Rhetorical Analysis Of An Oration Essay - 1892 Words

An important question in American Revolutionary history is how the public transformed from a loyal British population into a radical, revolutionary one. Speakers like John Hancock helped precipitate this change by capitalizing on a growing resentment toward Colonial rule and used this momentum to outline a plan of action. In analyzing his speech, â€Å"An Oration; Delivered March 5, 1774, at the Request of the Inhabitants of the Town of Boston: to Commemorate the Bloody Tragedy of the Fifth of March 1770,† it is equally important to understand the audience as it is to understand the rhetoric and motivations of the speaker. The speech was so effective because John Hancock drew upon the public memory of the Boston â€Å"Massacre† (whether or not it was factually accurate) and connected it to the recent Boston Tea Party. Hancock capitalizes on a common grievance to advocate for unification and build support for more radical measures such as creating militias. Hancock gives his speech only four years after the Boston â€Å"Massacre;† presumably, most in the crowd could rely on their own memories for a complete depiction of the scene. But Hancock reminds his listeners again with vivid detail: â€Å"[I]n such quick succession we felt the extremes of grief, astonishment, and rage; when Heaven in anger, for a dreadful moment, suffer’d Hell to take the reins; when Satan with his chosen band open’d the sluices of New-England’s blood, and sacrilegiously polluted our land with the dead bodies of herShow MoreRelatedCicero s First Catilinarian Oration Essay1725 Words   |  7 PagesCicero’s First Catilinarian Oration: A Rhetorical and Literary Analysis â€Å"The pen is mightier than the sword.† As a youth, I disagreed with this statement. How could a pen ever defeat a sword? Over time, I have come to understand how words and speech can influence generations more than just fear or force. Cicero’s speeches are prime examples of how rhetoric is more powerful than military prowess or use of arms. His rhetoric influenced public policy and successive generations. Unlike Caesar and PompeyRead MoreAnalysis Of Cicero s Oration : An Artifact Where Persuasion Is Working At Its Best.966 Words   |  4 PagesThe persuasion analyzed in Cicero’s oration can be seen across many contemporary artifacts, but Blackfish is an artifact where persuasion is working at its best. Blackfish is a documentary that was released in 2013 by Gabriela Cowperthwaite. This documentary tells the story of killer whales in captivity, with a large portion of the story surrounding Tilikum. Tilikum is an orca who has severely hurt or killed several tr ainers while in captivity. The documentary’s website states that the film aimsRead MoreRhetoric and Betrayal in Julius Caeser Play1486 Words   |  6 Pagesterrifically-persuasive speech that he claims to be a funeral oration for Caesar, but is truly a cleverly-shrouded undermining to Brutus’s speech. Antony’s speech is able to not only gain him the crowd’s support, but causes the crowd to completely disregard what Brutus had said only moments earlier. The persuasion and manipulation used by the characters throughout this piece of literature, shows how rhetorical modes of persuasion, rhetorical devices, and cultural experiences can combine to forward theRead MoreRhetorical Analysis Of A More Perfect Union 1162 Words   |  5 PagesRhetorical Analysis Essay â€Å"A More Perfect Union†: Obama, Race, and the Necessity to Unite Philadelphia, March 2008. Neither that city nor year suggests a crucial event in American racial history. It’s not Birmingham in 1961, or Washington, D.C. in 1963. However, on March 18, 2008, at the National Constitution Center in Philadelphia, Pennsylvania, soon-to-be President Barack Obama, a black man with an African father, took the stage and delivered a speech that would paint the racial landscape ofRead MoreEssay on Martin Luther King Rhetorical Analysis1420 Words   |  6 Pagesspeaker, who established a strong command of rhetorical strategies. By his eloquent use of ethos, logos, and pathos, as well as his command of presentation skills and rhetorical devices, King was able to persuade his generation that the Negro is not free (King 1). His speech became the rallying cry for civil rights and lives on as an everlasting masterpiece. It is necessary to first understand Kings arguments before delving into the actual analysis. Kings main argument is that African-AmericansRead MoreThe Role of Persuasion in Julius Caesar Essay examples1066 Words   |  5 Pages In this statement, Antony is trying to persuade the audience to think that Caesar is a good man as he refused the crown and through this he is trying to emphasize on the goodness of Caesar. So Antony, a friend of Caesar, when speaking a funeral oration over Caesar’s body, he spectacularly persuaded the audience to withdraw their support from Brutus and condemn him and the conspirators as a traitor. Antony engages masterful rhetoric to stir the crowd to revolt against the conspirators.