Celie and Caddy of Color Purple and Sound and the Fury :: comparison compare contrast essays

Celie and Caddy of Color Purple and Sound and the Fury Reminisce of the days of being a child. What comes to mind? Feeling free and innocent? Basically, what society views childhood to be? Unfortunately, many children have horrible childhoods, suffering from abusive parents. Bad childhood stems from bad parents. Every ten seconds go by, and a parent abuses his child. Acts of rebellion, loss of self-esteem, lack of confidence-all factors are the results from a child being abused. Sadly, sometimes society ignores that aspect. Luckily, literature differs from other mediums in that it can express thoughts and emotional more effectively. Alice Walker's The Color Purple and William Faulkner's The Sound and the Fury depict two girls going through a bad childhood. Celie and Caddy experience abuse from their parents, which causes Caddy and Celie to have emotional difficulties in their adult life. Caddy's parents never beat her or sexually molest her; she suffers from psychological neglect, which many people do not see as a type of abuse. Psychological neglect includes the lack of emotional support and love, or the parents never attend to the child. Neither Mr. Compson nor Mrs. Compson says, "I love you" to Caddy; they do not show any type of emotional support. The father is a booze-drinking-could-care-less-life-is-a-bitch-then-you-die type of person, and the mother is a neurotic, whining bitch. Guilty as charged. No personal relationship exists between Caddy and her father; Mr. Compson is not there for his daughter. Can a relationship be established with a man who believes women "have an affinity for evil for supplying w hatever the evil lacks in itself for drawing it about them instinctively... until the evil has served it's purpose whether it existed or no" (110)? He sees women as evil and subordinate. Whereas most fathers would be outraged, Mr. Compson disregards Caddy's promiscuity. To him, Caddy's promiscuity is natural, human absurdity. Her integrity is none of his concern. When a father fusses at his misguided child, it is a sign of caring; he is fusses to improve his child. Mr. Compson does nothing; he does not care, leaving Caddy neglected. Caddy's mother is no better than her father is. A girl needs her mother; a mother is the only one a girl can turn to sometimes. However, Mrs. Compson is not the mother that a girl can always rely on.

Interesting Narrative Essay

â€Å"Who are we looking for, who are we looking for? It’s Equiano we’re looking for. † –those are the words from a chant about the disappearance of an African boy. The disappearance of Olaudah Equiano has become a subject for a national folklore. All along the sixteenth – nineteenth centuries thousands of Africans captured in West Africa had been shipped to be sold in slavery. Many of them wrote about their hard life’s experiences. Precisely in this way, by creating poems and autobiographies, the so-called slave narratives have been born. â€Å"The interesting Narrative of the Life of Olaudah Equiano, Written by Himself† is one of them. That is a really an interesting narrative. But it is attractive not only because of its plot or author’s writing skills. This became the first memoir of a black slave whose autobiography has been recognized by the public and continued being interesting for millions of people far after its author’s death. â€Å"I had often seen my master and Dick employed in reading: and I had a great curiosity to talk to the books as I thought they did, and so to learn how all things had a beginning. For that purpose I have often taken up a book, and have talked to it, and then put my ears to it, when alone, in hopes it would answer me; and I have been very much concerned when I found it remained silent. † (Equiano 112). These words can be taken out as the main thesis of the research: Equiano showed with all his life that each person, even a slave, is able to reach many significant things in his life. The main aim is to have a great curiosity in â€Å"how all things had a beginning† and strong will. And it is very important for human hearts not to â€Å"remain silent† to other people’s sorrows. There exists a certain problem regarding the authenticity of author’s text. The readers who have bought the Equiano’s book under the Allison’s edition must be aware of that fact that Allison has gathered different parts of Equiano’s autobiography which hasn’t been published by the author. A great deal of text is submitted by Allison, not Equiano. For example, the place in narrative in which Equiano gives references to his marriage. But a few pages earlier Equiano says he is free. Equiano changed the earlier passage when having added the relation to his marriage in 1792 in order to preserve the right cronology. Allison hasn’t taken into consideration that fact. Therefore, it can be seen that the chronology hasn’t been observed in Allison’s edition. Within such a vision the Equiano’s book becomes even more mystical. It sounds like a far and vague voice perceived through another author’s interpretation. Nevertheless, despite of some discrepancies in Allison’s interpretation of Equiano’s narration, the latter remains a masterpiece of African literature. As it was already mentioned, the book in case became a sensation in the literature of that time as that was the first book written by a black man that has been edited. But there are many other points in favor of Equiano’s book. One of them is that this book became a sample of new literature genre – a kind of social protest expressed in a very original way. There are no direct appeals for stopping the slavery in Africa by Africans but at the same time Equiano’s book is a burning request for ending the enslavement of Africans by other nations’ representatives. â€Å"I believe there are few events in my life that have not happened to many† –you can find these words in Equiano’s autobiography as well. Those events are the kidnapping of l1-year-old Equiano and his serving to European slave traders. His book isn’t a result of imagination but proper author’s experiences. Equiano was a member of Ibo nation which resided in Nigeria. When Equiano was eleven he was kidnapped by slave traders together with his sister. He was brought to Virginia and was sold to Michael Pascal there. Pascal changed Equiano’s name to Gustavas Vassa (after a Swedish monarch from sixteenth century). Equiano has passed through many adventures before he bought his freedom in 1776. He continued traveling through American colonies after that but as he still was afraid to be recaptured he went to England where he had been working for Charles Irving – a scientist who was famous for his experiments with slat-water purification. Eqiano was traveling then over Italy, Turkey and even the Artic studying many sciences in the course of that. Equiano’s autobiography was first published in 1789. It was published in two volumes and was entitled â€Å"The Interesting Narrative of the Life of Olaudah Equiano, or Gustavus Vassa, the African, Written by Himself†. The narrative was declared to be one of the most prominent slave narratives of that time. In this narrative one can find Equiano’s experiences which he acquired being on the board of the slave ship, working as a gunpowder carrier in the Mediterranean or as a barber while going on as a sailor. Thanks to all of those great talents and skills got by himself in the course of his sated life, Equiano became a great intellectual of his age. His autobiography, besides being a brilliant pattern of autobiography, became a classic of the slave narrative genre. Equiano has described his adventures in a very vivacious manner. Besides, his book has been released very timely – that time much attention was paid to negro–slavery society. Equiano’s book became one point in favor of the general hatred that was rising against the West –India planters who had been noted to reveal horrible cruelties directed on their slaves. Speaking about ‘humanity’ in his book Equiano had several