Character

Batman is often referred to as an emotionless and inhuman character that does not have any significant relationships in his life. On the surface it may seem like that, but in reality Batman does have relationships with people. Examples of these relationships are shown in the graphic novel, Batman Year One, and the movie, The Dark Knight. The first person that Batman has a relationship with is Lieutenant Jim Gordon. Batman and Gordon share a common goal of getting crime off the streets. At the beginning of Batman Year One Gordon believed that Batman was a villain.

Gordon thought that he could not trust Batman. As the story went on Gordon realized that Batman was fighting crime and was a trustworthy person. Gordon knows that he needs Batman’s help to help take down not only criminals, but the corrupt police system in Gotham. And Batman knows he needs someone with values within the corrupt police force to help him fight crime. This relationship carries over into the movie, The Dark Knight. Gordon can now signal Batman whenever he needs assistance, by simply turning a giant spot light used to signal Batman.

Many people do not consider Gordon a friend of Batman’s but Aristotle does not agree with that. They have what is called a friendship of utility, which means both men benefit from the other. Batman needs Gordon, a trustworthy man inside a corrupt police force. Gordon needs Batman, a superhero that can help stop all the crime in Gotham City. Another relationship that Batman has is with his butler, Alfred. When Bruce Wayne’s parents were killed Alfred became the father figure in Bruce’s life. Alfred raised Bruce and made him the man he is today.

Alfred has been there everyday of Bruce’s life. In turn, Alfred is given a house to live in and all the necessary things to live. Alfred is very nurturing and is often there for Bruce with great advice. In The Dark Knight when Batman wanted to quit, Alfred had the right things to say in order to motivate Batman to keep fighting crime. It is clear that Batman and Alfred have a strong relationship. Their relationship is closer than the one that Batman and Jim Gordon share. They seem to have an emotional caring for one another.

The only thing that is keeping them from having a deeper relationship is the fact that Bruce will always be the master and Alfred will always be the servant. The last relationship that Batman has is with Rachel Dawes. Rachel is a childhood friend of Bruce and the love of his life. She is one of the only persons to know Batman’s true identity as Bruce Wayne. In The Dark Knight Batman is often trying to save her. One example is when she is thrown off of the building by the Joker, Batman jumps off to rescue her.

Another example is when both Harvey Dent and Rachel are trapped at different locations and Batman must choose which one he wants to save. Batman chooses to go after Rachel. It is very obvious that Batman has strong feelings for her. Rachel and Bruce were once together but Bruce’s job as Batman got in the way. Rachel is now dating Gotham’s District Attorney, Harvey Dent. This hurts Batman because he can’t stand to see the love of his life with someone else. Batman shows the most emotion toward Rachel, and this makes him a very human character.

In conclusion, Batman is a very human character with strong relationships. This is clearly shown through his relationships with Jim Gordon, Alfred, and Rachel Dawes. At a glimpse, it seems as though Batman is inhuman. But once you dig deeper you find he has many relationships and cares for many people. Many people say that Batman has no strong, deep relationships. This is not true. Batman’s strongest relationship is with the city he protects. Batman made a promise to his parents. He promised he would make Gotham a better place. Protecting and cleaning up Gotham gives Batman the utmost fulfillment.

Brave New World by Aloud Huxley, the reader is introduced to a very different society than the one that they currently live in. In this seemingly weird society, Huxley introduces Lenin Crowner. Lenin is Aloud Huxley femme fatal character. She works at a London Center of Hatchery. Lenin is also a very “pneumatic” woman that is the ideal Brave New World citizen and is also thoroughly conditioned to meet the expectations of the world controllers.. Although intelligent, she prefers to return to her conditioning and not cause arguments.

