Characters that Most Influenced Inman in Cold Mountain Essay -- essays

The novel Cold Mountain is about two peoples’ independent journeys through different struggles and situations at the same time. One of these people is Inman, an injured soldier who is trying to find his way home after deserting from the fighting. He meets a lot of strange people along the way. Some of them help and some of them hinder. However, they all teach him something about himself, or something that he can relate to himself. There are some characters that are more significant in this respect than others and they have more of an actual influence on Inman’s journey. One of these characters is Veasey, the preacher. Inman meets him when he catches the preacher trying to throw a drugged, pregnant girl into the ‘Deep River’. Inman saves the girl from Veasey and leaves him to face his punishment. Later on in the story, Veasey returns with â€Å"his face†¦cut and marked by bruises†. Veasey is a general negative influence on Inman’s odyssey. He uses religion to justify his immoral acts and symbolises false faith and unrestrained selfishness. He is, however, company for Inman, even though Inman does not want it. They travel together and find a â€Å"grim roadside inn†. It is here that we see Veasey as being a danger to Inman. Veasey meets a prostitute called Big Tildy and makes a deal. Here, he picks a fight with a drunken, armed man who tries to take Big Tildy elsewhere. The two men draw their pistols at each other, but Tildy takes Veasey’s from him. Veasey wants to continue with the fight. Inman steps in a nd the drunken man goes away. â€Å"You’re set on getting us both killed.† Inman realises that Veasey is a danger and tries to leave him behind when he leaves, the next day. Veasey however, catches up to him again. Together they both meet Jun... ...s ironic because all throughout the novel we have heard stories of Inman’s terrible ordeals in the war. Inman’s journey has been both negatively affected (Veasey) and positively affected (Sara). In my opinion, for all of the bad things that happen to Inman, something good happens. The best example of this is Veasey. Inman puts up with Veasey and his annoying habits for so long, and he saves his life in the end. Therefore, even the negative influences that Inman experiences on his odyssey, result in a positive outcome. Inman learns a lot from the people that he meets on his odyssey. Some affect his journey and some do not. There are characters that have not been mentioned because they are not as influential as the ones that have been. Characters like the gypsies, who show Inman that stereotypes cannot always be trusted, do not help him on his psychological journey.