purposes in mind. First of all, he meant that the slavery is inhuman. Equiano represents it as a cruel business which results in a great deal of human misery. Of course, Equiano calls for the elimination of slavery in his autobiography. But he tries to reveal the most horrible thing that is the base of European slave traders’ attitude to the African nations. That is the anti-racist idea which was rather a wide-spread one in England of eighteen century. According to this idea African were not fully human beings. Equiano’s book is a great plea for the dissolving of this terrible myth in human’s minds. With a great talent he described a life of a man who had been a victim of that myth -his own life. Taking into consideration the anti-racist intentions of Equiano’s autobiography, there are no denying facts that his book is a considerable political writing as well. A slave wrote a politically considerable book –that is the main Equiano’s paradox of that time which made human’s hearts to pay more attention to the miserable situation of Africans. A black boy, kidnapped by European traders and grew up among them, taught everything he could and wrote a kind of black self-presentation with a strong political meaning. The writing that book was a real feat by Equiano. He was brave enough to create his autobiography after having lived all that through by himself. That was a real proof of that African people were not only â€Å"fully human† beings but they were a great nation whose aspiration for freedom was not less than of any other nation of the world. Olaudah Equiano’s life is a brilliant example of human’s will in its most prominent expression – willing to be free. By that time not too many of slavers’ narrations had appeared. Those were mostly oral narrations by a slave which were gathered by white scientists. Equiano’s narrative was different from those ones. It was different not only because of his writing skills but, first of all, because he has written it by himself and, moreover, he published it by himself. He published it by subscription and by that way he forced many people to pay for his book in advance. Among those people the Prince of Wales and a range of dukes were. Another strong act by Equiano was that he not only had published the book but went on promoting it. He carried out a range of lections in England, Scotland and Wales. By promoting his book he was promoting at the same time the abolition of slavery. He was present at the lections arranged by local abolition committees in many regions. Thus, Equiano managed not only to convert his autobiography in anti-slavery document but converted his whole life into anti-slavery movement. As one can see, the poor slave kidnapped and grown up in slavery resulted to be a wonderful author, publisher, producer and political figure. He showed how an ordinary autobiography of a slave may convert into a strong social and even political movement. Equiano‘s narrative was proclaimed by many critics to be the most remarkable among the books by black writers of the 18th century. Arna Bontemps in his introduction to â€Å"Great Slave Narratives† (1969) characterized Equiano’s narrative as â€Å"the first truly notable book in the genre of the salve narrative†. Equiano became an entire historical epoch regarding the African culture. It has become the base of all African studies. His book will remain an eternal testimony of slavery as a shameful act of humanity. Equiano wrote the autobiography but his main aim was not to make his life famous but to show all the consequences which the violence and aggressiveness may have. The autobiography by Equiano is worth of reading because of many reasons. First of all, the personal skills of the author made his description colorful and dynamic. He managed to quickly learn the language, religion, law and commerce of his enslavers. Thus, he found the possibility to buy his freedom, find employment, travel the world, and become a legitimate advocate for abolition. The horrors that Equiano was forced to face didn’t not break him. He was able to win thanks to a combination of luck, intelligence, and hard work in his character. His ironic sense of humor in narrating his numerous adventures and roles in life indicates that he perceived himself as a survivor. He was aware of all the difficulties that could wait for him and nevertheless was ready to cope with them. In the beginning of narrative the goal of freedom is established, and he then expends all of his energy on attaining it. Equiano wrote his narrative after he had been converted to Christianity. Christianity means spiritual rebirth and this formula certainly was a strong point while structuring his story. It also caused an efficient influence on the readers’ minds. So, the spiritual author’s rebirth also influenced on Equiano’s writing – he wrote his autobiography according to the personal religious, spiritual changes. Equiano is often compared to Robinson Crusoe. Like the famous hero of Daniel Defoe he got into the foreign environment and managed to survive there and carry his will to freedom and happiness through all the difficulties of his outstanding life. That’s why Olaudah Equiano will always remain in human’s hearts as a symbol of freedom and powerful human will. And having passed many years hundreds of people when reading the â€Å"â€Å"The interesting Narrative of the Life of Olaudah Equiano, Written by Himself† will say: â€Å"â€Å"Who are we looking for, who are we looking for? It’s Equiano we’re looking for. † Bibliography 1. Olaudah, Equiano. (Edited with an introduction by Robert J. Allison). The Interesting Narrative of the life of Olaudah Equiano, written by himself. Boston: Bedford Books of St. Martin’s Press, 1995. READ EXCERPTS from The Interesting Narrative of the Life of Olaudah Equiano . . . From Ch. 1: Description of Equiano’s Early Life and the Culture of his People Read online one of the first detailed descriptions ever published of a traditional African culture from the perspective of an African, which makes for interesting comparisons to Part I of Chinua Achebe’s Things Fall Apart. The Life of Olaudah Equiano (British Library: African Collections) Extract from: The Interesting Narrative of Olaudah Equiano, or Gustavus Vassa, The African. Written by Himself. London: Printed for and sold by the author, No. 10, Union-Street, Middlesex Hospital, [1789]. Vol. 1, Chapter 1, pp. 4-38: http://www. bl. uk/collections/africanolaudah. html From Ch. 2: â€Å"THEY†¦ CARRY OFF AS MANY AS THEY CAN SEIZE† â€Å"My father, besides many slaves, had a numerous family, of which seven lived to grow up, including myself and a sister, who was the only daughter. As I was the youngest of the sons, I became, of course, the greatest favourite of my mother, and was always with her; and she used to take particular pains to form my mind. I was trained up from my earliest years in the arts of agriculture and war; and my mother adorned me with emblems, after the manner of our greatest warriors. In this way I grew up till I was turned the age of eleven, when an end was put to my happiness in the following manner:–Generally, when the grown people in the neighbourhood were gone far in the fields to labour, the children assembled together in some of the neighborhood’s premises to play; and commonly some of us used to get up a tree to look out for any assailant, or kidnapper, that might come upon us; for they sometimes took those opportunities of our parents’ absence, to attack and carry off as many as they could seize. One day, as I was watching at the top of a tree in our yard, I saw one of those people come into the yard of our next neighbour but one, to kidnap, there being many stout young people in it. Immediately, on this, I gave the alarm of the rogue, and he was surrounded by the stoutest of them, who entangled him with cords, so that he could not escape till some of the grown people came and secured him. â€Å"But alas! ere long, it was my fate to be thus attacked, and to be carried off, when none of the grown people were nigh. One day, when all our