The Power of Love in Moulin Rouge and To Dance With the White Dog Essay

The Power of Love in Moulin Rouge and To Dance With the White Dog      Ã‚  Ã‚   The power of love is exposed in the films Moulin Rouge and To Dance With the White Dog. In each movie, each individual must overcome obstacles within themselves in order to overcome the obstacles in their relationships. Although the love shared by each couple is different, both cases of love are real and run deeply. Satine and Sam Peek each handle their romantic relationships differently according to their situations.      Ã‚  Ã‚  Ã‚  Ã‚   The film, Moulin Rouge, takes place during the Bohemian period in which things such as truth, beauty, and love are key elements to live by.   Christian, A young writer falls deeply in love with Satine, the star dancer of the Moulin Rouge. They are forced to keep their love for each other a secret because a Duke wants Satine for himself and has become the funder for Christian's play. The Duke also promises Satine a chance to become a real actress. When Christian and Satine's relationship is found out by the Duke, their lives become endangered and though they were able to be together in the end, as was foretold throughout the movie, Satine dies, leaving Christian with a disillusioned view of love.      Ã‚  Ã‚  Ã‚  Ã‚   To Dance with the White Dog is a movie about love as well. An elderly widower, Sam Peek, is forced to deal with the sudden death of his wife after over fifty years of marriage. Throughout the movie his recollections of happy times spent with her are shown to the audience. Peek's children and his own illnesses cause him to suffer through the entire ordeal of dealing with losing his spouse and true love. One day, a very white dog appears at Peek's doorstep and from that point on that dog seems to ... ...for so long that having someone try to take her place was simply inconceivable. Maybe the backgrounds of Sam versus the background of Satine made the way they chose what they did in their lives so different. Possibly, the fact that To Dance With the White Dog was actually an account of a true event made a difference when comparing to the fictitious story, Moulin Rouge. Whatever the reason, each individual proved that true love can overcome all obstacles with the exception of death. And even that will not limit the longevity of love. Sam Peek and Satine each showed their undying love for their mate in different ways but managed to get the message across to them just the same.    Works Cited    Moulin Rouge. Dir. Baz Luhmann. Twentieth Century Fox. 2001.    To Dance With the White Dog. Dir. Glenn Jordan. Hallmark Hall of Fame. 1993.   

From Anxiety to Power: Grammar and Crisis in Crossing Brooklyn Ferry

In the article â€Å"From Anxiety to Power: Grammar and Crisis in Crossing Brooklyn Ferry†, by Roger Gilbert, he talks about Walt Whitman’s poem â€Å"Crossing Brooklyn Ferry†. Gilbert feels that this poem is odd for Whitman because he â€Å"never speaks directly of death† (339). He says that â€Å"Whitman’s tone remains resolutely ebullient† (341), even though death is also present throughout the poem. Whitman’s struggle with death is figured in the poem to be a struggle with writing and to cross out of writing and into speech. He wants to start writing about life and power, not death and absence. Whitman really thought out the title of the poem. Crossing Brooklyn Ferry† is a crisis poem because of his need to â€Å"overcome the deathliness of writing and to return to the spoken idiom that is Whitman’s truest mode† (342). Gilbert feels that the crossing carries the poet from the â€Å"face of death† to â€Å"a renewed sense of his own power†. In the poem, Whitman uses a second person pronoun, which is rare to see. The article asks why Whitman uses the phrase â€Å"face to face†. Gilbert says the answer is because â€Å"objects have become people, people in turn have become objects† (343). This allows them to be mastered by Whitman, but also the passengers let him know that he isn’t impervious to death. When Whitman says the word you in his poem, he in the end talks about â€Å"the future commuters† (344). As you read more into the poem, you see that the poet is â€Å"metamorphosed from a me† to a scheme that no longer goes with the object-world. Towards the end of the poem, Whitman becomes more passive, which is very uncharacteristic of him. When he says â€Å"The current rushing so swiftly and swimming with me far away†, he hints that he is disappearing from the scene. Also after Whitman talks about the sunset and falling back to sea, you can see how prominent death is in the poem. In my opinion, Gilbert does a good job of interpreting Whitman’s poem.

Life Coaching Essay - 1292 Words

Course Syllabus ------------------------------------------------- LIFC 302 Marriage Coaching Course Description An examination and analysis of professional coaching applications that serve marital relationship concerns. The course covers marital issues from a Christian worldview with special attention given to a biblical foundation of marriage coaching and differences between coaching and counseling models. Rationale As a basis for their work, marriage coaches should have a thorough understanding of coaching models, theory, and application. This understanding serves to heighten the coaches’ effectiveness in formulating effective coaching strategies and in aiding in the delivery of advice in an efficient and timely†¦show more content†¦C. Appraise marriage coaching and its applicability in the context of couple’s lives. D. Compare and contrast marriage coaching with counseling and social work. E. Construct a framework from which marriage coaching services can be delivered. F. Analyze the difference between secular and Christian models of marriage coaching. These course objectives are designed to fulfill the following Psychology Department Learning Outcomes: A. Synthesize and apply an array of life coaching theories from within an integrated Christian Worldview. B. Compare and critique the various ethical and legal standards in the life coaching discipline. C. Analyze the delivery of life coaching services in order to develop a coaching strategy in accordance with a distinctly biblical worldview and established best practices. D. Compare and contrast diverse individuals within a developmental systems context in order to effectively determine appropriate coaching strategies. V. Course Requirements and Assignments A. Textbook readings and lecture presentations/notes Regular readings will be assigned to allow students to complete the reading of the required texts within the eight weeks allotted for the course. 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