Chronicle Of Death Foretold, Marquez

Chronicle Of Death Foretold, Marquez In every society, there exist authority figures that are looked upon by their people to provide a stronghold of security and leadership. A competent leader is one who holds interest in the welfare of his people before his own. He concerns himself with defending justice rather than his status and personal interests. In contrast to these ideal are the authority figures portrayed in Gabriel Garcia Marquezs Chronicle of a Death Foretold and Albert Camus The Stranger. With societies constantly looking to authority figures for guidance, Marquez and Camus both utilize the literary devices of satire and irony to depict follies in the actions of the leaders and to criticize their negative influence on the people. Within the novel, Chronicle of Death Foretold, Marquez specifically uses situational irony and satire of the legal system to portray the ineffectual roles of the societys leaders. Marquez commences his novel by illustrating the townspeople engaging in a thorough preparation for the annual arrival of the bishop. The entire town anticipates for his arrival, bearing gifts and animals. Ironically, however, the bishop exhibits a great amount of apathy toward the people in this town. The author illustrates the scene of the blessing as a fleeting illusion with the bishop making the sign of the cross in the air opposite the crowd on the pierà ¢Ã¢â€š ¬Ã‚ ¦ doing it mechanically [and] without malice or inspiration. (Marquez, 17). It is apparent the bishop simply went through the required motions necessitated to form this physical act, showing minimal-or if any-devotion. As the highest leader of the church, many would agree that it is Bishops responsibility to uphold the intrinsic values of hi s faith teachings. Forgiveness, acceptance, and love are all commonly accepted Christian values. However, its ironic that the bishops blessing completely contradicts such Christian ideals. The bishops attitude toward his own people displays little acceptance or religious devotion. Through the authors description of this involuntary action, the bishop is portrayed as a dispassionate and apathetic character. This very apathetic nature clearly exposes his spiritual faà §ade. Like a child abandoned by the parents, this society is left without much structure or guidance. Without this principled guidance, the society will eventually come to reflect its leader. Therefore, it is not surprising how social apathy comes to be one of the central causes behind the death of Santiago Nasar. Furthermore, Marquez effectively employs the use of satire on the legal system to further elicit the follies of authority figures. During the trial of Santiagos murderers, the Vicario Twins, the narrator recou nts, The lawyer stood by the thesis of homicide in legitimate defense of honor, which was upheld by the court in good faith (48). Here, the legal system is clearly satirized as the two brothers are found innocent at their trial, despite committing a flagitious murder. Legal authorities within the court of law are looked upon to conduct trials in an objective and rational manner. However, this is not the case with the trial. The courts view of reality has become tainted by the high values and reverence that has been placed upon tradition and honor. Marquez criticizes how authority figures from the court places more emphasis on defending societal values such as honor over defending the possible innocence of a man. In turn, people of the town come to approve a crime such as murder if it in is the name of honor because that is what is being condoned in the court of justice. Similar to the way Marquez exposes the folly in the actions of the legal authorities, Camus narration in The Stranger also exposes follies in the actions of the magistrate and judge as seen through the satire on religion and the use of verbal irony. In a particular instance during one of the interviews, the magistrate begins communicating to Meursault about his faith in God. He then begins waving his crucifix almost directly over [Meursaults] head, (Camus, 68) in the hopes of inciting a sense of repentance in Meursault. However, when it is apparent that Meursault is still unaffected, the magistrate becomes enraged and thrusts the crucifix in [Meursaults] face and was screaming irrationally (69). Through such a reaction, it is evident how the rational faà §ade of the magistrate can easily be shattered just like the spiritual faà §ade of the bishop in Chronicle of a Death Foretold. Likewise, just as how Marquez draws attention to the bishops selfishness, Camus also effectively gives way to the selfish nature of the magistrate. Instead of inquiring Meursault about his motives or reasons for his crime like any ration and dignified legal authority should do, the magistrate strives to assert his faith onto others. Yet, even his intentions to do so are flawed, because just like the bishop, the magistrate does not exemplify or teach any true Christian values. He wields the crucifix as a source of power, expecting every criminal to weep at its sight as they have all done in the past. In doing so, the magistrate utilizes the crucifix as a way to reassure himself on the truth of his beliefs, not to bring others close to the faith. This manifestation of the magistrates selfish desires exemplifies how religion is satirized in Camus work. Through the actions of the magistrate, Camus shows how society exploits faith as a defense to avoid taking responsibility for their lives. Instead of using religious faith to find inner peace, the people in the society are taught by autho rity figures, like the magistrate, to use religion for self interest. Later on in the novel, Camus uses verbal irony to convey the follies of yet another legal authority, the judge. Right before the commencement of Meursaults trial, he states, According to [the judge], he was there to conduct in an impartial manner the proceedings of a case which he would consider objectively and that the case will be handled in the spirit of justice (86). The very fact that judge vowed to been entirely impartial is highly unbelievable, especially with a case concerning a murder. The folly to examine here is the fact that everyone has their own prejudices which, undeniably includes the judge. In The Stranger, it is apparent as to how Meursaults disbelief in God and his indifference to the world deeply disturbs society. Society, however, cannot handle to have strangers or outsiders who live by other rules. It demands obedience, and nothing less. In the end, Meursault is condemned to a brutal fate not because of the crime he committed, but the fact that he cannot submit to such societal expectations. Meursaults fate has already been determined even before the trial begins. Nothing about his trial is viewed, argued about, or judged in unbiased expression. As a result, his sentence will not save him any justice either, emphasizing the irony in the words of the judge. In essence, the judge is not present to administer justice but to obliterate those outside of the accepted conformity. Camus uses this fact to criticize how society has the inclination to follow the face-value standards provided by higher authorities.

