Compare and Contrast, Bartleby, The Scrivener; book and movie

INTRODUCTION A picture is worth a thousand words, that’s the common theme that is increasingly true in our world today. Many movie adaptations of great classic stories and literature works have been created with great visuals. Question is, do the adaptations really carry the same meaning and weight of the original written works or are the adaptions meant to open new perspectives for the audiences? This paper will, through the examining the settings, character, tone and storylines, compare and contrast the book version and movie adaptation of the classic short story Bartleby, the Scrivener: A Story of Wall Street by Herman Melville. Herman Melville is regarded as one of the most influential authors of the 20th century; He†¦show more content†¦However the movie version had one advantage which was the usage of music that instilled a sense of peculiarity and strangeness to the common sense of things. The book has more a mundane tone to the story, basically the typical office environment and the only display of activities was about Bartleby’s passive resistance. The movie had a more comical tone to many of the scenes such as when Rocky comically engaged in sweet or trashy phone talk with some nameless women or when Ernie repeatedly indulges himself in seemingly retarded behaviors during the city manager’s visit to the office. The subtle seduction of both the boss and the city manager by Vivian also greatly enhanced the overall comical sense of the movie. STORYLINE One main difference between the movie and the book is the ending. In the movie Bartleby died outside on the street near a homeless camp compared to his death in the prison yard in the book. In the movie after Bartleby’s death and the boss discovered a letter his Bartleby’s jacket. It was the letter he wrote for Bartleby as a recommendation letter in hopes of encouraging Bartleby to find another job, the letter became a dead letter. This realization was very impactful that it allowed the boss to focus on capturing Bartleby’s story as his primary mission in life. In an attempt to spread the story of humanity he went to a publisher and was met with rejection. In

Audit Checklist - 2770 Words

Appendix D Checklist for Review of Attestation Engagements Performed by the Office of Inspector General This Appendix includes guidance for reviewing the Office of Inspector General’s (OIG’s) attestation engagements conducted in accordance with Government Auditing Standards (GAS), Chapter 6, and the American Institute of Certified Public Accountants’ (AICPA’s) Statements on Standards for Attestation Engagements (SSAE). When an auditor conducts an attestation engagement under generally accepted government auditing standards (GAGAS), the engagement must be conducted in accordance with the SSAEs and additional GAGAS standards. This appendix is not intended to replace auditor judgment, and while comprehensive, the peer review team may†¦show more content†¦(GAS, 3.09) | | | | | |If specialists were used, did the attest team assess their | | | | | |independence? If impairments were identified, did the attest team | | | | | |decline to use their work? (GAS, 3.05) | | | | | |Did the OIG determine that auditors assigned to the attest team are | | | | | |free of impairments to external independence in both fact and | | | | | |appearance? (GAS, 3.10) | | | | | |Did the OIG determine that it is free of impairments to | | | | | |organizational independence in both fact and appearance? (GAS, 3.12 –| | | | |Show MoreRelatedAudit Engagement Checklist11116 Words   |  45 PagesPrint Form 00-1 2009 General Audit Engagement Checklist 20,401 Section 20,400 General Audit Engagement Checklist Checklist for Review of Audit Engagements Contents Section I. The Auditor’s Report With Regard to the Auditor’s Report............................................................................................... II. General Audit Procedures With Regard to Client Acceptance .................................................................................................. 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Shakespeares Hamlet as a Renaissance Man Essay Example For Students

