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Comparative Analysis of ‘Fish Stories’ and ‘Playing Metal Gear Solid V: The Phantom Pain’

Posted by Editor on March 8th, 2024

Comparative Analysis of ‘Fish Stories’ and ‘Playing Metal Gear Solid V: The Phantom Pain’

Both “Fish Stories” by Janika Oza and “Playing Metal Gear Solid V: The Phantom Pain” by Jamil Jan Kochai depict a tale combining trauma/mortality/family relationships. The mother in “Fish Stories” is shown grieving for her dead son and begins to hallucinate him being alive.

However, Jamil Jan Kochai presents the protagonist of “Playing Metal Gear Solid V: The Phantom Pain” as seeing his deceased uncle in the video game he bought rather than experiencing hallucinations of him. The recurring theme of death shows how the experience of losing a loved one may leave one feeling disconnected from reality and with an unending sense of loss. Due to societal and familial bonds, death is considered tragic and unpleasant in individuals. Losing a loved one may result in a break from reality as well as the severing of past ties. In both cases, members of the family are left for independent survival and with conflicting emotions to deal with.

In Janika Oza’s work, in her narrative “Fish Stories,” a grieving mother who lost a son to a thunderstorm encounters her son. The writer’s use of different emotions throughout the story enables the reader to understand more about her son’s eerie memories. Whilst the mother laments the loss of her deceased son, the daughter does not share her belief that he is still alive. The narrator uses figurative language to convey a variety of death links throughout the novel. Near the end of the story, the metaphorical language symbol is utilized, the meal that the narrator’s

mother prepared is overlooked, and “in the morning we had found bugs feasting on the corn, an upturned fly floating in the orange grease, its belly swollen, glutted” (Oza). An upside-down fly floating in the soup is used as the quotation’s symbol and stands in for the narrator’s sibling drowning. The solemn usage of the sign emphasizes the terrible demise of the brother and the mother’s devastated thoughts after his departure. When the mother tells her daughter, “He also had to swim so far to get here” (Oza), the author employs sarcasm to imply that she thinks her brother must have gone home due to the storm.“He can’t swim, I said” (Oza), the daughter argues that her brother cannot swim and “had drowned when we first came to this country” (Oza). This remark is an example of irony despite the mother’s insistence that he has learned to swim to return home.

The ties between the surviving family members start to fray in “Fish Stories” after the death of the brother. Hallucinations and maybe even a mental breakdown set in as the mother grieves, leading her to believe that her own son has come home. The daughter starts to refute the idea that he is back at home. She starts to enumerate the characteristics of the boy she once knew as she pushes the memory of him when she remembers “glasses round and thick, framing eyes whose lashes I never stopped envying, a checkered shirt or perhaps his Manchester United polo, a missing canine that had never grown in” (Oza). The daughter tries to deny any mention that her mother makes of her brother being back home because she doesn’t want to believe that he is truly home. The mothers desire and anguish manifest in front of her due to their intensity. Although the daughter in the novel has a totally different perspective on the world, she chooses to accept rather than challenge her mother’s perception of reality, which can be seen as a form of love.

However, when the mother tells her daughter that he is home she disagrees with the mother’s assertion that he is back home because “before they could walk, burbling mounds of fat and feathery hair dropped into communal swimming pools like coins, careless wishes tossed by believing parents” (Oza). The mother holds on to the belief that her son is still alive, despite the daughter’s denials. She is being plagued by the memories of her son because she continues to hold out hope that he is still alive. Her grief is so intense that it gives the impression that he actually walked through the door.

 

Similar to how “Fish Stories” addresses the subject of trauma, the short story “Playing Metal Gear Solid: Phantom Pain” shows how hallucinations and mortality relate in a manner similar to how Zoya utilizes video games to escape from reality. Additionally, it portrays the story of Watak, the father’s sibling who perishes under Soviet rule. To demonstrate how a video game may be alienating in the right manner, the narrator delivers the narrative in the second person. When “you close the door and start up MF Doom on your portable speaker,” (Kochai) the figurative language symbol is utilized. Because it embodies the narrator’s rejection of his own culture, this phrase serves as an example of the symbol. He tries to block off thoughts of his family so that he may focus only on the game. He attempts to adopt an American way of life, hiding his own ethnicity behind video games and marijuana. The narrator departs from his father in the backyard to play Metal Gear Rising, but while he does so he gets so disoriented in it that his family members begin to approach him one by one. The irony is shown when he ignores the hammering and remarks, “You shout that you are sick, yet the sound that comes out of your lips is not your own,” as his brother approaches to get him. He is not ill, but he would prefer some quiet time to play his game. He’s so preoccupied with his game that he continues to break his bond with his family.

