Analysis Of The Play Streetcar Named Desire Essay

Analysis Of The Play Streetcar Named Desire - Essay Example The play discusses how Blanche’s life was full of menaces. She had just been sacked from work and realized that her husband was a homosexual. Later on, in the play, Stanley raped Blanche, and this resulted in a nervous breakdown. The character of Blanche is based on Williams’ sister, Rose Williams, who had mental health issues (Williams 9). The main characters of the play are Blanche DuBois, Stella Kowalski, Stanley Kowalski, Harold â€Å"Mitch† Mitchell, and Eunice. Blanche DuBois is Stella’s older sister (Williams 3). DuBois was a high school English teacher. She is a fragile and loquacious woman around the age of 30. After the death of Reve and Belle, the DuBois family, Blanche goes to New Orleans to the Kowalski apartment and reveals that she is totally destitute. Stella Kowalski, on the other hand, is Blanche’s younger sister around the age of 25 (Williams 4). Stella has the same timeworn titled heritage as her sister DuBois. Stella is more poised with self-beauty and considers aging a curse (Williams 15). Stanley Kowalski is Stella’s husband. He is the epitome of a significant force. Stanley is loyal to his friends, adores his wife, and is cruel to Blanche. Harold Mitchell is Stanley’s army friend and poker buddy. Mitchell courted Blanche until he discovered she had lied about he r past, which made him leave. Finally, Eunice is Stella’s friend and also landlady. Eunice represents the lower class. A key theme that is dominant in the play is the relationship between sex and death. Blanche’s fear of death portrays itself in her fears of lost beauty and aging skin (Williams 12). Blanche refuses to appear in the harsh light, which reveals her real looks, and to tell anybody her true age. She appears to believe that through asserting her sexuality, particularly to men, she might be able to overcome death and revisit the  teenage life which she experienced before her husband’s suicide. According to Blanche, sex is the cause of death. Throughout the play, Blanche has memories of her ancestors who passed away due to the act (Williams 12).

Web Site Plan For Charity Organization Essay Example | Topics and Well Written Essays - 500 words

Web Site Plan For Charity Organization - Essay Example Charity website is the center for those people who seek the money available there. Stories of different people who work for a Charity home are available. Comments of those people who benefit from the Charity homes are also shown there. Donation sent report is also displayed weekly, monthly or annually there. (Stanger et al., 2012)  Stakeholders are the person or group or organization that makes affect or can be affected by organizations’ actions. All people have any type of relationship with the website come under the definition of the stakeholder. Some of them are primary stakeholders, who are directly linked to website basic work. For example, web development team, management of the organization, the people providing funds, etc. Some are secondary like the affected people who use the funds, the people providing services to affected people (doctors, nurses, etc). Another type of stakeholder is the legal stakeholder, who is involved in terms of money, document or property. C ommon types of stakeholders include the community interest, corporate stakeholders, website development team, affected people and funds provides. (Stanger et al., 2012)  Copyright issue: The legal right on any self made thing is known as copyright. In the website, copyright is very important issue. The content or material available on the website must be original in nature.  Data Protection: The privacy policy is also legal issue concerning the website. Information provided should be according to the data protection act. Information provided by the visitors of a website must be presented appropriately.  Additional information for the improvement of website is as follow: Website with graphics is not heavier. Using the dynamic pages will also aid performance improvement in the website.  

