991). Internet can be as a source for helpful information which is uploaded out there, parent can make internet research and also view helpful videos  like; About Child Development, Child Development Stages, Infant Developmental Milestones (Youtube 2014). Parent should understand what developmental miles stone stands for and what they should expect from their children at certain ages, just an insight to understand that children are fragile and they shouldn’t be forced in development. Parent should know what to expect from their children when they know more about developmental miles stones. They should be informed on things to do so they don’t hurt their child emotionally and psychically. According to UniCef South Africa (2008) parents/family have roles to play in the life of their kids, they are supporting guards giving to assist parent to know their roles and how to assist their children. Aggressive behaviour sometimes is as a result of low self-esteem treatment to improve low self-esteem emphasis on encouraging the patient to examine their beliefs and the evidence to support them and to acknowledge their positive qualities and also method to enhance self-esteem which is focused on eliciting statement about positive qualities that the patient may have and then investigating evidence to support these positive statements. (Pauline Nicholas 2003). People with low self-esteem need positive activities to strengthen the already positive form of action helping them to get through their behavioral problems. They need to realize well power. Phonologically driven instructional Treatment can be of help with patient suffering from dyslexia, a phonological driven instructional treatment has to do with motivation of the patients with general phenomenon that they engage in or interact with that makes them happy like stories, cartoons, depending on the age of the patients and what generally appease or interest them. Understanding dyslexia involves a lot of combinations like, the current patient’s situation with the characters of the stories or the cartoons or the hero, making them understand they can be more. This encourages or convinces dyslexia patient that despite a slow start in learning to read, they could finish the race as skilled readers. The using of a systems approach in which instruction will be aimed at all levels of lan guage (subword, word, and text). Create instructional session, where by each session begins with a sound games to remediate the deficits in phonologic processing. Present polysyllabic words from texts present them orally, allow Junaid to count the number of syllables in the spoken word and use colored counters to represent each phoneme in the syllables. Only after  he analyzed the phonologic structure of each word will he see the same words in written form. Teach him how to decode the words by using syllabic patterns of written english and correspondences between one and two-letter spelling units and phonemes. Be Patient give him more time in analyzing and utilizing the complexity of syllabic patterns and spelling-phoneme of English. Present reading materials for reading then, enlighten Junaid more about the brain and functions of the brain. Repeat treatment from time to time. Phonologically driven treatment suggests that the brain is not only an independent variable that can cause a language disorder, such as dyslexia, but is also a dependent variable that can be modified by instructional intervention from the environment (Richards Corinaa Serafinia Steurya, Echelarda Dagera Berningera 2000). In conclusion: A child development is a gradual process, social factors plays an important role in children’s development. It is important to note that developmental stages in children are important, unsuccessful developmental stage can be a problem in the next stage of development creating behavioral problems. Parents should understand children behaviour is unique, in a sense that pass experience creates present situation in behaviour. Parents should lookup data in this technology era that will assist them in raising their children. Aggressive behaviour or other unable acceptable social behaviour is mostly driving by unmeet emotional needs. Dyslexia patient sometimes end up using â€Å"drugs† one of the most common results of the limitation is the response of aggression (Hall Tarrier 2003). It is important remedy behavioral problems in time. Reference List.Elliott, R. K., Jacebson, P. D. (1991). ACCOUNTING A NATIONAL EMERGENCY. Journal of Accountancy, 55. Chicago Hall, P. L., Tarrier, N. (2003). The cognitive-behavioural treatment of low self-esteem in psychotic patients: a pilot study. Behaviour research and therapy, 41(3), 317-332. Chicago Louw, D., Louw, A. (2007). Child and adolescent development. South Africa. Richards, T. L., Corina, D., Serafini, S., Steury, K., Echelard, D. R., Dager, S. R., Berninger, V. W. (2000). Effects of a phonologically driven treatment for dyslexia on lactate levels measured by proton MR spectroscopic imaging. American Journal of Neuroradiology, 21(5), 916-922. Unicef South Africa. (2008). Nation Building From The Start Early Childhood Development. Unicef, August 26. [On-line].Available: http://www.unicef.org/southafrica/SAF_resources_kbsreport.pdfYoutube. (2014). Child Development Stages. Child development, August 26. [On-line]. Available: https://www.youtube.com/watch?v=P7f5TggIVLgYoutube. (2014). Infant Developmental Milestones [UndergroundMed]. UndergroudMed, August 26. [On-line]. Available: https://www.youtube.com/watch?v=i0fnBTUuRIAYoutube. (2014). About Child Development. Child development, August 26. [On-line]. Available: https://www.youtube.com/watch?v=i0fnBTUuRIA

J.S. MIlls Essay -- essays research papers

Individual Civilization   Ã‚  Ã‚  Ã‚  Ã‚  In the final two chapters of the essay â€Å"On Liberty†, J.S. Mill discusses a few different subjects concerning individual civilization. The one example I believe is important begins on page 92. Here he discusses how he feels about society trying to help or change a way that someone has decided to live their life. The decisions they make and the actions that they do are completely up to the individual themselves. I will try to further examine the role society plays in a person’s civilization and what arguments Mill made to explain the situation.   Ã‚  Ã‚  Ã‚  Ã‚  In the first three chapters, Mill discussed when and why someone’s personal Liberties should, if at all, be taken away. He felt that only if someone was about to harm themselves or others, their liberty should be interrupted or abolished. The situation discussed in chapter four that I was mostly concerned with was when he began to talk about a person’s living conditions being influenced by an outside person, government, or distant society. He was not aware that any that any community has the right to force a person to become civilized (92). He felt that it is not right for someone who lives miles away or who are completely blind of the situation to be able to step in and direct a problem into the direction they feel is right. The society does not have the right to persuade a person to live a certain way or conduct their lives as others do. Other commun...

