Rhetorical Analysis Resubmission 1 (Project 3 Four Modes)

Rhetorical Analysis
Analytical And Persuasive Writing
Project 3 Modes

Rajeev Rupani

1. Movie: Blood Diamond

Blood Diamond. Dir. Edward Zwick. Perf. Leonardo DiCaprio and Djimon
Hounsou. Warner Brothers, 2006.


Blood Diamond, a mainstream-cinema movie directed by Edwark Zwick, portrays violence and suffering caused by the conflict in Sierra Leone over so called ‘blood diamonds’. The story revolves around the individual suffering of a fisherman whose family is taken away from him. The movie also displays the indifference shown by some members of the diamond industry towards the ongoing conflict in that region. The purpose of this movie was to display the actual cost of diamonds, from similar conflict-ridden regions, by showing the massacre and human sacrifices that are a result of this trade. The audience for this movie would have to be between the ages of 16 and above, given the violence shown, and could be of either gender. The movie portrays two different views of suffering: personal and mass-scale. The rhetoric appeals effectively and accurately portray the courage and situation of the people in Sierra Leone, while relating to an individual’s fight to save his family. The ethos appeal is shown by the change of heart in Daniel Archer’s character where he eventually sacrifices his own life in order to save a family from suffering. The archetype of a father is also observed in the fisherman's character, who is constantly fighting the odds to keep his family together. The pathos appeal is shown by the senseless and emotionless massacre of thousands of innocent people over diamonds, families being torn apart, and most of all, the in-action and indifferent attitude of the ‘outer world’ towards the plight of these people. The logos appeal is presented throughout the movie because it is based on events that actually took place. The rhetorical appeals could teach my audience about suffering on a personal and mass-scale (pathos), the difference that one person can make towards easing this suffering (ethos) and how they can relate personally to the suffering that they view around them.

2. Movie: As Good As It Gets

As Good As It Gets. Dir. James L. Brooks. Perf. Jack Nicholson and Helen Hunt. TriStar Pictures,
1997.

As Good As It Gets, directed by James L. Brooks, narrates the story of a person suffering from his indifferent behavior towards other people, and how a moment of caring suddenly changes his perspective on life. The purpose of this movie was to show how a small exposure to suffering could change someone with an indifferent attitude, to become more compassionate. The audience for this movie would have to be 16 and above as well and could be of any gender. A level of acceptance towards homosexuals would be needed to view this movie unbiased. The approach of the rhetoric appeals are important in communicating the purpose of the movie but the simple and relatable plot line further cements these emotions into the viewer. The ethos appeal is shown by the interesting personality of the main character and his attitude towards society, families, love etc. On the other hand the neighbor, who changes the main character’s views on suffering, exhibits a polar opposite personality and the female character (Helen Hunt) plays a medium between these two separate ‘worlds’. The pathos appeal is shown by many forms of personal suffering such as the suffering of the neighbor when his house is robbed, the suffering of the waitress when her child is sick and suffering of the dog (initially) when he is away from his owner. The change of heart in the main character, during his interactions with the dog, is clearly displayed using pathos. The logos is shown by the common indifferent attitude adopted by many people in our present society. This movie could teach my audience about how a relatively small exposure to suffering can greatly change one’s attitude towards other people’s pain. This would also be a great example of how the most indifferent person can be the one to bring about the greatest change, for good, in someone’s suffering.

3. Book: Robinson Crusoe

Defoe, Daniel. Robinson Crusoe. Modern Library, 2001

Robinson Crusoe, written by Daniel Defoe, tells the story of an individual who is marooned on an island away from his family, and befriends a native from the neighboring island. The purpose of this story was to illustrate how personal suffering can be meaningful, through the character of Crusoe, who learns a lot about life, friendship and survival. Given the length of the original novel and the language used, the ideal audience for this novel would have to be about 14 years old or so (minimum), of any gender, and would require reading skills. The rhetorical appeals are in effect after the shipwreck incident, and the pathos appeal of Crusoe’s determination to stay alive is the most successful in communicating the underlying moral of the novel. The ethos is presented through the character of Crusoe, who despairs at first but then adapts and survives in his new surroundings. The determination shown by Crusoe to change his situation gives a sense of purpose to his suffering and makes him a better person in many ways. The pathos is presented in this story through a variety of emotions exhibited by Crusoe such as suffering, despair, determination, loneliness and friendship. The author displays the logos appeal by tackling the theme of being shipwrecked, which was common in those days. This story could teach my audience how meaningless suffering can be overcome using determination as the key. The pathos appeal would be the strongest in empowering my audience into believing that the determination of one individual can alter such situations.