Shakespeares Hamlet as a Renaissance Man Essay Shakespearean Hamlet as a Renaissance Man The Renaissance was a European intellectual and social movement beginning in the trading hub of Florence, Italy and gradually expanded to encompass the whole of Europe. People of the Renaissance age were interested in the Classical works of the ancient Greeks and Romans, they wanted to improve their lives with technology and better understand the natural world. The perfect Renaissance man was said to appreciate multiple fields of study, and examine the world with a technical and scientific mind. Leonardo (did seer Pier) dad Vinci is considered by many to have been he finest example of the Renaissance man due to his extraordinary understanding of numerous subjects. Leonardo was known for his unequivocal genius in the fields of mathematics, architecture, engineering, anatomy, and art to name a few. William Shakespearean Hamlet was written near the end of the Renaissance, and it reflects the ideals of the period in the titular character. The play shows Hamlet as a swordsman, an artist, and a scholar. These varied traits mirror the essential renaissance man Leonardo dad Vinci. Reef) Dad Vines mastery of painting, sculpture, architecture, canonical design, and even understanding of human biology are even now, considered by many, unmatched in history. By no means is Shakespearean Prince Hamlet a pastiche of possibly the smartest man in history, (Ref 3) but the impression Leonardo left on history can be seen in the greatest writers greatest work. Written during the first part of th e seventeenth century (probably in 1600 or 1601), Hamlet was probably first performed in July 1602. Ref one) As was common practice during the sixteenth and seventeenth centuries, Shakespeare borrowed for his plays ideas and stories from earlier literary works. He could have taken the story of Hamlet from several possible sources, including a twelfth-century Latin history of Denmark compiled by Sax Grammatical and a prose work by the French writer Francis De Belletrist, entitled Histories Tragedies. (Refute) Shakespeare built upon these works and provided a renaissance point of view for the main character. The first of Hamlets renaissance attributes would be his education abroad. In the first act, it is made clear that Hamlet is a student at Wattenberg and is hoping to return there. In hose times, it would be unusual for a 30-year-old to still be a student. (Reef) This idea of lifelong learning could parallel did Vines own tireless study and history of self improvement. Even in his sixties, Leonardo continued his scientific investigations, concerning himself with problems of geology, botany, hydraulics, and mechanics. At nearly seventy, his interest in anatomy quickened considerably. At the same time he was active as painter and sculptor, had pupils, and influenced the Melamine painters. Ref 2) He was regarded as one of the greatest scientific and creative minds of the mime, though many of Leonardo achievements were far beyond the scope of the general population. He was revered by many who lived in the era including the explorer Christopher Columbus, and other Renaissance Men including Michelangelo, Poetical, and Rafael. The second renaissances attribute that Hamlet and did Vinci occupy unique positions as the most famous, the most illustrated and most imitated portrait and religious painting of all time. His drawing of the Vitiation Man is also iconic. In Act two, scene 2, of Shakespearean play, hoping to cheer Hamlet up, Guilelessness informs the Prince that a troupe of traveling actors has arrived at Elisions castle to entertain him. Hamlet welcomes the players and immediately asks one actor to perform an impassioned monologue on the murder of the King Prima. Greatly affected, a plan for vengeance hatches in Hamlets mind. The Prince arranges for the troupe to perform a play on the infamous murder of Gonzalez the following night. .u38291d66cc06efa6e54697b6cc3fba26 , .u38291d66cc06efa6e54697b6cc3fba26 .postImageUrl , .u38291d66cc06efa6e54697b6cc3fba26 .centered-text-area { min-height: 80px; position: relative; } .u38291d66cc06efa6e54697b6cc3fba26 , .u38291d66cc06efa6e54697b6cc3fba26:hover , .u38291d66cc06efa6e54697b6cc3fba26:visited , .u38291d66cc06efa6e54697b6cc3fba26:active { border:0!important; } .u38291d66cc06efa6e54697b6cc3fba26 .clearfix:after { content: ""; display: table; clear: both; } .u38291d66cc06efa6e54697b6cc3fba26 { 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; } .u38291d66cc06efa6e54697b6cc3fba26:active , .u38291d66cc06efa6e54697b6cc3fba26:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u38291d66cc06efa6e54697b6cc3fba26 .centered-text-area { width: 100%; position: relative ; } .u38291d66cc06efa6e54697b6cc3fba26 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u38291d66cc06efa6e54697b6cc3fba26 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u38291d66cc06efa6e54697b6cc3fba26 .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; } .u38291d66cc06efa6e54697b6cc3fba26:hover .ctaButton { background-color: #34495E!important; } .u38291d66cc06efa6e54697b6cc3fba26 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u38291d66cc06efa6e54697b6cc3fba26 .u38291d66cc06efa6e54697b6cc3fba26-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u38291d66cc06efa6e54697b6cc3fba26:after { content: ""; display: block; clear: both; } READ: Hamlet World EssayThe play will closely mirror the murder of King Hamlet and will include a speech written by Hamlet himself. The Prince expects that Claudia reaction to the researchers and too-familiar sketch will proclaim his guilt. As Hamlet plots, The plays the thing / Wherein Ill catch the conscience of the King. This use of plot device assumes that someone such as Hamlet would have the wit and insight to write, or at least modify, a play for the stage. In the late renaissance, this would be seen as a skill one could aspire. The final parallel between Hamlet and dad Vinci lies in the purpose of the play. Prince Hamlets play, The Mousetrap, is presented to the court supposedly as entertainment, but Hamlets intent is to gather obvious evidence of Classiss guilt for the murder of his father. In her essay on the play within the play in Hamlet, Karen S. Henry describes this scene as watchers watching watchers. (REF) The only way Hamlet can verify what he was told by the ghost of his father, is to learn by watching. This is similar to a story about young Leonardo. Legend has it that young Leonardo was asked by his father to paint a shield. Leonardo decided to paint a terrifying face. The young dad Vinci brought in all sorts of vermin, lizards, bats, maggots, and so on. He painted a disgusting monster exhaling make and poison gas. He was so engrossed in his painting that he failed to notice that his animal specimens had begun to rot. When he finally allowed his father to see it, his father was so startled by its realism, he knew his son must be an artist. Leonardo learned by watching and took lessons from what he saw. Hamlet is a symbol of the universal man. (ref) He does not reflect the common mans actions and deeds, but what the common man could possible do if given the chance.