Effects of Heat Treatment on Seed Germination

Effects of Heat Treatment on Seed Germination Introduction Seed germination has been found to be influenced by many factors. Some of these include water availability, nutrients, light, incubation, and heat shock (Masamba, 1994). In the natural Western Australian environment, heat shock is most commonly provided by bushfires. Periodic fires result in an open environment providing enhanced moisture, light, and nutrients which are conducive to the survival of germinated seeds (Bell, Plummer, Taylor, 1993). There are many species of the Western Australian flora, especially in the Leguminosae families, that have a hardened testa in order to suppress germination until fire provides a better chance of seedling survival (Herranz, Ferrandis, Martinez-Sanchez, 1998). Heat shock is required in some plant species to fracture the hard seed coat which allows for water imbibition, gas exchange, and releases the embryo from physical restraints (Mucunguzi, Oryem-Origa, 1996). Short exposures to the high temperatures reached in soil during fires can greatly increase germination percentages of certain species (Bell et al., 1993). Under laboratory conditions, the heat shock usually provided by fire can be simulated using boiling water. Dry heat or scarification and acid treatments can also increase the percent of seeds germinated (Bell et al., 1993). The aim of the experiment was to examine the effects of different temperature heat treatments on the percent germination of four species of legumes. Materials and Methods Plant Material Four different commercially obtained plant species were used to examine the effects of different heat pre-treatments on the percent seed germination of set sample sizes. The four species used in the experiment were Kenndia coccinea, Acacia saligna, Hardenbergia, and Acacia pulchella. Experimental Treatment A total of 600 seeds were taken from each species and divided into sets of 110. Each set was pre-treated at one of five temperatures. The temperatures were: room temperature (24ËÅ ¡C), 40ËÅ ¡C, 60ËÅ ¡C, 80ËÅ ¡C, and 100ËÅ ¡C. The seeds from each treatment were divided into 50 labelled petri dishes, 11 seeds per dish. All of the seeds in a single petri dish underwent the same pre-treatment. The petri dishes were then placed into a dark cupboard for incubation at room temperature and randomized. Viability Test In order to assess the viability of the seeds collections used for the germination experiment, a tetrazolium test was carried out on 96 untreated seeds from each species. The testa of each seed was cracked before being tested. Scoring Germination The numbers of seeds germinated in each petri dish were recorded at the end of each week for four weeks, along with the species and pre-treatment the seeds underwent. A drop of fungicide was used to kill any moulds that were found growing in the petri dishes during incubation. Statistical Analysis The heat treatments of each species were compared using the chi square analysis, allowing for 5% error. The null hypothesis (Ho) for the chi square tests is that the treatments had no effect on the percent of seeds germinated. The alternate hypothesis (Ha) is that the different treatments did have an effect on the percent of seeds germinated. Results The chi square analysis compares the total number of germinated seeds between treatments for one species to determine if statistically, we should accept or reject the null hypothesis. Table 1 displays that Kenndia coccinea, Acacia saligna, and Acacia pulchella all have a chi square value greater that the 5% error value. Therefore, we can be 95 % confident that the Ho should be rejected and Ha accepted. Hardenbergia, however, has a chi square value less than the 5% error value, therefore, Ho is accepted. Table 1 Chi square values and degrees of freedom calculated from the number of germinated seeds of four different plant species after a variety of controlled heat treatments Species Chi Square value 5% error Kenndia Coccinea 52.90909 9.49 Acacia saligna 39.84615 9.49 Hardenbergia 6.15444 9.49 Acacia pulchella 38.5 9.49 Data shows that three of the four chi square values are greater than the 5% error value. This indicates that the null hypothesis should be rejected for Kenndia coccinea, Acacia saligna, and Acacia pulchella. Therefore, Ha is accepted for these species. It is obvious from the graphs in figure 1 that the different heat treatments had little effect on the percent germination of c) Hardenbergia. Significant variations can, however, be seen in the germination of the other three species. Attention should be drawn to the significant increase in germination of d) Acacia pulchella between the 80ËÅ ¡C treatment and 100ËÅ ¡C treatment. a) b) c) d) Fig. 1 Percent germination of a) Kenndia Coccinea, b) Acacia saligna, c) Hardenbergia, and d) Acacia pulchella at the end of a four week growth period. Each species had 500 seeds which were divided into five different heat pre-treatments. Discussion Heat shock treatments have two primary effects on seeds that cease dormancy. Cracking of the seed coat appears to be most common result of heat shock; however, heat can also be used to denature seed coat inhibitors (Hanley, Lamont, 2000). It is obvious from the information displayed in table 1 and figure 1 that temperature has a significant effect on the germination of Kenndia coccinea, Acacia saligna, and Acacia pulchella. In the natural environment, extreme temperatures on the soil surface can be lethal to seeds (Bell et al., 1993). Due to thermal diffusion, seeds below 6 to 8 cm may be too deep to have their seed coats cracked (Hanley, Lamont, 2000). A. pulchella has developed a relationship with ants to maximise germination. The ants bury the seeds at a depth of approximately 4cm which is the depth where heat penetration and temperature required to break dormancy appears to converge (Hanley, Lamont, 2000). A similar heat pre-treatment experiment (Table 2) to the one carried out in this report was carried out by Bell, Plummer, Taylor (1993). They examined the effects of seed scarification and boiling on the percent germination of native Western Australian legumes. The data indicates that a 300 second heat treatment tends to reduce germination percentages in most of the species listed in table 2. Acacia pulchella is one Western Australian species that shows no significant germination in the percent germination (Bell et al., 1993). This information suggests that A. pulchella evolved in an environment that experiences prolonged burning (Bell et al., 1993). The results obtained by Bell, Plummer, Taylor (1993) after examining the effects of no pre-treatments, seed scarification, and heat shock on 55 species of native Western Australian legumes. It is interesting to note that the percent germination graph of A. saligna in figure 1 shows an increase in germination as treatment temperature increased. This result is significant as A. saligna is a coastal habitat species whose seeds have the capacity to survive mild fires, but are unable to endure intense heat (Herranz et al., 1998). While high temperatures are required to crack the seed coat of many native Western Australian species, germination may also be cued by incubation temperatures that would best support the survival of the seedlings (Bell et al., 1993). It is possible that this factor may have influenced the germination results of K. coccinea, A. saligna, Hardenbergia, and A. pulchella. In Western Australia, heat is a key requirement for the successful germination of many plant species. Combinations of factors, however, are often required to maximise the chance of germination of any plant species. Due to the diversity of flora in Western Australia, more research is required to determine the optimal environment for commercial or private cultivation of many species.