†3 AnotherRead MoreEssay on I have a dream748 Words   |  3 Pagesspeeches in history and the top American speech of the 20th century. A careful analysis of the speech reveals that it is well researched and skillfully organized. It falls into two parts- the first part portrays the American nightmare of racial injustice , the second half paints the dream of a better, fairer future of racial harmony and integration. It is a masterpiece of oration and it employs a number of rhetorical devices to communicate its message. They are a) Allusion, b) Anaphora and c) AlliterationRead MoreFamous Speeches Of The Great Awakening3901 Words   |  16 Pagesbest examples of this type of eulogistic rhetoric include Cicero’s de Orator and Pericles Funeral oration. Stylistically the structure of these orations typically concentrated heavily on the mourning of the deceased and then transitioned into the celebration of their life. (Kent, 2007). While the traditional Greek structure lasted many decades, as early as the 1700’s a shift in style of funeral orations began to emerge. Many attribute this stylistic change to the Great Awakening as new Protestant sectsRead MoreRhetorical Analysis Of John F. Kennedy s Inaugural Address Essay1566 Words   |  7 Pages NOT PRIDE BUT FREEDOM: Rhetorical Analysis of John F. Kennedy’s Inaugural Address Tanner A. Woody Anderson University On January 20, 1961, John Fitzgerald Kennedy delivered a speech with a backdrop of snow and a twenty-degree wind blowing in his face in Washington D.C. In his speech, he starts off with saying that his victory is not for a party but it is for freedom. At the climax of his speech, JFK delivers a call to action which is also the most well-known line from his speech:Read MoreCritical Analysis Essay: On The Death Of Osama Bin Laden1896 Words   |  8 PagesCritical Analysis Essay: On the Death of Osama Bin Laden By Barack Obama Introduction When President Barrack Obama mentioned of the September 11th attack, for a moment the wounds left in the hearts of the Americans started bleeding again. There was nothing that could that could stop the bleeding other than one statement: â€Å"the perpetrator of the attack has been brought to justice†. On the night of 2nd May 2011, the Americans were woken up by the unusual speech delivered by the 44th president of

Act 3 Scene 1 Of Hamlet - 1279 Words

In Act 3 scene 1 of Hamlet we are faced with the soliloquy that contains one of the most famous lines from English literature: â€Å"To be, or not to be – that is the question† (III.i.57). This passage tends to show a large amount of evidence of the theme â€Å"Action vs. Contemplation†. Through poetic devices, tone, and sensory imagery we are able to analyze the theme and Hamlet’s tragic flaw: indecisiveness/inability to act. Poetic devices are a great way to develop a point efficiently. Within Hamlets soliloquy we see several instances of these poetic devices that work towards the theme of â€Å"Action vs. Contemplation†. Hamlet uses personification within the lines: â€Å"And thus the native hue resolution / Is sicklied o’er with the pale cast of†¦show more content†¦He then uses a hyperbole by calling it a sea of troubles. The hyperbole demonstrates how he is drowning in his responsibilities to old king Hamlet and his morals. We also spot Hamlet exhibiting some hubris here in the way he is against what future and fate has in store for him. In this soliloquy we also observe the use of sensory imagery to spearhead the theme along. Hamlet paints an image of a river that is weakened by changing the direction of the current. He declares, â€Å"With this regard their currents turn awry/ And lose the name of action,† (III.i.88-89). We have visual imagery of a river whose current has begun to flow differently. This river can no longer move with the power of a raging rapid, they are weakened due to this massive change in their life. Hamlet is similar to this river; his father has been killed and his uncle is now his step-father. This is a colossal change in his life that has drastically weakened him. He must make a giant change to his life yet again and he will never know how this will turn out for him. We see his attentiveness in the quote: â€Å"And by a sleep say we end / The heart-ache and thousand natural shocks / That flesh is heir to,† (III.i.62-64). Contemplating killing himself we notice that all he truly wants is for the heartache to end. With organic imagery Shakespeare makes this incredibly relatable to most audiences. The majority of people have had – or will have - aShow MoreRelatedEssay on Hamlet Act 3 Scene 1: To Be or Not To Be588 Words   |  3 PagesHamlet Act 3 Scene 1: Hamlet’s â€Å"To Be Or Not To Be† Soliloquy Hamlet’s â€Å"To be or not to be† soliloquy is conceivably the most prominent soliloquy in the archive of the theatre. Even now, more than 400 years after it was originally written there is still an air of familiarity that reaches others even if they do not know the play itself in detail. In act 3, scene 1, Hamlet’s â€Å"To be or not to be† Soliloquy is critical in developing the plot because this is when Hamlet discusses his most suicidalRead MoreWhat Is The Adaptation Of Hamlet Act 3 Scene 11257 Words   |  6 PagesAct 3 scene 1 of Hamlet as told by William Shakespeare shows Hamlets digression into depression. Within the words of the play, hides why Hamlet is moving into a depression. This is because of the death of his father. At a young age he lost his father, but not like any other person has. Hamlet Sr. was murdered by his own brother and then comes to his son to ask for him to avenge his death, by killing his uncle. Shakespeare’s adapta tion shows a very narrow version of why Hamlet is internally strugglingRead MoreAct 3 Scene 1 Of William Shakespeare s Hamlet Essay947 Words   |  4 PagesIn act 3 scene 1 of William Shakespeare â€Å"Hamlet† the main protagonist, Hamlet, recites a soliloquy â€Å"To be, or not to be.