Roseanne Becomes A Role Model Essays - Television, Series, Roseanne

Roseanne Becomes A Role Model Roseanne Becomes A Role Model It's eight o'clock in the evening, I have settled down on the couch to watch some primetime television. As I flip through the channels I realize how superficial and unrealistic the actresses truly are. I also began to notice one common thread between all of the women portrayed on television; most look like they just got done with a photo shoot for Cosmopolitan or Playboy. The men portrayed seem to be a little more realistic and down to earth. This brought out a startling realization that men can be just the guys next door; while women need to be drop dead gorgeous. The ?Roseanne? sitcom is the only show that I can think of that didn't fit these generalizations. When looking back at what I gained from watching ?Roseanne,? the television sitcom from the late eighties, I see a woman who wasn't afraid to tell the world, ?World, this is who I am. Deal with it!? I really feel Roseanne lived by this motto. She was over-weight boisterous, sometimes downright obnoxious person, but she always seemed to have her heart in the right place. She was a positive role model to many, encouraging many women to show off to society who they really are, giving us a sense of inner-beauty for a change. American women did not have to compete with her, only themselves. Nobody started over-eating to look like Roseanne (nor really wanted to), but she inspired many to believe that it is all right to be over-weight. In fact, Roseanne and people with weight management problems make up approximately sixty percent of the U.S. population; try finding that percentage of lead roles on television that are women. Only thin women land roles as television leads on sitcoms, and seeing an over-weight woman the star of a sitcom up until the eighties was just unheard of. Roseanne broke into the nineties with ratings higher than ever. She not only broke the social norm but also gained tremendous momentum for others to follow in her footsteps, the only problem no one has followed yet. As the series came to a grinding halt in 1995 (after a year of terrible script writing), it would have appeared to be a perfect time for series creators to follow Roseanne's traits and do a spin-off. Nobody followed and society is still waiting. An over-weight teen may be a simple answer for the role model we are expecting in sitcoms. Roseanne has proven it's all right to be an over-weight middle-aged woman, but girls in their teenage years need role models more than anyone else at any other age. Teens are the ones prone to eating disorders such as bulimia and anorexia usually inspired by the way sitcoms portray their images at their age. American women of all ages need to take a stance on the images that are being portrayed on television. America needs more Roseanne's out there to come forward and tell the television writers and creators that American women represent the majority of the population, and they want to see more shows that they can relate to. Granted, television has made some headway with shows such as the ?Drew Carey Show.? This show depicts an over-weight star, Drew Carey, a balding, middle-aged man whom most would consider a loser. Although Drew is a man whom many males can relate to, male role models are less in need. The Drew Carey Show unfortunately depicts the usual role for an over-weight female character named ?Mimi.? She's downright mean and unlikable to many, stirring countless hours of laughter by insensitive males stemmed at her looks. The writers dress Mimi up in clothes that would be suitable for only a clown at a carnival, thus demising any attempt women have of seeing her as a true three-dimensional character. This has once diminished any small chance of over-weight women seeing the true Hollywood stardom Roseanne was able to attain simply by showing who she really was. Teenaged girls watch countless hours of sitcoms, MTV, and read plenty of magazines directed at ?how to present oneself as the norm in society.? If we in society can take a stance and try to make some headway