There are moments of non-conformity in her, but she hides such tendencies, preferring to be an ideal member of the Brave New World. Since she is a true product of the Brave New World, she dislikes traditional human emotions and sees sex as only a “no strings attached” type thing. It is because of this that she doesn’t understand why John the Savage is not interested in her just because of her body. The common question surrounding Lenin is does she really love John, or is this simply a case of wanting what you can’t have? Throughout the course of the novel, we do see an evolution in Lamina’s character right around the time

John is introduced. We see the breaking point of Lenin when she does something at the end of the book that she’s never done. She cried when seeing John isolating himself at the lighthouse thus showing that Lenin was presumably in love with John. Personally, still feel that Lenin was just infatuated of the fact that John is different from the rest of the Brave New World. Overall, we as readers saw a major change in Lamina’s character throughout the course of the novel. I do feel however that Huxley could have better represented Lenin in the beginning chapters and also describe her a bit

Ellis “never made mistakes when she did her addition” ; Devout Catholic – she attended mass every Sunday in Insincerity ;Ellis immigrating to America was entirely Rose’s initiative -as Rose and her mother collude with Father Flood, Ellis feels “like a child” whose fate is being decided for her. ; Ellis is, by nature, reserved and emotionally guarded. She is selective in her relationships and shies away from physical intimacy.

It is not easy for her to express her true feelings, even those closest to her. This particularly evident in her relationship with Tony….. ;When Ellis does not have the confidences to act on her instincts, she makes mistakes. The foremost is her impulsive marriage to Tony, but her resentment to Jim Farrell is another. ; Throughout the text, her actions are generally informed by the twin values of connection to family and a clearly defined sense of duty. ; Her generosity is constant, and Tony calls her a “good person”. Yet the internal conflict generated by her return home causes her to lie by omission and to behave with great cruelty towards the unsuspecting Jim. ; Approximately twenty years old Young women from Insincerity Immigrates to America for work Works in Barstool’s department store in Brooklyn Studies bookkeeping; ; During the course of the novel she becomes romantically involved with Tony Fiercely and Jim Farrell. ; She matures over the course of the novel, “you seem more grown up and serious. And in your American clothes you look different.

You have an air about you” (Nancy, p. 230) ; Her independence and resilience are revealed gradually. She has to exercise her Judgment and make critical choices with little guidance or support. Her initial naivety is balanced by natural curiously and a determination to learn. ; She takes the opportunities provided to educate herself, and as the word opens up before her, embraces new ideas with less diffidence than before. Living in New York encourages assertiveness, and Ellis becomes more inclined to trust herself.

At work, she learns to be “brave and decisive”. ; Returning to Insincerity, Ellis slips back into the rhythm of the town easily and finds comfort in its familiar faces and rituals. Yet the changes produced by her experiences in America are obvious to all, “Everything about you is different”, her friend Nancy insist: “you seem more grown up and serious. And in our American clothes you look different. You have an air about you. ” ;Her poise and self-assurance intimidated her mother, however attracted Jim Farrell.

Prose coursework: How does Dickens develop the character of scrooge throughout the novel? In the story A Christmas Carol , my reaction changed towards Scrooge through each stave. In the first opening stave. You felt as if Scrooge was an inconsiderate. Horrible man. Throughout the rest of the staves you start to feel bad for Scrooge and almost forgive him, Also his past reflects his personality in the future, This influences my reaction towards Scrooge as Dickens uses contradicting and contrasting techniques.

The moral I received was; dickens IS trying to convey to the reader is that you can always be forgiven for What you have done in the past. In stave one Dickens uses aggressive language ‘Oh! Suit he was a tight-fisted hand at the grindstone, scrooge! A squeezing, wrenching, grasping, scraping, clutching, covetous old sinners’ this gives you the Impression that scrooge is a wicked man. Scrooge treats poor people unfairly. Dickens includes Images of the workhouses were the less wealthy people work. , ” Many can’t go there: and many would rather die. It they would rather die,” said Scrooge, ‘they had better do it, and decrease the surplus population. Besides excuse me I don’t know that” This shrubs the difference between rich and poor in that time period, As well as producing a stronger dislike towards Scrooge. In stave two dickens changes the readers perception of Scrooge changes. This is done by showing the past of scrooge. When he was a little boy. “The school is not quite deserted:’ said the Ghost. ; A solitary child, neglected by his friends, is left here still,” You feel sympathy for Scrooge because he is shown a deserted and solitary child. His also reflects on the previous text ‘solitary as an oyster”. This is were we begin to think of the reflection on his presence. Fizzing is introduced, he treats Scrooge nicely and with respect, You feel sympathy towards him because he does not have anyone like this in the presence it’s old Figuring! Sees his heart; it’s Fizzing alive again! ‘” Scrooge shows his feelings towards Fizzing, this makes you feel pity because his life in the present is not as pappy as it was in the past.