Like Water For Chocolate by Laura Esquivel Essay

Recipes in Like Water For Chocolate by Laura Esquivel The kitchen has long been associated with the mandatory or compulsory servitude of women. â€Å"Barefoot and pregnant in the kitchen† remains the most limiting of the stereotypically masculine preferred roles for women. Cecilia Lawless contends that culinary endeavors, like cooking and creating or following recipes â€Å"is traditionally considered a gendered discourse – the woman’s domain, hence marginalized – and therefore not a discourse of empowerment† (Lawless 262). However, women writers around the globe are finding newfound power in the domestic domain of the kitchen by creating a truly feminine discourse replete with recipes, cooking, and therapeutic female-to-female communication. Janice Jaffe claims that in particular, â€Å"a number of Hispanic American and Latina women writers seem to be reclaiming the kitchen† (Jaffe 218). Jaffe’s statement, validated by a 1984 conference dedicated to the writings of Latin American and Latina women entitled The Frying Pan by the Handle, supports the proclamation of the importance of the kitchen for all women writers. She goes on to describe the naming of The Kitchen Table Press in 1981, an U.S.-based organization for women of color. She explains that â€Å"the name was chosen ‘because the kitchen is the center of the home, the place where women in particular work and communicate with each other† (219). The commonality among the above-mentioned works of women writers around the globe is that they are â€Å"reclaiming the kitchen as a space of creative power rather than confinement† (219). The remarkable prominence of female authorship in culinary narratives can be attributed in part to the acknowledgement of a tradition: recipe fiction provides a means by which women authors can pay homage to what they have received from their foremothers. That lineage becomes especially important for today’s society that has allowed for the mass exodus of women from the kitchen. Today’s economy demands that to achieve and maintain a comfortable standard of living, women must enter the workforce, alongside their mates. This migration ultimately leaves little time for the culinary arts, as the experience of food is largely reduced to the acquiring of basic sustenance. As a result, for many people, food has lost its pleasure and intimacy, transposed as it is to fast-food restaurants and microwave miracles. Once convenience foods had become the â€Å"order of the day,† however, culinary romances could function in a contrary action as a means of preserving the Epicurean arts and affirming a matriarchal realm. For both writers and readers, then, these narratives develop a means of both remembering and honoring the lives of our foremothers as most of us hurry about from one meeting to the next, a Big Mac on a food tray, in our cars. (Lawless) In Like Water for Chocolate, Laura Esquivel begins each chapter with a list of ingredients for one particular recipe. She, however, does not index them, or any of the other recipes that she includes, and thus ensures that her book more closely resembles a true cookbook journal than do those written by culinary writers. As the kitchen has traditionally been of little concern to men, very few of them have written or participated in the creation of receipt collections and subsequently in culinary narratives. Their domain was, and largely still is, that of labour,6 though noticeable exceptions to this avoidance are the many world-class chefs who are male. Typically, throughout patriarchal history, men would go to work, while women would stay at home and prepare the food. Until recently, this pattern has been fairly constant, men have functioned outside the home, and women have tended to function inside it. It is my opinion, then, as a consequence, when men wrote, they wrote about things they knew about or desired—often as not, those things outside the kitchen. This paper discusses such an example of the kind of culinary empowerment and creative reclamation in Laura Esquivel’s magical realist novel, Like Water for Chocolate. In this text, Esquivel creates a character that has the ability to induce emotional and physical reactions with the food she prepares. By means of mystical subconscious desires and commands. Esquivel’s protagonist affects the minds, hearts and bodies of those around her, and she also elicits physical responses from her own body. Denied the possibility of emotional love and physical, sexual experiences due to family tradition, Tita struggles to repress the desires of her body and heart by means of mental fortitude. By pitting her mind against her body, Tita suffers internal chaos and turmoil, but her subconscious and her body doesn’t let her submit or surrender. Only by freeing herself from familial restrictions that forced her to negate her physicality can Tita begin to develop to a sense individual agency and self. By breaking out of her cultural confines, she creates a new site of power for herself, one that will eventually unite her body, heart and mind into one complete and whole being, exercising total control of her life, her love and her destiny. Laura Esquivel’s novel of recipes and romance, a parody of the mid-nineteenth century women’s magazines that included â€Å"recipes, home remedies, and. often, sentimental novels in monthly installments† (Ibsen 137), chronicles the birth, life and death of Josefita â€Å"Tita† de la Garza. Like Water for Chocolate begins with the story of how Tita precipitated her own birth, a strong indication of her power as an individual. Tita was so sensitive to onions, any time they were being chopped, they say she would just cry and cry; when she was still in my great-grandmother’s belly her sobs were so loud that even Nacha, the cook, who was half-deaf, could hear them easily. Once her wailing got so violent that it brought on an early labor. And before my great-grandmother could let out a word or even a whimper, Tita made her entrance into this world, prematurely, right there on the kitchen table amidst the smells of simmering noodle soup, thyme, bay leaves, and cilantro, steamed milk, garlic, and of course, onion. (Esquivel 5-6) However, shortly after her birth, the reader learns of Tita’s utter lack of power to direct her destiny. The book postulates that the reason Tita â€Å"was already crying as she emerged,† results from the fact that â€Å"maybe†¦she knew then that it would be her lot in life to be denied marriage† (6). Her mother decreed that as the youngest daughter, Tita was destined to remain unmarried and care for her mother, Mama Elena, until her death. Unfortunately for Tita this meant that she must resist her body and heart’s desire to â€Å"experience love† (12). The