Outline of Augustines Confessions

Outline of Augustines Confessions Introduction Augustine’s years can be recapitulated greatly like the chapters of a book, which is the set-up he used himself in his â€Å"spiritual biography† ‘confession’. Augustine instituted the church of his days in so many ways that we ought to go back to his birth to start comprehending his life as well as our narrative. (Cliffsnotes)Advertising We will write a custom essay sample on Outline of Augustines Confessions specifically for you for only $16.05 $11/page Learn More In his ‘confession’ Augustine starts on talking of his babyhood and the understanding impiety of a juvenile man as he summons up. He memorizes in chapter two of the book, â€Å"the stealing pears from a tree, not for food, but just to be evil and nothing else†. (Augustine, 24) He remembers how he had mostly wanted following the reading Cicero’s ‘hortensius’ to be a great rhetorician and he finally studied at carthage, trained oratory there and then was called to Milan in 383 to instruct. Augustine was born in thagaste, Numidia of Berber stock on thirteenth of November 354. By this time, his father was not a worshipper and he remembers it following the demise of his mother in chapter three of ‘confession’ that he was â€Å"drinking from God’s grace even from his mother’s breast†. (Augustine,35) Even though his father was not a worshipper in Christ, his mother prayed ardently and with lots of tears of her son’s salvation. As he kept on growing, he looked like parting more away from the â€Å"truth† of his youth. (Wills) In chapter four of ‘confession’ Augustine remembers being engrossed to Manichaeism focusing on astrology, way of life, and the means of unfolding and defining life, he found gorgeous. (Augustine, 48) When Faustus, a great instructor of Manichaeism as mentioned in chapter five entered to Carthage, Augustine disillusioned i n his wish for concrete manifestation of the fact of Manichean doctrine. Faustus chose to flee from his plight at Carthage to Rome. Faustus skills at Rome demonstrated unsatisfactory and he applied for an instructing post at Milan.Advertising Looking for essay on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In Milan, Faustus met Ambrose, who confronted him as an imposing bystander for Catholic Christianity and opened out the potential of the figurative reading of Scripture. This gave Augustine the morale and decided to turn out to be a Christian catechumen. (Augustine, 66) It is in chapter six where Monica followed Augustine to Milan to discover that he was a committed servant in a Catholic Church. In cooperation, they respected Ambrose though Augustine acquired no assistance from him on his own problems. Aspiration goads by Alypius and Nebridius united him in a perplexed quest for the cheerful life. Augustine turned out to be busy, tossed away his first mistress, acquired a new one, and carried on his ineffective search for truth. (Augustine, 85) Augustine’s perceptive of Neo-Platonic in chapter seven thought would go on with him all through his great interpretation of religious studies, way of life, and yet to his death bed. He had been sitting in the instruction of Ambrose, Bishop of Milan (d. 397) and he was spellbound by his figurative understanding of Scripture, especially assisting Augustine to conquer his disbelieve of the Old Testament. (Augustine, 103) Conclusion Augustine’s years can be recapitulated greatly like the chapters of a book, which is the set-up he used himself in his â€Å"spiritual biography† ‘confession’. Augustine instituted the church of his days in so many ways that we ought to go back to his birth to commence to comprehend his life and commence our story. Augustine, Saint .The Confessions of Saint Augustine.Ed, 1st World Pub lishing, 2006.22-108. Cliffsnotes.St. Augustines Confessions, Nd. Web.Advertising We will write a custom essay sample on Outline of Augustines Confessions specifically for you for only $16.05 $11/page Learn More Wills, Garry. Augustine’s Confessions: A Biography, 2001.Web. http://portlandbookreview.com/2011/04/augustines-confessions-a-biography/

Download music should or shouldn't Essay Example | Topics and Well Written Essays - 1000 words

Download music should or shouldn't - Essay Example This in-turn gives an alarming notice to the music industry, since the government's plan of busting illegal down loaders’ can seriously harm the industry. Even the stars have different views about illegal downloading. Lily Allen and James Blunt are supporting the bust out of the illegal music downloads, on the other hand, the pop star Shakira believes that illegal downloading or file sharing actually takes her closer to her fans (Shields). WHY IS ILLEGAL DOWNLOAD OF MUSIC ETHICALLLY NOT RIGHT There are laws in every country to protect individuals from all professions. It is their right of course. Similarly, there are defined laws for protecting people in the music industry. Illegal music downloads have not only affected the stars themselves but also retail owners all over the world because they have lost some serious business. This, in turn, means that just because individuals are downloading music illegally a number of people might be getting unemployed in this time of econom ic crisis. In other words, every instance a song is downloaded illegally; an individual snatches something from another individual somewhere around the world for themselves. If anyone wants to download music, he should do it legally. There are multiple sources available to download legal music. There are cheap options available, as well. There are a certain programs that have been declared as legal as mentioned earlier. Now these are all legal because licensing agreements have been signed. Flouting copyright law is a serious offense (Downloading Music). PROs AND CONs OF DOWNLOADING MUSIC Pros Downloading music can get to the masses in minutes, which is not only handy and easily accessible to them, but also a potent treat for the... This "Download music should or shouldn't" essay outlines why it is not an easy issue. On one hand, the music download is facilitating the consumers and increasing its demand but, on the other hand, it’s not only reducing the sales figures of the music industry but also making it an inexpensive and common commodity. Pros †¢ Downloading music can get to the masses in minutes, which is not only handy and easily accessible to them, but also a potent treat for the music fans all over the world since they can get their hands on the music almost instantly. †¢ Downloading music is free. This saves the music fans a handsome amount of money since the legal copies cost a little too much for a normal man. †¢ The individuals who support music downloads say that it not only helps increase the popularity of the artist/singer, but it has also contributed a substantial chunk in the current success of the music industry worldwide. Cons †¢ It is rightly said that things that we get easily without putting in an extra effort are not that precious to any individual as would be a product which requires an extra effort from the consumer. †¢ The music downloads lead to a fall in sales of the retailers of music stores, in turn of the music companies and ultimately the stars themselves too. This can have a disturbing effect on the music industry because of the loss of funds. †¢ At times, downloading music is not even totally free. Downloading from websites may charge a subscription fee which might be equal to purchasing an actual copy (Oak).