4. Book: Night

Wiesel, Elie. Night. Hill and Wang, 2006.

Night, a story written by Elie Wiesel, is an autobiography of his experiences during the Holocaust period in World War II. Elie, along with his father, was taken away from his mother and sisters (whom he never saw again) and was put into a death camp in Auschwitz. At Auschwitz, he was forced to work in the labor camp and soon lost his father to disease, along with is will to live on. Allied soldiers, who were coming through Germany, rescued him soon after. The purpose of this personal story was to portray extreme forms of suffering and how this can lead to a complete loss of hope in individuals who experience such situations. The audience would have to be at least 18 years old , given the extensive details of the death camps and such, of any gender and would need a strong heart to read this difficult (in content) story. The rhetoric appeals support the sympathy expected from the reader, given the subject of the novel. The pathos appeal is the strongest in portraying the plight and situation of people who had similar experiences during the Holocaust. The ethos appeal is displayed by the author himself, who goes through a lot of emotional and physical suffering that leads to a loss of faith, hope, loved ones and the will to go on. The pathos is evident in the emotional appeal used by the author who experiences a loss of innocence and the willingness to live on, upon encountering such meaningless suffering. The logos appeal is clearly shown as the novel is an autobiography and is thus based on actual events that occurred in author’s life. This personal story could teach my audience how retelling one’s experience of suffering can empower others to be determined in the face of such unimaginable horror. The ethos and pathos combine to bring this empowerment to the reader, while the logos is utilized by allowing the reader to relate to an event that actually took place (Holocaust).

5. Song: Hope (Coach Carter)

Mitchell, Carl T., Fredrick Taylor, and Thomas Calloway. Hope. Coach Carter O.S.T. Capitol,
2005.

Hope, a song from the Coach Carter movie, sings of suffering experienced by the youth of the 21st century. The purpose of this song was to display that hope exists, in many forms, even in dire situations that relate to the youth of today such as, jail, drugs etc. The audience would need to have a specific taste in the genre of rap/hip-hop music, be at least thirteen years old, and of any gender. The rhetoric appeals are used throughout the lyrics and connect well with younger people such as college students, who can relate to these experiences, especially when experiencing a new world of all sorts (college). The ethos is presented in a universal sense, where any listener is the main character to an extent. This rhetorical appeal also displays how some young people take to crime and drugs in the face of unbearable suffering. The pathos appeal is shown in the form of despair, where someone takes the wrong path by giving up hope. The logos is presented by looking at common situations, such as in low income areas, where alternate ways are found to deal with suffering. This song could teach a good segment of my audience - younger college students and such - about how a change is possible even though the wrong choice might have been made initially, and how hope still exists in every situation possible.

6. Artwork

Jackup Sunrise. Jackup Sunrise. 2005. Google Images. Flickr. 15 Nov. 2008.

The photograph, taken by an anonymous individual, captures a typical sunrise off a beach or a coast. The purpose of this photograph could be as simple as to show a sunrise or instill a sense of hope and beauty in the viewer. The audience could be of any age and gender, as long as they view and admire the moment captured. The rhetoric appeals automatically support the image, given the location and subject of the photograph. The ethos appeal is portrayed by the person taking the photograph, who must have experienced a beautiful moment that he or she wanted to share with the rest of the world. The pathos appeal is presented by the sense of peace and new beginnings that are exhibited by the photograph. The logos appeal is shown by the fact that the photograph represents an actual event, and also through the cycle of the sun: darkness is soon followed by light, night by day and so on. This photograph could be used to teach my audience about the cycle of life and how suffering is not without an end because even one ray of hope can eliminate darkness. The audience can also be empowered to build hope, one step at a time, until the balance is restored.

