The Final Months Of The Civil War Essays - American Civil War

The Final Months Of The Civil War The Final Months of the Civil War The Civil War was one of momentous proportion. It was disastrous in terms of human life, because more Americans died in this war that any other war in history. This paper is mainly about and around those involved on the battlefield in the final months of the civil war. It will also refer to the leading men behind the Union and Confederate forces. The war was coming to an end by January of 1865. At that time, Federal, Union, armies were spread throughout the Confederacy and the Confederate Army had greatly shrunk in size. The year before the North had suffered a huge loss of lives, but had more than enough to lose in comparison to the South. General Ulysses S. Grant became known as the ?Butcher? and many wanted him removed. (Grant, Ulysses S., Personal Memoirs of U. S. Grant. New York: Charles L. Webster & Co., 1894.) The war continued as Lincoln stood firm with his General. This paper will cover the events between the winter of 1864-1865 and the surrender of the Confederate States of America and will show that April 9, 1865 was indeed the end of a great tragedy. General William T. Sherman and his army cleared the civilian population of the city of Atlanta in September of 1864, then took a brief rest. It was from Atlanta that General Sherman and his army began the famous ?march to the sea?. The great march was 400 miles long and 60 miles wide. No news was heard of Sherman for 32 days. His men lived on whatever they could get from the area of the country through which they passed, as Sherman had cut himself off from his base and any supplies. Although, the army destroyed anything and everything that was in their path, they were not seen as the enemy. In view of this destruction, it is understandable that Sherman quoted, ?War is hell!? (Sherman, William T., Memoirs of General William T. Sherman. Westport, Conn.: Greenwood Press, 1972.) Sherman's men reached the city of Savannah on December 20, and from there Sherman telegraphed to President Lincoln: ?I beg to present you as a Christmas gift the city of Savannah, with 150 heavy guns and plenty o f ammunition, and also about 25,000 bales of cotton.? (Sherman, William T., Memoirs of General William T. Sherman. Westport, Connecticut: Greenwood Press, 1972.) Grant's decision that the only way to win and finish the war was to crunch with numbers. He knew that the federal forces held more than a modest advantage in terms of men and supplies. Grant directed Sherman to turn around and head back toward Virginia with this in mind. He immediately began making preparations to provide assistance to Sherman on the journey. General John M. Schofield and his men had just defeated the Confederates in Nashville and were to disengage from the Army of the Cumberland and then proceed toward North Carolina. His final destination was to be Goldsboro which was roughly half the distance between Savannah and Richmond. He was to meet Sherman and his troops of 50,000 there with his troop of 20,000. Sherman began moving north in mid January of 1865. The only hope of Confederate resistance would be supplied by General P. G. T. Beauregard. He was putting together an army with every means possible but was only able to assemble about 30,000 men. This would be no challenge to the combined forces of Schofield and Sherman. Sherman's plan was to march through South Carolina while confusing the opponent the entire time. His men would march in two ranks. One would travel northwest to give the impression of a press against Augusta, and the other would march northeast toward Charleston. Sherman's force arrived in Columbia on February 16. Great controversary arose as the city was burned to the ground. The Confederates claimed that Sherman's men had set the fires ?deliberately, systematically, and atrociously?. Sherman claimed that the fires were already burning when they had arrived. Cotton bales were set on fire by the Confederate Calvary to prevent the Federal Army from getting to them and the high winds quickly spread the fire. The controversary was