deviance :: essays research papers

SUMMARY OF DEVIANCE In the eighth chapter of â€Å"Sociology†, I. Robertson explains that there are many definitions about deviance but not enough, so he tries to find closer one and clarify the deviance. He starts with a question which is â€Å"who is deviant?† and lists of its answers.In the list of its answers, Robertson benefits from Simons` study and he says that; â€Å"the words refer to people and acts that other people strongly disapprove of †(23).On the other hand, Robertson then counters it with conflicting topic of sociological literature.He claims that the concept of this definition is found slippery one by sociologists.After this idea,Robertson questions second definition which is â€Å"dviance is any behavior that doesn`t conform to social norms†(24).However, Robertson judges this definiton as not helpful.He exemplifies that eating three meals in a day can be deviant behavior for some unimportant social norms.Therefore, Robertson argues that minor deviations are n`t included in the particular sociological interest.He claims that the main idea of sociological interest is about violations which are regarded as offensive by majority of people. And he says that one word is stigma – a bad reputation or disapproving by a lot of people. After this analysis, he benefits from second definition and improves it, so he finally declares a definition, which is â€Å"deviance refers to behavior or characteristics that violate significant social norms and expectations and are negatively valued by large numbers of people as a result†(24). He emphasizes that this definition clarifies deviance more than others. He continues with clarification of deviance by helping of main three points. Firstly, he claims that there is no close relationship between deviance and statistical rarity. He exemplifies that jogging before the breakfast can be unusual statistically but not a reason for deviance. However, Robertson then states that some norms can be modified or abandoned time to time. He makes clear it with an example that premarital sex was prohibited in American society several years ago. However, nowadays the majority of American society admits this event normally. As a result, Robertson declares firmly that norms can lose their force or influence as time passes. Secondly, Robertson argues about division of â€Å"normals† and â€Å"deviants†. He explains briefly that there is no class between normals and deviants. He illustrates that if we divide people as thieves, patients (mental disordered) or drug users, we will have a few â€Å"normal† people. In addition to them, Robert son says, â€Å"deviance is relative†(25).