These episodes affect the reader because you have a lot Of thoughts about scrooge and do not know What his true colors are In stave three scrooge starts to realism what happened in his past, this spontaneously changes his views and he starts treat people better ‘It was a much greater surprise to scrooge to recognize It as his own nephews and to find himself In a bright, dry, gleaming room, with the Spirit standing smiling by his side, and looking at that same nephew Witt approving adaptability! ‘ Scrooge is surprised that his nephew is nappy even though he is unfortunate.

The ghost of Christmas presents this and it implies to Scrooge that maybe money cannot buy happiness. This scene contrasts with the first stave because scrooge does not think you can be happy when your not wealthy but this scene reflects that fact that money doesn’t buy happiness. During the story Dickens changes the mood of the story at stave four. He does this by changing from a happy, cheerful scene to a dark and miserable scene ‘No voice pronounced these words in Scrooge’s ears, and yet he heard them when he looked pond the bed.

He thought, if this man could be raised up now, what would be his foremost thoughts? Scrooge is looking at himself in the future and wondering what he would be thinking. This shows that Scrooge does want to change. The selfish life that Scrooge live Just still ended out in a bad outcome – A lonely death. In the ending stave scrooge has decided to be nice and help other people instead of being selfish ” ‘A merry Christmas, Bob! ” said Scrooge, with an earnestness that could not be mistaken, as he clapped him on the back.

Scrooge in the opening stave hated Christmas but now he decides he should be nice to other people and he will be treated nicely back. Dickens ends his novel happily so that it reflects back on Christmas being a happy, marry holiday and people should spend it with their families. I think its smart how Dickens writes about Scrooge because at first you despise him because of how horrible and selfish he is towards everyone then during the story you feel sympathy towards Scrooge because of the contrast between his past and present. Brandon Hannah

Mustapha Mond Character Sketch It is said that a great leader must always lead by example. This is not always true, a leader must sometimes partake in some negative activities in order to protect the interests of the populous. An excellent example of this is Mustapha Mond. When one first meets Mustapha Mond, it is obvious that he is distinctly different from the other alpha plusses; Mond is unique, wise, and authoritative. Mustapha Mond is unique in part because he reads prohibited literature. Unlike the other denizens of Brave New World, Mond has read the classic works of Shakespeare, the Bible, and other remnants of the old world.

Additionally, he believes in the presence of god. This is a concept unknown to most of the populous, because society has made god unnecessary; when no one is ever alone or unhappy, they do not need to request things from god. Mond used to be an inquisitive scientist; he was smart enough to realize that the so-called science they practiced was not real innovation, thus he started to experiment on his own or in Mond’s words, ” ‘I started doing a bit of cooking on my own. Unorthodox cooking, illicit cooking. A bit of real science’ “(226).

Doing things in private, let alone doing science in private is something unheard of in Brave New World. Although, being the only man in a world full of sheep, can be a good trait to a leader. Mond is wise, thus a good leader. He understands the big picture. One example of this ability, is that he recognizes that the high arts cannot exist without strife. The current society has nearly no pain, no sorrow, no loneliness, and none of the detrimental negative emotions that are necessary to understand works of high art, such as Othello.

He recognizes that the populous would no longer understand classics like Romeo and Juliet. Additionally, he recognizes that however much workers may request for shorter hours, the truth is, they are happier working the longer work days. This is because, workers have nothing to do in their “spare time” as was exemplified by Mond, ” ‘Ireland was put on to the four-hour day. What was the result? Unrest and a large increase in the consumption of soma’ ” (224). In fact, Mond claims that the Invention office is stuffed with labor saving ideas; however, for the sake of stability, he uses his authority as the Resident

World Controller to hold back change that would be detrimental to society. Authority is a requirement for people in positions of power, and as the Resident World Controller, Mond is not afraid to use his power. A stable society cannot have dissenters, thus, all nonconformists are sent to sub centers including Bernard Marx and Helmholtz. However, he does not allow John to leave Brave New World, with his fore mentioned friends Bernard and Helmholtz, because the experiment, being the introduction of a “savage” into civilization, must go on.