people were gone out to their works as usual, and only I and my dear sister were left to mind the house, two men and a woman got over our walls, and in a moment seized us both; and, without giving us time to cry out, or make resistance, they stopped our mouths, and ran off with us into the nearest wood. Here they tied our hands, and continued to carry us as far as they could, till night came on, when we reached a small house, where the robbers halted for refreshment, and spent the night. We were then unbound; but were unable to take any food; and, being quite overpowered by fatigue and grief, our only relief was some sleep, which allayed our misfortune for a short time. † –From Ch. II of The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (London, 1789). Rpt. Mintz, â€Å"A Son of Africa: Resources for Teachers†: http://www. newsreel. org/guides/equiano. htm [Corresponding to sections of 1814 ed. reprinted in Gates, The Classic Slave Narratives p. 25. ] From Ch. 2: â€Å"A MULTITUDE OF BLACK PEOPLE†¦ CHAINED TOGETHER† â€Å"Olaudah Equiano vividly recounts the shock and isolation that he felt during the Middle Passage to Barbados and his fear that the European slavers would eat him† (â€Å"A Son of Africa†). The European slavers’ â€Å"complexions, differing so much from ours, their long hair and the language they spoke, which was different from any I had ever heard, united to confirm me in this belief [that Equiano â€Å"had got into a world of bad spirits and that they were going to kill me†]. Indeed, such were the horrors of my views and fears at the moment, that if ten thousand worlds had been my own, I would have freely parted with them all to have exchanged my condition with that of the meanest slave of my own country. When I looked around the ship and saw a large furnace of copper boiling, and a multitude of black people of every description chained together, every one of their countenances expressing dejection and sorrow, I no longer doubted my fate. Quite overpowered with horror and anguish, I fell motionless on the deck and fainted. When I recovered a little, I found some black people about me, and I believe some were those who had brought me on board and had been receiving their pay. They talked to me in order to cheer me up, but all in vain. I asked them if we were not to be eaten by those white men with horrible looks, red faces and long hair. They told me I was not . . . . I took a little [wine] down my palate, which, instead of reviving me as they thought it would, threw me into the greatest consternation at the strange feeling it produced, having never tasted such liquor before. â€Å"Soon after this, the blacks who had brought me on board went off and left me abandoned to despair. I now saw myself deprived of all chance of returning to my native country or even the least glimpse of hope of gaining the shore, which I now considered as friendly. I even wished for my former slavery in preference to my present situation, which was filled with horrors of every kind. . . .[Equiano was then â€Å"put down under the decks† and ] There I received such a salutation in my nostrils as I had never experienced in my life. With the loathesomeness of the stench and the crying together, I became so sick and low that I was not able to eat, nor had I the least desire to taste anything. I now wished for the last friend, Death, to relieve me. Soon, to my grief, two of the white men offered me eatables and on my refusing to eat, one of them held me fast by the hands and laid me across the windlass and tied my feet while the other flogged me severely. I had never experienced anything of this kind before. . . . If I could have gotten over the nettings, I would have jumped over the side, but I could not. The crew used to watch very closely those of us who were not chained down to the decks, lest we should leap into the water. I have seen some of these poor African prisoners most severely cut for attempting to do so, and hourly whipped for not eating. This indeed was often the case with myself . . . . [Meeting some of his countrymen among the chained Africans below decks,] I inquired of these what was to be done with us. They gave me to understand we were to be carried to these white people’s country to work for them. I then was a little revived, and thought if it were no worse than working, my situation was not so desperate. But still I feared that I should be put to death, the white people looked and acted in so savage a manner. I have never seen among my people such instances of brutal cruelty, and this not only shown towards us blacks, but also to some of the whites themselves. One white man in particular I saw, when we were permitted to be on deck, flogged so unmercifully with a large rope near the foremast that he died in consequence of it, and they tossed him over the side as they would have done a brute. This made me fear these people the more, and I expected nothing less than to be treated in the same manner. . . . I asked [my countrymen] if these people had no country, but lived in this hollow place [the ship]? They told me they did not but came from a distant land. ‘Then,’ said I, ‘how comes it that in all our country we never heard of them? ‘ They told me because they lived so far off. I then asked where were their women? Had they any like themselves? I was told they had. ‘And why do we not see them’ I asked. They answered, ‘Because they were left behind. ‘ I asked how the vessel could go? They told me they could not tell, but there was cloth put upon the masts by the help of the ropes I saw, and then vessels went on, and the white men had some spell or magic they put in the water when they liked in order to stop the vessel when they liked. I was exceedingly amazed at this account, and really thought they were spirits. I therefore wished much to be from amongst them, for I expected they would sacrifice me. But my wishes were in vain–for we were so quartered that it was impossible for us to make our escape. † â€Å". . . .At last, when the ship we were in had got in all her cargo, they made ready with many fearful noises, and we were all put under deck, so that we could not see how they managed the vessel. . . . The stench of the hold while we were on the coast was so intolerably loathsome, that it was dangerous to remain there for any time†¦ some of us had been permitted to stay on the deck for the fresh air. But now that the whole ship’s cargo were confined together, it became absolutely pestilential. The closeness of the place and the heat of the climate, added to the number of the ship, which was so crowded that each had scarcely room to turn himself, almost suffocated us. This produced copious perspirations so that the air became unfit for respiration from a variety of loathsome smells, and brought on a sickness among the slaves, of which many died–thus falling victims of the improvident avarice, as I may call it, of their purchasers. This wretched situation was again aggravated by the galling of the chains, which now became insupportable, and the filth of the necessary tubs [toilets] into which the children often fell and were almost suffocated. The shrieks of the women and the groans of the dying rendered the whole a scene of horror almost inconceivable. Happily perhaps for myself, I was soon reduced so low that it was necessary to keep me almost always on deck and from my extreme youth I was not put into fetters. In this situation I expected every hour to share the fate of my companions, some of whom were almost daily brought upon the deck at the point of death, which I began to hope would soon put an end to my miseries. Often did I think many of the inhabitants of the deep much more happy than myself. I envied them the freedom they enjoyed, and as often wished I could change my condition for theirs. Every circumstance I met with, served only to render my state more painful and heightened my apprehensions and my opinion of the cruelty of the whites. . . .