Courage Essay- To Kill A Mockingbird Essays

Courage Essay- To Kill A Mockingbird Essays Courage Essay- To Kill A Mockingbird Essay Courage Essay- To Kill A Mockingbird Essay These three characters all have different motivations, they acted out their courage in three different ways, they all reacted to their adversity differently. The characters who exemplify this are Gem Finch, Mrs.. Dubos, and Tactics Finch. Gem faced great adversity, and was needed to be courageous throughout the entire book. He often would stand up to adults of the town, Gem often would buy into bets and do very courageous acts. One large example of Gems courage is his action with the Raddled house. He knew there was a threat of Boo Raddled waiting for them with a gun. But he overcomes the possibility of being shot to please the others. His courage roots from pleasing Tactics, he would rather get shot than displease Tactics. With Gem being the oldest son of Tactics, there is a lot of pressure to be a shining examples for the other kids, and be the pride of the Finches. Gem must overcome any fear present, and do any courageous act necessary Just to rid himself of Tactics disapproval. If you looked at Mrs.. Henry Doubles situation in the novel, it would be difficult understanding her need for any courageous acts. She is old, she is ill, and she is wing. She also has a strong addiction to morphine, something she is not proud of. She is near dying, and she could have Just watched her last moments go by without any struggle, but she chose to rise up and die addiction-free. She displayed courage in times where most people would surrender to the drug, and also her being able to stick to secret about her addiction shows great courage. Nobody knew about her problems, she didnt want other to feel burdened by her situation. Which I came to respect this character the most, because of the way she handled this situation. She anted to make this her own battle, she wanted to do this on her own. She knew she was dying, but what kind of person would she be if she gave up and died addicted to something she was not proud of? She remained very strong in her spirit and her belief, and stuck to her main motivations; to rid herself of morphine before she dies. She managed to do so, and that is one of the most courageous acts, if not the most courageous act seen throughout the entire novel. How could you speak about courage throughout the novel, To Kill A Mockingbird, without speaking of Tactics Finch? There is a significant amount of courage seen through this man. It begins in his professional life. He does something no other that this case would affect him and his family, but he was willing to do that for justice, that is courage at its finest. He does what courage calls for, facing fears. Tactics faces the fear of Macombs dislike and takes the stereotypes and racism head first. He never turned his back on those who needed him, or on his failure. He only shows this courage because he is motivated by doing what is morally right, and preventing cruelty. He feels the need to show people the necessity of what he is trying to show. Tactics professionally, is one of the most courageous characters in the novel. There is all of this courage in Tactics professional life, but there is also a great amount of courage in his family life. It is hard for him to raise a family as a single father, he relies heavily on the help of others like California, and even Aunt Alexandria. He is courageous in is words to his kids, and how he raises his family. The Finch family takes constant ridicule, and he has to stay calm for his kids. If he does something bad, what is he teaching his kids? He has the courage to not look for others for advice of his kids. Tactics has the courage to do what is morally right, and to let Scout and Gem leave be. That is what makes Tactics be courageous, that is why he strives to do what he does. In the novel, Tactics said Instead of getting the idea that courage is a man with a gun in his hand. Its when you know youre licked before you begin anyway and you see it through no matter what. You rarely win, but sometimes you do. (Lee 149). This tote becomes Tactics definition of courage, and he sticks to this definition in his case with Tom Robinson. Tactics knew he was licked entering the case, and remained courageous and went through with it anyway. Nobody in the novel did an act of courage out of randomness, the rooted their acts from a need or motivation. Courage is the want to do succeed, and to do the righteous thing regardless of the end result. Nobody acted upon their acts in hopes of winning. Everyone won and lost, either way they did not regret what they did for the sake of righteousness and good intentions. Coo

Social Learning Theory Assignment Example | Topics and Well Written Essays - 750 words