Mond’s authority is best summarized in his own words: ” ‘I make the laws here, I can also break them. With impunity, Mr. Marx, Which I’m afraid you can’t’ ” (219). In the words of Vincent Thomas Lombardi, “The leader can never close the gap between himself and the group. If he does, he is no longer what he must be. ” Mustapha Mond is an excellent example of this, Mond is a wise, unique, and authoritative leader with traits that distinguish him from the other alpha plusses. He is one of the few conscious people in a world full of glassy eyed automatons.

Nowadays, several people need the improvement in intensity and quality of character education implementation in formal educational institutions. This claim is based on the growing social phenomenon, namely the Increasing juvenile delinquency In society, such as a mass brawl and various other cases of moral decadence. Even in certain large cities, these symptoms have come to the extent that is very disturbing.

As the example, several educated people doing corruption In high Institutions such as in attorney. These phenomena are obviously not expected to happen in the society. Therefore, the formal education institutions which are functioned to create the younger generation Is expected to Increase its role In the formation of personality of students through increased intensity and quality of character education. Before we continue the discussion about the need of education nowadays, it is better to know the definition of character itself. Character is attributes or features that make p and differentiate one individual from other individuals.

It is the most important essence a person can possess, as it defines who a person is and frequently measured to refer to how good a person Is. On the other words, a person who shows signs of personal eminences which are suitable to what society expect, might be considered to have a good character. Character building is the way to strengthen one’s character by molds oneself Into a productive person within one’s sphere of influence. Developing such personal qualities seems as a purpose of education. It is commonly mphasized qualities that include trustworthy, respect, and responsibility.

Those pillars of character building should be learned from the early age In order to devote the strong foundation of character. In this essay, we will converge with the concept, the application, and the effect of character building in the schools. First of all, we deal with the concept of character building In the schools. Character building In school, we call this term as character education, is applied to the national curriculum method that turns around developing “good character” in students by practicing and eaching moral values and decision making.

On the other word. character education is an investment system of the character values to the citizens of schools that include components of knowledge, awareness or volition, and actions to implement those values. As Theodore Roosevelt expresses that to educate a person In mind and not In morals is to educate a menace society. His statement implies that if we want to make students good at not only cognitive aspect but also have a competent in moral aspect, we should educate them In a pleasurable condition. Character education is not a “quick fix.

It provides long-term solutions that address moral, ethical, and academic issues of growing concern to our society and key to the safety of our schools. Character education presupposes that schools have the responsibility to facilitate students to encourage fundamental moral values to conduct their behavior throughout life other than help them to be smart in the lesson. According to Ramli (2003), cnaracter eaucatlon nas tne essence ana tne same meaning as moral education. The goal is to establish the students’ personalities, to become a good human being, society, and citizens.

This means that the teacher should facilitate to shape the character of the students in order to achieve the purpose of character education. Secondly, we cope with the application of character building in schools. Internalizing values through the curriculum in elementary school grades is one of the most workable, most used approaches. It is the most workable because we should internalize the character building from the early education, in the elementary school, in order to give strong foundations. Many schools and school systems begin with a core staff and expand gradually to include all staff.

Another approach matches core values or character traits concepts to appropriate disciplines, for instance, freedom of conscience and expression with civics, and conservation with science courses. In most instances these concepts are addressed in segments of time, such as six-week units. Several elementary schools assign some time daily for values or character instructions. Schools should be used as venues to practice value or character traits. Students in all grade levels should have opportunities to practice values and character traits that range from role playing and decision making exercises to actual ommunity service.

As schools implement values and character education, the implicit curriculum should not be ignored or underestimated. The manner in which teachers and administrators relate, how teachers relate to parents and communicate with students all provide invaluable opportunities for modeling behavior based on the values and character we seek to develop in students. This modeling process should permeate the total school climate, including the way discipline is administered. Classroom management strategies, such as cooperative learning, can encourage the development of such values as trustworthiness, respect, and esponsibility.