‘Bright and Morning Star’ Richard Wright Essay

The aim of this essay is to discuss the decision that the protagonist from Richard Wright’s ‘Bright and Morning star’, Aunt Sue, a black mother of two sons, has to make in order to chose between her sons’ life and the safety of the Communist members from her community. This story is, among others written by Richard Wright, a ‘dark portrayal of black Communist life’ and it analyses the inner struggle of Aunt Sue as a black woman and ‘mother of Communists’ (1). Wright’s short story follows the dilemma that Sue has to confront with herself during one rainy night, as a mother of Communist sons who were chased by the authorities. Her dilemma starts to grow from the beginning of the story, when she finds out that her son’s communist party was in danger to be discovered by the authorities: ’The sheriff wuz by our house tonight[†¦] He done got word from somewheres bout tha meetin tomorrow’(Wright 412). From that moment she was subjected to two different emotions, the fear that she might lose her son and the duty to the community to save the members of the party that her son had:’ She was feeling that Johnny-Boy was already lost to her; she was feeling the pain that would come when she knew it for certain, and she was feeling that she would have to be brave and bear it’, ‘[†¦] for her to try to stop Johnny-Boy was to admit that all the toil of years meant nothing; and to let him go meant that sometime or other he would be caught. In facing it this way she felt a little stunned, as though she had come suddenly upon a blank wall in the dark.’(Wright 412-413) In spite of Wright’s joining to Communism: ‘â€Å"I Tried to be a Communist’, and of his numerous writings about it, eventually his focus grew more on the development of an individual black consciousness than on advancing the causes of the Communist party as in the case of his t wo stories ‘Fire and Cloud’ and ‘Bright and Morning star’(2). From the beginning of the story we can see Sue divided in two inner parts: a part of her still remembering her past beliefs, in Christianity and Jesus, and a new part of her revealed from the moment of her joining her sons’ beliefs in Communism in order to escape of the past sufferings of the black people. In her search for better, as we can see trough the story, she try to find a refuge first in religion, then in Communism, but when she feels that neither  the Communism is enough to achieve a better living, her last hope is in her pride of the black people: ‘She was consumed with a bitter pride. There was nothing on this earth, she felt then, that they could not do to her but that she could take’ (Wright 422) Also we can see Sue taking two different attitudes along the story. If in the first instance we can see Sue as a regular mother concerned for her family and her love for her son, Johnny-Boy: ‘But how she could forget Johnny-Boy out there on those wet fields rounding up white and black Communists for a meeting tomorrow?’ (Wright 408), also we can see that her doubts about her son’s business among the Communist group of her community made her look in a sort skeptical at the policy of allowing people enter the group and at the new white members she didn’t trust: ‘It wuznt nona our folks . . . Ah knows em all from way back. There ain none of em that coulda! . . . Son, it wuz some of them white folks! (Wright 417), and she is first portrayed as a regular woman who knows her place in the house: ’While shoving the iron a cluster of toiling days returned; days of washing and ironing to feed Johnny-Boy and Sug [†¦] days of carrying a hundred punds of white folks’ clothes upon her head [†¦]’(Wright 409). Her image along with her beliefs changed as the events from that night continued. Her black pride and her commitment to the group emerged when she was brutally questioned about her son and the members from Johnny-Boy’s Communist group, succeeding to resist to their attack on her: ‘yuh didn‟t git whut yuh wanted! N yuh ain gonna nevah git it!’(Wright 423). Though, further in the night, because of weak position she was put into by the beatings of the sheriff and because of the false news that her son was killed, her self-confident fell and she was tricked to say the names of the members. The moment she decides to rectify her mistake is the moment she realizes that she has to fight alone for her cause and to rescue the other members and she ‘would do anything for her sons – except betray others’ (Felgar 29). Also the moment she lost her last faith – her pride- revealing the names of the members is also the moment she decides to put the good of her people, her friends, above her son and her fears. Thus the only way to take it back was by shooting the boy Booker before he could tell the names:’ The sheet! Thas it, the sheet! Her whole being leaped with will; the long years of her life bent toward a moment of focus a point. Ah kin go wid mah sheet! Ahll be doin what he said! Lawd Gawd in Heaven, Ahma go like a nigger  woman wid mah windin sheet and git mah dead son!’(Wright 433). And although she is subjected to the great martyrdom a mother could endure: her son being tortured and killed in front of her, she maintain her strengt h to accomplish her mission: â€Å"She fired, once; then, without pausing, she turned, hearing them yell. She aimed at Johnny-Boy, but they had their arms around her[†¦] She glimpsed Booker lying sprawled in the mud, on his face [†¦] And she was suddenly at peace; they were not a white mountain now; they were not pushing her any longer to the edge of life. Its awright†¦Ã¢â‚¬ (Wright 440 ) Main features of the protagonist are coming out in this part of the story: cleverness, the strength of sacrificing her maternal love and her son for the community cause. She becomes thus the strong, self-confident woman, in order to fix her mistakes and takes the faith of her and her son’s life in her hands and she goes to confront the ‘enemy’ by herself. Because of the wisdom of the past generations she possessed, she succeeds to accomplish her well developed plan: she goes to the enemy camp by herself with a gun hidden in a white sheet in order to shoot the traitor of her friends:’ The sheet! Thas it, the sheet! Her whole being leaped with will; the long years of her life bent toward a moment of focus a point. Ah kin go wid mah sheet! Ahll be doin what he said! Lawd Gawd in Heaven, Ahma go like a nigger woman wid mah windin sheet and git mah dead son!’(Wright 433). In conclusion, the struggle the protagonist has to take before she could see what her options are and her decision to give her life and her son’s in favor of the Black community, captures a cruel reality, the author wanted to represent, of black women in particular, and the black community in general, in their effort to escape from the hardships the white men had submitted them to. In this way we can say that Sue succeeded to surpass her condition as a black mother and woman, and became a defender of a community, but with a price: stepping over the love of a mother for her son and sacrificing him for the sake of the rest. Works cited: * Richard Wright, Early Works. NY: Library of America, 1991,’ Bright and Morning Star’; * Felgar, Robert. Student Companions to Classic Writers: Student Companions to Richard Wright. Westport: Greenwood Press, Inc., 2000. * Kilinski, April Conley, Flinging a New Star: â€Å"Fire and Cloud† and â€Å"Bright and Morning Star† as Reflections of Richard Wright’s Changing Relationship with Communism. Epiphany: Vol. 5, No. 1, 2012.

