The Timeless Power of Les Miserables
The book Les Miserables, written by Victor Hugo in 1862, created a sensation throughout the world (Royston and Schlesinger 2). That impression continued through theatrical productions and most recently the musical, but the book contains greater detail and adds a deeper understanding of Hugo's epic story than the movie or musical portray. Regretfully, few people in World society take the time to relish this masterpiece. Living in a fast paced world, many people today consider reading a time-consuming, senseless activity, and those who still read most likely choose a shorter novel rather than the 1500 page story of Les Miserables. However, the author states, "I don't know if it will be read by everyone, but it is meant for everyone" (Royston and Schlesinger 2). This statement applies to this time period as well. The sincere characters, intriguing sub-plots, and moral theme of Les Miserables relate to people today even 130 years after its publication.
Popular characteristics that today's reader admires coincides with the characteristics of the characters in Les Miserables. Readers look for a hero that they relate with, so the hero who possesses admirable qualities as well as demeaning faults appeals to most people. The heroes of Les Miserables, Jean Valjean and Marius, both portray average men with flaws in their character. Jean Valjean, the main character, steals from a bishop who treated Valjean decently when other people only saw him as a convict. This single act makes Valjean appear ruthless, but later in the novel, his eagerness to help people and his willingness to accept punishment makes Valjean's error seem trivial. Valjean's mistake secures his r...
... middle of paper ...
... and moral theme. Written over 130 years ago, it remains influential even today. Although the book requires an immense amount of time to read, the outcome proves beneficial and invigorating to anyone who chooses to embark on the adventure of Jean Valjean's life in Les Miserables.
Works Cited
Hillis, Newell Dwight. Great Books as Life-teachers: Studies of Character, Real and Ideal. New York: Fleming H. Revell Company, 1899.
Grossman, Kathryn M. Les Miserables: Conversion, Revolution, Redemption. New York: Twayne Publishers, 1996.
Lee, Rob. The Barricade on the Rue de la Chanvrerie: Les Miserables - The Novel. Internet. 1997. Available: www.users.cloud9.net/~rlee/lesmis/welcome.htm.
Royston, Peter and Sarah Schlesinger. About the Novel Les Miserables. Internet. 1997. Available: www.lesmis.com/inspiration/author/aboutnovel.html.
“Cullen and Flein Concede that in rare cases, it is permissible for doctors to deceive a patient but only if the deception is for a short while and if the potential gain from the deception is probable and significant. (Cullen Klein
But one may wonder when DPB is necessary and what the benefits of such practice are. Cullen and Klein state that “this deception-to-benefit-the-patient view has a prima facie (at first glance) appeal,” although some may argue that this line of thinking has not yet been proven with positive results. One illustration to this theory is when a doctor tells a kidney transplant recipient that he is doing good and that the prognosis looks promising with the justification that the patient, although the kidney is not functioning at all, but after hearing the positive feedback from the physician, it may lift his spirit and regain full health. The physicians with this type of ideology presume that “a sick person isn’t made better by gloomy assessments.” This type of DBP is intended to be used in order to benefit the patient, however, there are no proven cases to confirm that this method works, and it’s merely intended as an effort for the physicians to make the patient feel better, furthermore, as stated by Cullen and Klein “In all but rarest cases, deceiving a patient ‘for his own good’ is an unacceptable way for a physician to try to help her patient.” (Cullen & Klein
...related to every generation with its life lessons. The novel can also be understood and therefore enjoyed by people of any age. The novel will stand the test of time and will become a classic.
"Tinker V. Des Moines Independent Community School District." Supreme Court Cases: The Dynamic Court (1930-1999)(1999): N.PAG. Points of View Reference Center. Web. 29 Oct. 2013.
Wallis, Claudia. “How to Make Great Teachers.” Time Online. 13 Feb. 2008. Web. 16 March 2011.
Schools have more rights than the government to affect and restrict the 1st amendment and freedom of speech.