Battle of the Divas :: essays research papers

â€Å"Kiss my Brass! I’m not retiring and you can’t make me.† Bette Midler is in the prime of her life, selling out her concerts entertaining millions with her amazing voice and witty sense of humor. For over thirty years, Bette has been in an everlasting competition with the other world wide known sarcastically blunt entertainer, Cher. These two divas have made their way to the top by producing numerous CD’s containing hit songs that will forever be remembered, and starred in hit movies earning the title as an actor/singer, which few have been able to do. Though they are in the same line of business and have accomplished similar things, they carry their weight in two opposite manners. Bette is a better entertainer for her amount of success, and way of performing in a decent manner. With four Grammys, three Emmys, two Oscar nominations and a special Tony to her credit (as of 1999), the self-styled â€Å"Queen of Trash† Bette Midler is one of the more honored multi-talented performers in American showbiz. Bette constructed the larger-than-life role of 'The Divine Miss M' (also the title of her 1972 debut album for Atlantic Records) and built her career as a red-haired performer with the wide, lovely smile. Bette's early 1970s act "nailed the nostalgia thing" with Andrews Sisters takeoffs 1973's "Boogie Woogie Bugle Boy" and 1960s girl-group numbers, as well as including blues and show tunes in its broad musical spectrum. Midler formed her own production company, and made her first foray into producing with the successful "Beaches" (1990), an updated woman's picture which yielded her first Number 1 hit, "The Wind Beneath My Wings". Can anyone remember when Cher wasn’t around? She has gone from pop singer, TV and movie star, to a nobody: an infomercial queen and a laughingstock. She’s back at pop superstar, and all this occurred within approximately 15 years. Throughout it all, she survived in the public eye, something no one can take away from her. The best way to summarize Cher is to say that she has lived the equivalent of 5 lifetimes in one. The whole "I believe Sonny spoke to me beyond the grave" incident didn't exactly do anything to help her credibility, but Cher has never been afraid to be outspoken. She says what's on her mind, even though she might sound incoherent at times. She has received a lot of press for doing some wild stuff, and some people might feel that the media has always underrated her acting abilities.

The Radical Changes Resulting from the American Revolution Essay

All of us alive today have grown up learning about the American Revolution. Although it contains the word â€Å"revolution† in its name, there are many who don’t consider the American Revolution a real revolution. After considering the definition of a revolution – a radical change of an entire system, usually by war, resulting in a change of the way of life of the people involved – and the American society before and after the American Revolution, it is obvious that those who don’t consider the American Revolution a revolution are mistaken. Among the many aspects of colonial society affected by the American Revolution, those most greatly affected by the revolution were the attitude towards slavery, the role of women, and the role of trade. The Civil War, as well as events associated with it, being a large part of our history, is taught to all children in America at an early age. Growing up, we are taught the evils of slavery and how slaves were treated poorly. The evils about which we’ve been taught were actually occurring prior to the American Revolution. Over the course of the revolution, the attitude toward and treatment of slaves changed. Before the American Revolution, many people, though not all, thought of slaves as â€Å"subhuman† or as animals. Even among those who gave the slaves the good treatment they deserved, there was still a feeling that the whites were better than the slaves. How many black people did could have been seen living in their nice house with a few white slaves? None; that sight was non-existent. The few black people who were free had little money. Had they been wealthy, there was still no way they ever would have found a white person who would have been their slave. Nor would that have been allowed. ... ...heir own laws about trade (once the Constitution was written). The colonies, not Britain, could decide who they traded with and what taxes they charged; they had complete control over the system of trade. The term â€Å"revolution† requires a radical change of an entire system that changes people’s lives. Slavery, the attitudes toward women, and the trade system were only a few parts of the entire system that changed during the American Revolution. Not to mention the change in government from a Monarchy to a Democracy! People’s lives have been different ever since the American Revolution. Had the colonists never broken away from Britain, we wouldn’t be studying American history. Rather, we’d be studying British history. The large step of breaking away from England has radically changed the way the colonists lived and has had a huge influence on the way we live today. The Radical Changes Resulting from the American Revolution Essay All of us alive today have grown up learning about the American Revolution. Although it contains the word â€Å"revolution† in its name, there are many who don’t consider the American Revolution a real revolution. After considering the definition of a revolution – a radical change of an entire system, usually by war, resulting in a change of the way of life of the people involved – and the American society before and after the American Revolution, it is obvious that those who don’t consider the American Revolution a revolution are mistaken. Among the many aspects of colonial society affected by the American Revolution, those most greatly affected by the revolution were the attitude towards slavery, the role of women, and the role of trade. The Civil War, as well as events associated with it, being a large part of our history, is taught to all children in America at an early age. Growing up, we are taught the evils of slavery and how slaves were treated poorly. The evils about which we’ve been taught were actually occurring prior to the American Revolution. Over the course of the revolution, the attitude toward and treatment of slaves changed. Before the American Revolution, many people, though not all, thought of slaves as â€Å"subhuman† or as animals. Even among those who gave the slaves the good treatment they deserved, there was still a feeling that the whites were better than the slaves. How many black people did could have been seen living in their nice house with a few white slaves? None; that sight was non-existent. The few black people who were free had little money. Had they been wealthy, there was still no way they ever would have found a white person who would have been their slave. Nor would that have been allowed. ... ...heir own laws about trade (once the Constitution was written). The colonies, not Britain, could decide who they traded with and what taxes they charged; they had complete control over the system of trade. The term â€Å"revolution† requires a radical change of an entire system that changes people’s lives. Slavery, the attitudes toward women, and the trade system were only a few parts of the entire system that changed during the American Revolution. Not to mention the change in government from a Monarchy to a Democracy! People’s lives have been different ever since the American Revolution. Had the colonists never broken away from Britain, we wouldn’t be studying American history. Rather, we’d be studying British history. The large step of breaking away from England has radically changed the way the colonists lived and has had a huge influence on the way we live today.