The Expanding Environment for Non Traditional Students

Non Traditional Students According to current estimates approximately 75 percent of college students are now nontraditional students – older than 25, attending school part time, and having delayed entry or reentry into college for a variety of personal reasons. Post secondary education is needed by such students to develop their careers and to acquire knowledge and skills required by a constantly changing global society. This trend is not restricted to North America; it is a worldwide phenomenon. Over the years, these nontraditionals have chosen either slower or faster options to proceed through their chosen curricula. They could work incrementally, taking a few courses per year while taking advantage of workplace tuition reimbursement†¦show more content†¦Then, teachers must reach goals using diverse methods and techniques which engage the student and make the learning process interesting. Though methods vary, a problem or task centered approach is generally considered superior to a subject matter approach. Students and professors may work together to co-create knowledge. Work in teams is an often used strategy because it replicates the experiences of nontraditional students in the workplace. Additionally, teachers work to reduce time and place restrictions for the nontraditional student that would limit that person’s access to course materials and assignments; asynchronous online options easily break down such barriers. Furthermore, flexible access to student services has become more common over time. Clearer and more accessible information now exists on institutions and the specific programs needed for planning degrees and careers. Programs for nontraditional learners provide orientation workshops to reacquaint applicants with the rigors of college level study, and to reduce anxiety about reentry after a prolonged period of time. Some of these programs offer remedial classes to help the student re-learn or improve study skills. The availability of financial aid information has improved greatly over time. Critics contend that the influx of nontraditionals into the college student market has accelerated a trend towardShow MoreRelatedEssay On Charter School1735 Words   |  7 Pagestheir idea for student evaluation and student one-on-one development is important to focus on. Referring back to Edwards Middle school, which is a public school, who are creating reforms that follow these guidelines have seen tremendous improvement in their students’ academic test scores. Edwards is not the only ones who are implementing these innovative practices in the public school environment. 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Effective teachers, however, directly impact student learning and achievement. It’s been shown that teachers who have a large repertoire of effective instructional strategies teach differently (Tyson).They’re more intentional in their objectives, strategies, and intended outcomes. And, have better results. Robert Marzano, an educational

Polyprotic Acids

There are many different types of acids. This is an introduction to polyprotic acids, with an example of the ionization steps of a polyprotic acid. What Is a Polyprotic Acid? Ka1 Ka2 Ka3 Example of a Polyprotic Acid 3 4 H3PO4(aq) ⇔ H(aq) H2PO4-(aq)Ka1 [H][H2PO4-]/[H3PO4] 7.5 x 10-3H2PO4-(aq) ⇔ H(aq) HPO42-(aq)Ka2 [H][HPO42-]/[H2PO4-] 6.2 x 10-8HPO42-(aq) ⇔ H(aq) PO43-(aq)Ka3 [H][PO43-]/[HPO42-] 4.8 x 10-13 Learn More Polyprotic Acid and Strong Base Titration Curve Titration Basics Introduction to Acids and Bases