Furthermore, these values will be explained below. First of all, we deal with the how to internalize to be trustworthiness. Trustworthiness has four basic values for children which are be honest, be reliable, have the courage, and be a good friend. The teachers teach the students to be honest through class management that they do not allowed to cheat from their friends’ work or their own notes when taking the quiz. In addition, the teachers also give the students chances to be reliable. They are learned to keep their promises such as to collect the assignment on time.

To have the courage, the student be taught to do what is right in the society based on norms and laws, even it seems difficult. For instance, when the students take the final examination, the teacher asks them to inform while the other students are cheating. On the other word, the teacher should internalize good condition in the classroom. Moreover, the teachers educate their students to be a good friend. The teachers can conduct the class as a group discussion and each group has a leader. Through this method, the students can learn how to cooperate and do not betray the trust in the roup.

Then, we contend with the second value of character building which is respect. This value has three domains which are respect for the environment, respect for others, and respect for self. The teachers educate the students to respect for the natural environment by care for and conservation of land, trees, clean air and pure water, and of all living inhabitants on the earth. This particular way can be accomplished in school day through voluntary labor service to make the school envlronment nealtnler. Yurtnermore, tne teacners ralse tne students to respect Tor others.

As the example, the students listen to what other students have to say when they are in the discussion. They should appreciate what their friends have done. Not only that, they also should be courteous and polite to all of the people, especially for the teachers in the school. Afterward, the students can respect themselves. They should be taught to have self control of cleanliness. They learn to have good habits of personal hygiene and grooming. As the example, they throw the trash in the dustbin. In addition, the students should respect for their physical, mental and fiscal health.

They learn about the awareness of the importance and conscious activity toward maintaining fitness and exercise in the school. Lastly, responsibility is the most important value to be taught. The students are learned to take responsibility for their action. They are not allowed to make excuses or blame others. Evidence demonstrates that mostly, students still do not have enough responsibility in school environment. Students who do not finish their homework usually blame other person that actually does not include in their problem. They make a pretext of their fault because of their parents do not remind to finish the homework.

It is the ironical condition. Properly, the students should make their own notes to remind them about their task in school. In this case, the teachers also have contributions to avoid this particular event. After the class ends, the teachers should form the habit of prompting the students about the homework and the next lesson in the class. By doing this method, the students learn to take care of their own business and reach the goal to get the responsibility person. Afterward, we deal with the effect of character education. Embedded in character education are guidelines for successful living.

Trustworthiness, respect and responsibility navigate the students to the journey to better person. The students explore education as life and life as learning positive approaches for setting and achieving the goals. They also learn that living each day to its fullest means more than waiting for moments here and there. Character education presents life with context, inviting them to listen, share, explore, and reflect. Cultivating knowledge for purposeful living, students learn through literature, art, humanities and throughout the existing school curriculum the benefits and consequences of behavior.

They learn the power of choice. They learn to appreciate the qualities of being human and to share their appreciation at home, in school, and in the community. Based on the above explanations, it can be affirmed that the character education efforts designed and implemented systematically to help students understand the values of human behavior associated with the Almighty God, self, fellow human beings, the environment, and nationhood embodied in thoughts, attitudes, feelings, words, and actions based on religious norms, laws, manners, culture, and customs. The students need standards and the skills to chieve them.

They need to see themselves as students engaged in a continuing pursuit of excellence. These standards of excellence in school work and behavior will encourage students to develop qualities like perseverance and determination, and those virtues will affect every aspect of the students’ lives as they mature. Hopefully, the values, moral influences, and noteworthy characteristics we model and discuss will outlast academic facts and fgures.

According to Webster’s dictionary, character is defined as: a person in a play or novel; distinctive trait; behavior typical of a person or group; moral strength; reputation; status; individual being”. It is this last denotation of the word “Character” that this chapter deals with: the concept of “individuality” or “individual being” and how that in turn builds a person i.e. the Self.

This chapter focuses on the strong characteristics possessed by Blanche Haggard and Princess Sasha from Absent in the Spring and Grannie and Peter Maitland from Unfinished Portrait to study the aspect of the Self which builds. A person’s individuality can come out through various positive aspects but this chapter analytically studies the characters under four major aspects of self-actualization, the striving towards health, the quest for identity and autonomy, the yearning for excellence by finding success in their own terms rather than being defined by the society.