Common Study Habits Among Students in the Tertiary Level

TABLE OF CONTENTS INTRODUCTION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 1 BACKGROUND OF THE STUDY STATEMENT OF THE PROBLEM THE SIGNIFICANT OF THE STUDY OBJECTIVE OF THE STUDY PURPOSE OF THE STUDY CONCEPTUAL FRAMEWORK RESEARCH HYPOTHESIS RESEARCH QUESTION REVIEW OF RELATED LITERATURE – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 3 – 5 METHOD – â€⠀œ – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 6RESEARCH METHODOLOGY RESEARCH DESIGN PARTICIPANTS RESEARCH INSTRUMENTS RESULT – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – â€⠀œ – – – 7 – 10 DATA COLLECTION PROCEDURES TABLES ANALYSIS – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 12 – 13 METHOD OF DATA ANALYSIS DISCUSSION – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – †“ – – – – – – – – 14 FINDINGSCONCLUSIONS AND RECOMMENDATION- – – – – – – – – – – – – – – – – – – – – – – – – – – – 14 REFERENCES – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – 15 COMMON STUDY HABITS AMONG STUDENTS IN THE TERTIARY INTRODUCTION BACKGROUND OF THE STUDY A research on the study habits among students in the tertiary level, th e study investigated the common study habits among students in the tertiary level using school like St. Nicolas College as a case study.Thirty (30) students were given a questionnaire from different department and year level in the area. The instrument utilized for the study was a questionnaire named â€Å"Common Study Habits among Students in the Tertiary Level†. What are study habits? Study habits are the ways that you study – the habits that you have formed during your school years. Study habits can be good ones, or bad ones. Good study habits include being organized, keeping good notes, reading your textbook, listening in class, and working every day.Bad study habits include skipping class, not doing your work, watching TV or playing video games instead of studying, and losing your work, the manner with which you consistently use to study for school or college. Some of the students missed the effective study habits. In this problem, the researcher wishes to improve and enhanced their learning and to reach their highest potential in significant improvements on test scores and the highest level of success in the classroom or on the job.STATEMENT OF THE PROBLEM The problem is focused mainly on the common study habits among student in the tertiary level. THE SIGNIFICANT OF THE STUDY The problem is focused mainly on the common study habits among student in the tertiary level are significant in various ways. It is believed that findings of this research will definitely be useful to the teachers understanding the capacity, strength and weaknesses of the student and also to influence them in better study habits.OBJECTIVE OF THE STUDY This study was based on the following objectives to describe the study habits of the students in St. Nicolas College, to suggest measures to improve the study habits of the students. PURPOSE OF THE STUDY The purpose of this study is to find out the common study habit among students in the tertiary level. This study also intends to reveal or find out what, if any, relationship exists between habit and effective study habits of students in the tertiary level.