Social Learning Theory - Assignment Example Thus, it is through modeling and repeating or doing things that are already done by others is an important way a child learns different behaviors and adopt certain attitudes. However, while observing and modeling, one feature that is in a continuous functioning state is the child’s own cognition. The cognition works in a way that if a child sees someone getting acknowledgement and rewards upon his behavior or deed, the child would him/herself like to receive the same kind of acknowledgement and appreciation from others. This desire leads the child to incorporate the same attitude in his daily practice so that he too can be socially recognized and accepted. Once the child gets success due to the modeled behavior, he learns to practice the same thing throughout his lifespan. The problem might occur when the child is not able to model the exact behavior to receive acknowledgement. In such a situation, he/she modifies the same behavior multiple times and in multiple ways as long a s he might achieve success. In the same way, punishment and discouragement act as negative stimulators for the child not to adopt a certain behavior if someone else is punished on its basis (Cicchetti, 2006). From the above explanation, theorists (Berger, 2008) conclude that a child makes his own set of behaviors and rules based on the consequences that he sees happening to others, which includes praise, rewards, rejection, or criticism. These consequences become their guiding principles to adopt or reject certain behaviors.... These experiences, moreover, should be directly observed by the children in order to learn. If the experiences happen to a child’s peers, then only it has a great tendency to be adopted since children associate themselves more with peers and friends than anyone else. Furthermore, they learn to do things, which their peers think are good and acceptable; and disapprove of things, which their peers do not like. A developing child learns in two different ways (Berger, 2008); one through their peers and the other important way is through their parents and other adults who have a significant impact over the child’s life. Since the child’s early learning is at his home, thus, during that phase of his life, he already develops certain dos and don’ts for himself that act as guiding principles over which he assesses others’ behaviors to be adopted or rejected. The values that he sees being followed at his home are automatically instilled in his life and daily routine. Here again, observation plays a vital role in the instillation of values and family mores. Therefore, a child who sees his parents fighting all the time and never experiences a peaceful home environment would have less social bonding with others than a child experiencing an otherwise environment would. In the same way, the level of expectations that a child holds also shapes according to the environment he gets around him. A child with less loving parents would not expect others too to show love and care towards him than child who has always been pampered and overly loved by his parents and other adults of his family. In addition, the level of belief and confidence that the child possesses about him is influenced by these

Philosophy final exam Essay Example | Topics and Well Written Essays - 1250 words

Philosophy final exam - Essay Example In addition to this argument, Socrates also argues that a better person cannot be harmed by a worse one. This argument is presented in response to claims against him that he has corrupted the Athenian youth. Similar to the earlier argument this can be extended to a broader context, so that if one person is truly considered better in terms of moral or intellectual qualities, then it is possible for another individual to corrupt them. A third argument Socrates advances is that a man should do what is right and not consider living and dying. In these regards, Socrates is referring to the nature of morality and correct action. For Socrates, the individual should follow a path that considers the nature of life for not selfish reasons, but for what is best in terms of their own existence. Through Plato, Socrates made a number of great contributions to philosophy. Among the important contributions include the argument of the theory of forms, which contended that objects within the world have an eternal metaphysical form. For instance, three different types of clouds are all part of the eternal form of cloud. In the Apology, perhaps his greatest contribution to philosophy is his contention that the unexamined life is not worth living. My personal feeling on Socrates is a general approval of his approach to life. Still, I recognize that many of his philosophical ideals, including the theory of forms, are out-dated and do not stand up to contemporary examination. William Paleys approach to religion is greatly influenced by movements in natural theology. In these regards, Paley believed that Gods design for the universe and the physical world can be identified in the happiness in the order of things. His approach to natural theology can be identified in texts such as aptly named Natural Theology where he outlines this philosophical stance (â€Å"Victorian

Retails industries in UK Dissertation Example | Topics and Well Written Essays - 5250 words

Retails industries in UK - Dissertation Example Research shows that when the economic aspects of the country were steady and reliable, the consumer confidence was at its highest. This is evident from the fact that before 2007, when employment levels and positive externalities prevailed in the economy, UK consumers spent lavishly. However, growing inflation forced British people to change their money management philosophy from earn more and spend lavishly to spend less and save more. Everything is expensive in UK at present except the people. Many of the British families are currently struggling to find enough funds for managing their monthly family expenses because of higher inflation. From September 2007 onwards, a strong decline in consumer spending has been observed. Moreover, consumers started to stay away from borrowing options available to them from 2007 onwards. Earlier, the general trend among British people was to spend lavishly and approach the banks or other financial institutions when they are in need of money. Banks a nd other financial institutions in the past, dispersed mortgages to all people who approached them irrespective of their financial abilities or the credit histories of the borrowers. As a result of such inappropriate lending policies, many British banks faced problems in the recent past. At present banks in Britain are granting loans or mortgages only after thoroughly investigating about the credit histories of the borrowers. Thus, people are struggling to find enough money for lavish spending at present. ... This literature review focuses on the retail industries in the UK, specially the segmentation in this sector, as well as how the financial crisis affected it. Basic Trends in Retail Sector of the UK Lower Consumer Confidence: Research shows that when the economic aspects of the country were steady and reliable, the consumer confidence was at its highest. This is evident from the fact that before 2007, when employment levels and positive externalities prevailed in the economy, UK consumers spent lavishly. However, growing inflation forced British people to change their money management philosophy from earn more and spend lavishly to spend less and save more. Everything is expensive in UK at present except the people. Many of the British families are currently struggling to find enough funds for managing their monthly family expenses because of higher inflation. From September 2007 onwards, a strong decline in consumer spending has been observed. Moreover, consumers started to stay awa y from borrowing options available to them from 2007 onwards. Earlier, the general trend among British people was to spend lavishly and approach the banks or other financial institutions when they are in need of money. Banks and other financial institutions in the past, dispersed mortgages to all people who approached them irrespective of their financial abilities or the credit histories of the borrowers. As a result of such inappropriate lending policies, many British banks faced problems in the recent past. At present banks in Britain are granting loans or mortgages only after thoroughly investigating about the credit histories of the borrowers. Thus, people are struggling to find enough money for lavish spending at present. Apart from the