There’s so much more to creating a real character than choosing physical attributes and personality traits. The most memorable characters stay in the reader’s mind because they have touched the emotions of the reader and become real people. While molding such a character, the author never stops at the stereotypical basics- but goes a step ahead. That is exactly what Christie has done to her characters chosen for this study. These characters do not fall under the general standard which the reader can so often predict or expect.

The first character, Blanche Haggard stands as an analogy to strengthen the claim that the Self is built as by way of finding success in one’s own terms rather than being defined by the society. Blanche Haggard, Joan’s old school friend whom she hasn’t seen for over 15 years, is a well-bred, high-spirited woman, who has changed a lot over the years. Joan looks at Blanche as someone who has had a pathetic life.

However, Joan’s perspective of Blanche is biased. This also highlights the fact that not all narrations are “likeable” or honest. In the case of Blanche Haggard, her true character is revealed from a little bit of truth from Joan’s perspective but mostly through her own dialogues. Joan’s way of looking at Blanche is always with the adjective “Poor” as a prefix to her name, which is a false notion that she has painted of Blanche. In her personal prayers that night after her encounter with Blanche, Joan prays,

“God-thank thee-poor Blanche-thank thee that I am not like that- great mercies- all my blessings- especially not like Poor Blanche- Poor Blanche-really dreadful-all her own fault- of course dreadful- quite a shock- thank God- I am different- Poor Blanche”

Blanche, however, is an optimist. She has had three husbands, and married to the fourth at present. She is seen to be someone who takes life as it comes, learns to let go and accepts what’s negatively thrown at her and use it as a stepping stone to build her Self. To further prove this, one can observe that throughout her dialogue with Joan, Blanche’s confidence is something that constantly comes to the forefront.

According to Joan, Blanche presented a deplorable appearance but Blanche does not seem to mind. To her, external appearances don’t matter for she has defined success in her own terms. To her, an attractive appearance is the least of her worries for she has a man who loves her for who she is and if he doesn’t (in the case of her previous marriages) she moves on and doesn’t dwell in the shambles of a broken relationship. Her looks needn’t affect her anymore, for to her, success is living a happy life.

She says from experience,

“Oh well, that’s the way of the world. You quit when you ought to stick, and you take on a thing that you’d better leave alone; one minute life’s so lovely you can hardly believe it’s true – and immediately after that you’re going through a hell of misery and suffering! When things are going well you think they’ll last forever- and they never do- and when you’re down under you think you’ll never come up and breathe again. That’s what life is, isn’t it?”

It is quite evident that Blanche says this out of familiarity. She starts by saying that this is the way of world for she has been through the many ups and downs in life. She had quit once, but fought back up to her feet, started to let of go of things that hurt her if she kept holding on to them (her broken marriages for instance). She describes how people picture life to be perfect and blissful only to be faced by hardship and suffering that makes them hit rock bottom.

This shows that Blanche is someone who isn’t afraid of reality. She faces the actuality of her life and doesn’t flee from the truth. She has had her share of bitter experiences from the past when she narrates and describes the many other men in her life. There’s Harry, a bad lot yet good looking; Tom, who didn’t amount to much; Johnnie, who was good while it lasted (which means she keeps changing her men when she knows it’s time to move on- happy go lucky) and Gerald, who wasn’t good either, but that’s what made her fond of him.

A woman seeks for a man who is her equal; someone who can challenge her and be a rebel at times. Blanche’s inclination towards such men is proof that she herself is one. She does not regret any of her life choices for she has already done so and now knows what to look out for. She is only attracted to men, who are different like herself. They aren’t up to any good, but that’s what makes her fond of them.

All this comes as a shock to Joan. She feels that it was “an unsavory catalogue of men”. But Joan’s way of defining success is narrow when compared to Blanche who is very much broad-minded and independent. In one such instance, she asks a rhetoric question, to make a statement rather than to get an answer: “And when you’re down under you think you’ll never come up and breathe again.