† â€Å"One day, when we had a smooth sea and moderate wind, two of my wearied countrymen who were chained together (I was near them at the time), preferring death to such a life of misery, somehow made through the nettings and jumped into the sea. Immediately another quite dejected fellow, who on account of his illness was suffered to be out of irons, followed their example. I believe many more would very soon have done the same if they had not been prevented by the ship’s crew, who were instantly alarmed. Those of us that were the most active were in a moment put down under the deck, and there was such a noise and confusion among the people of the ship as I never heard before to stop her and get the boat out to go after the slaves. However, two of the wretches were drowned, but they got the other and afterwards flogged him unmercifully for thus attempting to prefer death to slavery. . . . I can now relate, hardships which are inseparable from this accursed trade. Many a time we were near suffocation from the want of fresh air, which we were often without for whole days together. This, and the stench of the necessary tubs, carried off many. † –From Ch. II of The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (London, 1789). Rpt. Mintz, â€Å"A Son of Africa: Resources for Teachers†: http://www. newsreel. org/guides/equiano. htm [Corresponding to sections of 1814 ed. reprinted in Gates, The Classic Slave Narratives pp. 33-34; 35-36. ] Carey also reprints online Extracts from Equiano’s Narrative, Ch. 2: â€Å"Boarding a Slave-Ship†: http://www. brycchancarey. com/equiano/extract2. htm â€Å"The Middle Passage†: http://www. brycchancarey. com/equiano/extract3. htm From Ch. 2: â€Å"DREAD AND TREMBLING† Olaudah Equiano offers a first-hand account of his arrival in the West Indies in 1756 (â€Å"A Son of Africa†). [Arrival at â€Å"the island of Barbadoes† in the Caribbean:] â€Å"As the vessel drew nearer, we plainly saw the harbor and other ships of different kinds and sizes and we soon anchored amongst them off Bridgetown. Many merchants and planters came on board . . . . They put us in separate parcels and examined us attentively. They also made us jump, and pointed to the land, signifying we were to go there. We thought by this we should be eaten by these ugly men, as they appeared to us. When soon after we were all put down under the deck again, there was much dread and trembling among us and nothing but bitter cries to be heard all the night from the apprehensions. At last the white people got some old slaves from the land to pacify us. They told us we were not to be eaten, but to work, and were soon to go on land, where we should see many of our country people. This report eased us much, and sure enough, soon after we landed, there came to us Africans of all languages. â€Å"We were conducted immediately to the merchant’s yard, where we were all pent up together, like so many sheep in a fold, without regard to sex or age. As every object was new to me, everything I saw filled me with surprise. What struck me first was that the houses were built with bricks and stories, and in every respect different from those I had seen in Africa, but I was still more astonished to see people on horseback. I did not know what this could mean, and indeed I thought these people were full of nothing but magical arts. While I was in this astonishment, one of my fellow prisoners spoke to a countryman of his about the horses who said they were the same kind they had in their country. I understood them, though they were from a distant part of Africa and I thought it odd I had not seen any horses there; but afterwards when I came to converse with different Africans, I found they had many horses amongst them, and much larger than those I then saw. â€Å"We were not many days in the merchant’s custody, before we were sold after their usual manner . . . On a signal given, (as the beat of a drum), buyers rush at once into the yard where the slaves are confined, and make a choice of that parcel they like best. The noise and clamor with which this is attended, and the eagerness visible in the countenances of the buyers, serve not a little to increase the apprehension of terrified Africans . . . . In this manner, without scruple, are relations and friends separated, most of them never to see each other again. I remember in the vessel in which I was brought over†¦ there were several brothers who, in the sale, were sold in different lots; and it was very moving on this occasion, to see and hear their cries in parting. † –From Ch. II of The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African (London, 1789). Rpt. Mintz, â€Å"A Son of Africa: Resources for Teachers†: http://www. newsreel. org/guides/equiano. htm [Corresponding to sections of 1814 ed. reprinted in Gates, The Classic Slave Narratives pp. 37-38. ] At this point in Ch. 2 of the Narrative, Equiano passionately addresses his European enslavers: â€Å"O, ye nominal Christians! might not an African ask you, ‘learned you this from your God, who says unto you, Do unto all men as you would men should do unto you? Is it not enough that we are torn from our country and friends, to toil for your luxury and lust of gain? Must every tender feeling be likewise sacrificed to your avarice? Are the dearest friends and relations now rendered more dear by their separation from the rest of their kindred, still to be parted from each other, and thus prevented from cheering the gloom of slavery, with the samll comfort of being together, and mingling their sufferings and sorrows? Why are parents to lose their children, brothers their sisters, or husbands their wives? Surely this is a new refinement in cruelty, which, while it has no advantage to atone for it, thus aggravates distress, and adds fresh horrors even to the wretchedness of slavery. † –From Ch. II of The Interesting Narrative of the Life of Olaudah Equiano or Gustavus Vassa the African, 1814 ed. as reprinted in Gates, The Classic Slave Narratives p. 38. Read all of Chapter 2 of Equiano’s Autobiography online courtesy of Africans in America (WGBH/PBS Online): http://www. pbs. org/wgbh/aia/part1/1h320t. html â€Å"The Abuse of Slaves in the West Indies† Read Ch. 5 excerpt from â€Å"Olaudah Equiano: The Life of Gustavus Vassa† courtesy of World Civilizations (Washington State Univ. , 1996, 1999): http://www. wsu. edu:8000/~dee/Equiano. html More selections, also available on the Washington State Univ. web, courtesy of Reading About the World, Vol. 2; ed. Paul Brians and others, Harcourt Brace Custom Books: http://www. wsu. edu:8080/~wldciv/world_civ_reader/world_civ_reader_2/equiano. html â€Å"Equiano Gains his Freedom† Read Ch. 7 excerpt, courtesy of Brycchan Carey: http://www. brycchancarey. com/equiano/extract4. htm â€Å". . . Equiano’s account of his own manumission in 1766. Equiano’s owner, the Philadelphia Quaker Robert King, had in 1765 promised Equiano that he could buy back his own freedom if he ever raised the sum of forty pounds, the price King had himself paid for Equiano. King, who conducted much of his business from the island of Montserrat in the Caribbean Leeward Islands, put Equiano to work on one of his ships. Fortunately for Equiano, this meant that he could earn the money by petty trading, an activity in which he received some encouragement from the ship’s ‘friendly captain’; Thomas Farmer† (Carey). â€Å"The Case Against the Slave Trade† Read Ch. 12 excerpt, courtesy of Brycchan Carey: http://www. brycchancarey. com/equiano/extract5. htm â€Å". . . Equiano’s arguments against the slave trade, in particular, his argument that the trade did not make sound economic sense† (Carey). A 1789 REVIEW of Equiano’s Narrative From the beginning, The Interesting Narrative of the Life of Olaudah Equiano, or Gustavas Vassa, the African. Written by Himself was a bestseller, in such demand that it experienced some fifteen editions, and attracted reviews in the leading journals of the time. One favorable 1789 review that appeared in London’s The Monthly Review is reprinted here: â€Å"A Review of The Interesting Narrative of the Life of Olaudah Equiano, or Gustavas Vassa, the African. † The Monthly Review [London] Vol. LXXX, 1789, p. 55152. Gale Literature Resource Center [Online Subscription Database]. The Gale Group, 2004. Central Oregon Community College Library, Bend, OR. 17 August 2004. [NOTE: Gale Literature Resource Center subscription database articles are available online to COCC students!! ] Among aspects of the above 1789 review to notice, is the fact that the anonymous reviewer addresses the question of the â€Å"authenticity† of Equiano’s â€Å"very intelligent† Narrative, suggesting â€Å"that some English writer† may have assisted Equiano in the â€Å"compilement, or, at least, the correction of his book: for it is sufficiently well written. † SIGNIFICANCE OF EQUIANO’S SLAVE NARRATIVE â€Å"The slave narrative is a polemical genre; it makes no bones about it. † –Anthony Appiah, quoted in Ferguson (249). Brycchan Carey outlines the political goals of Equiano’s slave narrative in â€Å"Olaudah Equiano: A Critical Biography†: http://www. brycchancarey. com/equiano/biog. htm According to Carey, to show that a black African had abilities equal to a white European is one implicit political goal encompassed by Equiano’s statement early in his autobiography: â€Å"‘If it affords any satisfaction to my numerous friends, at whose request it has been written, or in the smallest degree promotes the interest of humanity, the ends for which it was undertaken will be fully attained, and every wish of my heart gratified. ‘ When Equiano refers to ‘humanity’ he seems to have several things in mind. Firstly he of course means that slavery is inhumane in that it is a cruel business resulting in a great deal of human misery. He is calling for its abolition. But as well as the overt anti-slavery agenda there is a more subtle anti-racist project going on to dispel some of the racist myths current in eighteenth-century England. Amongst these was an increasingly widespread myth that Africans were either not fully human or were of a less developed branch of humanity. Part of Equiano’s project is to dispel this myth entirely by showing the world that he, in common with all human beings, is quite capable of writing a fine book describing a life which would be considered extraordinary and full of talent and seized opportu.

Exploring the use of digital gaming in teaching

It is the general intent of the research that is presently being undertaken to research the usage of digital gambling in instruction and acquisition of mathematics in order to run into up educational ends. The survey is specifically being conducted in the scene of the Kingdom of Saudi Arabia with the purpose of looking at the consequence of digital gambling to learning mathematics, that is, either heightening learning or larning or looking at the possibility of digital gambling non holding any positive consequence at all in accomplishing educational ends. There is voluminous information in the literature about digital gambling being used in the educational scene, more often in scientific discipline and mathematics-related topics. Eck ( 2006 ) asserts that digital game-based acquisition has been unpopular for old ages until 2006 but get downing 2003 the involvement in the use of digital games to back up larning in assorted Fieldss have already started ( Wolz et al, 2005 ) . Habgood et Al ( 2005 ) , on the other manus reference that since the 1980s, there has been significant literature demoing how digital games are really related to instruction and acquisition. Since 2006, there has been a turning involvement in the usage of digital games for acquisition and harmonizing to the writer, advocates of this type of learning have been rather taken aback by the alterations that have been go oning. Harmonizing to Eck ( 2006 ) , this can be mostly attributed to three of import factors. The first of these factors is that advocates of digital game-based acquisition have unfailingly continued research on this new larning aspect and printing them through books, essays and articles with writers such as Marc Prensky, James Paul Gee and Clark Aldrich, to call a few. In the web, one would happen a volume of information that discusses about digital games as tools for acquisition, some showing the theoretical concepts underlying the tool while other readings provide empirical researches that aimed to accomplish specific ends in digital game-based acquisition. Second, the current coevals which is fundamentally the Internet coevals and instead, Eck ( 2006 ) calls the â€Å" digital indigens † play a big function in the broad credence of digital games as acquisition tools. Persons who were fundamentally borne and have practically lived the Net coevals adapt good to a fast-paced life welcoming and synthesising assorted sorts of information at any one clip. The â€Å" digital indigens † as Eck ( 2006 ) relates, someway became disentangled with the conventional ways of acquisition and normally enjoys speedy interactions. Besides, first-class ocular accomplishments used for larning are what embody the current coevals and this accomplishment is something that would tremendously prefer digital game-based acquisition. Hoyles and Noss ( 2006 ) even reference that kids, with the emerging involvement in games as tools for acquisition, even heighten their abilities to plan their ain games and drama with them after, utilizing certain tools , one of which is the Playground, where in general, kids are able to pull strings alive characters. The increased celebrity that games have fundamentally acquired through the old ages is the 3rd factor that says why digital game-based acquisition is widely accepted as of recent. Digital games are merely everyplace and come in assorted media, therefore doing it more accessible to the general populace and therefore more apprehended. As if to farther set up how games have been used to heighten larning today, Prensky ( 2001 ) describes the many chances connected with digital games-based acquisition. The writer asserts nevertheless that digital games are merely options used by educational establishments to farther pupil acquisition. Harmonizing to him, a new paradigm of acquisition has emerged and this is larning through playing. He cites some of the activities which are chiefly digital games incorporated in assorted degrees of instruction. Some of these are typing games, pre-school acquisition of the alphabet through computing machines and computing machine cheat being used by K-12 pupils. For grownup scholars, like in the instance of those preparation in the armed forces, the existent conflict in the battleground has been re-created through digital games and military trainees have to play these games that resemble a realistic conflict as simulations of the true conflict that has to go on when they serve the state . Indeed, the computing machines and the package for digital games that have been created and made more realistic by package experts have provided manners of larning for immature and big scholars.Digital Games in EducationSandford and Williamson ( 2005 ) describe computing machine games and picture games as digital applications which individual or groups of participants control utilizing a personal computing machine or some other media such as a PlayStation. The writers suggest that by playing digital games, participants are able to hone accomplishments in confronting challenges that are more complex than what they encounter in school. The environment that digital games provide to participants is a learning environment. While playing, gamers are confronted with ambitious state of affairss that they need to decide to win in the game. This provides participants the accomplishment to confront realistic jobs of the same sort in the hereafter. While playing, gamers are besides provided options which mean they have to prosecute themselves in some decision-making exercising and be able to see the effects of their determinations or actions. Identifying with the characters of the game is besides another facet that participants deal with when playing computing machine or picture games. Particularly in role-playing games, participants