Salinity Responsiveness in Finger Millet Analysis

Salinity Responsiveness in Finger Millet Analysis Introduction Salinity represents a strong limitation for agricultural production worldwide, especially in arid and semi-arid and restricts efficient utilization of available land resources. It is estimated that about 7% of world agricultural land that nearly one half of the total area of irrigated land could be adversely affected by salinization (Kosova 2013). Most of the cereal crops are sensitive to salinity and have limited amount of genetic variation for salinity tolerance in their germplasm. Hence genetic improvement of crops for their tolerance against salinity will be helpful in achieving targeted food production to meet the demands of growing population. Conventional plant breeding approaches have resulted in limited success in developing salt tolerant crop varieties due to multigenic nature of salt tolerance mechanisms and presence of low genetic variation in major crops. Another problem associated with conventional breeding is that if the gene is present in a wild relative of the crop, there is difficulty in transferring it to the domesticated cultivar, due to reproductive barriers and linkage drag. Recently, substantial progress in elucidation of salt tolerance mechanisms, especially salt ion signaling and transport, has been achieved due to utilization of modern genetic approaches and high-throughput methods of functional genomics. Genetic engineering has been demonstrated to be successful in developing salt tolerant crop plants (Zhang et al. 2001; Su and Wu 2004; Zhang et al. 2001). Genetic engineering strategies targeting various metabolic pathways viz., accumulation of osmolytes, antioxidant enzymes and up regulation of genes involved in stress responses like ion transporters, ion channels, transcriptional factors and various signaling pathway components have resulted in production of genetically modified crop plants exhibiting improved level of salinity tolerance (Turan et al. 2012). Identifying novel genes, analyzing their expression patterns in response to salt stress and determination of their potential functions in salt stress adaptation will provide the basis for effective genetic engineering strategies to enhance tolerance against salt stress (Cushman and Bohnert 2000). Responses against salinity stress involve many molecular processes such as ion homeostasis (membrane proteins involved in ionic transport), osmotic adjustment and water regime regulation (osmolytes) and scavenging of toxic compounds (Munns and Tester 2008). During recent years, considerable attention has been given towards elucidating the molecular basis of salt tolerance in crop plants. Several important pathways involved in salinity tolerance have been identified in model plants like Arabidopsis and rice (Zhu 2003; Walia et al. 2005; Cotsaftis et al. 2011). It is hypothesized that exploitation of halophytes or distantly related crops or wild progenitors of cereal food crops exhibiting superior levels of salinity tolerance may lead to identification of novel metabolic pathways/mechanisms/genes involved in modulating salinity stress tolerance in crop plants. Several research groups are working on understanding mechanisms of salinity tolerance in Pennisetum glaucum (Mishra et al. 2007), Avecinnia marina (Mehta et al. 2005), Porteresia coarctata (Garg et al. 2014) with a view to identify novel genes for genetic engineering of salinity tolerance in crop plants. But much more concerted efforts are needed to identify and exploit diverse crop species exhibiting superior level of salinity tolerance which will help in identifying novel genes associated with salinity tolerance. Finger millet (Eleusine coracanaL.) is an important minor cereal crop widely grown in Africa and Asia, known for its high degree of tolerance against drought, salinity and blast disease (Shailaja and Thirumeni 2007; Agarwal et al. 2011). Investigating the mechanisms and pathways involved in salt-tolerance of finger millet could facilitate better understanding of the molecular basis of salt tolerance and therefore enable the effective use of genetic and genomic approaches to improve salt tolerance in major cultivated crops. Although a wide range of significant physiological mechanisms and genetic adaptations to salinity stress has been observed, the underlying mechanisms of salt-tolerance in plants are still poorly understood. The best possible approach to explore tolerance mechanisms is to compare the components involved in stress response in tolerant as compared to sensitive plants. The other alternative to overcome this limitation would be to pick up some selected conserved genes w hich may be used to perform limited transcriptome analysis among the diverse