That’s what life is, isn’t it?” Blanche doesn’t stay stagnant in the pitfalls of life but she comes back up more matured than ever to tackle any situation at hand. She had assumed that one could never come up and breathe, but it isn’t the case for her and her life stands testimony to that. In one instance, Joan describes Blanche saying, “looks years older……could be more than 48”.

However, this does not indicate her physical appearance of being old but it metaphorically indicates her level of maturity through the years. The fact that she doesn’t look her actual age but looks much older than she really is comes here as a sign of mellowness, rather than being old. She has experienced much in life that she doesn’t look her age, at present.

Even when Joan feels sorry for her (as society does) she immediately says that she shouldn’t waste her sympathy on her. She is not one to settle in her “misfortunes” as Joan would put it, but moves on and takes life as it comes again stressing the fact that she defines success in her own terms rather than how society sees it. “Don’t waste your sympathies on me. I’ve had lots of fun” she says.

Her self-assurance does not only make her carry herself differently but it also sticks to those around. For instance when, Blanche brings up the topic of Rodney “having a roving eye” or Joan’s daughter, Barbara, not having a happy time at home and hence decided to be married off and gone, Joan is immediately influenced by this for she gives a second thought to the same. This clearly indicates Blanche’s sureness in her opinions not only stays with her but also impacts those around her too.

In one instance Joan thinks to herself, “What was it that Blanche had said?” Even if Joan sees Blanche differently, she still is impacted by what Blanche had to say. Blanche also doesn’t worry about the way in which she is judged by others. Her self is built on the strong foundation of the truth she believes in about herself. She is appreciative in nature for she applauds Joan for how well she has brought up her family.

This does not however mean that she doesn’t have a satisfying life, but shows that she’s learnt to see the good in others; their other side. She’s seen it all and thus has a positive take on life. She is of the idea that “Come what may, I shall face it and come out successful”.

Thus, Blanche Haggard, is a character whose ability to define success on her own terms, brings out her individuality which in turn builds her Self.

Peter Maitland from Unfinished Portrait also falls under this category. Peter, who is Celia’s best friend’s brother, has a liking towards Celia and they eventually fall in love but do not get married. However, from what the reader deciphers, Peter is of an extraordinary character. He doesn’t rush or hurry and takes everything in a sportive attitude.

His motto is “Well, why spend your life rushing? Take it easy- enjoy yourself.” Peter’s ability to calm himself down in a fast phased world is highly indicative of his character. In Celia’s own words, Peter was “dear, easy going and sweet-tempered”. Like Blanche, he takes life as it comes and doesn’t expect much in return either.

Being a soldier in the army, Peter knows that life’s full of unexpected circumstances; he knows what would be Celia’s fate if she did marry him but he lets her be open-minded when it comes to moving on and finding someone else. Despite being the patriarch, he doesn’t restrict Celia but let’s her be independent in her choices.

In his letter to Celia, he says, “I’d like you to live like a queen.” To him, letting people bloom in their own spaces and watching them grow is considered to be his true contentment. When Celia falls for Dermot (her husband), Peter takes it sportively. He congratulates Celia on her choice and wishes her well.

To Peter, he defines success by not only being the reason for someone’s happiness, but his happiness is also seeing those he loves be happy even if he is not the reason either. His Self is built to such an extent that he is able to face the loss of something that he holds dear. Thus both Blanche and Peter are striking examples of the Self which builds as a result of the positive traits which they possess.

The second aspect to be studied to further strengthen the claim that the Self builds is the positive trait of Self-Actualization. The Oxford Dictionary defines Self-Actualization as, “the realization or fulfilment of one’s talents and potentialities, especially considered as a drive or need present in everyone”.

And that brings this study to the next character: Princess Sasha. Sasha’s positive trait, is what makes her the apt example to fortify the claim that the Self builds. Studies show that if sociology is taken into play, then the character will influence not only the message but also the view the analysis must take of the message, particularly of messages which connote such meanings as ‘power’ and ‘quality’.

Sasha, who is clearly in a position of power has the upper hand in convincing the reader as well as Joan, that what she says is equal to the power she possesses. The way she carries herself, talks to others and treats her fellow passengers shows the Self which has built as a result of the positive trait of Self-Actualization. Just her opening lines indicate what sort of a person she is.