Desdemona in William Shakespeares Othello Essay - 858 Words

Desdemona in William Shakespeares Othello In Act One, Scene Three when we first hear of Desdemona through her father Brabantio, the image of a small, shy and innocent young girl comes to mind. When Brabantio tells the Duke of his daughter he calls her ‘A maiden never bold; / of spirit so still and quiet’ and the only reason she married Othello is because ‘she feared to look on’ him. Brabantio seems sure that this is the daughter he knows so well and he believes that she must have been ‘wrought upon’ as he does not think it is possible that she would disobey him and marry behind his back. We see Desdemona as an innocent victim through Brabantio’s eyes, however the Desdemona that presents†¦show more content†¦Desdemona claims she cannot stay put as ‘a moth of peace’, the marriage has not yet been consummated and she does not want to be hidden away from the man that she loves. This strong sense of will Desdemona shows in Act One contrasts to her actions furth er on in the play. At this point her strong will and love she holds for Othello’s also shows how she completely commits herself to him, her ‘heart’s subdued’ to Othello. It could be argued that this results in her becoming the ‘innocent victim’ as she stops standing up for herself and instead stands up for Othello. Desdemona refuses to blame Othello for her unhappiness in Act Four, instead she declares that it is her ‘wretched fortune’. In Act Two, Scene One, Desdemona’s strong will is further enforced, as she is able to confront Iago’s comments, which his wife Emilia would rather just set aside. Where Emilia says to Iago, ‘You shall not write my praise,’ Desdemona says to Iago, ‘What wouldst thou write of me, it thou should praise me?’ This clearly displays how Desdemona is not afraid to speak her mind. She does not shy away from others and she comes across as a strong and confident woman. 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In the play,, the characters are faced with the choice to either conquer or succumb to the overpowering force of evil. Shakespeare places his characters on a sort of spectrum in which a character’s amount of god or evil can be represented by a shade of color: black representing pure evil, white representing absolute goodness, and a shade of greyRead More The Use Of Animal Imagery In Othello Essay1040 Words   |  5 Pages In William Shakespeare’s play â€Å"Othello† the use of animal imagery was evident throughout the telling of the story. Shakespeare explained several characters actions by comparing them to similarities in animals. The characters in â€Å"Othello† were often depicted as having animal-like characteristics. Some characters were even compared to animals by other characters in the play. 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At the beginning of Shakespeare’s Othello, Iago is represented as trustworthy and honest, but readers soon realize that he is the opposite of what he seems. Even though Iago’s personality and thoughts are revealed less in MacDonald’s Goodnight Desdemona (Good Morning Juliet), he carries on the same immoral legacy as in Othello. Throughout the plays

Nationalism in the 19th century Free Essays

Nationalism is a term used to identify two phenomena. First, it describes the attitude of individuals towards their nation which result to the rise of national identity. Second, it pertains to the action that members of a certain nation take in order to achieve the sustainability of self determination (Miscevic). We will write a custom essay sample on Nationalism in the 19th century or any similar topic only for you Order Now During the era of industrialization and urbanization in Western societies, nationalism emerged as one of the most successful political forces. Nationalism became the foundation with which western societies were organized. Between the years of 1850 and 1914, the establishment of nation-states gained the support of all social classes. Hence, the equilibrium in the international political power arises. The masses were diverted towards governance that does not adhere to the class war socialist doctrine. In France, Napoleon III spearheaded the successful campaign for nationalism. During his mild dictatorship for nearly 20 years (1852 to 1870), Napoleon promoted the idea that national states and the programs provided by the government could appeal to all social classes such as the rich, the poor, the conservative, and the radical. Consequently, Napoleon’s political initiative became a landscape where national states became an avenue for the rapid changes in politics and economy (Lloyd). In 1860, Count Cavour, the nationalist leader of Sardinia unified majority of the areas in Italy. His initiative to promote nationalism resulted in Italy’s emergence as a single political state without the use of drastic actions in addressing economic and social matters. Two years after, Prussia hailed Otto von Bismarck as the country’s chief minister. Under his leadership, the states of Germany were unified into a single political state under the Prussian governance. This was only made possible after Bismarck fought three wars. The unification of the states of Germany strengthened the pride of nationalism. Likewise, the country attained an anti-liberal and conservative force (Lloyd). In order to attain national identity, the United States competed for national aspirations which eventually led to the civil war. A slave-based cotton industry in the south expanded rapidly right after new lands were utilized for industrialization. Thus, the south was able to generate much demand from cotton production. Due to this, a conflict emerged between the people from the south and the north’s urban culture and family farm agriculture. The triumph of north against the south marked the end of slavery. However, land reforms and racial discrimination were not totally addressed (Lloyd). Nationalism also played an important role in the lives of Russian. Right after the Crimean War, major reforms were put forward. In 1861, the freedom of the serfs was attained. Likewise, the government spearheaded the development of modern industries and railroads (Lloyd). As nationalism continued to grow, most of the politicians and national governments responded accordingly in order to strengthen and meet the demands of the people. Because of nationalism, most of the Western societies managed to promote reforms that appeal to all social classes. Works Cited Lloyd, Jim. â€Å"19th century nationalism.† Fresno Unified School District. 2008. 28 October  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2008 http://www.fresno.k12.ca.us/schools/s090/lloyd/nationalism.htm. Miscevic, Nenad. â€Å"Nationalism.† Stanford Encyclopedia of Philosophy. 24 September 2005. 28 October 2008 http://stanford.library.usyd.edu.au/entries/nationalism/#4.    How to cite Nationalism in the 19th century, Essay examples