genotypes. With this background, we planned to understand the physiological and molecular basis of salinity responsiveness in finger millet in comparison to the major cereal food crop, rice. Comparative physiological studies were conducted with a view to prove the superiority of finger millet genotypes over rice in terms of salinity tolerance. Two contrasting finger millet genotypes were used for physiological studies and expression analysis of already identified salinity responsive genes was done. This is the first study conducted to compare molecular basis of salinity tolerance in finger millet with rice. Material and Method Genetic Materials Used Seeds of two contrasting genotypes of rice (Oryza sativa) {FL478 (tolerant), White Ponni (Susceptible)} and finger millet (Eleusine coracona) {Trichy 1 (tolerant), CO12 (Susceptible)} in terms of salinity tolerance were evaluated for their responses against salinity stress under greenhouse conditions. Nucleus seeds of rice genotypes were obtained from Paddy Breeding Station, Tamil Nadu Agricultural University, Coimbatore, India and finger millet genotypes were obtained from Millet Breeding Station of Tamil Nadu Agricultural University, Coimbatore, India. Effect of salinity stress during germination Contrasting genotypes of rice {FL478 (tolerant), White Ponni (Susceptible)} and finger millet {Trichy 1 (tolerant), CO12 (Susceptible)} genotypes were assessed for their ability to germinate under salinity stress. Twenty seeds of both rice and finger millet genotypes were allowed for germination under different concentrations of NaCl solutions (0 mM, 50 mM, 100 mM, 200 mM NaCl solution) in petri-dishes with adequate replications. Germination percentage was calculated based on the number of seeds successfully germinated and vigor index was calculated based on the shoot length and root length on 10th day of germination. Effect of salinity stress during vegetative stage Imposition of salinity stress Contrasting genotypes of rice and finger millet genotypes (three seedlings per pot) were grown in perforated pots of 15 cm diameter and 20 cm height (having 3–5 mm holes on the side walls and bottom) filled with 2 kg of field soil mixed with required amount of fertilizer [1.25 g of (NH4)2SO4, 0.08 g Muriate of potash (KCl), and 0.08 g single superphosphate (SSP)]. Three pots were placed inside a large tray containing irrigation water and grown up to 20 days under greenhouse conditions. Plants were grown during June–August when air temperature ranged from 26 to 34  °C during the day and from 20 to 27  °C during the night and relative humidity ranged from 60 to 80 %. Salinity stress was imposed on 21st day when plant has reached to 5 leaf stage by adding desired concentrations of NaCl viz. 150 mM and 300 mM along with suitable control pots irrigated with normal water. Progression of salinity stress was monitored by periodically measuring the electrical conductivity (E C) of soil (from pot) and water (collected from tray) samples collected from both control and salinity stressed trays. Physiological and biochemical responses of contrasting rice and finger millet genotypes under salinity stress Contrasting genotypes of rice viz., FL478 (tolerant) and White Ponni (susceptible) and finger millet viz., CO 12 (susceptible) and Trichy 1 (tolerant) were evaluated for their physiological and biochemical responses viz., osmotic tolerance ability, salt accumulation pattern and sugar accumulation pattern during salinity stress. Measurement of Osmotic tolerance ability For assessing the osmotic tolerance ability of contrasting rice and finger millet genotypes, freshly emerged leaf (5-6cm) was marked and increase in leaf length was measured at every 24hrs interval during the initial 6 days of salinity stress along with control plants. Terminal leaf elongation rate per day (24 h) was calculated based on the observations recorded. Salt accumulation pattern Salt (Na+ and K+) uptake, transport and accumulation pattern of contrasting rice and finger millet genotypes was assessed by determining the (Na+ and K+) contents in shoots and top 3 leaves collected under normal and salinity stress conditions. Tissue samples collected at 21 DAS (days after stress) were washed with de-ionized water, dried in a hot air oven (70  °C) and then ground into fine powder. Ground samples were digested with triple acid mixture (sulfuric acid, perchloric acid and nitric acid in the ratio 9:2:1 v/v). Na+ and K+) concentrations in the triple acid digested extract were estimated using Flame Photometer (Elico, CL378). Determination of total soluble sugar content Total soluble sugar (TSS) content in the top three leaves of control and salinity stressed plants (21 days after stress) of contrasting rice and finger millet genotypes