Abstract
In this book review of "The Midwife's Apprentice" by Karen Cushman, the author of the paper summarizes the plot of this novel set in Middle Ages England, about a young girl who befriends a cat and goes on to become a midwife's apprentice. The author of the paper discusses the major concepts of the novel and offers an evaluation of how these concepts are met. Finally the author offers personal comments on the book.

From the Paper
"One of the ways the girl begins to see her own worth is when someone mistakes her for a girl named Alyce who "sounded like someone who could read. If she looks like a girl who can read, then maybe she too can be a girl of value. Deciding that her name is Alyce, she is still taking her meaning from outside herself, but it is a step in learning that she is more than nothing."

Tags:Brat, Purr, Jane, Sharp, Alyce, Reese

Abstract
This paper discusses how in "The Color Purple", Walker follows one woman's journey to become a womanist. The novel dictates the letters written by a poor black woman, Celie, living in rural Georgia in the early 1900s. The paper looks at how, abused and belittled by her father and husband, Celie does not have an identity of her own. Instead, Celie behaves according to the stereotypical gender roles of the time and how the latter men define her. Although many readers assume Celie transforms simply as she ages, it is not until Celie befriends other women, that she begins to find her own voice. In particular, the paper looks at how Celie's relationships with her daughter-in-law, Sofia, and her lover, Shug Avery, allow her to develop her own identity and resist the passivity and self-doubt caused by the male subordination of women.

From the Paper
"One can better understand Celie's behavior throughout the novel when it is examined according to B.F. Skinner's operant behavior philosophy. Skinner argues that, "behavior is affected by its consequences," and, thus, that, "the punished person henceforth acts in ways which reduce the threat of punishment and which are incompatible with, and hence take the place of, the behavior punished"(1). Celie learned from infancy that by defying a man, she would be beaten or possibly killed. Therefore, in order to survive, Celie assumes she must be submissive to all men. After Albert's sister tells Celie that she should stand up for herself, Celie says, "I think bout Nettie, dead. She fight, she run away. What good it do? I don't fight, I stay where I'm told. But I'm alive"(Walker Color Purple 21). Celie sees how her sister's rebellion seems to have caused her death, and, thus remains passive in order to survive. Skinner's analysis of human behavior not only explains Celie's submission, but also her eventually triumph over her oppressors. "

Tags:celie, Sofia, Shug, Avery

Abstract
This paper examines how the relationship of the main protagonist of Kim to his Indian environment and to his status as a member of the British Empire is comfortably resolved for the author Rudyard Kipling, by the end of the novel, but not for a modern reader. It analyzes how Kim's fulfillment of his quest for a stable identity in the face of his personal social instability are paralleled throughout the novel with the political instability of the Indian subcontinent and the spiritual quest of the lama whom he befriends early in the novel's narrative. It shows how only after his friend the lama also comes to the end of his spiritual quest, Kim is able to find a answer as to who he truly is as he is perceived by the outer world, by a class and caste confused society.

From the Paper
"Kim's search for identity cannot be framed in terms of an uncomplicated pairing of India versus England. Kim is the son of an Irish man, and thus at best occupies only a marginal status as an Englishman, even if he were to dwell England itself. When Kim experiences his first period of confusion, it is not in the face of Indian treachery, but in the narrow understanding possessed by those attempting to civilize him as a purely white man at St. Xavier's. Later, Kim realizes in his training for the British Secret service, that he must make use of both his native tools of strength of mind as well as his British training in mathematics. Only by using both unique attributes in combination can he resist the test for becoming a spy he submits to be the mystic Lurgan. Lurgan marvels at the boy's uniqueness of mind, a uniqueness confirmed when Kim is comforted by a 'bairagi' during one of his crisis points of identity."