EFFICIENCY OF CAPITAL MARKETS Essay Example | Topics and Well Written Essays - 500 words

EFFICIENCY OF CAPITAL MARKETS - Essay Example Funds that have bet against the market and performed poorly have been closed or folded into other funds, because their performance is not strong enough to attract new buyers. When one counts fund performance over two different periods of time, if one does not allow for survivorship bias, the data can be biased in favors of those funds that have done well, and can make the overall market’s fund performance seem better than it is. 3) What is the relationship between risk and return? How do we normally calibrate returns for risk? In a classic model, the higher the risk, the greater the return should be. Risk is the potential for loss weighed against return, the actuality of gain. With survivorship bias and fund piloting (where a group of funds begin at the same time with the notion that only the successful will ultimately survive), risk tends to be hidden by the mutual fund industry, making it seem like returns are higher than they are, and safer. 4) What is alpha and what does it measure? Alpha is a risk-adjusted statistical measure that weighs the return that is afforded in excess of the risk borne. It can usually be determined by subtracting funding performing from a relevant benchmark index. If one bets on the fund manager, one expects the fund to outperformance the basket of stocks bought in an index. 5) What is a t test and what does it measure? The t-test is a statistical measure used to weigh the significance of two different sample means, through a comparison of the variance between the means. In the case of the Malkiel study (p. 554) it indicates that there is a fairly strong difference between the mean performance rating of surviving funds and non-surviving funds, supporting the notion that survivorship bias must be account for to get a true picture of mutual fund records over time. 6) What conclusions can you reach about "the hot hand" investor? Who are the notable exceptions to this observation? The idea of a â€Å"hot hand† manager