Fiction Readings (Fall Semester)

The most enjoyable reading for me this term was undoubtedly A Good Man Is Hard To Find. I admired the way it was written, where the writing led the reader to believe that the story was going to have another 'happy ending'. The gruesome events that took place shocked me as a reader and bought me back to real life, where results like that are commonly observed. The execution of the family sent shivers down my spine because the author implied that the family was killed instead of describing it (screams instead of bodies). Above all that, the character of the Misfit and the old grandma were really well written and I could relate to their complexities as a human being. The story was bought to life in my imagination, where I could 'see' every scene and dialogue happening right in front of me.

The rest of the readings were also applicable to our course because I believe they related to the common theme of reality. The Metamorphosis, The Offshore Pirate, The Bell Jar, The White Tigers, The Shadow and the Wind,On the Road and Indian Camp, all told stories of real people or individuals coming to terms with reality. I found all of these excerpts/stories to be interesting but the above tale appealed to me the most. I really enjoyed reading all the above stories and even though some of them were tough to read (emotionally), I believe the idea behind them was to affect the reader in such a manner.

Project 3: Reflection/Action

What I have done:

1. Rhetoric Analysis.
2. Volunteer Log.
3. Found person for interview.
4. Began designing poster for presentation.

Why/How:

I think all the work I have done so far on Project 3 relates well to my topic of suffering and hope, especially the rhetoric analysis. The volunteering catered well to my newly added hope section for Project 3 and the interview will hopefully combine both the topics of my presentation, providing a real-life story that the viewers can relate to.

Plan of Action:

1. Do interview.
2. Finish poster presentation.
3. Do 'trial' runs with friends and get feedback.
4. Make flyers/hand-outs for presentation day.

Volunteer Log (Project 3)

Project Three Volunteer Log
Eckerd College
Rajeev Rupani


Name of Organization: Southeastern Guide Dogs


Location of Organization: 4210 77th Street East, Palmetto, FL 34221
(941.729.5665)


Volunteer Opportunity: I had the opportunity (through Quest For Meaning) to work with training and looking after guide dogs as well as young puppies, on regular weekends since September.


Review of Volunteering:

What did you do?

I assisted with making puppy food, cleaning kennels, walking and running puppies/dogs, cleaning play areas/yards, doing laundry, cleaning dishes and making bedding for moms (in nursery). I pretty much assisted (along with my QFM group) in taking care of the dogs/puppies over the weekend, when the regular staff was off duty.

When did you do it?

I went on weekends, alternating between Saturdays and Sundays, spending a total of forty hours this semester (four hours per weekend or more). I began in early September and will be going till the weekend before Thanksgiving.

What did you learn?

I learnt a lot about taking care of young puppies and adult dogs, during my volunteer experience there. I also observed how these trained guide dogs needed much work behind the scenes that would train them in assisting visually impaired individuals. I also saw how these guide dogs gave hope for people suffering from loss of visual abilities, to lead a dignified and independent life.

What are your future plans?

I plan on continuing to volunteer there for the rest of the year as it gives me a good break away from school and I feel like I have contributed something back to the community.

Artwork (Project 3 Modes) (new)

Rhetorical Analysis (Project 3)

Rhetorical Analysis

Analytical And Persuasive Writing
Project 3 Modes

Rajeev Rupani

1. Movie: Blood Diamond

Blood Diamond. Dir. Edward Zwick. Perf. Leonardo DiCaprio and Djimon
     Hounsou. Warner Brothers, 2006.

  
    Blood Diamond, a mainstream-cinema movie directed by Edwark Zwick, portrays the violence and suffering caused by the conflict in Sierra Leone over so called ‘blood diamonds’. The story revolves around the individual suffering of a fisherman whose family is taken away from him and displays the indifference shown by some members of the diamond industry, towards the ongoing conflict in the region. The purpose of this movie was to display the actual cost of diamonds from similar conflict-ridden regions, by showing the massacre and human sacrifices that are a result of this trade. The audience for this movie would have to be between the ages of 16 and above, given the violence shown, and could be of either gender. The movie portrays two different views of suffering: personal and mass-scale. The rhetoric appeals effectively and accurately portray the courage and situation of the people in Sierra Leone, while relating to an individual’s fight to save his family. The ethos appeal is shown by the change of heart in Daniel Archer’s character, where he eventually sacrifices his own life in order to save a family from suffering. The archetype of a father is also observed in the fisherman, who is constantly fighting the odds to keep his family together. The pathos appeal is shown by the sensless and emotionless massacre of thousands of innocent people over diamonds, families being torn apart in this conflict and most of all, the in-action and indifferent attitude of the ‘outer world’ towards the plight of these people. The logos appeal is presented throughout this movie because it was based on an event that actually took place. The rhetorical appeals could teach my audience about suffering on a personal and mass-scale (pathos), the difference that one person can make towards easing this suffering (ethos) and how they can relate personally to the suffering that they view around them.