Tags:lama, india, british, spy, lurgan

Abstract
This paper examines how, in his book, "Amazing Grace", Kozol focuses on the children of the South Bronx, children who struggle to survive, thrive, to find joy and spiritual connections amid the turmoil of the ghetto. It shows how, although nihilism, hopelessness, anger, and violence run rampant through the neighborhood, the children with whom Kozol speaks and befriends exhibit an "amazing grace". It looks at how Kozol allows the residents of the South Bronx to speak for themselves through interviews and to demonstrate with their own examples why racial segregation, ghettoization, gang violence, and poverty are symptoms of a national problem rooted in avarice and racism.

From the Paper
"Ironically, the "founding father" of the community, Richard Morris, built the South Bronx on profits gleaned from slavery: he had owned a plantation in the Caribbean. The local high school is named after Morris. The South Bronx can't seem to escape its historical roots: racism pervades the district and there is a sense that its residents still live as slaves. A local teenage girl tells Kozol that the outside, white-dominated world looks toward people in their community as "obstacles to moving forward," as disposable and irrelevant. Moreover, Kozol notes that the mass media and the government fails to capture the raw emotionality of this harsh reality. Streets named after Black heroes like Martin Luther King stand basically as mockeries of racial justice and equality. "

Tags:racism, poverty, violence, south, bronx

Abstract
This paper discusses how in "Roughing it in the Bush" Moodie has not only documented a life story, but has done so in an entertaining manner. Her story reads like a novel; interesting characters and captivating events make up the majority of her life. The paper explores the character of Brian, the still-hunter, to which Moodie devotes an entire chapter. The writer writers of a man who is kind to her family and whom she befriends, who helps her as she struggles with life in the bush. He makes for an interesting character, especially when one takes into account that he is completely fictitious and, in fact, dead.

From the Paper
"Moodie first prepares us for the idea of a dead character by the poem that opens the chapter. Recognizing that the poem is open to interpretation, is it not possible that she is referring to a living dead man? She speaks of a "shadow... gathered to the silent dust long years ago," happy in a land without social life or companionship. A spirit doomed to haunt the earth would fit this category, and the connotative words of "gleamy" and "gloomy" give the poem an eerie quality that might set a reader's mind along the road of the supernatural. Obviously there is more than one possible interpretation, as the poem could literally be the memory of a man who lived his life outside of the social sphere. One thing is for certain, however; no matter how the poem is read, it is in reference to the character of Brian. The mentioning of a strange man and his dog and gun, as well as being placed directly underneath the title "Brian the Still-Hunter" is enough evidence of this. If one chooses to read this poem as being about a dead man, the connection between the dead and Brian will be initiated, and that connection would certainly coincide with the evidence that follows."

Tags:suicide, imaginary, friend

Abstract
This paper shows the universal educational message transmitted in Dahl's story of a giant who befriends an orphan and how they share their experiences of being teased by their peer groups. The writer shows that the message of tolerance and group diversity can be taught to the youngest of readers at a simple level.

From the Paper
"The BFG, by Roald Dahl, tells the story of an eight-year-old orphaned girl (Sophie) who is kidnapped by a Big Friendly Giant after she sees him, so she will not tell others. The giant lives among nine other giants, all of whom eat human beans (beings). BFG is the runt, at 24 feet only half the size of the other giants. He is constantly teased and picked on by the other giants. The situation set up by Dahl allows him to tell a story of two outcasts from very different backgrounds who at first misunderstand each other, then form a strong bond, and then work together to solve very serious problem. In the process, the book forces the reader to consider what it really means to be different and to view the world from someone else's perspective, while emphasizing that even those who seem small and powerless can use their intelligence to bring about good things."

Tags:peer, giant, orphan, tease, tolerance, accepting, diversity, group, stereotype

Abstract
The paper focuses on Desmond Morris' article "Territorial Behavior" that discusses how we all have a natural instinct to protect our personal space. The writer applies this idea to the college community at Lehigh
and explains the many different reasons why we put up walls around our personal space. The writer asserts that if everyone in your phonebook is somehow related to one another, it is time for you to expand your horizons by making new friends outside your clique.