“I apologize for this early morning intrusion. It is an iniquitously uncivilized hour for a train to leave, and I disturb your repose…..we shall not get on too badly on each other’s nerves. It is but two days to Stamboul, and I am not difficult to live with. And if I smoke too much, you will tell me. But now I leave you to sleep…..again I say how sorry I am you have been disturbed……I see you are sympathetic- good- we shall get on together famously”

In Sasha, one can see the realization of true potential and her talents have been well-groomed when further down in the novel, it is revealed that she can speak in more than eight languages. She is well-accomplished clearly denoting that she has imbibed an affirmative living. Despite being a princess, she has also practiced the art of humility. She doesn’t think too high of herself in spite of her many accomplishments.

She apologizes for intruding. She lets Joan know that if there is anything that makes Joan uncomfortable (Sasha’s smoking for instance) she shouldn’t keep it to herself but let Sasha know. This also indicates that Sasha is open to criticism and is sensitive to those around her. Someone who is Royal by birth, needn’t stoop so low, let alone adopt for a public mode of transport. Sasha does not let pride take over her and that is seen as one of her positive traits and this reflects in the way she treats others.

Her character results in the building up of another. This kind of thought about human behavior, which emphasizes the uniqueness of the individual, the importance of values and meaning, and the potential for self-direction and personal growth are what sums up the character of Sasha thus making her yet another example of the Self which builds.

Grannie, the third most prominent entity from Unfinished Portrait is a striking example of the Self which builds. Determination, independence despite her age, the aspect of striving towards health and the strong will to live are the positive traits observed in this character.

Introduced to the reader as an eighty year old woman, Grannie is astonishingly brisk and sharp that the activities she does and her age don’t correlate. One of the very first reasons to validate this is the fact that Grannie being eighty still has authority over her household. She walks with her “large bunch of keys clanking” and this immediately paints a picture of a woman who is in control over things. She is in possession of the keys which also stresses her power. In Celia’s description about Grannie she says,

“Grannie was a very handsome lady…in figure she was majestically stout with a pronounced bosom and stately hips. She wore dresses of velvet.”

Grannie’s appearance also adds to her character. Despite her age, she is still strong built and this gives her an added air of confidence. Something about her description sounds royal, with words like “majestic” and “dresses of velvet”.

The Self in her has built through the ages and this is obviously proved when Celia looks up to her grandmother more than she does to her own mother. The absence of the male entity in Grannie’s life (i.e her husband) also adds to the independence which she portrays. Like Blanche, she has had three husbands previously, all of them dead now. This indicates that she has not only seen her share of men but also had to go through mourning not once or twice but thrice.

Yet, it was just a phase and she has sailed through life and keeps pushing despite her physical deterioration (her failing sight). Celia’s grandmother plays a major role in both the life of Celia and her mother. Her constant presence even when she is physically absent is seen whenever Celia thinks of what Grannie had to say if faced by a situation clearly highlighting that Celia’s upbringing into a woman is influenced by Grannie in a positive way.

Grannie’s will to live also gives a glimpse of her mental make-up. Studies show that most sicknesses occur in the psyche even before it takes root in the human body. Here, Grannie is seen as an exception since even her ailing health as a result of age is hardly a barrier. She is as active as ever, that even her death occurs while she is busy knitting mittens for Celia’s baby. People who have been through hardships at a very early age show signs of strength as the years progress.

Grannie, having lost her parents at the age of fourteen with twelve younger siblings to look after is seen to be someone who has taken up the role of a parent when she herself was a child. This reflects in the stories she tells to Celia where the characters always end up dead. Christie could’ve also added this instance to slightly stress the fact that while there are people meeting their end, here is Grannie, who has been defying age and lives to be a ninety. Thus, the aspect of the Self being built as a result of positive traits such as determination, independence, the aspect of striving towards health and the strong will to live is reflected through the character of Grannie.

Many people realize their selves much later in life. But the sooner one becomes aware of this essence within, the sooner the change happens. This chapter is thus brought to a conclusion, as one critically looked at the characters with positive traits by grouping them under the categories of Self-Actualization, defining success in their own terms and the striving towards health.