2. Movie: As Good As It Gets

As Good As It Gets. Dir. James L. Brooks. Perf. Jack Nicholson and Helen Hunt.

    TriStar Pictures, 1997.

     As Good As It Gets, directed by James L. Brooks, narrates the story of a person suffering from his indifferent behavior towards other people and how a moment of caring suddenly changes his perspective on life. The purpose of this movie was to show how a small exposure to suffering could change someone, with an indifferent attitude towards suffering, to become more compassionate. The audience for this movie would have to be 16 and above as well, of any gender but a level of acceptance towards homosexuals would be needed to view this movie unbiased. The approach of the rhetoric appeals are important in communicating the purpose of the movie to the reader but the simple and relatable plotline further cements the emotions into the viewer. The ethos appeal is shown by the interesting personality of the main character and his attitude towards society, families, love etc. On the other hand, the neighbor (who changes the main character’s views on suffering) exhibits a polar opposite personality and the female character (Helen Hunt) plays a medium between these two separate ‘worlds’. The pathos appeal is shown by many forms of personal suffering such as the suffering of the neighbour when his house is robbed, the suffering of the waitress when her child is sick and suffering of the dog (initially) when he is away from his owner. The change of heart in the main character, during his interactions with the dog, is clearly displayed using pathos. The logos is shown by the common indifferent attitude adopted by many people in our present society. This movie could teach my audience about how a relatively small exposure to suffering can greatly change one’s attitude towards other people’s pain and how the most indifferent person can be the one to bring about the greatest change (for good) in someone’s suffering.

3. Book: Robinson Crusoe

Defoe, Daniel. Robinson Crusoe. Modern Library, 2001

    Robinson Crusoe, written by Daniel Defoe, tells the story of an individual who is marooned on an island away from his family and befriends a native from the neighboring island. The purpose of this story was to illustrate why personal suffering can be meaningful, through the character of Crusoe, who learns a lot about life, friendship and survival. Given the length of the original novel and the language used, the ideal audience for this novel would have to be about 14 years old or so (minimum), of any gender and would require reading skills. The rhetorical appeals are effective after the shipwreck incident and the pathos appeal of Crusoe’s determination to stay alive is the most successful in communicating the underlying moral of the novel. The ethos is presented through the character of Crusoe, who despairs at first but then adapts and survives in his current surroundings. The determination shown by Crusoe to change his situation gives a sense of purpose to his suffering and makes him a better person in many ways. The pathos is presented in this story through a variety of emotions exhibited by Crusoe such as suffering, despair, determination, loneliness and friendship. The author displays the logos appeal by tackling the theme of being shipwrecked, which was common in those days. This story could teach my audience how suffering without any meaning can indeed be changed and determination is the key to addressing such meaningless suffering. The pathos appeal would be the strongest in empowering my audience into believing that the determination of one individual can alter such situations.

4. Book: Night

Wiesel, Elie. Night. Hill and Wang, 2006.

    Night, a story written by Elie Wiesel, is an autobiography of his experiences during the Holocaust period in World War II. Elie, along with his father, was taken away from his mother and sisters (whom he never saw again) and was put into a death camp in Auschwitz. At Auschwitz, he was forced to work in the labor camp and soon lost his father to disease, along with is will to live on. Allied soldiers, who were coming through Germany, rescued him soon after. The purpose of this personal story was to portray extreme forms of suffering and how this can lead to a complete loss of hope in individuals who experience such situations. The audience would have to be at least 18 years old , given the extensive details of the death camps and such, of any gender and would need a strong heart to read this difficult (in content) story. The rhetoric appeals support the sympathy expected from the reader, given the subject of the novel. The pathos appeal is the strongest in portraying the plight and situation of people who had similar experiences with the Holocaust. The ethos appeal is shown by the author, who goes through a lot of emotional and physical suffering that leads to a loss of faith, hope, loved ones and the will to go on. The pathos is evident in the emotional appeal used by the author, where the author experiences a loss of innocence and willingness to live on, upon encountering such meaningless suffering. The logos appeal is clearly shown as the novel is an autobiography and is thus based on actual events that occurred in author’s life. This personal story could teach my audience how retelling one’s experience of suffering can empower others to be determined in the face of such unimaginable horror. The ethos and pathos combine to bring this empowerment to the reader, while the logos is utilized relating this actual event (Holocaust) to the reader.