novel, most frequently categorized as a parody, can also be classified as both Postmodern and Post-Revolutionary. It is Postmodern in its attempt to subvert and undermine the epigraph addressed to Latina women: â€Å"To the table or to bed: You must come when you are bid† (Esquivel). Maria Elena de Valdes elaborates on the statement in this way: A verbal image emerges of the model Mexican rural middle class woman. She must be strong and far more clever than the men who supposedly protect her. She must be pious, observing all the religious requirements of a virtuous daughter, wife, and mother. She must exercise great care to keep her sentimental relations as private as possible and. most important of all, she must be in control of life in her house, which means essentially kitchen and bedroom, or food and sex. (de Valdes 86) In a similar vein. Joanne Saltz describes the historical context of the Post-Revolutionary novel by claiming that, the text is one in which the Mexican Revolution reverberates, overturning literary and social conventions of form, the position of women in society, their social conduct and the regulation of their bodies, and at the same time debunking the feminist myth of the superwoman. (Saltz 30-1) In this atmosphere of change for Latina women in Mexican history, one must align oneself with either the traditional view of women and their place in society described by de Valdes, or the more modern position toward women as depicted by Saltz. The opening pages of Like Water for Chocolate follow a Postmodern/Post-Revolutionary. Mexican literary tendency to ascribe â€Å"the fundamental aspects of the liberal hero/heroine as living a life of ‘sacrifice, abnegation (denial of one’s desires), martyrdom’ in the hope of vindication at some time in the future† (Schaefer 83). That sacrifice and abnegation will be forever present in Tita’s life is evident by Mama Elena’s decree, but Esquivel cues her reader that the character of Tita will also achieve martyrdom and vindication with her statement that. â€Å"Tita did not submit† (Esquivel 11). Her subtle hint that Tita would not quietly agree with her mother’s â€Å"family tradition† (11). promises to create underlying tension and open conflagration between the two as Tita attempts to redefine the stifling traditional roles for women which Mama Elena so closely follows. In addition to the â€Å"enforced celibate destiny† (Lawless 262) of Tita, Mama Elena dominates and dictates almost every aspect of her children’s lives, as well as the management of the ranch house.   Several examples of the matriarch’s total domination and unquestionable authority appear throughout the novel. Tita remarks that, â€Å"in the De la Garza family, one obeyed -immediately† (Esquivel 12). When met with any form of disobedience. Mama Elena is quick to â€Å"correct† the offender, who is usually Tita. When presents with a suspiciously unruly look on her daughter’s face, â€Å"Mama Elena read the look on her face and flew into a rage, giving Tita a tremendous slap that let her rolling in the dirt† (27). Instances of her physical and mental abuse consistently permeate the entire work, and the character of Mama Elena is portrayed as efficiently violent and destructive. Tita relates that, â€Å"unquestionably, when it came to dividing, dismantling, dismembering, desolating, detaching, dispossessing, destroying, or dominating. Mama Elena was a pro† (97). Tita reveals the feelings of defeat and domination she experiences at the hands of her mother in the following passage. Mama Elena was merciless, killing with a single blow. But then again not always. For Tita she had made an exception; she had been killing her a little at a time since she was a child, and she still hadn’t quite finished her off. (49) Tita despairingly attempts to please her mother to no avail â€Å"no matter how hard Tita tried she always got an infinite number of things wrong† (94). Mama Elena’s strict adherence to cultural, traditional and familial mores, like those taught to all young Mexican girls from â€Å"Carreno’s manual of etiquette† (39), serves as the primary source of Tita’s servile confinement in the ranch house. Her mother is linked with the traditional. Europeanized version of middle class women in Mexico, a model that Tita cannot follow. In Mama Elena’s defense, the reader later learns of the possible source of her tyrannical reign in the household. After her death, Tita discovers some old love letters, while going through her mother’s possessions. Apparently, the true love of Mama Elena’s life was not her husband. Mama Elena had loved a black man, but propriety forbid their relationship. Upon learning the real reason for her mother’s perpetual anger, Tita begins to understand what a wretched existence her mother led. Esquivel describes Tita’s newfound sympathy for her mother: â€Å"During the funeral Tita really wept for her mother. Not for the castrating mother who had repressed Tita her entire life, but for the person who had lived a frustrated love† (138). Enforcing her will upon her daughters is Mama Elena’s attempt to compensate for her own lack of sexual agency. When Tita learns of the source for her mother’s anger and frustration, she sympathizes with her mother’s plight. Unfortunately, this discovery comes only after Mama Elena’s death. During her lifetime, Tita’s relationship with her mother is less like mother/daughter and more like master/servant. Faced with this unsatisfactory relationship with her mother, Tita turns to the indigenous Indian cook. Nacha, as a substitute mother, a natural turn of events given that Nacha’s domain was the kitchen where Tita was born and cared for as an infant. Esquivel writes that, â€Å"thanks to her unusual birth, Tita felt a deep love for the kitchen, where she spent most of her life from the day she was born† (6). When Mama Elena’s milk dries up, it is Nacha who takes over the feeding of the baby girl who â€Å"grew vigorously and healthy on a diet of teas and thin corn gruels† (7). The narrator maintains that this â€Å"explains the sixth sense Tita developed about everything concerning food.