The Interaction Between Heredity and Environment

Have you ever wondered why people resemble their parents? The answer to this and other questions about inheritance lies in a specialized branch of biology called genetics. Geneticist found that most aspects of life have a hereditary basis and that many traits can appear in more than one form. For instance, human beings have blond, or red, or brown, or black hair. They may have one of several different types of blood, one or several colors of skin. Their ear lobes may be attached or free. They may or may not be able to manufacture certain enzymes.Some of these traits are much more important to the life of the individual than others, but all of them are hereditary. The geneticist is interested not only in the traits of man but in those of all other organisms as well. The study of inheritance depends on the differences as well as the similarities between parents and offspring over several generations. Heredity is very complex, and a geneticist cannot possibly analyze all the traits of a n organism at once. Instead, he studies only a few traits at a time. Many other traits are present.As the geneticists work out the solution to each hereditary mystery, the geneticist must not forget that all organisms live in a complex environment. The environment may affect the degree to which a hereditary trait develops. The geneticist must try to find out which of the many parts of the environment may affect his results. The factors must be kept as constant as possible by using controlled experiments. Only then can he tell that the differences observed are due to heredity. Heredity determines what an organism may become, not what it will become. What an organism becomes depends on both its heredity and environment.The modern science of genetics started with the work of Gregor Mendel. He found that a certain factor in a plant cell determined the traits the plant would have. Thirty years after his discovery this determines was given the name gene. Of the traits Mendel studied, he c alled dominant those at showed up in the offspring and recessive those The question I will ask is: how much of the variability observed between different individuals is due to hereditary differences between them, and how much to differences in the environments under which the individuals developed?In most organisms, including man, genetics information is transmitted from mother to daughter cells and from one generation to the next by deoxyribonucleic acid (DNA). Knowledge of the heredity or inheritance of plants and animals is important in many phases of our life. The question I will ask is: How much of the variability observed between different individuals is due to hereditary differences between them, and how much to differences in the environments under which the individuals developed?The purpose of designing a unit on ? Heredity And Environment? is to help students learn more about themselves. They will learn why they develop into the kind of individual they are. The unit will d iscuss heredity traits and environmental conditions, chromosomes, DNA, studies of identical twins, and several diseases linked to heredity and environment. The students will do some hands on activities by constructing a model which represents DNA. They will explore plants with the exact same heredity and plants with different heredity.They will change the conditions in the environment to see the way the plant organisms with the same heredity may develop differently in different environments and why organisms with different heredity develop in the matter in which they do. Heredity is not the only thing that effects development. The environment also has an important effect. The unit can be taught to students in grades five through eight. The science and math teachers are encouraged to use a team teaching approach. Other features that will be included in the unit are content, lesson plans, resources, reading list and a bibliography.Genes and DNA DNA, short for deoxyribonucleic acid, ma kes up the genes that transmits hereditary traits. The DNA molecule looks like a long, twisted rope ladder. This is called the double helix. The ladder is made up of two coiled strands with rungs between them. The rungs are composed of pairs of chemicals in different combinations. Each combination carries instructions like the dot and dashes of the Morse Code. Each gene in the body is a DNA section with full set of instructions for guiding the formation of just one particular protein. The different proteins made by the genes direct the body? functions throughout a person? s life. DNA is made of six parts: a sugar, a mineral (phosphate), and four special chemicals called bases. These bases are represented as A;T;C; and G. Sugar and phosphate form the chains, or sides, of the staircase. The A;G;C and T bases form the steps. See figure 1. Each step is made of two pieces, which are always paired the same way. The A base always pairs with the T base. And the G base always pairs with the C base. Figure 1. DNA Structure (figure available in print form) DNA Reproduces Itself Two new identical DNAs are immediately formed.The A,G,C, and T bases on each chain attract loose bases found floating within the nucleus. Ts attract As and Cs attract Gs. The two new DNAs are just like the original DNA. Each strand directs the synthesis of a complementary