Furthermore, Kochai takes a different approach to family connections in “Playing Metal Gear Solid V: The Phantom Pain,” isolating himself from both his family and the outside world. As he continues on playing the video game he begins to perceive the characters in the game as his father when, “for so long that you’ve become oddly immune to the self-loathing you felt when you were first massacring wave after wave of militant fighters who looked just like your father” (Kochai). As he plays the game, reality and the virtual world merge together, and he recognizes locations and family inside the game. When the narrator refers to his father as “a dark, sturdy man” (Kochai) it is clear that he wishes to avoid any type of interaction with his family. He further explains that he is “so unlike you that, as a child, you were sure that one day Hagrid would come to your door and inform you of your status as a Mudblood, and then your true life-the life without the weight of your father’s history, pain, guilt, hopelessness, judgment, and shame-would begin,” (Kochai) he says, making a reference to a literary method. Hagrid from Harry Potter is mentioned by the narrator because, much like in the book, Hagrid arrives to inform Harry that he is a wizard and that the Dudley’s have been lying to him about his parents. The narrator wants to live a life away from his family and free of Afghan culture. While playing the game, the narrator claims that his father never murdered anyone while he was a guerrilla warrior “but there is something in the act of slaughtering these Soviet N.P.C.s that makes you feel connected to him and his history of warfare.” It’s ironic that he wants to connect with his father in the video game but not in real life. The burden of guilt, shame of difference, challenging language obstacles, and other forms of alienation are common among refugee children who desire to heal ties with their parents. Because his father has gone through such immense loss and indescribable suffering, the narrator of this book, who has enjoyed a relatively protected existence, may be scared by his father’s experience in this story. The narrator then understands that he needs to experience pain with his father in some manner in order to relate to him.

The relationships within the family and death have always influenced the family member who is mourning the loss of a loved one. Familial ties are crucial because they foster, bolster, and repair ties that enable a family to maintain positive bonds with one another. Once the tie is severed by death, it affects how the surviving family members perceive reality and deal with their own emotions. In both stories, the cause of death has such an effect on the characters that their reality begins to shift and they begin to perceive the deceased. Each of the story’s narrators deals differently with the loss of a family member. The mother of the deceased son in “Fish Stories” begins to hallucinate when he appears to her while she is still grieving the loss of a loved one. “Playing Phantom Pain from Metal Gear Solid V”, Zoya is adamant about escaping reality, but he keeps playing the game that makes him think about his family and their homeland.

Written by Sonia Vandari

 

Works Cited

 

 

Oza, Janika. “Fish Stories: Journal.” The Kenyon Review, https://kenyonreview.org/journal/janfeb-2021/selections/janika-oza/.

KOCHAI, JAMIL JAN. “Playing Metal Gear Solid V: The Phantom Pain.” New Yorker, vol. 95, no. 43, Jan. 2020, pp. 54–57. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=140908526&site=ehost-live.

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Hamlet: A Shakespeare’s Tragedy

Posted by Editor on March 8th, 2024

Hamlet: A Shakespeare’s Tragedy

In William Shakespeare’s tragedy Hamlet, the main character Hamlet mourns the death of his father while pretending to be insane, considers life and death, and seeks vengeance. McGinn explains why Hamlet is a tough character to grasp using philosophical themes from Shakespeare’s Philosophy. Hamlet is grappling with his new status as Prince of Denmark, as well as the expectations that come with the title. He begins to question his identity and the roles he has taken on as the play progresses. According to McGinn, “we construct ourselves as having a particular identity by imagining and enacting certain roles,” (McGuinn 46), thus Hamlet has constructed himself in a play and can only act when he occupies a role. I agree with McGinn that Hamlet is unaware of his true identity and is constantly playing a role in order to gain one.

Although McGinn proves points as to why Hamlet is a difficult character to understand I would also have to disagree with his claim.