Flexible Learning Essay Example for Free

Flexible Learning Essay Education is a broadly debated topic, now there is a new concept emerging, ’flexible learning’. This essay will discuss what is understood by this term and how it could affect the way of the future in education. Furthermore it will discuss how flexible learning has engaged technology and how it has made education more accessible and equitable. Next it will demonstrate how individual students have benefited through the use of technology with flexible learning, and how students are able to be the central focus of their own education. Technology brings with it many advantages for the future of education, however not without some setbacks, this essay will also discuss these. This essay will argue that because of the increasing accessibility and improvements in technology, flexible learning should be the way of the future in education. Flexible learning is quickly becoming the way of the future for education, as it engages and implements the use of sophisticated technology. According to George and Luke (cited in Andrews Ferman 2001) flexible learning is a multi-directional approach to learning using different methods of delivery. On the other hand, Nunan (cited in Andrews Ferman 2001, p. 2) considers that ‘flexible delivery is often taken to mean the same thing as increasing flexibility in learning’. Summarising Harmes (2010) explains flexible learning engages technology, allowing the use of the internet, e-mail, and other digital interactive technology. It also allows the student to freely access online lectures and study material and more importantly it enables teachers to position the student as the central focus of the learning experience. This can be seen at universities including the relatively new University of Queensland campus at Ipswich who are using technology to promote flexible learning. It was in fact the purpose built with this in mind; and included computer rooms, a self-directed learning centre and even wireless laptops (AndrewsFerman 2001). Another example of flexible learning is discussed by Huijser, Bedford and Bull (2008) who describe the Tertiary Preparation Program (TPP); this is a course which is accessed online and on-campus. TPP students can engage in online lectures, Wimba classrooms and forums, study material can also be submitted online and feedback returned to student, again online. Using technology students have engaged in flexible learning all over Australia, including international students. Furthermore TPP is currently funded by the government making it free; this allows students to prepare for higher study prior to investment. The outcome of this should be a higher intake of fee paying students, which in turn should lead to increased government funding for universities. Flexible learning through technology has made education more accessible and therefore equitable. Harmes (2010) discusses how the internet has increased the number of students to able to study degrees through online study material and lectures. As a result of technological advances the world has become a â€Å"global village â€Å"and students can participate in a global classroom. Worldwide opportunities using technology and flexible learning should be funded locally (Zhao 2009). Ultimately this will enable there to be proximity through distance, and will allow students to study anytime and anywhere, thus making education more equitable explains Harmes (2010). There are students from as far away as remote Western Australia studying through the University of Southern Queensland (USQ). They are able to access all the lectures and tutorials online, and USQ plans to offer many more academic programs online by 2012 (The Chronicle 2009). ‘Technology is the tool used to provide a facility for a teacher facilitated, learner centred environment’ (Bonanno, 2005). It is only through the many improvements and advances in technology that education has been so accessible and with it flexible learning has been implemented. Flexible learning has made education more accessible because, study is teacher facilitated and enables the student to be positioned as the central focus of education. According to Harmes there are many benefits of flexible learning, students are able to access their study any time they like, and this means that they are able to co-ordinate study around work and family life. The flexibility that technology provides has enabled students to study at their own pace (Andrews Ferman, 2001). Additionally students have a sense of freedom with their study, slotting it in whenever they please. Knowles (cited in Choy and Delahaye 2002) researched how adult learners are more likely to be motivated and experienced in life, and that they are ready to embrace learning with deeper appreciation and understanding. Knowles (1973) continues by discussing how this self-driven learning is assisted through flexible delivery and how students benefit from a mature independent approach to education with the option for teacher help when needed. As a result of this Bonanno suggests that with good self-discipline and time management students are able to have freedom and access to study anytime and place, thus enabling many styles of learning. Technology has increased the flexibility that students have, thus allowing greater access to education. Despite the fact that education has embraced technology, there are still some problems which must be resolved. According to Ralston (1999) it appears that although many have embraced technology for learning, there are still many who are either too afraid to or do not have the skills and confidence to do so. Furthermore he suggests that that those who do not attempt to engage technology will be severely disadvantaged, because the twenty-first century is the age of technology. Andrews and Ferman (2000) noted on their study of the University of Queensland, -Ipswich campus that many students found the course material limited, that there was a lack of structure, and there were also a significant number of technical difficulties. Additionally Bonanno (2005) discusses some of the disadvantages of technology and states that the learner can easily lose motivation partly due to a lack of classroom spirit and teacher facilitated learning. Technology can be out of date or difficult to understand and often it can be confusing and sometimes it can just be that there is no technical support available. Bonanno’s (2005) comments that many problems occurring are learner related and that in order to be successful the learner must be self-motivated and have a reasonable degree of self-competency. She also comments that the facilitator or teacher must be motivated as well and be able to produce engaging study material for the student to work with; they must also be able to direct, listen and support students. Despite some complications, changes in technology help to make sure education is more accessible and equitable. Universities are able to capture larger numbers of students enabling more funding from the government. Students are able to be in control of their own education pathway and are able to be flexible about when and where they choose to study. Students can also choose to study gregariously in online classrooms and even traditional classrooms. Problematic areas will in time be improved as technology upgrades on a daily basis; including faster internet options. With this evolving technology people’s knowledge and experience will increase and in time student numbers and study options will grow. It is realistic that flexible learning will be and indeed should be the way of the future in education and that there will be a worldwide classroom. References Andrews, T Ferman, T 2001, ‘The flexible learning experience – how good is it really? ’ in L Richardson J Lidstone (eds), Flexible learning for a flexible society, pp. 39-45. Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000. ASET and HERDSA http://www. aset. org. au/confs/aset-herdsa2000/procs/andrews-t. html. Bonanno, K 2005, Online learning : the good the bad and the ugly, Proceedings of the XIX Biennial Conference Meeting the Challenge, Australian School Library Association, Zillmere, QLD, pp. 1-7 Choy, SC Delahaye, BL 2002, Andragogy in vocational education and training: learners perspective, Proceedings of the Fifth Annual Conference, Australian Vocational Education and Training Research Association (AVETRA), Melbourne, VIC University of Southern Queensland 2009, University offers online options to its students, The Chronicle, 10 Jul, p. 41. Collis, B Moonen, J 2002, Flexible learning in a digital world: experiences and expectations, Kogan Page, London, UK, pp. 8-10,17,26-27. Harmes, M 2011,TPP7120 Studying to succeed ,Appendix 3’Flexible and Blended Learning’, University of Southern Queensland,Toowoomba,viewed 25 September 2011,http://usqstudydesk. usq. au/ Huijser, H, Bedford, T Bull, D 2008, OpenCourseWare global access and the right to education: real access or marketing ploy? , International Review of Research in Open and Distance Learning, vol. 9, no. 1, pp. 1-13. Ralston, P 1999, Education for IT equity, The Australian, 12 Jan, p. 44. Zhao, Y 2009, Catching up or leading the way: American education in the age of globalization, ASCD, Alexandria, VA, pp. 98-113.