5. Song: Hope (Coach Carter)

Mitchell, Carl T., Fredrick Taylor, and Thomas Calloway. Hope. Coach Carter

    O.S.T. Capitol, 2005.

    Hope, a song related to the Coach Carter movie, sings of suffering experienced by the youth of the 21st century. The purpose of this song was to display that hope exists, in many forms, even in dire situations that relate to the youth of today such as, jail, drugs etc. The audience would need to have a specific taste in the genre of rap/hip-hop music, be at least thirteen years old and of any gender. The rhetoric appeals are used throughout the lyrics and connect well with younger people such as college students, who can relate these experiences to themselves especially when they are experiencing a new world of all sorts (college). The ethos is presented in a universal sense, where any listener is the main character to an extent and how some young people take to crime and drugs in the face of unbearable suffering. The pathos appeal is shown to be despair where someone takes the wrong path by giving up. The logos is presented by looking at common situations, such as in low income areas, where alternate ways are found to deal with suffering. This song could teach a good segment of my audience, younger college students and such, about how a change is possible even though the wrong choice might have been made initially and how hope still exists in every situation possible.

6. Artwork (changed not similar to previous posting of four modes-> see above post for artwork)

Jackup Sunrise. Jackup Sunrise. 2005. Google Images. Flickr. 15 Nov. 2008 . .

    The artwork above, taken by an anonymous individual, captures a typical sunrise off a beach or coast. The purpose of this photograph could be as simple as to show a sunrise or to instill a sense of hope and beauty in the viewer. The audience could be of any age and gender, as long as they view and admire the moment. The rhetoric appeals automatically support the image, given the location and subject of the photograph. The ethos appeal is shown by the person taking the photograph, who must have experienced a beautiful moment that he or she wasn’t to share with the rest of the world. The pathos appeal is presented by the sense of peace and new beginnings that is exhibited by the photograph. The logos appeal is shown by the fact that the photograph must represent an actual event and also through the cycle of the sun: darkness is soon followed by light, night by day and so on. This photograph could be used to teach my audience about the cycle of life and how suffering is not without an end because even one ray of hope can eliminate darkness. The audience can also be empowered to build hope, one step at a time, until the balance is restored.

Vogler Annotation (p.293 - 312)

Analytical and Persuasive Writing
Annotated Bibliography
Vogler (p.293 – 312)
Rajeev Rupani

Vogler, Christopher. The Writer's Journey (Mythic Structure for Writers). 3rd ed. Studio City, CA: Michael Wiese Productions, 2007. 293-312.

Summary:

    Vogler discusses the Writer’s Journey and the concept of stories being “alive” as well as “responding to human emotions”. Vogler connects the Hero’s Journey and the Writer’s Journey by listing out similar stages that are followed by the writer when “setting out to write a story”. Following this, Vogler describes the art of writing as “magic” by relating spelling words to “magical symbols” and by explaining that “words have power to hurt or heal”. Using this latter concept, the connection and similarities between writers and shamans are discussed. Finally, the concepts of “solitude” and “traveling to another world” are shown to be necessary for the writer, in order to answer the “ageless” questions of the reader.

    Vogler provides a brief account of his first encounter with Disney (in the 1980s) before making several propositions, the most important of which is that “stories are somehow alive, conscious, and responsive to human emotions and wishes”. The idea of stories inducing a “change” in the reader is then described and the underlying concepts behind the story of “Rumpelstiltskin” are then discussed. Vogler connects the assumptions associated with the “faerie folk” to several points in the story, such as the want for the human child and the attraction towards human emotions. This then leads to the “power of wishing” idea, where Vogler probes wishing as being “an underlying principle of storytelling” and the “orientation” of the audience. Vogler points out that the wish of the hero is often granted but also in a way “that teaches the hero a lesson about life”. This leads into the confusion of the hero (initially) between “wants” and “needs” and how the lesson of a story is often presented in the “NOBA” (Not Only..But Also) format. Vogler then proceeds to discuss how the audience can relate with hero’s sympathetic situation and adopt his/her “wishes” by identifying them as their own. Vogler concludes this section by explaining the evolution of a character (in a story) from wishing to “willing” and how this action can have pros and cons as well. The wishing and willing states are described as “important tools for story-tellers and necessary stages for everyone’s development.”