Latino Youth and Politics :: essays research papers fc

We The Americans... As inhabitants of the United States and the world, we the young hispanics, latinos, and chicanos of America need to take a stand against those who would rule this country with disregard for our development as an appreciated and respected culture. Our parents have fought their whole lives to give us what we need to survive, but now is our time to fight. Even today, in our nation that is so focused on "equality" there is a silent prejudice that is tearing our country apart at the seams. As a country, we have made great strides toward learning to understand each other, but understanding is not enough. Our president George W. Bush and many others in power today are only doing what has to be done in order for us to maintain silence and keep working. Now, through education, political activism, youth leadership, and action, we will grow as a people. I fully believe that education is the key to the progression of our civil and human rights. Hispanics are a very intelligent people, now we must use the opportunities available to us to teach ourselves and our children how to be strong. According to the National Council of La Raza, the leading organization dedicated to the betterment of hispanic lives, "no issue is of greater concern to the latino community than the low educational status of its children." In today's schools, latinos are becoming a large minority in many schools due to the fact that "more than one third (35.7%) of Hispanics are under 18 years of age"(NCLR 9). Did you know that the "number one candidate to drop out of high school is latina girls"(NCLR 3). These are our mothers and daughters, the ones who teach and care for our children. How can we let our children be raised by uneducated women? Our children are learning in schools that are "overcrowded, underfunded, and ill-prep ared to provide rigorous academic instructional and intervention services"(NCLR 9). Since George W. Bush has basically shown in his budget proposal that he is not interested in helping latinos with their education, by this I mean he has not chosen to increase funding of any of the latino focused educational budget items, and he has even chosen to cut the funding of the number one college preparation program for low income areas GEAR-UP by 68 million dollars or 1/4 of their budget (White Paper 5).

Evaluating Strategic Management Essay

The strategic management process result in decision that can have significant, long lasting consequences. In many organizations, strategy evaluation is simply an appraisal of how well an organization has performed. Strategy evaluation includes three basic activities: 1. Examining the underlying bases of firm strategy 2. Comparing expected result with actual result 3. Taking corrective action to ensure that performance conform to plan. Strategy evaluation is becoming increasingly difficult with the passage of time, for many reasons. domestic And world economies were more stable in years past, product life cycles were longer, product development cycles were longer, technological advancement was slower, change occurred less frequently, there were fewer competitors, foreign companies were weak, and there were more regulated industries. Other reasons why strategy evaluation is more difficult today include the following trends: 1. A dramatic increase in the environment ‘s complexity 2. The increasing difficulty of predicting the future with accuracy 3. The increasing number of variables 4. The rapid rate of obsolescence of even the best plans 5. The increase in the number of both domestic and world events affecting organizations 6. The decreasing time span for which planning can be done with any degree of certainty Four Criteria (Richard Rummelt in evaluating strategic management: †¢ Consistency Strategy should not present inconsistent goals and policies. Conflict and interdepartmental bickering symptomatic of managerial disorder and strategic inconsistency †¢ Consonance Need for strategies to examine sets of trends †¢ Adaptive response to external environment †¢ Trends are results of interactions among other trends †¢ Feasibility Neither overtax resources or create unsolvable sub problems †¢ Organizations must demonstrate the abilities, competencies, skills and talents to carry out a given strategy †¢ Advantage Creation or maintenance of competitive advantage †¢ Superiority in resources, skills, or position Nowadays, the strategy evaluation is become difficult because adjusting with the trends happened. There are some reasons for it: 1. Increase in environment’s complexity 2. Difficulty predicting future with accuracy 3. Increasing number of variables 4. Rate of obsolescence of plans 5. Domestic and global events 6. Decreasing time span for planning certainty a.Reviewing Bases of Strategy – Develop revised EFE Matrix – Develop revised IFE Matrix Review effectiveness of strategy is important to evaluate how far these strategy matches with our goals, the way are: 1. Competitors’ reaction to strategy 2. Competitors’ change in strategy 3. Competitors’ changes in strengths and weaknesses 4. Reasons for competitors’ strategic change 5. Reasons for competitors’ successful strategies 6. Competitors’ present market positions and profitability 7. Potential for competitor retaliation 8. Potential for cooperation with competitors b.Measuring Organizational Performance †¢ Comparing expected to actual results †¢ Investigating deviations from plan †¢ Evaluating individual performance †¢ Progress toward stated objectives