† Throughout his lines Hamlet explains the concept of suicide and why people choose to live long lives instead of ending their suffering. The main point he speaks on is the mystery of one’s afterlife, they never know for sure what happens when they die. For this reason, his speech does a good job highlighting the plays underlying themes of pervasiveness of death, and tragic dilemmaRead MoreHamlets Relationships1690 Words   |  7 PagesShakespeares Hamlet, the character of Hamlet has many relationships with all characters. The theme human relationships is very strong in this play. A human relationship is a logical or natural association between two or more people. Hamlet has m any of these associations with King Hamlets Ghost, Gertrude, Claudius, Ophelia, Polonius, Horatio, Rosencrantz and Guildenstern. Many of his relationships are just and unjust according to the characters flaws and feelings. The ghost of King Hamlet playedRead MoreAudience to This Act in David Tennant ´s Hamlet1244 Words   |  5 Pagesof Hamlet: Hamlet’s father is killed, Hamlet’s mother marries the evil Uncle, everyone thinks Hamlet has gone mad, and almost everyone dies at the end. In David Tennant’s version of Hamlet, the use of the characters’ physical antics, interactions with each other, the stark similarities between the characters, and the way they dress, changes how the audience interprets each character’s actions and contribution to the play as a whole, which then determines how successful this version of Hamlet is.Read MoreEssay on The Destruction of Love Between Hamlet and Ophelia1643 Words   |  7 Pagesof Love Between Hamlet and Ophelia      Ã‚  Ã‚  Ã‚   Ophelia describes Hamlet as the courtiers soldier, scholars eye, tongue and sword, Thexpectancy and rose of fair state, the glass of fashion and the mould of form, Thobserved of all observers (Act 3 Scene 1) He is the ideal man. But, after his madness and the death of her father she sees him as a noble mind oer thrown! (Act 3 Scene 1). Ophelia suffers from Hamlets disillusionment; his attitude to her in Act 3 Scene 1 is hard to explainRead MoreEssay about Hamlet - He Loves Her? He Loves Her Not?934 Words   |  4 PagesThe Elizabethan play Hamlet by William Shakespeare is without a doubt one of Shakespeare’s most puzzling plays. Although the play has a concise story, it is filled with many questions pertaining to different topics behind the story line. One question in particular is did Hamlet really love Ophelia? This argument can be supported in both directions, however I feel that Hamlet did love Ophelia. Support for this decision comes from Hamletâ €™s treatment towards Ophelia in Act 3, Scene 2, and at Ophelia’sRead MoreDoes Hamlet Truly Love Ophelia957 Words   |  4 PagesDoes Hamlet Truly love Ophelia? In William Shakespeare’s Hamlet, many arguments have been argued as to whether or not Hamlet is really in love with Ophelia. I believe that there is a lot of evidence arguing that Hamlet never loved Ophelia and that he was just using her. By the way he acts around Ophelia when he is alone with her, he shows that his feelings for her are true. Hamlet shows throughout the play that he is really in love with Ophelia. One piece of evidence showing that Hamlet reallyRead MoreAudience to This Act: Hamlet1169 Words   |  5 PagesThe story of Hamlet is very well known: Hamlet’s father is killed, Hamlet’s mother marries the evil Uncle, everyone thinks Hamlet has gone mad, and almost everyone dies at the end of the play. The play also includes the classic ill -fated love story, which in this case involves Hamlet and Ophelia. In David Tennant’s version of Hamlet, Hamlet and Ophelia have many similar character flaws. These character flaws manifest themselves in several different ways, which ultimately leads to the downfall ofRead MoreHamlet : A Flawed Anti-Tragic Hero1715 Words   |  7 PagesAristotle’s poetics have long been considered the go-to guide for determining well written â€Å"poetry†, most notably in comedies and tragedies. Hamlet, like many of Shakespeare’s plays, is considered to be a tragedy although there is room to debate whether or not its pro tagonist is the quintessential tragic hero or a deeply flawed anti-tragic hero. Evaluating Hamlet using Aristotle’s theories, especially considering the criticism Shakespeare received for seemingly defying these ideals, may be the most

The Golden Compass Chapter Fifteen Free Essays

string(54) " expecting jeers and teasing, they didn’t come\." Chapter Fifteen The Daemon Cages It wasn’t Lyra’s way to brood; she was a sanguine and practical child, and besides, she wasn’t imaginative. No one with much imagination would have thought seriously that it was possible to come all this way and rescue her friend Roger; or, having thought it, an imaginative child would immediately have come up with several ways in which it was impossible. Being a practiced liar doesn’t mean you have a powerful imagination. We will write a custom essay sample on The Golden Compass Chapter Fifteen or any similar topic only for you Order Now Many good liars have no imagination at all; it’s that which gives their lies such wide-eyed conviction. So now that she was in the hands of the Oblation Board, Lyra didn’t fret herself into terror about what had happened to the gyptians. They were all good fighters, and even though Pantalaimon said he’d seen John Faa shot, he might have been mistaken; or if he wasn’t mistaken, John Faa might not have been seriously hurt. It had been bad luck that she’d fallen into the hands of the Samoyeds, but the gyptians would be along soon to rescue her, and if they couldn’t manage it, nothing would stop lorek Byrnison from getting her out; and then they’d fly to Svalbard in Lee Scoresby’s balloon and rescue Lord Asriel. In her mind, it was as easy as that. So next morning, when she awoke in the