A Very Brief History on the Existence of God Essay -- Philosophy, Des

The subsequent essay will provide a brief overview on the existence of God from Renà © Descartes through Immanuel Kant. First, section (1), examines Descartes’ proof for the existence of God. Section (2), explores G.W. Leibniz’s view on God’s existence in addition to his attempts to rectify the shortcomings of Descartes’ proofs. The remainder of the essay then examines two additional philosophers, David Hume in section (4) and Immanuel Kant in (5), who contend that God’s existence cannot be rationally proven. (1) As a devout Catholic, Descartes undeniably believed in God. He makes his faith clear in the letter of dedication preceding Meditations on First Philosophy. Here, Descartes writes that we must â€Å"believe in God’s existence because it is taught in the Holy Scriptures, and, conversely, that we must believe in the Holy Scriptures because they have come from God† (Descartes, 1). Nevertheless, in the beginning of the Meditations, Descartes casts doubt on everything -including religion- in his search for absolute certainty. In the Third Meditation, he doubts the existence of God before providing his first rationalistic proof for the existence of God. In offering the proof, he first questions â€Å"whether there is a God† (25). However, even though he questions God’s very existence, Descartes maintains his innate idea of God. After some deliberation, he concludes that because he has an innate idea of God, (which is not fabricated by the mind or drawn from the senses), it must be God who endowed him with his innate idea. Descartes likens his innate idea of God to the â€Å"mark of a craftsmen impressed upon his work† –similar to a stamp which says ‘Made by God’. Additionally, Descartes reasons that because he exists as a thinking thing and ... ...od to exist. As the above has illustrated, both Descartes and Leibniz believed that the existence of God could be proved via reason. But, Hume and Kant, which will be subsequently covered, did not believe argumentation or reason could establish the existence of God (3) David Hume attacks both Descartes’ and Leibniz’s methodology for establishing the existence of God in the following: â€Å"there is an evident absurdity in pretending to demonstrate a matter of fact, or to prove it by any arguments a priori. Nothing is demonstrable, unless the contrary implies a contradiction. Nothing, that is distinctly conceivable, implies a contradiction. Whatever we conceive as existent, we can also conceive as non-existent. There is no being, therefore, whose non-existence implies a contradiction. Consequently there is no being, whose existence is demonstrable† (Bailey, 79).