The question of whether Hamlet is acting the part of a madman or if he is indeed mentally ill, is a well-known point of contention. According to McGinn, Hamlet fabricates himself to play a role since he is unaware of his genuine role. McGinn states that “…Hamlet is facing the problem of the nothingness of the self, and his way out of this nothingness is through an essentially theatrical construction of the self” (McGinn 45). In his theatrical act, Hamlet makes an effort to create a sense of self in the face of this emptiness. He assumes a variety of

 

personas during the play, from the crazy to the vengeful hero, in order to control people around him and realize his objectives. Hamlet’s deceased father begs him to seek retribution, and he responds, “As I perchance hereafter shall think meet to put an antic disposition on” (Shakespeare 1.5.170-171). Since Hamlet has no idea who he is, he plays the part of a lunatic to make Claudius believe he is harmless and unable to exact retribution for the death of his father. Shakespeare’s idea of playing a character in one’s own life is important to Hamlet because it gives him a way to hide his true motivations and mask his own emotions. By taking on an “antic disposition,” Hamlet can protect himself from the dangerous situation he is in and potentially convince Claudius to admit to the murder of Hamlet’s father.

Hamlet is unsure of how he feels. McGinn states “Think of the adolescent, unsure of the kind of person he or she wants to be: the process of acquiring an identity consists in playing a role, and hence involves theatrical skills.” (McGinn 47). Hamlet is conflicted with how he feels and how he is supposed to feel which leads him to obsess with playing a role. In both his concern with the “play within the play” and his portrayal of insanity, Hamlet is the ideal performer.

Hamlet’s “To be or not to be” soliloquy is as much a suicidal man’s reflections as it is an analysis of whether one might rebel against their scripted part on life’s stage. Should he assassinate the man who murdered his father? However, after being poisoned fatally, Hamlet is more convinced than ever that there is a divine providence that governs man’s existence and that events occur as they should when he states “There’s a divinity that shapes our ends” (Shakespeare 5.2.10) and fulfills his “job” by killing Claudius.

In Hamlet, in order to avenge his uncle, who has taken the kingdom and married his mother, Hamlet is depicted as an actor who is attempting to learn the truth about the death of his father. Although Hamlet performs a play within a play in an effort to uncover his uncle’s guilt,

 

this does not imply that he is “acting” in the sense of taking on a part. Instead Hamlet is using the play as a means of revealing his uncle’s duplicity and proving his own suspicions regarding the demise of his father. He is portrayed as a severely tormented individual who battles his own feelings of uncertainty, hesitation, and misery throughout the entire play. He is not merely acting; rather, he is debating the nuances of his predicament and seeking to act in accordance with his moral convictions. In short, while Hamlet does utilize acting as a tool in his pursuit for retribution, he is not simply “acting” in the way that an actor would on a stage. Instead, he is a nuanced person who fights for justice and the truth.

McGinn states “…then we get Hamlet’s predicament: a mixture of grief and brilliance leading to confusion and inaction.” (McGinn 51).Within the play, Hamlet’s predicament is a mix of sadness and brilliance which results in bewilderment and immobility in the play, Hamlet is unable to deal with his loss after the passing of his father because of his intense grief. He is also a very analytical and clever guy, which leads him to question and examine everything around him. Hamlet eventually becomes confused and immobile due to his own thoughts and feelings as a result of this tragic and brilliant combination. He struggles between the need for vengeance and the uncertainty of what to do. He eventually grows more and more hesitant and unsure, which ultimately brings him to ruin.

Throughout the play, Hamlet engages in different sorts of performance and pretense, from his pretended madness to his play within a play aimed to prove his stepfather’s guilt. Hamlet’s performances show his incapacity to make a decision and his retreat into a theatrical persona.

There are various ways to understand Hamlet’s actions and motivations. However, ultimately each reader must come to their own conclusions. While some contend that Hamlet uses his performances to subtly control the other characters, others may believe that he uses them to work

 

through his own feelings and aspirations. In the end, there is no one right answer because of the depth of Hamlet’s character and the play’s themes.

Written by Sonia Vandari

Works Cited

 

McGinn, Colin. Shakespeare’s Philosophy: Discovering the Meaning Behind The Plays, HarperCollins, New York, 2006, pp. 47–59.

William Shakespeare. Hamlet. The Norton Introduction to Literature, edited by Kelly J. Mays, Portable 13th Edition., W. W. Norton, 2022, pp. 906-1005.