Multicultural Literature: “Poisoned Story” Essay

Latino culture, specifically Puerto-Rican culture has changed through the course of history. Puerto Rico has witnessed a fusion of races and cultures spanning over many years, starting in 1898, after the Spanish-American war. Ultimately, Puerto Rico was annexed to the United States, the Puerto Rican people made United States citizens with limited restrictions and granted commonwealth status. The changes made during those eras did not come without consequences to the Puerto Rican culture. In â€Å"Poisoned Story†, author Rosario Ferre depicts the political and economic changing norms and tensions between the social classes of the Puerto Rican’s culture. In Ferre’s story â€Å"Poisoned Story† several major themes are prevalent through the story: opposition between the aristocratic and working class, literacy, interpretation of historicity and magic realism. The overriding structure of the story is based upon a narrative conflict between the characters which dramatizes the issue of the actual â€Å"writer† within the story. The reason this is important is because the concepts of the Puerto Rican history is based upon experience of the individual Puerto Rican. The class structure between rich and poor at one time was clear. During this story, the class structure and culture of two generations against the backdrop of the United States relationship is developed. The characters within the story represent several classes of people in the Puerto Rican society. Also, Ferre uses a narrative style in the story that introduces different â€Å"writers† within the story or shall we say different perceptions of occurrences of history based upon personal experience within the Puerto Rican fusion of culture. Read more: A depiction of a fantasy city. The Puerto Rican economy was disturbed with the United States intervention which led to classes of people being displaced within society, as was the case with the character of Don Lorenzo. Don Lorenzo was Rosaura’s father. After the death of his first wife, Don Lorenzo married his second wife named Rosa. An important issue of this story is the masculine character of Don Lorenzo represents and the fact that he married out of his class when he married Rosa, leaving behind his traditions and some of his culture. The character of Don Lorenzo transitions through the story. In the beginning, Don Lorenzo is viewed in high regard, with pride for his land and culture.  As the story progresses Don Lorenzo looses his land, his home, and his heart as he and his aristocratic culture deteriorates before his very eyes with the help of his new wife Rosa and changing social structure. Rosa is an antagonistic source and character in the story. Rosa is the representation of the lower class of society, or the â€Å"working class†. Good with her hands, the character of Rosa is represented as being cunning and resourceful by one of the writers, and bitter and cruel by another. Depending on who is writing the story, there is a like and dislike of this character on several levels in regards to the interactions with both characters Don Lorenzo and Rosaura. Rosa is described as being from the working class, much different from Lorenzo’s first wife. The physical description describes Rosa as having â€Å"broad hips with generous breasts† who â€Å"reestablished† Don Lorenzo’s domestic comfort after the death of his first wife (p.9). Rosa is also described as coming from a different class background when being described by her customers: â€Å"Whoever would have thought it; from charwoman to gentlewoman, first wallowing in mud, then wallowing in wealth. But finery does not a lady make.†(p.8). This class jumping is important to recognize in the fact that Rosa was once Don Lorenzo’s wife’s caregiver, and now she has replaced the aristocratic mother and wife, defying the social system of poor vs. rich. Rosa’s character transitions from poor to rich, similar to a creative Puerto Rican rendition of a Cinderella story: rags to riches. Rosa is also instrumental in leading, or forcing the characters of Don Lorenzo and Rosaura to evolve or assimilate into the then current Puerto Rican culture. The character of an aristocratic daughter named Rosaura is introduced in the first paragraph. Rosaura was the daughter of a once wealthy sugar cane plantation owner named Don Lorenzo. It can be assumed that Rosaura was fairly young at the onset of this story, but old enough to read and attend  school. Her mother had recently died (reason is not specified) and her father quickly remarried to Rosa. This young girl loved to read books in a â€Å"dense overgrowth of crimson bougainvillea vines† (p.1). It should be noted that the color of crimson and red are repetitively used to describe associations with Rosaura. The red association is first in the flower on vine, then in the bloodlike guava compote which gets spilled on Rosa’s dress. The story represents Rosaura as an educated daughter, a part of the â€Å"aristocracy† who was described to possess the ability to read in a country where the illiteracy rate was very high. It