† and that the kitchen â€Å"was Tita’s realm† (7). When she is no longer allowed to play in the kitchen with her sisters, Nacha became her only friend and playmate. Through her time in the kitchen with Nacha, Tita receives the unconditional love that should have been provided by her mother. Indeed, Tita’s fondest memories of her time spent with Nacha include such maternal activities as â€Å"the way she braided her hair and tucked Tita in at night, took care of her when she was sick, and cooked what she craved†¦Ã¢â‚¬  (168). Nacha also serves as an invaluable teacher to Tita, who benefits from her culinary expertise, prowess with herbal remedies, and inventiveness with household tips. Within the narrative of the novel â€Å"Nacha serves as the good mother substitute in contrast to the bad biological mother† (Lawless 264). This binary serves to support Kristine Ibsen’s claim that â€Å"the narration privilege: the ancient oral tradition of female knowledge bequeathed to Tita by Nacha over the artificial rules of conduct, upheld by Mama Elena and reproduced by Rosaura† (Ibsen 140). This oppositional relationship between the â€Å"female knowledge† of Nacha and Tita and â€Å"artificial rules of conduct† followed by Mama Elena and Rosaura produces numerous conflicts and volatile situations throughout the narrative, beginning with Rosaura’s wedding in February’s installment. From her magical realist birth episode in January’s installment of the novel, Tita subconscious powers increase in potency during the February chapter. In this chapter the reader first learns of Tita’s ability to influence the minds and bodies of others subconsciously through the food she prepares. Tita helps Nacha with the cooking, and obligingly assists with the preparation of the wedding feast for her older sister, Rosaura. Forbidden by Mama Elena to marry his true love (Tita), Pedro agrees to marry her older sister just to be near Tita. In despair and suffering from a broken heart, Tita weeps into the cake batter and later into the bowl of icing. Nacha tastes the icing to ensure that Tita’s salty tears have not affected the flavor. The flavor was unaffected, but surprisingly, â€Å"Nacha was overcome with an intense longing† (Esquivel 34). She went to bed crying and was unable to get out of bed the next morning. Later that day, after eating the wedding cake, everyone at the reception was â€Å"flooded with a great wave of longing† (39), then they began weeping. Inexplicably, under some sort of â€Å"strange intoxication† all of the guests began â€Å"collective vomiting† (39). Rosaura accuses Tita of ruining her wedding day by poisoning her cake, but only Tita knows that â€Å"she had added only one extra ingredient to the cake, the tears she had shed while preparing it† (41). There was no corroboration for her story because Nacha dies overnight from remembered sorrow; her heart broken years before when Mama Elena refused to allow her to marry her own true love. The emotional state of Tita, made corporeal by her tears, transferred itself through the cake and into the hearts and bodies of those who ate it. As Lawless describes it, â€Å"Tita herself has become incarnate in the food† (Lawless 265). Tita’s ability to cause emotional and sexual longing in others subversively serves as a reminder of the bodily urges and corporeality that have been denied Tita. Yet, this preliminary experience of affecting other people†s emotions and bodies through her cooking appears to go unrecognized by Tita, who continues to prepare the family’s meals. When her body is burning with unrequited love and lust for Pedro, she prepares quail in rose petal sauce using the roses that Pedro had given her as a gift. While handling the roses, Tita pricks herself on a thorn and her blood mixes with the sauce. As the family eats the dish that evening, Tita’s sister Gertrudis is sent into a state of overwhelming lust akin to spontaneous combustion. What follows equates to a psychological sexual experience between Tita and Pedro. On her the food seemed to act as an aphrodisiac: she began to feel an intense heat pulsing through her limbs. An itch in the center of her body kept her from sitting properly in her chair. She began to sweat, imagining herself on horseback with her arms clasped around one of Pancho Villa’s men. She got her handkerchief and tried to wipe these sinful thoughts from her mind as she wiped away the sweat. But it was no use, something strange had happened to her. She turned to Tita for help, but Tita wasn’t there, even though her body was sitting up quite properly in her chair; there wasn’t the slightest sign of life in her eyes. It was as if a strange alchemical process had dissolved her entire being in the rose petal sauce, in the tender flesh of the quails, in the wine, in every one of the meal’s aromas. That was the way she entered Pedro’s body, hot, voluptuous, perfumed, totally sensuous. With that meal it seemed they had discovered a new system of communication, in which Tita was the transmitter. Pedro the receiver, and poor Gertrudis the medium, the conducting body through which the singular sexual message was passed. Pedro didn’t offer any resistance. He let Tita penetrate him to the farthest corners of his being, and all the while they couldn’t take their eyes off each other. He said, â€Å"Thank you. I have never had anything so exquisite.† (Esquivel 51) In this rose petal episode, Tita’s powers to invade and affect the bodies of others bears a striking resemblance to the Catholic tradition of communion, de Valdes notes the significance of the encounter in this way: â€Å"This is clearly much more than communication through food or a mere aphrodisiac; this is a form of transubstantiation whereby the rose petal sauce and quail have been turned into the body of Tita† (de Valdes 87). When the â€Å"body of Tita† enters Pedro and Gertrudis, they are powerless to stop its effects on their own bodies. Gertrudis continues to suffer an internal burning heat, and she exudes the heavy, heady scent of roses. When she attempts to take a shower in order to quell her burning desires, she sets the shower stall on fire. By coincidence, as she runs naked from the flaming shower stall, a rebel soldier in a nearby city following an irresistible scent of roses, rides in on horseback and sweeps her away with him. Gertrudis and Juan passionately and skillfully make love on galloping horseback, enacting what Tita and Pedro could only dream of doing together. Held to strict cultural and familial standards that neither could breach, the two lovers continue to suppress their physical attraction for each other. The rose petal episode marks the escalation of Tita’s mystical subconscious ability to transfer her emotions into the food she prepares, which produces psychological and physical reactions in the bodies of the people who consume her culinary products. The episode also serves as a subversive parody of Catholic discourse, which is historically associated with the hierarchical dualism of mind and body, devaluing carnal appetites. Esquivel instead â€Å"both acknowledges the authenticity of the female sex drive in women, who according to tradition, are asexual, and highlights the social conventions that punish women for acting on that drive† (Saltz 35). In April’s installment, Tita subconsciously influences her body’s reproductive processes when she miraculously produces breast milk for Pedro and Rosaura’s