Two Kinds By Amy Tan Essay Example For Students

Two Kinds By Amy Tan Essay Amy Tans Two Kinds is an autobiographical look into her childhood that shows the conflict between Tan and her mother, the difference between old and new cultures, the past and the present, and parents expectations vs. reality. Couples of opposing elements comprise the basis of the entire story; to another extent even the title itself, Two Kinds, shows the friction that Tan creates. The strongest argument that Tan suggest is that this may not only be a look into her own life, rather it may be the struggles that every child and parent goes through as they come into age. As the story advances, Tans journey of struggle through the relationship with her overbearing mother is unraveled. A sense of emotional growth and mutual respect can be noted between Tan and her mother as the story moves on. A strong examination of Two Kinds defends this theory. Two Kinds takes place in San Francisco during the 1950s when a large immigration movement was taking place. Tan begins the story by taking the role of the innocent child that all readers can relate with. You can see a mental picture of Tans mother poking and repeating the Chinese words Ni-Kan, You Watch! We immediately feel attached and sorry for Tan, being the daughter of an unruly mother. Tan wrote what many of us felt growing up with overbearing parents who expected the world out of us, when we just wanted to go outside and play with the other kids. In a sense we were mentally attached with Tan as she is compared to child actors who she cannot possible compete with. Tan feels as though her mother doesnt take her own opinions and worries to heart, rather she feels her mother is only concerned about Tan becoming famous so that her mother will be better off. These strong emotions that we feel from Tan also spark something inside most readers to immediately jump on the side of Tan rat her than see past these disguised attempts of motivation. Later on in Two Kinds Tans mother comments on her rugged hair, saying that she look like Negro-Chinese. Tans emotions come out as she says to herself as if I did this on purpose. This small line in the story makes a large impact as we can see in our minds a mother dragging her child into the bathroom washing her hair out and yelling at her for something that the child could not control. In a sense, Tan is almost pulling out our sensitive sides, and making the readers shed a tear for the rough life she has grown through. Tan is constantly beating herself up and taking the blame for things that she could not control and one point she looks herself in the mirror and states that it would always be this ordinary face I began to cry. Such a sad, ugly girl! I made high pitched noises like a crazed animal, trying to scratch out the face in the mirror. Tan expresses these emotions, as she is upset with not being as good as her mothe r is expecting. Her mother makes her feel as if she is not as good as she should be, though this strong attack maybe as simple as a failed attempt of Tans mother trying to make her realize that she is not fulfilling her own potential. The most important parts of the story come in regards to the piano lessons that Tan is forced into taking. During the course of the piano lessons Tan and her mother unleash their vented emotions in a strong exchange Why dont you like me the way I am? I cried. Im not a genius! I cant play the piano. Mother slapped me. Who ask you to be genius? she shouted. Only ask you be your best. For you sake. You think I want you to be genius? Hnnh! What for! Who ask you! So ungrateful, This strong exchange is large basis for argument of the misinterpreted attempts of each character. Tan herself is only trying to be do her best as her mother wants, even though her mother thinks that she is not trying as much as she really can. The next large change in emotions is wh en Tan decides not to care as much because she understands that if her teacher doesnt notice slight errors in her playing then her own mother will not notice these errors either. By behaving this way Tan sees that her mother is not even aware of her shoddy piano playing, so Tans mother begins to brag to her friends of her daughters apparent remarkable playing skills. If we ask Jing-mei wash dish, she hear