dormitory, she was curious and ready to deal with whatever the day would bring. And eager to see Roger – in particular, eager to see him before he saw her. She didn’t have long to wait. The children in their different dormitories were woken at half-past seven by the nurses who looked after them. They washed and dressed and went with the others to the canteen for breakfast. And there was Roger. He was sitting with five other boys at a table just inside the door. The line for the hatch went right past them, and she was able to pretend to drop a handkerchief and crouch to pick it up, bending low next to his chair, so that Pantalaimon could speak to Roger’s daemon Salcilia. She was a chaffinch, and she fluttered so wildly that Pantalaimon had to be a cat and leap at her, pinning her down to whisper. Such brisk fights or scuffles between children’s daemons were common, luckily, and no one took much notice, but Roger went pale at once. Lyra had never seen anyone so white. He looked up at the blank haughty stare she gave him, and the color flooded back into his cheeks as he brimmed over with hope, excitement, and joy; and only Pantalaimon, shaking Salcilia firmly, was able to keep Roger from shouting out and leaping up to greet his best friend, his comrade in arms, his Lyra. But he saw how she looked away disdainfully, and he followed her example faithfully, as he’d done in a hundred Oxford battles and campaigns. No one must know, of course, because they were both in deadly danger. She rolled her eyes at her new friends, and they collected their trays of cornflakes and toast and sat together, an instant gang, excluding everyone else in order to gossip about them. You can’t keep a large group of children in one place for long without giving them plenty to do, and in some ways Bolvangar was run like a school, with timetabled activities such as gymnastics and â€Å"art.† Boys and girls were kept separate except for breaks and mealtimes, so it wasn’t until midmorning, after an hour and a half of sewing directed by one of the nurses, that Lyra had the chance to talk to Roger. But it had to look natural; that was the difficulty. All the children there were more or less at the same age, and it was the age when most boys talk to boys and girls to girls, each making a conspicuous point of ignoring the opposite sex. She found her chance in the canteen again, when the children came in for a drink and a biscuit. Lyra sent Pantalaimon, as a fly, to talk to Salcilia on the wall next to their table while she and Roger kept quietly in their separate groups. It was difficult to talk while your daemon’s attention was somewhere else, so Lyra pretended to look glum and rebellious as she sipped her milk with the other girls. Half her thoughts were with the tiny buzz of talk between the daemons, and she wasn’t really listening, but at one point she heard another girl with bright blond hair say a name that made her sit up. It was the name of Tony Makarios. As Lyra’s attention snapped toward that, Pantalaimon had to slow down his whispered conversation with Roger’s daemon, and both children listened to what the girl was saying. â€Å"No, I know why they took him,† she said, as heads clustered close nearby. â€Å"It was because his daemon didn’t change. They thought he was older than he looked, or summing, and he weren’t really a young kid. But really his daemon never changed very often because Tony hisself never thought much about anything. I seen her change. She was called Ratter†¦Ã¢â‚¬  â€Å"Why are they so interested in daemons?† said Lyra. â€Å"No one knows,† said the blond girl. â€Å"I know,† said one boy who’d been listening. â€Å"What they do is kill your daemon and then see if you die.† â€Å"Well, how come they do it over and over with different kids?† said someone. â€Å"They’d only need to do it once, wouldn’t they?† â€Å"I know what they do,† said the first girl. She had everyone’s attention now. But because they didn’t want to let the staff know what they were talking about, they had to adopt a strange, half-careless, indifferent manner, while listening with passionate curiosity. â€Å"How?† said someone. † ‘Cause I was with him when they came for him. We was in the linen room,† she said. She was blushing hotly. If she was expecting jeers and teasing, they didn’t come. You read "The Golden Compass Chapter Fifteen" in category "Essay examples" All the children were subdued, and no one even smiled. The girl went on: â€Å"We was keeping quiet and then the nurse came in, the one with the soft voice. And she says, Come on, Tony, I know you’re there, come on, we won’t hurt you†¦.And he says, What’s going to happen? And she says, We just put you to sleep, and then we do a little operation, and then you wake up safe and sound. But Tony didn’t believe her. He says – â€Å" â€Å"The holes!† said someone. â€Å"They make a hole in your head like the Tartars! I bet!† â€Å"Shut up! What else did the nurse say?† someone else put in. By this time, a dozen or more children were clustered around her table, their daemons as desperate to know as they were, all wide-eyed and tense. The blond girl went on: â€Å"Tony wanted to know what they was gonna do with Ratter, see. And the nurse says, Well, she’s going to sleep too, just like when you do. And Tony says, You’re gonna kill her, en’t yer? 1 know you are. We all know that’s what happens. And the nurse says, No, of course not. It’s just a little operation. Just a little cut. It won’t even hurt, but we put you to sleep to make sure. All the room had gone quiet now. The nurse who’d been supervising had left for a moment, and the hatch to the kitchen was shut so no one could hear from there. â€Å"What sort of cut?