Literary Analysis of Wise Blood free essay sample

Analysis of Wise Blood â€Å"God so loved the world, he gave his only begotten son, that whoever believes in him shall never die, but have eternal life. † (Bible) The redemption of man through Christ is a theme that can be seen across the entire world. In Flannery OConnors Wise Blood, the elements of redemption and Christianity are used to portray the moral decay of our society, and the influence of the devil in our everyday lives. The characters in the novel are used to show this societal shift from good to evil as the story goes on. OConnor uses a purposefully non-relatable main character to give objectivity to the reader, and allow the themes to be seen through contrast rather than experience. In Wise Blood, Flannery OConnor uses juxtaposition and specific character selection to explore the themes of American Romanticism that include redemption, isolation, and religion. The main character in the story is a man named Hazel Motes, who has recently come back from the war, scarred with the images of brutality and death. We will write a custom essay sample on Literary Analysis of Wise Blood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page During his service in the Army, he decides that with all the death and destruction that surrounds him, there must be no such thing as sin, and certainly no God. Upon his arrival back in his hometown, he finds his old house deserted, without a trace. In the event of his homelessness and desperation, he travels to Taulkenham, where his main purpose is to prove that religion does not exist. With this goal in mind, he decides to start a new â€Å"religion†, with the help of his new friends, called â€Å"the Church without Christ†, whose main objective is to fervently believe and preach that there is no God. This idea that there is no God, and that all consequences that occur are a direct result of that belief is a widely used theme in American Romanticism. Flannery uses this theme to show the simplicity of evil and ease of turning away from God in hard times. The character that she develops as Hazel Motes is the opposite of connectable, but on purpose. The use of this grotesque character allows the reader to take a step back, and read the story from the perspective of the critic, not the relator. With this point of view, the reader can more easily choose what he or she thinks is right and wrong, no matter what the character thinks and says in the story. The objectivity of the character Hazel Motes is done with purpose by OConnor to allow the reader to juxtapose their own ideals and thoughts to the character more clearly and consciously.