can be assumed through Puerto Rican history and through the narrative description in the story, that unless you were of the wealthy class, education was not an option: â€Å"†¦she was forced to leave school because of his poor business deals† (p.9). The literacy rate was very poor in Puerto Rico which was a farming country. The characters that were literate in the Poisoned Story also represent the idea of who usually writes history, which is the literate, or the rich. The structure of the story is centered on the narrative theme of the concept â€Å"poisoned story†. The introduction starts with an excerpt from a book or story by A Thousand and One Nights, author unknown: And the King said to Ruyan the Wise Man: -Wise Man, there is nothing written. -Leaf through a few more pages. The King turned a few more pages, and Before long the poison began to course rapidly through his body. Then The King trembled and cried out: -This story is poisoned. This poem sets up the overwhelming major theme of the writer being in control of the story, and those words or interpretation being poison. The rising action of the story is centered around the different perspectives of the interpretations of the â€Å"history† of the story that is being commented on through the writers. Within the story there is the perception of several writers. Several parts to the story are written in a fairytale manner, with eloquently chosen words and beautiful descriptions of days past when the aristocracy led the social class structure and everyone seemed magically fantastical. Exquisite dolls, fancy dinners and luxuries were of the excess for the aristocracy while the working class struggled to put food on the table. The opposite perception of that same time is written in a language that seems to be sympathetic to Rosa and her hardships as being from the working class, trying â€Å"honestly† to work her way up the entrepreneur ladder in the fashion industry. The third voice in this story is that of Rosa herself who discriminates what is being written, the historicity and the interpretation of the situations being described within the story. Rosa’s voice is harsh and cutting, with a choice of very expressive language that invokes a cynical commentary on the para graphs written previously. All three voices within the story represent different views of the same situations or conflicts within and through the relationships of the characters. The conflict within the story is the relationship between the two classes of society making the adaptation to the changing societal norms. The concepts of the societal system have been shaken with the changing Puerto Rican political commonwealth. Don Lorenzo has been taken from his days of glory, with â€Å"patriotic zeal† and diminished to a â€Å"small town-writer† through the course of the story. What is interpreted by one is a fairy tale, is interpreted by another as a lie. The climax in the story is when Don Lorenzo agrees to allow Rosa to burn Rosaura’s books, after the sale of the plantation and house. Don Lorenzo had sold the house and plantation to benefit the dress shop opened by Rosa in  the house. As the shop put them into more and more debt, Lorenzo was forced to sell the plantation and then his land. When he sold the house, he was under the pretense that the mayor was going to â€Å"restore the house as a historic landmark, where the mementos of the sugarcane-growing aristocracy would be preserved for generations†(p. 15). Lorenzo had sold his home, then his heart when he conceded in allowing Rosa to burn his daughter’s books, the last tie he had with his culture that he seemed to value in the story. The last part of the story and resolution depicts the funeral of Don Lorenzo and Rosa finally reads the poisoned story at the end of Rosauras book. The book was the last gift given to Rosaura by her father. The resolution is in the reading the poisoned story by Rosa. Through out the story, Rosa never reads anything, as it was not in Rosa’s culture, most of the working class was illiterate. The shifting political powers and class jumping has brought Rosa to a new level in the culture of the aristocracy, education and the power of the written word, or better known as the poisoned story. The story has come full circle with Rosa’s character progression and metamorphosis to the upper class. Don Lorenzo lived by the romantic ideas and notions of an aristocratic society: A man could sell everything he had-his horse, his cart, his shirt, even the skin off his back- but one’s land, like one’s heart, must never be sold. (p.8). Symbolically, Don Lorenzo had sold out the culture he had for so long cherished and been proud of. He had lived through the first changes in hi s heritage when he began to work the plantation, and his house became decayed: It was there that the criollo’s first resistance to the invasion had taken place, almost a hundred years before. Don Lorenzo commemorated the day well, and he would enthusiastically re-enact the battle scene as he strode vigorously through the halls and parlors†¦ thinking of those heroic ancestors who had