are besides able to heighten their vocabulary, familiarising themselves with the footings used in the game that normally come because of the devices that the character in the game has to utilize. In this manner, participants will larn to understand the whole character being portrayed in the game. Socialization is besides enhanced by digital games as participants would usually be affiliated with certain groups which have common ends while playing. Squire ( 2003 ) relates some of the features of digital games which make it utile for the educational scene. A digital game provides participants with drill and pattern. Presently, this map of computing machine games makes it of import for pedagogues because of its incorporation into the traditional course of study as exercisings that will enrich the acquisition of the pupils as they immerse through it during single survey times. The other property of digital games that makes it utile for the educational scene is the being of simulation and scheme games. Simulation games provide the participants a image of the world, within the walls of the house, the schoolroom or a computing machine store. Squire ( 2003 ) portions two types of simulations used and these are low-fidelity and hi-fidelity simulations. Hi-fidelity simulations try every bit near as possible to mime the interactions and state of affairss that may be experienced if it were to go on in existent life. Low-fidelity simulatio ns, on the other manus, are meant to supply system simplification so that some of import constituents of the system may be highlighted. Video games that are both educational and entertaining let the pupil participants to pull strings some variables which in existent life, an ordinary pupil can non change merely yet. Players can besides larn about different topics of involvement when they engage in educational games that will do them presume a certain function or personality. In this manner, the pupil is besides given the opportunity to see state of affairss in assorted positions. Digital games besides make it possible for the participants to visualise a peculiar in three-dimensional infinite hence increasing apprehension of the affair. Gros ( 2007 ) asserts that digital games can be used by scholars to get cognition and larn certain schemes. The writer cites the survey conducted by Nussbaum and co-workers in 1999 with 300 4th twelvemonth pupils as topics. A series of games in linguistic communication and mathematics was developed utilizing Gameboy and that the games have characters that the pupils can place with. In mathematics specifically, the end of holding the pupils play the game is to familiarise themselves with the cardinal construction of accomplishments and mathematical thought every bit good as larning arithmetic and geometry. The instructors were able to besides larn utilizing the instrument used in the experiment in 2 to 3 months and feedbacks from the pedagogues themselves reveal that videogame is an instrument that is easy learned and used and can function as extra learning stuff that they can utilize as back-up for the conventional instruction stuffs that they are already utilizing. Games have besides found its utility in Science and Engineering topics, in general. In the instruction system of the United States Science and Engineering, Mayo ( 2007 ) asserts that picture games have played of import functions in turn toing lacks in the system because of five primary grounds. One of these grounds is monolithic range. The Internet has provided a manner for persons, pupils and even those who are already in the on the job category, to acquire entree to digital games. Some of these games can be downloaded for free, while others have to be purchased. Besides, the games need non be violent as there are games that educate users about assorted subjects. As the writer relates, these games are non really portion of the educational system as pupils did non entree these games through the four walls of the schoolroom but merely the same, pupils learn. The 2nd ground is effectual larning paradigms. The act of playing video games is associated with enhanced larning results because the undermentioned accomplishments are being honed while playing: experiential and inquiry-based acquisition, self-efficacy, end scene, cooperation or squad playing and uninterrupted feedback ( Mayo, 2007 ) . Enhanced encephalon chemical science is the 3rd ground behind the potency of video games in turn toing jobs in instruction. Mayo ( 2007 ) asserts that a survey in 1998 established the relationship between the sum of dopamine nowadays in the encephalon of the participant and his/her public presentation in the game. Dopamine serves to excite acquisition of the participant. It must be taken into consideration, nevertheless, that the game tested in the 1998 survey is non educational in nature and hence subsequent surveies are still necessary. Time on bet oning undertaking is the 4th ground as participants normally take more than a twosome of hours to play digital games. If lessons in school have to be incorporated in these games, efficaciously, so it is uniting amusement with acquisition and pupils now take more clip larning than they did before with conventional acquisition. The last of these five grounds is larning results informations which suggest that have already been surveies conducted which compared the larning results of pupils subjected to games while larning and those under the traditional acquisition. It must be considered nevertheless that the games used in the ratings are non the popular commercial games that can be seen played today, but so the â€Å" not-so-big-time † games are still digital games and hence portion of the concern of looking how these games can better acquisition ( Mayo, 2007 ) . Squire et Al ( 2004 ) elaborate on an empirical survey conducted among 96 pupils, of which 61 were assigned to the experimental group and 35 to the control group. The experimental group played Supercharged! In their Physicss category apart from the synergistic talks on electrostatics and other addendum stuffs provided to them by the instructor. The same instructor provided electrostatics lessons to the control group through synergistic lessons, observations and experiments. Supercharged! Is an electromagnetism simulation game developed through the aid of John Belcher, an MIT physicist? The game itself is chiefly be aftering and playing as participants have to travel through electromagnetic labyrinths and playing with charges to command a ship. Consequences of the survey showed that pupils belonging to the experimental group had better public presentation than those in the control group in footings of construct comprehension. Merely to add to the treatment on the inventions done for acquisition, in universities, where higher instruction can be acquired, engineering has besides been embraced. Together with this are the developments effected in order to supply larning to college pupils. Brown ( 2001 ) asserts that in this digital age, the universities have besides done their portion in bettering instruction. One of the inventions that have been taken is the integrating of studio classs as replacing for lecture-based introductory classs. In the studio classs, the pupils have the opportunity to see talk, recitation and research lab, all in one incorporate class. The module is besides being given a better environment to learn synergistic lessons. The studio courses accommodate big categories but can manage an array of activities, digital and non-digital within the category. The MIT Media Lab is another invention that has been brought to the universities. In this lab, theory and application are brought together in one category. The lab provides the category a collaborative environment where pupils can work out solutions to existent life jobs despite being confined in the lab. Brown ( 2001 ) besides adds that computing machine games, specifically, role-playing games ( RPG ) with multiple participants online have besides transformed the ways of larning. In