Reaction:

    Vogler makes a very essential connection between the writer and the hero, which has been hinted at throughout the text. By stating that the “boundaries of space and time and even the limitations of death can be transcended”, Vogler puts forth the image of writers having some sort of godly powers. As an avid reader, I do believe part of this to be true but the journey made by the reader (while reading the story) should also be credited to their imagination. On the other hand, the discussion of writers as shamans was a very interesting one because I had not thought of such a connection before. A few stories provide underlying answers to some of life’s difficult questions or provide a path to finding such answers. The conclusion chapter, where Vogler provides the proposition of stories being “alive”, was a great read. I have been influenced by several stories without even knowing the effect that they have had upon my choices in life. Looking back at such influences, it was not hard to imagine stories being alive and breathing entities in themselves. I recalled my experiences from wishing to willing when I began my memoir project and understood the emphasis of these “tools”, when relating to the audience. I hope to have developed into a better writer by the end of this course and Vogler’s so-called “guide” will also be a useful “tool” to me when I encounter my hero’s journeys throughout life.

Questions:

1. Did the reading of this text affect your decisions throughout this term? If so, how?

2. What was one story/novel that you felt was “alive” and influenced or changed you in some manner?

3. How do you perceive Vogler’s connections between the writer, hero and audience? Do you approve or disapprove of them?

Vogler Annotation (p,230 - 290)

I did read the chapter, which was interesting, but did not have time to write up the annotation. Hence:

GET OUT OF JAIL FREE CARD (None Left After This)

Four Modes for Project 3

• Songs:

1. Hope: Faith Evans and Twista (Lyrics, Video)
2. How Will I Know - The Clouds Project (Link)

• Movies:

                                   

• Novels (Fiction):

1. Robinson Crusoe (Daniel Defoe)
2. Night (Elie Wiesel)

• Art Work:

                                                              

Voting in India

Since I was not able to vote in the recent US Presidential Elections (Go OBAMA!! btw) I decided to look up the procedure on how I would vote in the Indian Parliamentary Elections (to choose the Prime Minister and such). I found out, to my amazement, that I could NOT vote while I was not present in India. Since I am a Non-Resident Indian (NRI), I can only vote if I am physically present in India. However, many NRIs have objected to this rule and some work is being done to revise it so we can also have an 'absentee' vote, like the United States does. I will hopefully be able to vote in the next Indian elections but till then:

GO OBAMA!!

Tuesday Nov 4th Peer Review

My peer was able to read through my draft and give some important comments and suggestions by the end of class. He commented that I had many great ideas but I was cramming them one after another in my research paper. He suggested that I expand and discuss a few of these ideas in detail and maybe split paragraphs (from one to two) in some areas of my paper. He also commented that I had a very strong introduction paragraph and the conclusion could be better if I could further connect it with some critical examples that I referred to in the paper (or ideas that I had not developed). He noticed my missing refutation paragraph and suggested that I include some positive responses to human suffering as well. He also suggested that I use a quote to finish my paper (in the conclusion) which would make an impact on my reader and get the main ideas across. Overall, he liked the premise of my paper but suggested a few critical but good changes that would only make its impact on the reader stronger.

Vogler Annotation p.197-228

Get out of jail free card used (1 remaining)

Halloween and Vogler

I was a Viking Barbarian Warrior for this Halloween and represented a Shadow-Threshold Guardian. In the hero's journey, as discussed by Vogler, my main goal would be to provide a physical (rather than a mental) test for the hero so that he/she can test her strength at a particular stage. I would be a recurring Threshold Guardian with the underlying and unknown agenda of helping the hero gain experience. I would also be a hero undertaking my own journey but with completely different motives, which would involve putting the hero in harm's way for my own good. This sort of Threshold Guardian would also be a typical Shadow that the hero would finally have to vanquish at the end, in order to obtain the Reward and return home. I would also represent the hero's darkest fears, which they avoid until the last possible moment, and would then have to face in a life-and-death situation.