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2024 International Incheon City Seo-gu Youth Center Competition

Posted by Editor on March 8th, 2024

2024 International Incheon City Seo-gu Youth Center Competition

We invite you to participate in the 2024 International Incheon City Seo-gu Youth Center Competition.

We strive for greater interest and participation in social challenges from students around the world through our competition.

The 2024 International Incheon City Seo-gu Youth Center Competition invites students to share their ideas and perspectives regarding social challenges they find vital to better social progress and well-being.

​

2024 Competition Theme and Submission Categories

This year’s (2024) competition theme is “Social Challenges Facing My World and Community.”

The Competition has the following submission categories:

 

1) Visual Art

Visual Art submissions may include drawings, illustrations, and paintings (non-computer art). Only one piece of visual artwork should be submitted. Visual Art submissions can be in the following filetypes: JPG, PNG, PDF (please send high-resolution files for better viewing). AI-generated works are not accepted and will be automatically disqualified. All entries must be the students’ original work.

 

2) Essay

Essay submissions may persuasive or creative written works. Only one essay of any length should be submitted. Essays can be in any language, but they must also include the English translation if the original essay is in a non-English language. Essay submissions should be in the following filetypes: WORD, PDF. AI-generated works are not accepted and will be automatically disqualified. All entries must be the students’ original work.

 

Eligibility

The 2024 International Incheon City Seo-gu Youth Center Competition is open to any students in primary, middle, and high school as well as college. Students may enter as individuals or teams. This is an international competition, and students residing anywhere in the world are eligible to enter.

 

Awards

​

The following awards are given for each category in each division:

​

1) Primary Students

 

1st Place (Visual Art, Individual)

2nd Place (Visual Art, Individual)

3rd Place (Visual Art, Individual)

​Distinguished Idea Honor (Visual Art, Individual)

Distinguished Creativity Honor (Visual Art, Individual)

Exceptional Skill Honor (Visual Art, Individual)

 

1st Place (Essay, Individual)

2nd Place (Essay, Individual)

3rd Place (Essay, Individual)

Distinguished Idea Honor (Essay, Individual)

Distinguished Creativity Honor (Essay, Individual)

Exceptional Skill Honor (Essay, Individual)

 

1st Place (Visual Art, Team)

2nd Place (Visual Art, Team)

3rd Place (Visual Art, Team)

​Distinguished Idea Honor (Visual Art, Team)

Distinguished Creativity Honor (Visual Art, Team)

Exceptional Skill Honor (Visual Art, Team)

 

1st Place (Essay, Team)

2nd Place (Essay, Team)

3rd Place (Essay, Team)

Distinguished Idea Honor (Essay, Team)

Distinguished Creativity Honor (Essay, Team)

Exceptional Skill Honor (Essay, Team)

 

2) Middle School Students

 

1st Place (Visual Art, Individual)

2nd Place (Visual Art, Individual)

3rd Place (Visual Art, Individual)

​Distinguished Idea Honor (Visual Art, Individual)

Distinguished Creativity Honor (Visual Art, Individual)

Exceptional Skill Honor (Visual Art, Individual)

 

1st Place (Essay, Individual)

2nd Place (Essay, Individual)

3rd Place (Essay, Individual)

Distinguished Idea Honor (Essay, Individual)

Distinguished Creativity Honor (Essay, Individual)

Exceptional Skill Honor (Essay, Individual)

 

1st Place (Visual Art, Team)

2nd Place (Visual Art, Team)

3rd Place (Visual Art, Team)

​Distinguished Idea Honor (Visual Art, Team)

Distinguished Creativity Honor (Visual Art, Team)

Exceptional Skill Honor (Visual Art, Team)

 

1st Place (Essay, Team)

2nd Place (Essay, Team)

3rd Place (Essay, Team)

Distinguished Idea Honor (Essay, Team)

Distinguished Creativity Honor (Essay, Team)

Exceptional Skill Honor (Essay, Team)

 

3) High School Students

 

1st Place (Visual Art, Individual)

2nd Place (Visual Art, Individual)

3rd Place (Visual Art, Individual)

​Distinguished Idea Honor (Visual Art, Individual)

Distinguished Creativity Honor (Visual Art, Individual)

Exceptional Skill Honor (Visual Art, Individual)

 

1st Place (Essay, Individual)

2nd Place (Essay, Individual)