strand. The replication of DNA is the key to heredity, the passing of traits from parents to offspring. DNA replication results in the formation of new reproductive cells. It also results in the formation of new cells, which is important for the growth of an organism. See Fig. 2. Figure 2. (figure available in print form) Watson-Crick?DNA Replication-Redrawn from version in Levine, Genetics, Holt, Rinehart, Winston, 1968. Chromosomes Genes and chromosomes provide the genetic link between generations. Chromosomes are strands of DNA and protein found in the nucleus of virtually every cell, but with few exceptions seen only during t he process of cell division. The number of chromosomes in a cell is characteristic of the species. Some have very few, whereas others may have more than a hundred. Ordinarily, every cell in the body of an organism contains the same number of chromosomes.The most important exception is found in the case of gametes where half the usual number is found. Human beings have 46 chromosomes in each cell, with the exception of the spermatozoa in males and the ova in females, each of which has 23 chromosomes. Human chromosomes occur in pairs, the total 46 consisting of 23 pairs; 22 pairs of autosomes which are non-sex determining chromosomes. The member of a pair are essentially identical, with the exception of sex chromosomes in males, and each pair is different from any other pair. Plants and animals inherit chromosomes from their parents.Each plant and animal cell has a set of chromosomes. Chromosomes, then, control the heredity of an organism. They carry the blueprint that determines what kind of organism will develop. Some Relationship Between Heredity And Environment Organisms can transmit some hereditary conditions to their offspring even if the parents do not show the trait. In the small, familiar fruit fly. Drosophila, there is a hereditary trait in which the wings curl up sharply if the files are raised at a temperature of 25 degrees Celsius. If, however, the files are raised at a lower temperature, such as 16 degrees Celsius then the trait rarely appears.The wings seem to be straight, and the flies look normal. The genetic trait is there, however, and will reappear in the next generation if the temperature returns to 25 degrees Celsius. See fig. 3. A similar type of inheritance appears in plants. In some types of corn the kernels will remain yellow until they are exposed to sunlight. Once exposed, the kernels become various shades of red and purple. Some traits do not appear to be affected by the environment. One of the first hereditary traits studied in huma ns was polydactyly. An individual with polydactyly has more than ten figures or toes.See fig. 4. This trait does not seem to be affected by the environment at all. Other human traits like color blindness, baldness, blood type, skin color, the ability to taste certain substances, the presence or absence of hairs on the middle of the fingers, and free or attached ear lobes do not seem to be influenced by the environment. (figure available in print form) Figure 3? This diagram shows how temperature affects curly-wing trait in Drosophila. If the third generation of curly-winged flies had been raised in 16? C environment.Source:Redrawn from Biological Science, Houghton, Mifflin Co. , Boston, 1963, p. 379. Figure 4? An example of polydactyly. Extra digits on either hands or feet are almost always abnormal in structure. (figure available in print form) Source: Biological Science, Houghton Mifflin Co. , Boston, 1963. p. 380. A common cited example of an environmental effect on phenotype is the coloring of Siamese Cats, although these cats have a genotype for dark fur, the enzymes that produce the dark coloring function best at temperatures below the normal body temperature of the cat.Siamese Cats are noted for the dark markings on their ears, nose, paws, tail, and all areas that have a low body temperature. If the hair on the cat? s belly is shaved and an ice pack is applied, the replacement hair will be dark. Likewise, a shaved tail, kept at higher than normal temperatures, would soon be covered with light colored fur. These changes are temporary, however, unless the ice pack or heat source is maintained permanently. The most celebrated effect of an environmental agent directly affecting the unborn, is that produced by the rubella virus.This German measles virus is capable of crossing the placenta from mother to child, and the prenatal infection, if it occurs early enough, may result in deafness and other damage to the child. Similarly, maternal infection with the ra re protozoan parasite Toxoplasma can cause serious congenital defects in the fetus, and the same has been suspected for Asian influenza. Another environmental factor is anoxia. Anoxia is a natural hazard of childbirth, and in most cases the infant makes a normal adjustment to it.When infants suffer from delayed respiration or asphyxia during birth, it is widely accepted that this is responsible for later difficulties such neurologic abnormalities. Warburton and Fraser have emphasized that the development of a fetus depends on a precise and extremely intricate system of interactions between two sets of hereditary factors and two environments, all acting at the same time on the growing baby. The mother and the fetus each have their own environment and their own genotype.