RPGs, participants do non merely vie but they are besides able to make and set up groups. The higher instruction sees this as a theoretical account for constructing a networked acquisition environment. Players, by prosecuting in RPGs experience interaction with other participants as they swap their cogwheels and techniques among members of their group. The pupils ‘ originative and strategic accomplishments are besides being honed as they try to spread out their functions within the game. The literature discoursing the usage of digital games in mathematics instruction in the Kingdom of Saudi Arabia ( KSA ) seems to be scarce. Al-Wakeel ( 2001 ) asserted that in the yesteryear, universities in KSA deficiency adequate computing machine instruction plans which are besides of high-quality. There have been attempts to beef up computing machine instruction in KSA but have failed non because the purposes were non good but because design of the plans was non planned good. Furthermore, there is a noteworthy scarceness in professionals who are subjects who could learn computing machine instruction. This is apparent in the past plans preparation of computing machine professionals who came from outside KSA. There is besides concern in research of computing machine applications that can be used to better instruction. To turn to this, KSA revamped its educational system with the constitution of Comprehensive Education Programs in the College of Computer and Information Sciences ( C CIS ) . With such move, although there are besides obstructions hurdled, research in computing machine instruction may be done including the geographic expedition of the usage of digital games in learning mathematics to KSA pupils. Because of sensed scarceness of researches done in this country in KSA, this research will be chiefly done to research the usage of digital games in acquisition and learning mathematics to profit and ease educational ends, with peculiar scene in the Kingdom of Saudi Arabia. This research will be conducted in order to look into the consequence of digital game-based acquisition to pupils ‘ motive and academic public presentation, peculiarly among pupils in the secondary degree of instruction.The Future of Digital Games-Based LearningDigital games provide agencies of accomplishing a figure of ends. Prensky ( 2001 ) relates that through digital games-based acquisition, motive for larning topics that are hard to learn can now be achieved. This motive works in both ways. If the pupil finds topics to be deadening, so integrating digital games into the topic will do it interesting. On the other manus, if the pupil finds the lesson excessively complex, so digital games can be used to su pply an alternate manner of showing the topics to the category in a manner that will direct the feeling of being hard to something that they will larn and bask at the same clip. The usage of digital games in larning besides provides an chance for a conjunct attempt among people in different Fieldss such as instructors, content experts and digital game developers. In footings of the being of the Internet, the usage of digital games in instruction and acquisition will ensue to holding the Internet non merely as a medium of instruction but will be a lively locale of forum for users and manufacturers of games to get at new constructs everyday for larning that will do its manner through the scholars via digital games. There will besides be a uninterrupted thought of how digital games can be improved and innovated to outdo function the intent of conveying instruction to the pupils at its fullest potency, thereby bring forthing alumnuss will all-around personalities who can do determinations non merely in conjectural state of affairss but in realistic conditions as good. Squire ( 2003 ) believes that since the 1980s, there has been a important betterment in the gambling engineering but so integrating these betterments into larning environments is one missing measure in order for digital game-based acquisition to boom. The writer comes up with his ideas on the hereafter of picture gambling in instruction. First away, the writer suggests that pedagogues have been keen on buying educational and entertaining digital games that are commercially available presents. Harmonizing to the writer, there is increased frequence in the usage of ‘edutainment ‘ but so there is non much evidence-based research which has been conducted to demo how these games really work. Design experiments must be incorporated into the work of games research so as to do educational games be more utile for instructional engineers and therefore set up research from at that place. Second, instructional engineers who design the synergistic acquisition environments of larning games can besides acquire lessons from the present inventions in gambling. The writer cites two facets of gambling that harmonizing to him hold non been to the full studied and these are synergistic fiction and online gambling. Synergistic fiction will supply instructional engineers information on how characters can germinate and develop in an synergistic environment. Online gambling, on the other manus, can supply instructional engineers valuable information on the design of on-line environments. Finally, by simply taking a close expression at all the digital games that have abound presents in whatever medium such as those streaming in the cyberspace or games installed in personal computing machines, one would really happen himself amazed at how the design, sounds and artworks have evolved through the old ages. The many games found online every bit good as those played in picture houses and in the comfort of the places have all passed through betterments. The artworks about resemble that of real-life persons every bit good as the motions of the objects in the digital game. Aesthetics has continuously improved to the pleasance of consumers. Possibly, for educational games, this can besides be done. The creativeness in coming up with new designs and new games is one of the aspects of digital game-based acquisition that can be improved in the hereafter.

Biological and Mechanical Syst essays

Biological and Mechanical Syst essays Biological and Mechanical Systems of Thought The basic concepts of neural networking have existed since the beginnings of computer science. The driving force behind neural networks is the desire to have intelligent machines and systems. Over the past century, scientists and academics from many fields have collaborated to work on neural networks. Neural networks are designed to mimic the processes of the human brain and to learn complex actions by recognizing patterns and rules within a given data set. The physical structure, terminology, and theory of artificial neural networks are strongly tied to neurophysiology and psychology. Organic neurons function by firing a charge, essentially similar to an electrical charge being released by a switch. Understanding the physical structure of the organic neuron is important, as it is the basis of artificial neural networking. Axon terminals, the output sections of neurons, are connecters to other neurons dendrites, the inputs sections, by synapses. When a neuron fires an electrical signal is transmitted along the axon, which triggers a release of specific proteins into the synapse. These proteins diffuse through the synapse and bind to receptors on another neurons dendrites. As more and more protein molecules bind to a neurons receptor, a charge is built up in the receiving neuron. Once the charge builds up to a certain level, its threshold, a chain reaction occurs. Sodium-Potassium pumps are used to trigger a series of reactions along the axon, transferring the charge from one end of a neuron cell to another. Once the threshold has been reached, the excess charge that has built up is discarded, essentially returning the neuron to its ground state. A neuron can thus be interpreted in two ways, either on when the threshold has been reached, or off when the threshold has not been released. Artificial neurons...