† said a boy, his voice quiet and frightened. â€Å"Did she say what sort of cut?† â€Å"She just said, It’s something to make you more grown up. She said everyone had to have it, that’s why grownups’ daemons don’t change like ours do. So they have a cut to make them one shape forever, and that’s how you get grown up.† â€Å"But – â€Å" â€Å"Does that mean – â€Å" â€Å"What, all grownups’ve had this cut?† â€Å"What about – â€Å" Suddenly all the voices stopped as if they themselves had been cut, and all eyes turned to the door. Sister Clara stood there, bland and mild and matter-of-fact, and beside her was a man in a white coat whom Lyra hadn’t seen before. â€Å"Bridget McGinn,† he said. The blond girl stood up trembling. Her squirrel daemon clutched her breast. â€Å"Yes, sir?† she said, her voice hardly audible. â€Å"Finish your drink and come with Sister Clara,† he said. â€Å"The rest of you run along and go to your classes.† Obediently the children stacked their mugs on the stainless-steel trolley before leaving in silence. No one looked at Bridget McGinn except Lyra, and she saw the blond girl’s face vivid with fear. The rest of that morning was spent in exercise. There was a small gymnasium at the station, because it was hard to exercise outside during the long polar night, and each group of children took turns to play in there, under the supervision of a nurse. They had to form teams and throw balls around, and at first Lyra, who had never in her life played at anything like this, was at a loss what to do. But she was quick and athletic, and a natural leader, and soon found herself enjoying it. The shouts of the children, the shrieks and hoots of the daemons, filled the little gymnasium and soon banished fearful thoughts; which of course was exactly what the exercise was intended to do. At lunchtime, when the children were lining up once again in the canteen, Lyra felt Pantalaimon give a chirrup of recognition, and turned to find Billy Costa standing just behind her. â€Å"Roger told me you was here,† he muttered. â€Å"Your brother’s coming, and John Faa and a whole band of gyptians,† she said. â€Å"They’re going to take you home.† He nearly cried aloud with joy, but subdued the cry into a cough. â€Å"And you got to call me Lizzie,† Lyra said, â€Å"never Lyra. And you got to tell me everything you know, right.† They sat together, with Roger close by. It was easier to do this at lunchtime, when children spent more time coming and going between the tables and the counter, where bland-looking adults served equally bland food. Under the clatter of knives and forks and plates Billy and Roger both told her as much as they knew. Billy had heard from a nurse that children who had had the operation were often taken to hostels further south, which might explain how Tony Makarios came to be wandering in the wild. But Roger had something even more interesting to tell her. â€Å"I found a hiding place,† he said. â€Å"What? Where?† â€Å"See that picture†¦Ã¢â‚¬  He meant the big photogram of the tropical beach. â€Å"If you look in the top right corner, you see that ceiling panel?† The ceiling consisted of large rectangular panels set in a framework of metal strips, and the corner of the panel above the picture had lifted slightly. â€Å"I saw that,† Roger said, â€Å"and I thought the others might be like it, so I lifted ’em, and they’re all loose. They just lift up. Me and this boy tried it one night in our dormitory, before they took him away. There’s a space up there and you can crawl inside†¦.† â€Å"How far can you crawl in the ceiling?† â€Å"I dunno. We just went in a little way. We reckoned when it was time we could hide up there, but they’d probably find us.† Lyra saw it not as a hiding place but as a highway. It was the best thing she’d heard since she’d arrived. But before they could talk any more, a doctor banged on a table with a spoon and began to speak. â€Å"Listen, children,† he said. â€Å"Listen carefully. Every so often we have to have a fire drill. It’s very important that we all get dressed properly and make our way outside without any panic. So we’re going to have a practice fire drill this afternoon. When the bell, rings you must stop whatever you’re doing and do what the nearest grownup says. Remember where they take you. That’s the place you must go to if there’s a real fire.† Well, thought Lyra, there’s an idea. During the first part of the afternoon, Lyra and four other girls were tested for Dust. The doctors didn’t say that was what they were doing, but it was easy to guess. They were taken one by one to a laboratory, and of course this made them all very frightened; how cruel it would be, Lyra thought, if she perished without striking a blow at them! But they were not going to do that operation just yet, it seemed. â€Å"We want to make some measurements,† the doctor explained. It was hard to tell the difference between these people: all the men looked similar in their white coats and with their clipboards and pencils, and the women resembled one another too, the uniforms and their strange bland calm manner making them all look like sisters. â€Å"I was measured yesterday,† Lyra said. â€Å"Ah, we’re making different measurements today. Stand on the metal plate – oh, slip your shoes off first. Hold your daemon, if you like. Look forward, that’s it, stare at the little green light. Good girl†¦Ã¢â‚¬  Something flashed. The doctor made her face the other way and then to left and right, and each time something clicked and flashed. â€Å"That’s fine. Now come over to this machine and put your hand into the tube. Nothing to harm you, I promise. Straighten your fingers. That’s it.