was determined using anthrone reagent method (Yemm and Willis 1954). Fresh leaf sample (100 mg) was ground in liquid nitrogen and pigments were removed using acetone extraction. TSSs were extracted in 80 % ethanol and were estimated by the anthrone reagent method using glucose as the standard. Other physiological responses of contrasting finger millet genotypes to salinity stress Gas exchange parameters were recorded in the third leaf (from top) of control and salinity stressed plants of rice and finger millet genotypes between 1000 hours and 1200 noon at 11 DAS (days after stress) using LI-COR 6400-XT photosynthesis system (LI-COR Biosciences, Nebraska, USA). The instrument was set with the following conditions: photo-synthetically active radiation 1,500  µmol of photon m−2s−1; ambient levels of CO2 and temperature; leaf area 3 cm2 and flow rate of 500  µmol s−1. RNA isolation, Northern blotting and hybridization Expression analysis of already reported salinity responsive candidate genes in response to salinity stress in the leaves of contrasting rice and finger millet genotypes were studied by northern blotting. Top 3 leaves of both rice and finger millet genotypes were collected and frozen immediately in liquid nitrogen from both control and stressed plant (300mM NaCl) when susceptible rice variety viz. White Ponni has shown salinity symptoms i.e., 11 days after salinity stress. Total RNA was isolated from stressed and control leaf samples using One Step RNA Reagent (Biobasic Inc., Canada) as per manufacturer’s protocol. The integrity of RNA was assessed by formaldehyde agarose gel electrophoresis. Total RNA was quantified using Nanodrop ND-1000 spectrophotometer (Thermo Fisher Scientific, Wilmington, DE, USA). 20ug of RNA mixed with RNA loading dye (1:1) was denatured at 75à ¢Ã‚ Ã‚ °C for 10mins and separated on denaturing agarose gel as described by Streit et al. (2008). The gel was stained with ethidium bromide and photographed. Gel was processed and RNAs were transferred to positively charged nylon membrane (Pal Corporation) using 20XSSC buffer. After capillary transfer to the membrane, RNAs were fixed by exposing the membrane to UV cross linker (Hoeffer, Piscataway). DNA fragment of candidate genes to be used as probe were isolated from rice cloned in pTZ57R TA cloning vector and confirmed by sequencing. Double-stranded probes were radioactively labelled with (ÃŽ ±-32P) dCTP using DecaLabel DNA Labeling kit (Fermentas) and probes were purified using Sephadex G-50 spin column (GE Healthcare). Radiolabelled probes were denatured on boiling water bath snap cooled on ice and used for hybridization as described by Streit et al. (2008). RNA blots were pre-hybridized in ULTRAhyb ® at 45à ¢Ã‚ Ã‚ °C for 4–8 h. The blots were hybridized with 32P-labelled denatured probes at 45à ¢Ã‚ Ã‚ °Cfor 20 h in the same but fresh buffer. The blots were initially w ashed at room temperature with 2XSSC and 0.1% SDS followed by twice wash with 1XSSC and 0.1%SDS at 45à ¢Ã‚ Ã‚ °C for 20 min each. The blots were initially washed at room temperature with 2XSSC and 0.1% SDS for 30 min and then washed with different stringencies for different probes to decrease background. Hybridized membrane were dried on blotting paper and exposed to Kodak XAE-5 film with cassette having Kodak intensifying screen for 1–6 d. The resulting radiograms were scanned in an LKB 2201 densitometric scanner. Results Effect of salinity stress on rice and finger millet genotypes during germination stage Screening of contrasting genotypes of both rice and finger millet against salinity stress at germination stage revealed the superiority of finger millet over rice in terms of salinity tolerance at germination stage. At lower concentration of salinity stress (i.e 50mM NaCl) the susceptible genotypes of both finger millet (CO12) and rice (White ponni) has shown better germination percentage and vigor index as compared to tolerant genotypes. Tolerant rice genotype FL478 was found to possess better germination percentage (35 ±2.9%) and vigor index (128.2 ±10.6) in comparison to susceptible White Ponni where germination percent and vigor index was found to be 16.7 ±1.7% and 70.9 ±7.1 respectively. Both finger millet genotypes i.e. CO12 and Trichy1 has shown almost similar germination percent and vigor index at 100mM of NaCl stress. Both rice genotypes (viz. FL476 and White Ponni) did not show any germination beyond 100 mM NaCl stress (Table 1); whereas both susceptible (CO12) and tolerant (Trichy 1) finger millet genotypes were able to germinate even at 300 mM NaCl stress (Table 1). At 300 mM NaCl stress Trichy 1 has shown better germination percent (40.0 ±1.6) and vigor index (32.0 ±1.3) as compared to CO 12 germination percent (24.4 ±0.9) and vigor index 24.4 ±0.9.