From the Paper
"A dog marks its territory to warn off other canines by urinating around the area it is in. When another dog smells the urine, it will stay away as to avoid having a dispute with the owner of the space. Human beings act very similarly but do so with a more subtle approach and that does not involve a stench as strong. As explained by Desmond Morris in his article "Territorial Behavior," we all have a natural instinct to protect the space that we are occupying. This is certainly more evident in a college community such as Lehigh where everyone is occupied with their own agendas and things to do. Most students think that the world revolves around the little area that they belong to and rarely take the times to explore the opportunities and experiences outside of it. At the same time, Lehigh students put up walls to shut out certain people. This prevents growth and development of well rounded human beings."

Tags:peers, group, vulnerabilities, inhibitions, insecurities

From the Paper
"This study will describe and analyze the theme of loneliness and its healing in Madonna Kolbenschlag's "Lost in the Land of Oz: Befriending Your Inner Orphan and Heading for Home". The study will argue that Kolbenschlag is correct in concluding that the loneliness we all experience is in effect an illusion created by the needs of the ego and the lessons we learn from a society which values independence over interdependence.

However, more importantly, the study will argue that Kolbenschlag commits a number of fallacies in her argument which are based on assumptions about women and men and society. Specifically, the author reveals a common bias among women writers today who see the problems of society and relationships as results of too much emphasis on masculine values and too little emphasis on feminine values."

Abstract
Through an examination of both Machiavelli and Weber's theories regarding the acquisition of power, the practice of authority, and the basis of legitimacy, this paper attempts to prove that the two theories not only complement each other, but complete each other. Following the theoretical discussion, the paper attempts to apply the conclusions of the theoretical section to Egypt's second, and possibly most important president, Gamal Abdel Nasser. Furthermore, the paper attempts to demonstrate that, while Nasser may have initially acquired legitimacy as Egypt's leader due to his charismatic nature, fulfilling one of Weber's three sources of legitimacy, he would not have maintained power nor the ability to exercise authority had he not resorted to a more Machiavellian form of power-play, befriending enemies and then undercutting them, making examples of those who opposed him to prevent further opposition, additionally undermining the power of friends, such as Abdel Hakim Amer, as soon as he perceived them to have excessive power and a base of popularity, which could act as a motivation for acquisition of power and a basis for the legitimate exercise of authority.

From the Paper
"Among the fundamental political terms that are in everyday use are authority, power and legitimacy. Most frequently use these words in their daily conversations, referring to a wide variety of power processes, practices of authority and types of legitimacy. For instance, many Egyptians angrily discuss their President's apparently limitless scope of power, his authority over all aspects of government and decision-making, questioning the very basis of his legitimacy, or right to such power and authority. Although they come close to the meaning of these terms, they have not fully grasped their implications, nor would most have guessed that each has undergone a long process of definition and redefinition or that political scientists have yet to forward single comprehensive definitions for each, agreed on by all. In other words, while each of authority, power and legitimacy are commonly used everyday words, this research paper cannot proceed without defining these terms within a political framework."

Tags:impose, will, specific, action, direct, authority, acquiring, protecting, political, security

Abstract
According to the writer, the character of Jim employs three transcendental characteristics. Throughout the paper the writer traces the strong characteristics of Jim and the methods used by Mark Twain for conveying the personality of this runaway slave befriended by Huckleberry Finn.

From the Paper
"Jim is a rebel because he ran off from his owner, Miss Watson, so that he wouldn't get sold and because she treated him pretty badly. Jim tells Huck about this in chapter 8. ?Well I believe you, Huck, I-I run off.? ?But mind, you said you wouldn't tell-you know you said you wouldn't tell Huck.? He doesn't return home after this. He explains to Huck in full detail how he got away. "I tuck out en shin down de hill, en "spec to steal a skift `long de sho" som"ers `bove de town, but dey wuz people a-stirring yit, so I hid in de ole tumbledown cooper shop on de bank to wait for everybody to go `way? (43). This was not spurt of the moment; he planned right after he heard Miss Watson talking about selling him so he knew it was wrong."

Tags:Huckelberry, transcendentalism, slavery, racism, South