baby. Tita actually birthed Roberto as â€Å"she was the only one present at the birth of her nephew† (Esquivel 71), and she instantly falls in love with the child. Esquivel writes that, â€Å"the baby’s cries filled all the empty space in Tita’s heart. She realized that she was feeling a new love: for life, for this child, for Pedro, even for the sister she had despised so long† (73). Rosaura falls very ill from the childbirth and cannot nurse Roberto. Unfortunately, the wet nurse they found for the child is killed after one month’s time. The baby desperately needs milk, and although â€Å"she knew it was completely dry† (76), Tita offers her sister’s child her supposedly empty breast. Incredibly, the child sucks happily at Tita’s milk-giving breast, despite Tita’s incapacity to understand or believe what was happening. After all, â€Å"it wasn’t possible for an unmarried woman to have milk† (76), but mysteriously, it was possible for Tita. In another subversive stab at Catholicism, Esquivel depicts the virgin Tita as the virgin mother Mary, able to produce a child and breast milk for that child without ever having â€Å"known† a man. Tita subconsciously wishes to be the child’s mother so badly that her body responds rather appropriately by magically providing her with breast milk for the baby. In the same manner in which Nacha had taken over the maternal duties of Tita, so Tita acts as a substitute mother to Rosaura’s child: â€Å"it was as if the child’s mother was Tita, not Rosaura. That’s how she felt and acted† (78). Tita cares for Roberto as if he were her own child, hers and Pedro’s. After all, without her mother’s interference, she would be the wife of Pedro and the mother of Roberto. Having Roberto in her life made her subservient confinement to her mother bearable. She thinks to herself, â€Å"What did her fate matter, when she had this child near her, this child who was as much hers and anybody’s? Really, she did a mother’s work without the official title, Pedro and Roberto were hers and that was all she needed† (79). However, due to her mother’s control, Tita fails to empower herself through her substitute motherhood. Mama Elena suspects that Pedro and Tita secretly have an indecent relationship, and she sends Pedro, Rosaura and Roberto away from the ranch. Without Tita’s breast milk, the child dies, and Tita is overcome with grief. She has nursed and mothered the child, but then she loses him completely. Interestingly, Tita equates the loss of the child with the destruction of the only place she feels an element of control – the kitchen. When she learns of Roberto’s death, she â€Å"felt the household crashing down around her head† and hears â€Å"the sound of all the dishes breaking into a thousand pieces† (99). When Mama Elena scolds Tita for having a reaction to the news and commands, â€Å"First work, then do as you please, except crying, do you hear?† (99). Tita brazenly confronts her mother for the first time in her life. Tita felt violent agitation take possession of her being: still fingering the sausage, she calmly met her mother’s gaze and then, instead of obeying her order, she started to tear apart all the sausages she could reach, screaming wildly. â€Å"Here’s what I do with your orders! I’m sick of them! I’m sick of obeying you!† (99) Suffering greatly from grief and depression and a broken nose at the angry hands of Mama Elena, Tita crawls up into the dovecote and has a breakdown. The entire June installment describes her time of healing with the help of Dr. John Brown. Tita refuses to speak for six months, and when questioned by the doctor as to why she wouldn’t speak to him, Tita uses a piece of phosphorus to write the words, â€Å"Because I don’t want to† (118). The narrator applauds Tita’s initial efforts at selfhood when she informs the reader that, â€Å"With these words Tita had taken her first step toward freedom† (118). Only by breaking the stifling rules of conduct and doing what she wants to do instead of what she should do, will Tita develop a sense of self and control over her life. John proves to be of invaluable assistance to Tita during her period of convalescence in his home. His saintly patience with her. coupled with the comforting presence of his grandmother’s ghost, a Kikipu Indian, help Tita regain a sense of stability, inner strength, and an eagerness to live outside the confines of her mother’s convent-like ranch house. â€Å"Her first step toward freedom,† away from her mother and toward selfhood, appears to be short-lived when Tita, who has recently agreed to marry John, leaves the safety and security of his home and returns to the ranch to care for her ailing mother. Mama Elena is so embittered by what she considers to be Tita’s blatant disobedience and dishonor to the family that every morsel of food prepared by Tita leaves an unbearably bitter taste in her mouth. To counteract the supposed poisoning of her food, Mama Elena drinks large quantities of ipecac syrup every day, which soon brings about her death. Knowing the misery of her mother’s life of unrequited love and unfulfilled corporeal desires. Tita â€Å"swore in front of Mama Elena’s tomb that come what may, she would never renounce love† (138).   Little did she know that Tita would soon test her own proclamation. Mama Elena’s death brings Pedro and Rosaura, who is pregnant with her second child, back to the ranch.   Tita, engaged to John, still madly loves Pedro, who confesses his love for her. Pedro rationalizes with Tita that now that Mama Elena was dead, they could have a relationship. Tita and Pedro do consummate their love, despite Pedro’s marriage to Tita’s sister and despite Tita’s engagement to John Brown. Soon after their first lovemaking encounter in the bathing room of Mama Elena, Tita begins to suspect that she is pregnant. At this point in the novel, Tita again exercises incredible subconscious influence and control over her body when she causes her body to spontaneously abort the lovechild. Corresponding to the condition of her pregnancy, the ghost of Mama Elena appears to berate Tita and her behavior. Mama Elena’s ghost curses Tita, her behavior and the unborn child she carries: â€Å"What you have done has no name! You have forgotten all morality, respect, and good behavior. You are worthless, a good-for-nothing who doesn’t respect even yourself. You have blackened the name of my entire family, from my ancestors down to this cursed baby you carry in your belly!