† â€Å"What are you measuring?† she said. â€Å"Is it Dust?† â€Å"Who told you about Dust?† â€Å"One of the other girls, I don’t know her name. She said we was all over Dust. I en’t dusty, at least I don’t think I am. I had a shower yesterday.† â€Å"Ah, it’s a different sort of dust. You can’t see it with your ordinary eyesight. It’s a special dust. Now clench your fist – that’s right. Good. Now if you feel around in there, you’ll find a sort of handle thing – got that? Take hold of that, there’s a good girl. Now can you put your other hand over this way – rest it on this brass globe. Good. Fine. Now you’ll feel a slight tingling, nothing to worry about, it’s just a slight anbaric current†¦.† Pantalaimon, in his most tense and wary wildcat form, prowled with lightning-eyed suspicion around the apparatus, continually returning to rub himself against Lyra. She was sure by now that they weren’t going to perform the operation on her yet, and sure too that her disguise as Lizzie Brooks was secure; so she risked a question. â€Å"Why do you cut people’s daemons away?† â€Å"What? Who’s been talking to you about that?† â€Å"This girl, I dunno her name. She said you cut people’s daemons away.† â€Å"Nonsense†¦Ã¢â‚¬  He was agitated, though. She went on: ‘†Cause you take people out one by one and they never come back. And some people reckon you just kill ’em, and other people say different, and this girl told me you cut – â€Å" â€Å"It’s not true at all. When we take children out, it’s because it’s time for them to move on to another place. They’re growing up. I’m afraid your friend is alarming herself. Nothing of the sort! Don’t even think about it. Who is your friend?† â€Å"I only come here yesterday, I don’t know anyone’s name.† â€Å"What does she look like?† â€Å"I forget. I think she had sort of brown hair†¦light brown, maybe†¦! dunno.† The doctor went to speak quietly to the nurse. As the two of them conferred, Lyra watched their daemons. This nurse’s was a pretty bird, just as neat and incurious as Sister Clara’s dog, and the doctor’s was a large heavy moth. Neither moved. They were awake, for the bird’s eyes were bright and the moth’s feelers waved languidly, but they weren’t animated, as she would have expected them to be. Perhaps they weren’t really anxious or curious at all. Presently the doctor came back and they went on with the examination, weighing her and Pantalaimon separately, looking at her from behind a special screen, measuring her heartbeat, placing her under a little nozzle that hissed and gave off a smell like fresh air. In the middle of one of the tests, a loud bell began to ring and kept ringing. â€Å"The fire alarm,† said the doctor, sighing. â€Å"Very well. Lizzie, follow Sister Betty.† â€Å"But all their outdoor clothes are down in the dormitory building, Doctor. She can’t go outside like this. Should we go there first, do you think?† He was annoyed at having his experiments interrupted, and snapped his fingers in irritation. â€Å"I suppose this is just the sort of thing the practice is meant to show up,† he said. â€Å"What a nuisance.† â€Å"When I came yesterday,† Lyra said helpfully, â€Å"Sister Clara put my other clothes in a cupboard in that first room where she looked at me. The one next door. I could wear them.† â€Å"Good idea!† said the nurse. â€Å"Quick, then.† With a secret glee, Lyra hurried there behind the nurse and retrieved her proper furs and leggings and boots, and pulled them on quickly while the nurse dressed herself in coal silk. Then they hurried out. In the wide arena in front of the main group of buildings, a hundred or so people, adults and children, were milling about: some in excitement, some in irritation, many just bewildered. â€Å"See?† one adult was saying. â€Å"It’s worth doing this to find out what chaos we’d be in with a real fire.† Someone was blowing a whistle and waving his arms, but no one was taking much notice. Lyra saw Roger and beckoned. Roger tugged Billy Costa’s arm and soon all three of them were together in a maelstrom of running children. â€Å"No one’ll notice if we take a look around,† said Lyra. â€Å"It’ll take ’em ages to count everyone, and we can say we just followed someone else and got lost.† They waited till most of the grownups were looking the other way, and then Lyra scooped up some snow and rammed it into a loose powdery snowball, and hurled it at random into the crowd. In a moment all the children were doing it, and the air was full of flying snow. Screams of laughter covered completely the shouts of the adults trying to regain control, and then the three children were around the corner and out of sight. The snow was so thick that they couldn’t move quickly, but it didn’t seem to matter; no one was following. Lyra and the others scrambled over the curved roof of one of the tunnels, and found themselves in a strange moonscape of regular hummocks and hollows, all swathed in white under the black sky and lit by reflections from the lights around the arena. â€Å"What we looking for?† said Billy. â€Å"Dunno. Just looking,† said Lyra, and led the way to a squat, square building a little apart from the rest, with a low-powered anbaric light at the corner. The hubbub from behind was as loud as ever, but more distant. Clearly the children were making the most of their freedom, and Lyra hoped they’d keep it up for as long as they could. She moved around the edge of the square building, looking for a window. The roof was only seven feet or so off the ground, and unlike the other buildings, it had no roofed tunnel to connect it with the rest of the station. There was no window, but there was a door. A notice above it said ENTRY STRICTLY FORBIDDEN in red letters. Lyra set her hand on it to try, but before she could turn the handle, Roger said: â€Å"Look! A bird! Or – â€Å" His or was an exclamation of doubt, because the creature swooping down from the black sky was no bird at all: it was someone Lyra had seen before. â€Å"The witch’s daemon!