gloriously died for their homeland†¦however he had never  considered selling the house or the plantation (p. 13). After Lorenzo moved to the city, he began to write a book on the â€Å"patriot’s of our island’s independence† (13). The interpretation of the â€Å"history† of the invasion in 1898 is recollected by both Lorenzo and Rosa. Lorenzo describes the Civil War between the plantation system and slavery, but Rosa describes the same situation in terms of disregard. Rosa interprets the truth of the history in a different light, describing the rich of the island as a â€Å"plague of vultures† (14). The relationship between Rosaura, her father and Rosa weave magical realism through the interaction. Fictional and historical happenings are mixed with the fantastical in Poisoned Story. Examples of the magical realism start with the introductory poem where the set up to Rosa’s possible demise is introduced. The beginning of the story begins with a story about a poisoned story, or story book that poisons the reader. As the story progresses Rosaura reverts to an almost fantasy every time she indulges in her stories. The vivid description of the â€Å"fantasy world† that Rosa claims Rosaura lives in produces elements of fantasy mingled with realism: The house, like Rosaura’s books, was a fantasy world, filled with exquisite old dolls in threadbare clothes, musty wardrobes full of satin robes, velvet capes, and crystal candelabra which Rosaura used to swear she’d seen floating through the halls at night, held aloft by flickering ghosts (9). The author also uses repetition to create a tension around this story book, fantasy focus. Rosa is continually referring to Rosaura as a girl who does not â€Å"earn her keep† and who â€Å"lives in a storybook world, while she had to sew her fingers to the bone in order to feed them all† (12 & 16). The only time Rosaura is not referenced to her storybooks is when she cooks her father a meal and after they move to city. It is ironic that Rosaura stops reading her stories after the move to city which would symbolize Rosaura and Don Lorenzos paradise lost. The impression you get from the speaker is that Rosaura has stopped reading  her birthday present storybook because she is busy with her friends. However, as the story progresses, Rosaura has a dream about a tale of a poisoned story which has the mysterious power that would immediately destroy its first reader which is described to have frightened Rosaura. Yet, when the poisoned story is discovered, it is discovered by Rosa and written in a â€Å"thick guava-colored ink†, the same guava based ink Rosaura had spilled on Rosa’s dress. It should be noted that a wealthy man would have built up his library in that last century of Puerto Rican history. A culture that values education would have a strong tie to the impact of books. Coincidentally, Lorenzo agrees to give up his daughter’s books and last ties with his aristocratic culture at with Rosa’s insistence. The spilling of the compote symbolizes two things: the aristocratic culture that Lorenzo cherished so much and the death of that culture. In comparison, Rosa is never used in any whimsical or fantastical terms unless referring to her outward appearance and dresses or when she is referred to selling the â€Å"family heirlooms† (10&11). Rosa in presented much like the evil stepmother in fairy tale literature which adds to the dramatic effect and magical theme. The marriage between Lorenzo and Rosa is not based upon love on her part as she describes marrying him â€Å"out of pity† (9). The evil stepmother is also referred to as miserly, unless it has to do with her own dressings and wardrobe. The appearance of richness is far more important to Rosa than self worth. She also uses the appearance of education to further her desires in the story as she calls her store â€Å"The fall of the Bastille† and pretends to read at the funeral (10 &17). The success of Rosa’s store fulfilled her wishes of becoming an entrepreneur. She describes herself as being rich, yet she was very much in debt. Her idea of being rich could very well be interpreted as being â€Å"a free woman† as described on page 11. The mythical tone of the story is even carried over to the â€Å"salvation through style† philosophy, where the writer compares her work to a possible religious experience (11). The lavish materials and designs Rosa is described to put together are compared to the style and design of her pompous clients who dress like â€Å"witches† (12). Lastly, Rosa incorporates the fairy tale or magical qualitative of ultimatums which further the action of the story. Lorenzo on several occasions is co-coerced into doing whatever Rosa wants. The lust and bountiful bosom is a safe haven for Lorenzo, but in return Lorenzo must pay with his life. Lorenzo pays with his honor, plantation, home, and then heart. The end result is the poisoned story, a story whose interpretation is subjective, not necessarily objective. A story based upon history, written by an unobjective writer may write a â€Å"poisoned story†, with the possibility that truth in writing is subjective.