The Storm – Kate Chopin

KATE CHOPIN (1850-1904)She was an American author of short stories and novels. She is now considered by some to have been a forerunner of feminist authors of the 20th century. Chopin was born Katherine O'Flaherty in St. Louis, Missouri. Her father, Thomas O'Flaherty, was a successful businessman who had emigrated from Galway, Ireland. Her mother, Eliza Faris, was a well-connected member of the French community in St. Louis. KatherineShe was the third of five children, but her sisters died in infancy and her brothers (from her father's first marriage) in their early twenties.She was thus the only child to live past the age of twenty-five. After her father's death in 1855, Chopin developed a close relationship with her mother, grandmother, and her great-grandmother. She also became an avid reader of fairy tales, poetry, and religious allegories, as well as classic and contemporary novels.REGIONALISMIn literature, regionalism refers to fiction or poetry that focuses on specific features – including characters, dialects, customs, history, and landscape – of a particular region. Kate Chopin is considered to be one of the best US Southern regional writers.THE STORMâ€Å"The Storm† is a short story by the American writer Kate Chopin, written in 1898. It did not appear in print in Chopin's lifetime; it was published in a volume called â€Å"The Complete Works of Kate Chopin† in 1969. The story is set in the late nineteenth century at Friedheimer's store in Louisiana, and at the nearby house of Calixta and Bobinot.CHARACTERS†¢ Bibi: four-year-old son of Calixta and Bobinot†¢ Calixta: mother of Bibi†¢ Bobinot: husband of Calixta and father of Bibi.†¢ Alcee Laballiere: former Calixta’s beau (lover).THEMES†¢ The main topic in the story is the sexuality, a topic not publicly discussed in 1898. For this reason, the story was not published during her lifetime. The relationship between Calixta and Alcee holds a degree of passion absent from their marriages. Calixta's sexuality is directly tied to the storm.ANALYSISThe Chinaberry tree being struck by lightning is also representative of Calixta's sin in a Catholic area, where adultery is considered a sin that is so grave that it sends them to hell unless they repent before they die. 1] [2] This piece was written at a time when faith was beginning to be questioned. The narrator begins by describing Calixta as a worrisome wife, but, after Alcee notices her for the first time in five years, the description shifts to her youthful beauty. Calixta's husband, the reader assumes, no longer looks at her the way Alcee does. He sees her as a real woman, but she pretends that everything has changes especially after having a child. After the rain stops â€Å"the sun was turning the glistening green world into a palace of gems. This could symbolize new outlooks on the two lovers' marriages.The point of view is 3rd person omniscient. The story also highlights i mages of purity. White imagery is introduced at the beginning of the second section when Calixta unbuttons her white blouse at the neck. When we see the interior of the house for the first time, the narrator describes the â€Å"white, monumental bed. † When the sexual tension is released, the sexualized purity reaches a climax; her neck, exposed by the act of unbuttoning, is white, and her breasts are â€Å"whiter. She is â€Å"as white as the couch she lay upon,† and her passion is described as a â€Å"white flame. † Added to this seemingly paradoxical use of white are the references to the Virgin Mary. While Assumption is a place name, it is also the feast that celebrates the bodily ascension of Mary into heaven, a metaphorical description of what has just happened to Calixta, and, to further the connection, â€Å"her firm, elastic flesh† is compared to a â€Å"creamy lily. † The lily is Mary's flower.SYMBOLISMThe Storm The storm is a super obvi ous symbol. It's involved in practically every element of the story. First off, it's the title. Second, it plays a huge role in the plot, forming the beginning and the end of the story. It also plays a really important part in the middle by bringing Calixta and Alcee together, pushing them into each other's arms and giving them the time and space to get physical before the world outside returns to normal. Assumption Assumption is the small town where Calixta and Alcee met up and shared kisses long ago. It's also, tellingly, where they did not give in to their carnal desires completely – they never had sex there.The name Assumption has religious connotations that remind us of virginity and chastity. In Christianity, it's a reference to a specific event: the Virgin Mary's ascent to heaven after she dies. Whitenes With all the whiteness mentioned repeatedly throughout the story, â€Å"The Storm† practically reaches Moby-Dick levels. White usually symbolizes purity or chas tity, but this story twists it around to represent sexual desire and longing. While this whiteness in literature would traditionally refer to a body that the male character couldn't access, that purity is transformed into sexuality here.The â€Å"flame† of Calixta's â€Å"passion† is â€Å"white†; her body in all its ecstasy is â€Å"like a creamy lily. † In this story, the color white might almost be better understood as red-hot. It means giving in, not holding back.SUMMARYBobinot and his four-year-old son, Bibi, are at Friedheimer's store when a particularly violent storm emerges. The two decide to remain at the store until the storm passes. Meanwhile, back at their house, Calixta is so occupied with her sewing that, at first, she does not notice the ominous clouds or thunder.Finally, she notices that it is growing darker outside and decides to shut the windows and retrieve Bobinot's clothes, which are hanging outside. Alcee, one of Calixta's former bea us, rides up on his horse and helps her remove the remaining clothes from the line. The storm worsens and Calixta invites Alcee into her home until it abates. Alcee is hesitant to come in and stays outside until it becomes apparent that the storm is not going to let up. Calixta gathers up the lengths of cotton sheet she had been sewing while Alcee takes a seat in the rocker.Calixta goes over to the window and observes the intensity of the storm and worries about her husband and son. Alcee attempts to comfort her and reminisces about the passion they once felt for each another. As the storm increases in intensity, so does the passion of the two former lovers. Alcee brings up the passion and love they once had for one another. The adulterers' sexual encounter ends at the same time as the storm. Alcee rides off on his horse. Bobinot and Bibi return from the store and Calixta immediately embraces them.Calixta acts like nothing hadwas happened and she even wants to feast with her husband their way back to home. The story ends with the sentence: â€Å"So the storm passed and everyone was happy† symbolizing Calixta and Alcee were happy to have the affair. This is also a good sentence to summarize the whole of the story. When the storm hashave passed they all returned to the normality.BIBLIOGRAPHYhttp://en. wikipedia. org/wiki/Kate_Chopin http://en. wikipedia. org/wiki/The_Storm_%28short_story%29 http://www. katechopin. org/the-storm. shtml