nothing but music. Its like you cant stop this natural talent.Tan becomes extremely upset with this boasting by her own mother, and vows to put an end to this foolish pride. And the next available attempt to end the pride is at the piano recital that her mother enters Tan into. Tan prepared very little for this recital and practiced poorly. Though, right before Tans turn to play she felt a little excited and it seemed as if she wanted to play well. When my turn came, I was very confident. I remember my childish excitement. It was as if I knew, without a doubt, that the prodigy sid e of me really did exist. I had no fear whatsoever, no nervousness. I remember thinking, This is it! This is it!It was as if she always wanted to play piano and it was only when she was appreciated by her parents and those around her that she would talent would flourish. Though, her lack of practice caught up with her and she ended up playing miserably, and her youthful joy soon turned into sorrow as she realized how poorly she was playing and that other than Old Chong everyone else was in amazement of how mediocre her piano playing skills really were. .u271cbbc9ee0716759426473239a38204 , .u271cbbc9ee0716759426473239a38204 .postImageUrl , .u271cbbc9ee0716759426473239a38204 .centered-text-area { min-height: 80px; position: relative; } .u271cbbc9ee0716759426473239a38204 , .u271cbbc9ee0716759426473239a38204:hover , .u271cbbc9ee0716759426473239a38204:visited , .u271cbbc9ee0716759426473239a38204:active { border:0!important; } .u271cbbc9ee0716759426473239a38204 .clearfix:after { content: ""; display: table; clear: both; } .u271cbbc9ee0716759426473239a38204 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u271cbbc9ee0716759426473239a38204:active , .u271cbbc9ee0716759426473239a38204:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u271cbbc9ee0716759426473239a38204 .centered-text-area { width: 100%; position: relative ; } .u271cbbc9ee0716759426473239a38204 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u271cbbc9ee0716759426473239a38204 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u271cbbc9ee0716759426473239a38204 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u271cbbc9ee0716759426473239a38204:hover .ctaButton { background-color: #34495E!important; } .u271cbbc9ee0716759426473239a38204 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u271cbbc9ee0716759426473239a38204 .u271cbbc9ee0716759426473239a38204-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u271cbbc9ee0716759426473239a38204:after { content: ""; display: block; clear: both; } READ: Comparing â€Å"The Lottery† and â€Å"The Hunger Artist† Sample EssaySoon after this she would let down her mother and herself, by doing poorly in school and not fulfilling her potential. It was as if for all these years she was trying to get back at her mother by not performing well, and showing her that she was not the prodigy that her mother always wanted, something that we all subconsciously, at one point or another, have done. The apparent ability suicide that she was performing was only a way to lash out at her mother for forcing her to do all these things over the years that she never wanted to do. It is here that the reader notices that the forceful motivation that her mother performed was only a desperate attempt to save Tan from committing the same mistakes that her mother probably did before she came to America. Though, Tan never realizes this until the very end of the story when she is all grown up and her mother buys her a piano. The passing of this piano is a symbolic point in the book when Tan realizes that her mother only tried to help her all of these years. And closure is placed upon the tumultuous relationship between Tan and her mother while she plays the song Perfectly Contented.The emotions and change in behaviors that Tan embraces are the growing pains of a child lost in her own adolescence. We see Tans relationship with her mother fall during her pubescent years, when most of our relationships with our parents fall. The relationship that Tan tries to make with the reader is almost a recommendation on how the readers should take their own parents advice into consultation while growing up. Despite the harsh form o f motivation that her mother practiced, she only wanted the best for her daughter.