3rd Place (Essay, Individual)

Distinguished Idea Honor (Essay, Individual)

Distinguished Creativity Honor (Essay, Individual)

Exceptional Skill Honor (Essay, Individual)

 

1st Place (Visual Art, Team)

2nd Place (Visual Art, Team)

3rd Place (Visual Art, Team)

​Distinguished Idea Honor (Visual Art, Team)

Distinguished Creativity Honor (Visual Art, Team)

Exceptional Skill Honor (Visual Art, Team)

 

1st Place (Essay, Team)

2nd Place (Essay, Team)

3rd Place (Essay, Team)

Distinguished Idea Honor (Essay, Team)

Distinguished Creativity Honor (Essay, Team)

Exceptional Skill Honor (Essay, Team)

 

 

4) College Students

 

1st Place (Visual Art, Individual)

2nd Place (Visual Art, Individual)

3rd Place (Visual Art, Individual)

​Distinguished Idea Honor (Visual Art, Individual)

Distinguished Creativity Honor (Visual Art, Individual)

Exceptional Skill Honor (Visual Art, Individual)

 

1st Place (Essay, Individual)

2nd Place (Essay, Individual)

3rd Place (Essay, Individual)

Distinguished Idea Honor (Essay, Individual)

Distinguished Creativity Honor (Essay, Individual)

Exceptional Skill Honor (Essay, Individual)

 

1st Place (Visual Art, Team)

2nd Place (Visual Art, Team)

3rd Place (Visual Art, Team)

​Distinguished Idea Honor (Visual Art, Team)

Distinguished Creativity Honor (Visual Art, Team)

Exceptional Skill Honor (Visual Art, Team)

 

1st Place (Essay, Team)

2nd Place (Essay, Team)

3rd Place (Essay, Team)

Distinguished Idea Honor (Essay, Team)

Distinguished Creativity Honor (Essay, Team)

Exceptional Skill Honor (Essay, Team)

 

 

*All participants will also receive a “Certification of Achievement” for their participation and submission.

 

*All awards and honors are in recognition of excellence in students’ competition submissions and do not entail any monetary awards. Therefore, all awards and honors will be in the form of electronic award/honor certificates that are sent to the winners by email.

 

 

Judging

Judging will be based on the submission’s message, idea, originality, and delivery.

The organizers of the 2024 International Incheon City Seo-gu Youth Center Competition promise to manage the competition fairly and ethically. All judging decisions are final. All winners will be notified by email. The Incheon City Seo-gu Youth Center reserves the right to use all submissions for its promotional purpose in any and all media. Winners are announced by the end of September 2024.

 

 

How to Apply

 

The competition submission deadline is September 30, 2024 (12 pm New York Time). No late submissions will be accepted.

There is no fee to enter the competition.

You should send your submission by email only (no physical mail will be accepted) to the following email address: koreaisyouthcenter@naver.com 

All primary and middle school students must have their parent or legal guardian complete/sign a Children’s Online Privacy Protection Act (COPPA) Parent/Guardian Consent Form and include this form with their submission (click here to download this form).

All submissions should include the following information and materials:

1) Your contact information (your full legal name, the names of your city and country, your school name, your school grade level, your email address). For team submissions, this information must be provided for all team members.

2) The title (name) of your Visual Art of Essay submission

3) Your submission (the Visual Art or Essay submission should be attached to the email)

4) For primary and middle school students only, the completed/signed Children’s Online Privacy Protection Act (COPPA) Parent/Guardian Consent Form (this form should be attached to the email). For team submissions, all primary/middle school student team members must provide this form for their parents/guardians.

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World of Plainness — Lu Yao

Posted by Editor on March 7th, 2024

World of Plainness — Lu Yao

 

