The Escape Theme in Sonny’s Blues and The Adventures of...

Escape in â€Å"Sonny’s Blues† by James Baldwin and Huck in The Adventures of Huckleberry Finn by Mark Twain Both the narrator in â€Å"Sonny’s Blues† by James Baldwin and Huck in The Adventures of Huckleberry Finn by Mark Twain feel the urge to escape from their reality as a means of attaining happiness and finding their way in life. However, their reasons for escaping are completely different and so are the ways in which they manage to do so. The aim of this essay is, therefore, to discuss the how and why the Narrator in â€Å"Sonny’s Blues† and Huck escape. We will start by briefly looking into both characters’ backgrounds in order to be able to understand the reasons and circumstances that led them to escape. First, it is worth mentioning†¦show more content†¦Given a short account of their social backgrounds, it is not surprising that they be driven by different urges to escape the situation in which they are. On the one hand, the Narrator in â€Å"Sonny’s Blues† is evidently trying to escape the black people’s burden which is illustrated in the following excerpt: â€Å" So we drove along [...] killing streets of our childhood. These streets hadn’t changed, though a housing project jutted up out of them now like rocks in the middle of a boiling sea. Most of the houses in which we had grown up had vanished, as had the stores from which we had stolen, the basements in which we had first tried sex, the rooftops from which we had hurled tin cans and bricks† . He does so by neglecting his i dentity, that is to say, his roots, and clinging to the white community’s conventions and lifestyle. However, he seems unaware of the fact that what he is escaping from, is his identity rather than a mere place or situation. He says: â€Å"It might be said, perhaps, that I had escaped after all, I was a school teacher...† In fact, he not only escapes by becoming a school teacher but he also does so by identifying himself with classical music, which seems to him the only acceptable type, even to the extent of ignoring completely, for example , who Charlie Parker, father of the modern jazz style, is. Huck Finn, on the other hand, rejecting being civilized by widow Douglas andShow MoreRelatedHow to Read Lit Like a Prof Notes3608 Words   |  15 Pagesgood, being based on Hamlet won’t save it. 6. When in Doubt, It’s from Shakespeare†¦ a. Writers use what is common in a culture as a kind of shorthand. Shakespeare is pervasive, so he is frequently echoed. b. See plays as a pattern, either in plot or theme or both. Examples: i. Hamlet: heroic character, revenge, indecision, melancholy nature ii. Henry IV—a young man who must grow up to become king, take on his responsibilities iii. Othello—jealousy iv. Merchant of Venice—justice vs. mercy v. King Lear—aging

The Muse Of A Nurse In 1916 †Free Essays

It was going to be an ordinary afternoon, the 7th of July 191 6_ Ever since It was declared that war had begun on the 28th of July, the whole country had been busting and screaming at the thought of the combat. Most men were Jumping at the idea of volunteering, bragging about their strength and how it will all end by Christmas. I would have liked to have thought that, but I simply didnt have the luxury. We will write a custom essay sample on The Muse Of A Nurse In 1916 – or any similar topic only for you Order Now My father was 47; too old to be enlisted. He was married anyway, so he couldn’t. The war had been on-going for little less than 2 years. A letter came through the post this morning addressed to me, but I had neglected to read It, as I had to be at the local hospital to tend to some accidents that had occurred on the railway. By the time I got back, I was itching to read it. I had to do chores first, however, before I could even look at the letter. Ironing, feeding the chickens and pigs, pulling up the potatoes, checking Jimmy hasnt grazed his knees alling out of the tree and then cleaning out the hay in the stables. It took about three hours, which was infuriating. To top it all off, Jimmy insisted on getting yet another demonstration on how to climb the oak tree. He’s only 9, bless him, and he Just cant seem to get the hang of keeping the strength in his arms and wrists. â€Å"Jimmy, I don’t really want to do this right now†¦ † I told him, trying to pry him off my hip. He was about half my size, since he’s 9 and I’m 23. How to cite The Muse Of A Nurse In 1916 –, Papers

Critical Reflection for Cultural Safety in Practice-myassignmenthelp

Question: Discuss about theCritical Reflection for Cultural Safety in Practice. Answer: From the chapter presented Frameworks for Service Deliver, I have learned different principles which have helped me understand as well as address cultural issues in health care and what the principles mean nationally. They include cultural competence, security, safety, respect, sensitivity and awareness. There might be a hidden agenda about the existence of specific ways through which we think about health that is, we may have different views with that of others. Our cultures, philosophies or worldview influences what we do as professionals and also during service delivery. Through this material, it is hoped that health care experts will develop a set of culturally safe models for practice, examine already held knowledge, attitude, perceptions as well as an understanding and develops transferable skills for practice in any healthcare delivery set up. Cultural safety together with other frameworks have been developed as well as used in healthcare plus other disciplines, especially for the Aboriginal Australians (Rolfe et al. 2011). Although it might not be a personal choice to what framework may resonate with readers, cultural safety is provided in this write up as a preferred way by the author because of its transferability in different contexts, cultures as well as disciplines. In this chapter, I have also identified that cultural safety is an essential principle for examining as well as keenly reflecting upon especially during service delivery in a healthcare setting. Ultimately, I have learned that healthcare experts and learners should develop a set of culturally safe facets for practice, beliefs, examining already held knowledge as well as understanding and develop transferable skills in the healthcare setting. Reference List Rolfe, G., Jasper, M. and Freshwater, D., 2011. Critical reflection in practice: Generating knowledge for care. Palgrave Macmillan. Taylor, K. and Guerin, P., 2010. Health care and Indigenous Australians: cultural safety in practice. Macmillan Education AU.