† The goose beat his great wings, raising a flurry of snow as he landed. â€Å"Greetings, Lyra,† he said. â€Å"I followed you here, though you didn’t see me. I have been waiting for you to come out into the open. What is happening?† She told him quickly. â€Å"Where are the gyptians?† she said. â€Å"Is John Faa safe? Did they fight off the Samoyeds?† â€Å"Most of them are safe. John Faa is wounded, though not severely. The men who took you were hunters and raiders who often prey on parties of travelers, and alone they can travel more quickly than a large party. The gyptians are still a day’s journey away.† The two boys were staring in fear at the goose daemon and at Lyra’s familiar manner with him, because of course they’d never seen a daemon without his human before, and they knew little about witches. Lyra said to them, â€Å"Listen, you better go and keep watch, right. Billy, you go that way, and Roger, watch out the way we just come. We en’t got long.† They ran off to do as she said, and then Lyra turned back to the door. â€Å"Why are you trying to get in there?† said the goose daemon. â€Å"Because of what they do here. They cut – † she lowered her voice, â€Å"they cut people’s daemons away. Children’s. And I think maybe they do it in here. At least, there’s something here, and I was going to look. But it’s locked†¦.† â€Å"I can open it,† said the goose, and beat his wings once or twice, throwing snow up against the door; and as he did, Lyra heard something turn in the lock. â€Å"Go in carefully,† said the daemon. Lyra pulled open the door against the snow and slipped inside. The goose daemon came with her. Pantalaimon was agitated and fearful, but he didn’t want the witch’s daemon to see his fear, so he had flown to Lyra’s breast and taken sanctuary inside her furs. As soon as her eyes had adjusted to the light, Lyra saw why. In a series of glass cases on shelves around the walls were all the daemons of the severed children: ghostlike forms of cats, or birds, or rats, or other creatures, each bewildered and frightened and as pale as smoke. The witch’s daemon gave a cry of anger, and Lyra clutched Pantalaimon to her and said, â€Å"Don’t look! Don’t look!† â€Å"Where are the children of these daemons?† said the goose daemon, shaking with rage. Lyra explained fearfully about her encounter with little Tony Makarios, and looked over her shoulder at the poor caged daemons, who were clustering forward pressing their pale faces to the glass. Lyra could hear faint cries of pain and misery. In the dim light from a low-powered anbaric bulb she could see a name on a card at the front of each case, and yes, there was an empty one with Tony Makarios on it. There were four or five other empty ones with names on them, too. â€Å"I want to let these poor things go!† she said fiercely. â€Å"I’m going to smash the glass and let ’em out – â€Å" And she looked around for something to do it with, but the place was bare. The goose daemon said, â€Å"Wait.† He was a witch’s daemon, and much older than she was, and stronger. She had to do as he said. â€Å"We must make these people think someone forgot to lock the place and shut the cages,† he explained. â€Å"If they see broken glass and footprints in the snow, how long do you think your disguise will last? And it must hold out till the gyptians come. Now do exactly as I say: take a handful of snow, and when I tell you, blow a little of it against each cage in turn.† She ran outside. Roger and Billy were still on guard, and there was still a noise of shrieking and laughter from the arena, because only a minute or so had gone by. She grabbed a big double handful of the light powdery snow, and then came back to do as the goose daemon said. As she blew a little snow on each cage, the goose made a clicking sound in his throat, and the catch at the front of the cage came open. When she had unlocked them all, she lifted the front of the first one, and the pale form of a sparrow fluttered out, but fell to the ground before she could fly. The goose tenderly bent and nudged her upright with his beak, and the sparrow became a mouse, staggering and confused. Pantalaimon leaped down to comfort her. Lyra worked quickly, and within a few minutes every daemon was free. Some were trying to speak, and they clustered around her feet and even tried to pluck at her leggings, though the taboo held them back. She could tell why, poor things; they missed the heavy solid warmth of their humans’ bodies; just as Pantalaimon would have done, they longed to press themselves against a heartbeat. â€Å"Now, quick,† said the goose. â€Å"Lyra, you must run back and mingle with the other children. Be brave, child. The gyptians are coming as fast as they can. I must help these poor daemons to find their people†¦.† He came closer and said quietly, â€Å"But they’ll never be one again. They’re sundered forever. This is the most wicked thing I have ever seen†¦.Leave the footprints you’ve made; I’ll cover them up. Hurry now†¦.† â€Å"Oh, please! Before you go! Witches†¦They do fly, don’t they? I wasn’t dreaming when I saw them flying the other night?† â€Å"Yes, child; why?† â€Å"Could they pull a balloon?