读《平凡的世界》有感

没有华丽的词藻,没有惊险的情节,路遥先生的讲述就如同书名一样,平淡且朴实,却足以震撼我们的内心,给我们的生命带来一场难以忘却的洗礼。a

故事发生在上世纪七八十年代,一个⻩土高原双水村贫苦的农⺠家庭,主人公孙少安、孙少平两兄弟便是生活在这样“烂包”的家庭中。哥哥孙少安为了能让家里人过的好一点,13岁辍学跟随着父亲上山下地,起早贪黑地干活,扛起了家庭的重任,年仅18岁就被推选为生产队的队⻓,成为双水村的“能人”。他有着与年龄不相符的成熟与稳重,支撑起⻛雨飘摇的家,他白手起家,带领大家一起拼命,拼命摆脱贫困,拼命让日子好起来,在经历反复亏本失败之后,孙少安终于成功致富,为双水村建了第一所学校。而弟弟孙少平非常憧憬外面的世界,他不甘于在这个穷山僻壤里过自己的一生,他深切的明白自身条件的限制和他内心所追求的差距,但他从不向命运低头。高中毕业后,他毅然离开家独自奋斗,先是在村里办了初中班教书,而后几经辗转成为了一名揽工汉,他深切的相信,一切屈辱、折磨都是他通往成功的阶梯,他骄傲地将此称为“苦难的学说”。

“要知道,春天的道路依然充满泥泞。”书中这样说。即使在无尽的艰难与困苦中,我们依然能找到一点精神的光亮,为主人公的各种交织的情感而动容。

孙少平与金波的友情是令人感动的,在荒凉苦寒的岁月里金波给了少平极大的温暖。在学校,金波经常塞给少平白面票;和少平在一起时,金波为顾及他的感受,也换上一身破烂的工装;在县城重逢时,金波给少平带回来一大盆白面馍,还有五六个鸡蛋,他只说一句,我知道你的饭量。少平笑了,这是他们之间的默契与坦然。

对孙少安来说,亲情永远排在他心中的第一位。他从小就为家里出力,照顾半瘫在床的奶奶和年幼的弟妹,他为这个“烂包”的家无尽的付出,始终任劳任怨。后来决定分家的时候,他痛哭流涕,他不敢想象这个家离了他会怎样,但为了自己的妻儿,他不得不这么做;“二把刀”师傅烧坏了砖窑,砖厂倒闭,没人再相信他的时候,他想过离开这里,但他知道,只有自己留在这里,这个家才在,他要给在外的弟弟少平、妹妹兰香留个家。家庭的重担深深的折磨着他,但亲情也是他收获的最大的财富。

最让人感到揪心的就是书中人物的爱情了,那个时代“⻔当户对”的观念,让这些爱情像昙花一样绽放,却又很快枯萎。

孙少安与田润叶自小⻘梅竹⻢,但直到润叶向少安表明心意时,少安仍不敢正视与润叶的感情,只因润叶是堂堂村书记的女儿而他却是贫穷农⺠的儿子,他 选择逃避,他对自己感到极度自卑,自知给不了润叶好的生活。最终,他们的爱情败给了现实,少安娶了不要彩礼的农村少女贺秀莲,润叶为了给二爸分忧,强迫自己嫁给李登云的儿子李向前,直到李向前因润叶而残废,田润叶才爱上李向前,从此开始平凡的生活。而孙少安,在自己事业发展到巅峰的时候,得知秀莲得了癌症,故事至此也只剩一声叹息了。

孙少平在县城高中时期,因为贫苦的家境,只能穿尚且遮羞的衣服,吃下等的黑面馍而在同学面前充满自卑,与同班境遇相似的同学郝红梅惺惺相惜,后来这段恋情因为顾养⺠的插足而破灭。后来孙少平和田晓霞相知相恋,虽然他们在家庭背景上存在巨大差异,但身份的悬殊不能阻隔他们灵魂的相融,他们有着相同的爱好,都对事物有着独特的⻅解。然而,这段恋情以田晓霞的死而告终,这是一段有了开始却独缺结尾的爱情。不是所有的爱情都能花好月圆,不是所有的爱情都能白头偕老,但爱情一定是最淳朴的,它会在心底留下最美好的回忆。

“这是最好的时代,这是最坏的时代;这是希望之春,这是失望之冬。”狄更斯这样说。每个时代都有其局限性,在那个年代,太多的苦难便由此而生,贫富阶级的差距埋葬了润叶和少安理想中的爱情;文革的阶级斗争让农村人彻底成了土地的奴隶,让田福军这样的好官被埋没,让小人得势;繁重的劳动让秀莲积劳成疾,早早离世。这就是生活,在这个世界上,不是所有合理的美好的都能按照自己的愿望存在或实现,命运总是不如人愿。但往往是在无数的痛苦中,在重重的矛盾和艰辛中,才使人成熟起来。