Jane Eyre: An Orphan’s Success Story Essay -- Charlotte Bronte Jane Ey

Jane Eyre: An Orphan’s Success Story       In Victorian literature, the orphan can be read as an unfamiliar and strange figure outside the dominant narrative of domesticity (Peters 18). They were often portrayed as poor children without a means of creating a successful life for themselves. Charlotte Bronte’s Jane Eyre, however, is a portrayal of a female orphan who triumphs over almost every environment she enters. Therefore, Jane’s ability to overcome the hardships that she encounters is a fictional success story. By discussing Jane’s early life as an orphan at Gateshead and Lowood, and also her relationships with Helen Burns and Adele Varens, one can see how Bronte’s novel is an escape from the familiar predestined fate of at least one orphan in the novel—Jane. Jane becomes an orphan after her father, a poor clergyman, is infected with typhus fever while visiting among the poor of a large manufacturing town. Jane’s mother becomes infected from him, and both die within a month of each other (37; ch. 3). Because Jane is still a young child when this occurs, she knows no other life but of that as an orphan. Mr. Reed, her uncle who informally adopts her, wants Jane to be brought up in a positive familial environment. After his death, however, Mrs. Reed makes certain that this is not possible. Through her character, Bronte draws on the archetypical literary figure of the wicked stepmother (Nestor 35). Although Jane now lives with the Reeds, a financially well-off family, she is still treated like a poor, working-class orphan. While at Gateshead, Jane is constantly reminded of her lower-class, orphaned status. Jane’s position in the Reed household is inferior and intolerable. Even the Reeds’ servant, Miss Abbot, tells her,... ...ops. Along with these experiences, she is involved in relationships with other children of orphaned status. Both Helen Burns and Adele Varens play a significant role in helping Jane become a successful governess and the eventual wife of her true love. Because of these experiences and relationships, Jane’s past as a passionate, oppressed, insignificant, orphaned child is buried by her ability to overcome it. Her ability to overcome this sentence for failure is, indeed, like a fairy-tale.       Works Cited Bronte, Charlotte. Jane Eyre. Ed. Beth Newman. Boston: St. Martin’s, 1996. Hochman, Baruch, and Ilja Wachs. Dickens: The Orphan Condition. London: Associated UP, 1999. Nestor, Pauline. Charlotte Bronte’s Jane Eyre. New York: St. Martin’s, 1992. Peters, Laura. Orphan Texts: Victorian Orphans, Culture and Empire. Manchester: Manchester UP, 2000.