† (173) Tita’s problems are only compounded when she tells Pedro of her pregnancy, who is thrilled to learn that he and Tita would soon have a child together. He proposes that they run away together, but Tita cannot bring herself to hurt her sister and niece by abandoning them that way. She also felt perpetual fear that â€Å"any minute some awful punishment was going to descend on her from the great beyond, courtesy of Mama Elena† (198). Indeed, the spirit of Mama Elena again descends on Tita to mock her situation and remind her of her indecency and unthinking immorality. When Tita confronts the ghost of her mother, she finally rids herself of her mother’s presence and her antiquated traditional ideals of propriety by telling the ghost that she hates her. As soon as Tita frees herself from the confining restrictions of her mother’s domination, she experiences a spontaneous and sudden miscarriage/menstruation. As the ghost faded away, a sense of relief grew inside Tita’s body. The inflammation in her belly and the pain in her breasts began to subside. The muscles at the center of her body relaxed, loosing a violent menstrual flow. The discharge, so many days late, relieved all her pains. She gave a deep peaceful sigh. She wasn’t pregnant. (200) The act empowers her in two ways. First, by eradicating the remnants of her mother’s dominion over her. Tita has simultaneously provided herself with a temporary reprieve from the impending disastrous effects that her pregnancy would have had on the rest of her family. Secondly. Tita rejects the biological maternity of Mama Elena, in essence aborting herself from her dead mother’s womb. Her psyche directed her corporeal reproductive functions by eliminating the problems associated with her pregnancy.   Without this impediment, Tita and Pedro continue their relationship, under an agreement made with her sister to keep their relationship hidden from Esperanza, the second child of Pedro and Rosaura, and the rest of the community. Their love affair lasts for many years, and culminates on the wedding day of Esperanza and Alex, the son of Dr. Brown. As usual, Tita prepares the meal for the feast, and labors terrifically to make chiles in walnut sauce. After many clandestine and secretive years, Tita and Pedro have finally fulfilled their portion of the terms of discretion now that Mama Elena and Rosaura were dead, and Esperanza would be leaving the family home. Upon her departure, Tita and Pedro would be free to love each other openly. This thought plays upon Tita’s mind as she prepares the chiles, and after eating them, the guests at the reception become incredibly amorous toward their partners. Tita and Pedro especially felt this condition. They knew that â€Å"for the first time in their lives† they could â€Å"make love freely† (242). Entering the â€Å"dark room,† which has been prepared for the lovers by the caring ghost of Nacha, the two are overcome with passion. For Tita, their lovemaking brings her to the brink of the â€Å"brilliant tunnel† that John had warned her about. During her stay with Dr. Brown. Tita learns of his grandmother’s theory concerning the â€Å"spark of life† in each of us in which she said that, each of us is born with a box of matches inside us but we can’t strike them all by ourselves; we need oxygen and a candle to help. In this case, the oxygen, for example, would come from the breath of the person you love: the candle could be any kind of food, music, caress, word, or sound that engenders the explosion that lights one of the matches. (115) This theory comes with a strong caution from Dr. Brown in which he warns against lighting all the matches at once because â€Å"they would produce a splendor so dazzling†¦and then a brilliant tunnel would appear before our eyes, revealing the path we forgot the moment we were born, and summoning us to regain the divine origin we had lost† (117). If an individual were to light all the matches, see the tunnel, and follow its path, the body would die. Because she wanted to â€Å"explore these emotions many more times,† Tita â€Å"checked her passion† (243). Unfortunately, the lovemaking so consumes and enthralls Pedro that he â€Å"died at the moment of ecstasy† (244). Determined not to be left alone, Tita decides to join him. She remembers the lesson taught to her by John and exercises mental control to bring about the desired physical condition – death. She eats candles and envisions the times she and Pedro spent together, â€Å"their first kiss, the first caress, the first time they made love† (245). Engaging in this suicidal mental masturbation, she reignites the flame inside of herself achieving an â€Å"amorous climax† (245), and joins Pedro who stands waiting for her in a tunnel of light. Love triumphs in death because, â€Å"Never again would they be apart† (245). Just as she induced her own birth, Tita instigates her own death, exercising total control over her body, her love and her destiny. She unites the emotional, mental and physical factors of her being in order to achieve a self-determined level of happiness in her life. The struggle for Tita’s has been arduous and exacting to the point of her death, but she acknowledges that fulfilling one’s desires was an effort worth taking. Life had taught her that it was not easy; there are few prepared to fulfill their desires whatever the cost, and the right to determine the course of one’s own life would take more effort than she had imagined. That battle she had to fight alone, and it weighed on her. (168) In this statement, Esquivel echoes the historical Post-Revolutionary realization of many Latina women writers that â€Å"social change so often requires individual sacrifice† (Schaefer xiv). The realization followed social disillusionment with â€Å"Utopian promises for ‘healing’ both physical and psychological wounds† (xiii). Through her powerful and empowered presence in the kitchen, Tita creates a lasting narrative, which becomes a sort of recipe, â€Å"a how-to book on surviving a mother’s tyranny, or finding love in the midst of familial and social struggle, or returning to the paradiscal home† (Lawless 263). Once denied the body and its pleasures, Tita ultimately owns and controls her body and its functions, refusing to quietly submit to cultural constructs and restraints. Through the use of magical realism’s blurred boundaries, Esquivel creates for Tita â€Å"a new terrain†¦not a room of one’s own, not a merely public or private self, or a domestic realm – it is a space in the imagination which allows for the inside, the outside, and the liminal elements of in between† (268-9). For Tita, it is a space that allows her to be a whole, unified, balanced woman. In this way, Tita creates a new self, one comprised of equilateral elements of mind, heart and body, which contribute to a condition of self-satisfaction as a being of both corporeal and psychological desires. However, the fact that her self-creation can only be found in death negatively impacts the suggested availability of personal freedoms for women. Is it only in death that women can be truly free of