Swastika–a Symbol of Good and Evil

SOCS350-ON November 7, 2008 THE SWASTIKA-A SYMBOL OF GOOD AND EVIL The hackenkreuz, gamma cross, gammadion, St. Brigit’s cross, fylfot cross and swastika are all references to one symbol, the oldest cross in the world. This symbol is represented several thousand years B. C. in multiple cultures. It is not until the 1900’s that the term â€Å"swastika† elicits such a fervor of emotions. It is interesting to contrast the viewpoints of the Chinese community versus the enormity of human passion that ensues in a Jewish community when the symbol is displayed. As cited in Chinese Symbols – Common Five Asian Attributes,http:symbolic-meanings. com/2007/11/01chinese-symbols-commonAncient Chinese symbols and their meanings are a product of a very savvy people who understood the human need to progress in their conjunction with their propensity to link positive change with visual/allegorical concepts. The Chinese believe that crises in one’s life bring the opportunity for change. Symbolism is incorporated in the kanji, more commonly referred to as Chinese characters. Kanji, itself means both crises and opportunity. As many people of China embrace the Buddhist religion, it is an opportunity to discuss the swastika from this point of view. As cited in ReligionFacts; â€Å" The Swastika Symbol in Buddhism† htt//symbolic-meanings. com/2007/11/01chinese-symbols-common Page 2 Swastika In Buddhism, the swastika signifies auspiciousness and good fortune as well as the Buddha’s footprints and the Buddha’s heart. The swastika is said to contain the whole mind of the Buddha and can often be found imprinted on the chest, feet or palms of Buddha images. It is also the first of the 65 auspicious symbols on the footprint of the Buddha. The swastika will also be found in homes, on the doorways to temples, at the beginning of books, in decorative borders and in clothing as well as being carved into Chinese coins. The swastika is seen as a symbol of luck and life. As cited in NewsFinder. org/site/more/swastika â€Å"The Oldest Known Symbol† In Nazi Germany, the swastika became the national symbol. In 1910, a poet and nationalist, Guido von List suggested that the swastika be a symbol for all anti Semitic organizations. On August 7, 1920, at the Salzburg Congress, this flag became the official emblem of the Nazi Party. The actual drawing of the thousands of year old swastika remained the same with one exception after the adoption by the Nazi’s—the exclusive use of the colors black, red and white. The swastika holds a vivid, powerful vision for those of the Jewish community. The impact though now changes from positive and serene as seen with the Chinese community to that of conjuring up memories of the holocaust, a time of horror and hate. The brief appropriation by the Nazi’s of the swastika has forever destroyed the positive a Page 3 Swastika and serene interpretation of this symbol for much of the world but especially for those of Hebrew belief. So deeply imbedded in the minds of those with an ancestry to Judaism that to merely see the swastika is to re-live the stories of the holocaust, the inhumanity and despair. So powerful a symbol is that the swastika can create havoc on one’s limbic system. Though fewer victims are left now from this reign of terror, the legacy lives on to this day and assuredly shall for many generations to come. Two cultures, two moments in time, two opposing interpretations as related to a simple drawing have been discussed. The power is of course not in the drawing, but in the meaning perceived by the drawing. In one culture we see the swastika as life, in the other we see the swastika as a vile destruction of life.