January Reflections The Cruelest Month

January Reflections The Cruelest Month January is almost over. I can’t really bring myself to write about resumes and LinkedIn profiles today. Don’t get me wrong: Over the past few weeks, The Essay Expert has written many career documents. I have personally edited multiple drafts and updated several resumes we’ve written for past clients. I was even on WBBM radio talking about college application essays. I’m proud of that work and of the results our clients are getting. But today, sitting down to write my blog, my thoughts are elsewhere. I’m thinking of my dad, who died on January 31st 21 years ago- the last day of the month well-known to be the deadliest one of the year. And my thoughts are also with a friend whose mom died unexpectedly last week. An avid union organizer her entire life and up to her last hours, she encouraged the woman taking her food order at the hospital to take advantage of the opportunities of the 1109 Union advancement program. My thoughts are also with my 83-year-old uncle, who fell last week and broke his shoulder. As I write, I’m in his home â€Å"on call† for the night in case his health care worker needs a family member’s presence. Being here for him helps me feel like I’m being useful, as difficult as it is to see him in pain. This time of year can be a trying one for anyone who has family facing health issues. Perhaps you are one of those who is caring for a loved one now, or who just lost someone dear to you. I think it’s so important to take some time to take care of yourself as we face these challenges. When my dad died after a week in the hospital with pneumonia, I was 27 and in my second year of law school. Every day, unfailingly, I would go swimming or get exercise of some kind. Thankfully my family understood my compulsion. That’s how I kept my equilibrium through the most painful experience of my life. We need time to reflect and to feel. My friend who just lost his mom is a yoga teacher. After losing his mom, he didn’t do yoga for a week. Getting back to his practice made him feel more in touch with himself. I’ve been looking at old pictures of my dad and feeling for myself how much I miss him. Even after so many years, it’s important for me to remember. It’s uplifting to be in the presence of children, too. On my trip to NYC last week, I spent time with an 8- and a 5-year-old who were full of love and laughter (with a few lively tantrums thrown in for good balance!). And just last night, I was watching videos of my cousin’s adorably toddling 2-year-old in Israel. It’s good to be reminded that life, joy and silliness continue on. It’s Sunday night as I write, and tomorrow I will get back to scheduling resume review  and LinkedIn profile review sessions and matching up new clients with writers. It will be more or less business as usual. But I’ll also be thinking of those who have passed, and of the people who care for them, and of the never-ending cycles of life.

Understanding the dangers of identity theft and how a company or Essay

Understanding the dangers of identity theft and how a company or individual can be protected from it - Essay Example As advancement in technology made access to information easier, many unscrupulous people take advantage of their skills and steal sensitive information from companies and private persons online. According to the Identity Theft Resource Center, a non-profit organization based in the United States (www.idtheftcenter.org), in 2010, there were about 662 cases if information security breaches reported in the United States but the actual number may be higher since not many people and organizations report breaches on their information security system. People whose identity have been assumed by another can suffer tremendous loses. Note that once somebody steals another person’s identity, he or she may be able to access the bank accounts and other personal information of the victim (Abagnale, 2007). As it is, there is a big possibility that the victim may lose money and assets on the process. Aside from taking money and other assets from their victims, some identity thieves use the ide ntity of their victims to commit crimes (Cullen, 2007). For instance, an identity theft can sue the identity of his or her victim in fraudulent online transactions so when the fraud is reported to the police, the police go after the identity theft victim. As it is, it is very important that individuals and organizations understand the kind of risks that they are in and do something to protect themselves from identity thieves. II. Ways and Means Employed by Identity Thieves to Gain Access to Important Information There are a number of ways to commit identity theft but the most common are social engineering, phishing and hacking attempts. Social engineering is committed by exploiting human psychology to gain entry to databases, computer systems and even buildings with sophisticated security system (Hadnagy, 2010). Note that instead of attacking the software or system used by a company or individual, the identity theft uses mind tricks to retrieve sensitive information for the people i nside the building and the people who are running the databank or the system (Hadnagy, 2010). To get the information that he or she needs to gain access into the building or the database, the identity does a lot of research and identify the key persons who he or she will retrieve the needed information (Wilhelm, 2010). For instance, if the identity theft wants to gain access to a database, he or she may pose as a computer technician or IT support person and trick an employee in the IT division to divulge passwords and codes to gain access into the system. Although the basic principles of trickery used in social engineering may sound simple, the execution of the act requires careful planning and psychological manipulation skills (Mitnick, 2003; Allsopp, 2009). When planning its strategies to defraud his or her victim, the identity needs to gather all the necessary information to trick the victim. To do this, he or she may access the personal information of the person targeted using e xisting social networks such as facebook, linked in and others (Mitnick, 2003; Wilhelm, 2010). Note that a good number of users of these online networking sites tend to give out personal information such as e-mail addresses and even telephone numbers online which may them relatively easy preys for identity thieves (Wilhelm, 2010). From the information gathered from these social networking sites, the identity may now be able to psychologically manipulate the victim into giving him or her sensitive information. In most cases, the deception happens online or through the phone so the identity theft and his or her victims do not actually come face to face (Allsopp, 2009). Aside from social engineering, phishing is also commonly used by identity thieves to steal information from their victims. To steal information from their victims, identity theft pretends to be a reliable online entity such as a bank, a well known courier, website and the like (Abagnale, 2007).

Leadership Essay Example | Topics and Well Written Essays - 750 words - 19

Leadership - Essay Example Companies and corporations spend a lot of resources and time on training their staff in leadership abilities, because it seems like a a better trade-off for their employees to deal with complex situations in crunch time. This is all the more pronounced within the echelons of senior management and board rooms.   DOI:  10.1002/smj.469)  in their investigation of the relationship between strategic leadership behaviours with executive innovation  influence and the moderating effects of top management team (TMT)s tenure heterogeneity and social culture on that relationship. This study was conducted across social cultures in different countries, demonstrates a trend clearly evidencing the link between executive innovation and the study of strategic leadership. When one learns how to deal with case-studies and scenarios and in their study of leadership, they were observed to be better suited and more adaptable to quick and innovative decision making. Working in hierarchies takes time for professionals to get around to, but working within the realms of hierarchy becomes very important in organizations.   Corporate governance has been a central focus of strategic management research, particularly the associations among governance structures, strategic leaders, and firm performance. Extant research, however, provides little evidence of systematic relationships in these areas. There are a series of theoretical/conceptual rationales suggesting that such relationships might be more pronounced in entrepreneurial firms. Accordingly, we provide an overview and synthesis of the entrepreneurship literature addressing the intersection of governance and strategic leadership with firm performance. The strongest relationships reflected in this literature are consistent with a resource dependence perspective of the firm. We conclude with several suggestions for advancing research in