cultural and familial restrictions and demands? Some would agree, but others envision alternatives. Ibsen claims that by â€Å"proclaiming women as a source of energy in their own right, the absolute of the dominant order are undermined and an alternate order is posited† (Ibsen 143). In Laura Esquivel’s Like Water for Chocolate, the dominant order of the hierarchy of mind versus body is displaced, and replaced with a balanced, fulfilled, and whole woman who refuses to submit passively to rules that don’t apply to her. By including recipes within texts such as Like Water for Chocolate, authors invite the reader to become a part of a specialized community. By sharing her secrets with the audience, the author establishes a level of communication and trust that rises above mere reader response, permitting the reader potentially to take what the author has written and prepare the very meal described in the text s/he has just read. In this recipe sharing, audience participation can move to a whole new level. If the reader were to prepare one of the prescribed dishes and to enjoy the food, one could argue that she would perhaps appreciate the book more because its sensory pleasure would then have transcended the limitations of the written text and moved onto the palate and provoked further association. Conversely, should the reader be disappointed with the meal, it is also possible that the reader’s enjoyment of the text could be significantly diminished. Thus in allowing the text to become inter-active, the author redefines the boundaries between text and reader. As the majority of culinary narratives are written by women and are by and large for women, a distinctive feminine voice emerges from these texts, allowing for the creation of a female literary vehicle. This vehicle provides a means to tell the female experience and combined with its inclusion of recipes and cooking instructions, is gradually becoming a popular and innovative new form of writing. References Esquivel, Laura. (1992). Like Water for Chocolate. A Novel in Monthly Installments, with Recipes, Romances, and Home Remedies. Trans. Carol Christensen and Thomas Christensen. New York: Doubleday. Ibsen, Kristine. (1995). â€Å"On Recipes, Reading, and Revolution: Postboom Parody in Como agua para chocolate.† Hispanic Review 63.2: 133-46. Jaffe, Janice. (1993). â€Å"Hispanic American Women Writer’s Novel Recipes and Laura Esquivel’s Como agua para chocolate† Women’s Studies 22.2: 217-30. Lawless, Celia. (1997). â€Å"Cooking, Community, Culture: A Reading of Como agua para chocolate† In Recipes for Reading. Community, Cookbooks, Stories, Histories, ed. Anne L. Bower. Amherst: University of Massachusetts Press. Saltz, Joanne. (1995). â€Å"Laura Esquivel’s Como agua para chocolate: The Questioning of Literary and Social Limits.† Chasqui: 30-37. Schaefer, Claudia. (1992). Textured Lives: Women, Art and Representation in Modern Mexico. Tuscon and London: U ARIZ Press. Valdà ©s, Marà ­a Elena de. (1995). â€Å"Verbal and Visual representation of Women: Como agua para chocolate/Like water for Chocolate. † World Literature Today 69.1: 78-82.

Consumer Market Profile Worksheet

Demographic market description: Describe the demographic details of your target market. The following items include general descriptive categories you might identify for your customers. Skip items which are not applicable and add items that are. ; Age range ; Income range ; sex ; Occupation ; Marital Status ; Family size ; Ethnic Group ; Level of Education ; Home ownership ; Other 2. Geographic market description: ; Area served (city, region, nation, etc. ) ; Density (urban, rural, suburban, etc. ) ; Location (mall, strip center, business district, etc. Climate conditions 3. Lifestyle description: What kind of people need or want your product or service? Your natural instincts and experience with customers should give you some sense of what your customers are interested in. A little research can help you identify other aspects of your target market's lifestyle. 3-1 . Cryptographic description: Describe your target market in terms of selections made from the following terms relevant t o your business. ; Technically adept ; Status seeking ; Trend-setting ; Conservative ; Socially responsible ; Environmentally conscious ; Smart shopper ; Family-oriented ;Fun-seeking

Premature Feedback

Premature Feedback We writers are a needy lot. We cant wait for feedback on our work. And in these days of instant communication via email and social media, we seek it earlier and earlier in the process. Some even ask for feedback on their ideas, before writing the first chapter, as if the other person could have a clue. Yet somewhere out there we can find someone wholl tell us its the grandest idea and destined for record-breaking success. Its like planting a seed and asking others how they think the tomato is going to taste. Someone will tell you they bet itll be phenomenal. The problem with seeking premature feedback is timing. First, the idea isnt fully fleshed out, therefore limiting the quality of the feedback. Without more information (i.e., quality of writing, the consummation of the plot), how in the world can the reader even tell? Second, those folks out there lose nothing in patting you on the head and making you feel good regardless of the concept. They recognize youre fragile, seeking validation for something as fleeting as an idea, so they tell you THAT SOUNDS GREAT and move on. Third, its in this introductory period, when you are the least sure of getting into bed with this idea, that you are the most vulnerable. You arent even sure of what you have. You havent lived with the idea long enough, molded and remolded it sufficiently to even have a form. Hold off asking for opinion. The earlier you ask for feedback, the more likely you are to get deterred from what might be your best writing. The best judge of a good idea is you, but only after youve mulled it over for a long while, or tested it Then theres always this possibility. You request feedback on your idea, and three people give it the thumbs down. Frustrated, you throw away a story that through trial and error, a couple rewrites, and dozen edits later could be Harry Potter, Gone Girl, or Murder on the Orient Express. Nobody on social media can make these types of decisions for you. And you are too vulnerable at this early stage to be asking them to help you do so. You are too easily persuaded to take the wrong path, whether you write a work that will never see the light of day or forget about a concept that could be career-setting. The masses cannot make such personal decisions. Take responsibility for vetting an idea long enough, and deep enough, to understand if it suits you. You have to live with it. They dont.