Providers must act in the best interest of the patient and their basic obligation is to do no harm and work for the public’s wellbeing. A physician shall always keep in mind the obligation of preserving human life. Providers must communicate full, accurate and unbiased information so patients can make informed decisions about their health care. As a result of their recommendations, providers are responsible for generating costs in health care but do not generate the need for those expenses. Every hospital has both an ethical as well as a legal responsibility to provide care, even if the care may be uncompensated.
In addition, Martin’s drastic change in character is O’Flaherty’s strategy of revealing a cause and effect situation. For example, in the beginning of the novel, Martin was characterized as a coward for not having the courage to contradict his father’s customs. To being admired by the residents of Black Valley, for his courageous act of defying Chadwick. O’Flaherty portrays Martin as a representative of Irishmen. He portrays Martin as passive but with the potential to rebellious in order to meet justice. Through Martin, O’Flaherty is trying to set across a point: it is never late to fight for ...
... the established case law because of the schools ability to limit those freedoms. When looking at restricting or granting student or group speech administrators must be consistent, because allowing one student or group to expression their First Amendment right opens a door for other student or groups that can be difficult to close. The institution should have clear policies that designate Public Forums, Designated Public Forums, Limited Public Forums, and Non-public Forms. Furthermore, a policy should be created explaining a student’s rights with procedures for a student to redress grievances. Beyond the established policies, administers must be aware of (and have training in) student rights, but should also understand the breadth of power public institutions have to restrict those freedoms when the expression of those freedoms would cause disruption to the school.
Which include danger to the school or any of the students and this should be the only way teachers and schools can restrict students’ rights. but schools tend to go too far restricting students’ rights “The principal had ordered the stories removed from the paper because he believed the story about teen pregnancy was inappropriate for some of the younger students at the school, based on its discussion of sexual activity and birth control”(What are the free expression rights of students in public schools under the First Amendment?) a student though that this was appropriate for the school to read and it was but the officials at the school did not think the same way. also another case Bazaar v. Fortune officials tried to stop publication of a book just because it had a few words in it that they did not like.(The First Amendment and Public Schools) this is taking there restrictions just too far. The government should be able to set guidelines of what the immediate danger is and what kind of expression goes way too far and have it sent out to all the schools in the United States. This might help schools from restricting our
... became the basis for most all tragedies written after it. Although it contains some material that seems foreign and out of place in modern times, most of it is still relevant. Even though it was written over 2000 years ago, Oedipus the King, by Sophocles, is still fitting and applicable in today's society.
At times, ethical questions do arise when the correct path is not present or when there is a disagreement between the medical professional and the patient. Common ethical questions could arise which include
“It is precisely of him that I wished to speak. Dispose of me as you please; but help me first to carry him home. I only ask that of you.” Upon examination of Les Miserables, it is clearly evident that the elements of Forgiveness, Self – Sacrifice, and Courage are only a few of the main themes Hugo wanted to develop.
...les obtains the flaws of a Tragic Hero with his anger and pride issues. The fact that he won’t fight for Agamemnon because he stole his woman shows that his pride was hurt and when Achilles fights in a pure wrath upon hearing about Patroclus’s fate shows his flaw of anger. The transition from having to overcome his hurt pride after hearing about Patroclus’s death reveals his adaptability as a character with his change in behavior from being passive at the Achaean ships to violent in war. Lastly, Achilles solidifies his position as a Tragic Hero when he finds his moment of clarity with King Priam as he gives the body of the fallen Hector back in an act to finalize and end all conflicts Achilles and Troy. Achilles undoubtably symbolizes Aristotle’s definition of the Tragic Hero.
The second most important part of a tragedy is Character. Characters actually play a secondary role to the plot in the “perfect” tragedy. The actions of the characters make them responsible for their fate, not a higher power. There should be a protagonist and a tragic hero. Tragic heroes are also exceptional beings; Hamlet was very intellectual, giving him a brilliant mind and a quick wit. The tragic hero is the ma...