我们如今生活的时代也有着这个时代所携带的问题和枷锁,我们不再有温饱的困扰,不再有包办婚姻的束缚;但我们也直面随着时代发展而产生的新问题:环境污染问题,人口老龄化问题,科技对人类的威胁,以及新产生的思想上的桎梏……

我们生活在这样一个平凡的世界,纵使时光流逝,世事变迁,每个时代独有的局限性依然存在,带给人们的磨砺依然存在。但即使这个世界给予我们无尽的苦难和挫折,我们仍要在苦难中奋斗,去勇敢的受伤,再勇敢的痊愈自己。况且还有亲情、友情、爱情,时时刻刻给予 我们温情和力量。我们踏着荆棘,但不觉得痛苦,有泪可落,却不是凄凉。 愿每一个平凡的我们在这个平凡的世界中都能创造出属于自己的不平凡的人生。

 

Wenshan Wang

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Returning of girl’s power

Posted by Editor on March 7th, 2024

Returning of girl’s power

Ronghang Zhang

Among the years that the idea of men superior to women took firm root in Chinese people’s minds, women in China have suffered since the moment they were born. Because of the one-child policy in China, the majority of Chinese parents believe that they cannot afford to raise a daughter by themselves. Tragedies like this do not only occur in one country but a bigger region as well. According to research, “in most parts of the South Asian region, the birth of a girl is seldom welcome. More often than not, the girl child receives less food, less nutrition, and medical care, and even less love and affection in a family.”[1] Even in the future phases in Chinese girls’ lives, people and the surrounding environment are not beneficial to them and their growth. Despite a Mao Zedong’s famous proclamation that “women hold up half the sky,” women in China still continue to receive less education, earn less money and fewer benefits. [2] The situation is that women who have the responsibility in their families are often in inferior positions in front of employment, job assignment, training, and promotion opportunities.

 

Both society and women themselves have made some welcome progress so far.  There are finally some results that women strived for years. Statistics show that “inequality across race and gender has declined since 1970. The black-white differential and the male-female differential have both dropped. Also, the labor force participation of women increased dramatically during this period.”[3] Not only China, but the whole world is also trying to boost gender equality. In 1995 in Beijing, China, the United Nation Fourth World Conference on Women adopted the Platform for Action–an agenda for women’s empowerment as a milestone for their advancement in the twenty-first century, focusing on equal rights for women and empowering them, which benefits not only women but also their families and communities.[4] Under the overall situation, women have won a “temporary victory”, but they are not satisfied and stopped. They even can be one of the world leaders today, and some of them have already been. For example, “as the greatest global investor in renewable energy initiatives, China is strongly poised to serve as a leader in the empowerment of women in this field. Such leadership would not only contribute to the promotion of gender equality but could have strategic benefits in promoting economic growth and adaptive solutions around climate change mitigation. Women – half of the world’s potential, and already at the forefront of such solutions at the local level – are poised to deliver.”[5]

 

Overall, it is promoted to view genders equally. It refers to equality in thoughts, access, and use of rights, rather than the absolute equality. As we noticed, the group of women has been obtained some progress so far, but it is still a long way to go.Work cited:

  1. Sen, Anima, and Salma Seth. “Gender Identity of the Girl Child in South Asia.” Canadian Woman Studies, 1995. sirsissuesresearcher, https://explore.proquest.com/sirsissuesresearcher/document/2250226985?accountid=37588.

 

  1. Riley, Nancy E. “China’s ‘Missing Girls’.” Honolulu Advertiser, Sept, 1995. sirsissuesresearcher, https://explore.proquest.com/sirsissuesresearcher/document/2267915772?accountid=37588.
  2. Steelman, Aaron, and John A. Weinberg. “What’s Driving Wage Inequality?” ECONOMIC QUARTERLY, Summer, 2005. sirsissuesresearcher, https://explore.proquest.com/sirsissuesresearcher/document/2250590393?accountid=37588.

 

 

4 Becka, Melanie, and Marga Dorao-Moris. “Empowering Women.” UN Chronicle, June, 2005. sirsissuesresearcher, https://explore.proquest.com/sirsissuesresearcher/document/2262595293?accountid=37588.

 

  1. “Empowering Women as Clean Energy Leaders.” China Daily, 08 Mar 2016, pp. 12. sirsissuesresearcher, https://explore.proquest.com/sirsissuesresearcher/document/2265946326?accountid=37588.

 

 

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