Playing with Titles

Playing with Titles Playing with Titles Playing with Titles By Maeve Maddox Sometimes writers need to take time out from the slogging business of writing to play a little. This week several members of my critique group had a little fun with a feature at Lulu.com. The Titlescorer is an interactive feature that purports to analyze a book title in terms of how likely it is to find its way to the bestseller list. According to the information at the site, a research team analyzed the title of every novel to have topped the hardback fiction section of the New York Times Bestseller List during the half-century from 1955 to 2004 and then compare[d] them with the titles of a control group of less successful novels by the same authors. The data is based on about 700 titles. If you type in the titles of some bestsellers you’ll find yourself wondering how the research team arrived at its conclusions. Some blockbusters come up with â€Å"a 10.2% chance of being a bestselling title.† Along with typing the title, you have to choose from a couple of drop-down menus that ask you to specify â€Å"grammar type† and indicate part of speech. Depending how you answer, The DaVinci Code can score as high as 35.9% or as low as 10.2%. I’ll have to admit to having spent more time than I should have playing with it. No matter what combinations I tried, the highest score for any title I was able to come up with was 59.3%. One of my colleagues put in a title that scored 65%. I wouldn’t be too influenced by the results you get for your title, but playing around with the Titlescorer is as good a way as any to hash out your ideas. Just don’t play too long. That draft is waiting. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?Comma Before ButThe Two Sounds of G

The effects Hip Hop have a society, money, and cars today Research Paper

The effects Hip Hop have a society, money, and cars today - Research Paper Example They formed the DJ Africa Bambaataa, a hip hop collective and  later  the Zulu Nation.  Since its emergence from Bronx, hip hop  style  has spread to the urban and remote communities throughout the world.  There are four  collective  elements of hip hop, comprising; hip hop dance, rapping, graffiti arts and  Deejaying. Rapping This is the  primary  ingredient of hip hop music. It comprises spoken and rhyming chanted lyrics. It is different from spoken word poetry in that it gets synchronized in time to a beat. There are different types of rap; the old school rap (1979-1984) characterized by relatively easy raps with no lyrical technique. The golden  age  rap; period in which the greatest  transformation  took place,  complex  word  play  and  lyrical  kung fu introduced. Moreover,  rap  contains  flow; the rhythm and rhymes of hip hop music and how they interact. Flow also refers to elements such as  volume, timbre and pitch (Price 26 ). DJ (Disk Jockey) Rap music began with the Deejaying from the beginning rappers accompanied by a turn tablist who scratch to create a percussive sounds that are in sync with the rapper on the stage. The turn tablists are able to  create  a  beat  that ensures the rapper’s  pitch, flow and  rhythm  are all integrated (Price 30). Hip hop dance This refers to the dance styles performed to hip hop music. It  becomes viewed  as evolved as a part of hip hop  culture. Most notably styles include; popping, breaking, and locking created in the 1970s. Developed by  dance  crews, it gave hip hop mainstream exposure. Graffiti and Emceeing Graffiti involve writings or drawings always scribbled or sprayed on the wall or any other surfaces. It is a  part  of the hip hop  culture. Hip hop artists and fans have used graffiti to  express  underlying political and social messages throughout the world. Graffiti also  express  a  whole  genre  of hip hop. Moreover, the next element of the hip hop culture included emceeing, an individual in sync with the artist and deejay who stimulates and teases the  crowd. It is the far most successful  element  taking different forms from spoken  word  to  free  styling (Price 31). The most significant aspects of hip hop culture are being  authentic. There are three methods in which  artist  establish  authenticity; being original (true to themselves), reflecting the  society  from which they come from and having respect and  understanding  for the origins and styles of the  early  hip hop. Hip hop has not escaped controversies in this modern era. Hip hop  particularly  gangster rap has often been criticized because of  many  reasons enumerated bellow. Glorification of Violence Hip hop  has become criticized  by many people on the basis of promoting violence amongst the youths and hip hop lovers. After the murder, of Tupac Shakur and many violent scenes created by hip hop rap music has promoted ugly scenes of violence among the youth and children. Today cable channels and satellite  television  portray  rap videos of  primarily  young black men swaggering, group like, through estates projects and pulling imaginary triggers with their fingers. They perceive violence to be  cool, and that should be embraced by kids and teenagers. Most recent case involved the killing of a London rap fan Alex Muamba stabbed to death in the streets. Many young people  get attracted  to danger; rappers describe their

Traits Approach to Explaining Entrepreneurship Essay

Traits Approach to Explaining Entrepreneurship - Essay Example Entrepreneurship is not a simple phenomenon and not every individual is viable to become an entrepreneur. For any meaningful research to result, psychological approaches in the future studies of entrepreneurship need to carefully examine the personality variables being studied (Frese 2000) There are several traits that those successful entrepreneurs possess that make them outstanding in the entrepreneurial world. These traits include even the personality or psychological ones. Personality traits are those traits that define an individual in terms of what he does and how he undertakes different tasks when faced by some situation. That is how an individual thinks and behave in different situations. Entrepreneurship can be studied from different perspectives since it is a very wide topic of discussion and needs critical assessment to understand. From a personality view of study, entrepreneurship is an interesting area of study. One of the most significant traits that is fundamental in e ntrepreneurship is integrity. Integrity refers to the act of being honest to all the parties involved in entrepreneurship. ... These regulations include the tax policies of a government. An entrepreneur is obliged to pay the tax dues as required by law and successful entrepreneurs know that for his idea to thrive and to ensure solvency for his entity, he or she must honor his tax obligations at all times. Another party involved is the suppliers. The entrepreneur must honor them by treating their creditors with respect and honoring their dues, keeping promises in terms of paying them in time and the agreed amounts. Employees are key players in entrepreneurship and therefore should be taken for granted. The entrepreneur should know this and give them maximum respect at take their interests at heart when making his entrepreneurial decisions. The most important individuals that are most vital to an entrepreneur are the customers. These are the main reason will determine whether an entrepreneur will fail in his entrepreneurial endeavors or fail. An entrepreneur must express some business ethics in dealing with hi s customers. This is a trait that happens to be so important that without it, one is bound to fail. Being an honest and integral individual in entrepreneurship motivates the employees to follow the example and avoid unethical behaviors such as engaging in fraud or corruption. These acts are dangerous to the existence of a business entity. Integrity is not just a policy, but researchers have clearly shown that it is the only policy in running a business entity. Perseverance is another personal trait that is equally important in entrepreneurship. An entrepreneur is bound to go through a lot of challenges before implementing his idea. There is no one defined way to successful entrepreneurship. The economic