† â€Å"Undoubtedly, but – â€Å" â€Å"Will Serafina Pekkala be coming?† â€Å"There isn’t time to explain the politics of witch nations. There are vast powers involved here, and Serafina Pekkala must guard the interests of her clan. But it may be that what’s happening here is part of all that’s happening elsewhere. Lyra, you’re needed inside. Run, run!† She ran, and Roger, who was watching wide-eyed as the pale daemons drifted out of the building, waded toward her through the thick snow. â€Å"They’re – it’s like the crypt in Jordan – they’re daemons!† â€Å"Yes, hush. Don’t tell Billy, though. Don’t tell anyone yet. Come on back.† Behind them, the goose was beating his wings powerfully, throwing snow over the tracks they’d made; and near him, the lost daemons were clustering or drifting away, crying little bleak cries of loss and longing. When the footprints were covered, the goose turned to herd the pale daemons together. He spoke, and one by one they changed, though you could see the effort it cost them, until they were all birds; and like fledglings they followed the witch’s daemon, fluttering and falling and running through the snow after him, and finally, with great difficulty, taking off. They rose in a ragged line, pale and spectral against the deep black sky, and slowly gained height, feeble and erratic though some of them were, and though others lost their will and fluttered downward; but the great gray goose wheeled round and nudged them back, herding them gently on until they were lost against the profound dark. Roger was tugging at Lyra’s arm. â€Å"Quick,† he said, â€Å"they’re nearly ready.† They stumbled away to join Billy, who was beckoning from the corner of the main building. The children were tired now, or else the adults had regained some authority, because people were lining up raggedly by the main door, with much jostling and pushing. Lyra and the other two slipped out from the corner and mingled with them, but before they did, Lyra said: â€Å"Pass the word around among all the kids – they got to be ready to escape. They got to know where the outdoor clothes are and be ready to get them and run out as soon as we give the signal. And they got to keep this a deadly secret, understand?† Billy nodded, and Roger said, â€Å"What’s the signal?† â€Å"The fire bell,† said Lyra. â€Å"When the time comes, I’ll set it off.† They waited to be counted off. If anyone in the Oblation Board had had anything to do with a school, they would have arranged this better; because they had no regular group to go to, each child had to be ticked off against the complete list, and of course they weren’t in alphabetical order; and none of the adults was used to keeping control. So there was a good deal of confusion, despite the fact that no one was running around anymore. Lyra watched and noticed. They weren’t very good at this at all. They were slack in a lot of ways, these people; they grumbled about fire drills, they didn’t know where the outdoor clothes should be kept, they couldn’t get children to stand in line properly; and their slackness might be to her advantage. They had almost finished when there came another distraction, though, and from Lyra’s point of view, it was the worst possible. She heard the sound as everyone else did. Heads began to turn and scan the dark sky for the zeppelin, whose gas engine was throbbing clearly in the still air. The one lucky thing was that it was coming from the direction opposite to the one in which the gray goose had flown. But that was the only comfort. Very soon it was visible, and a murmur of excitement went around the crowd. Its fat sleek silver form drifted over the avenue of lights, and its own lights blazed downward from the nose and the cabin slung beneath the body. The pilot cut the speed and began the complex business of adjusting the height. Lyra realized what the stout mast was for: of course, it was a mooring mast. As the adults ushered the children inside, with everyone staring back and pointing, the ground crew clambered up the ladders in the mast and prepared to attach the mooring cables. The engines were roaring, and snow was swirling up from the ground, and the faces of passengers showed in the cabin windows. Lyra looked, and there was no mistake. Pantalaimon clutched at her, became a wildcat, hissed in hatred, because looking out with curiosity was the beautiful dark-haired head of Mrs. Coulter, with her golden daemon in her lap. How to cite The Golden Compass Chapter Fifteen, Essay examples

Employment Relation Act

Question: Discuss about the Employment Relation Act. Answer: Introduction In New Zealands history, The Employment Contracts Act 1991 proved to be the most successful legislation of industrial relations. In the eighties the labour market of New Zealand required a better legislation to cope with the economic changes. Once taken as a failure Employment Contracts Act proved to be an example for all the further legislation passed in New Zealand. It was framed by keeping in mind the current situation and the requirements of the industrial legislation (Cake, 2014). After Employment Contract Act, the Employment Relations Act 2000 came into existence which is the main legislation of New Zealand governing employment relationships at present. This act provides a framework for unions and employers to negotiate and enter in a collective agreement, and for the negotiation between employers and employees to enter in individual agreements. Employment Relations Act also helps in resolving employment-related issues. Employment Relation Act provides a free mediation services for those who have already tried to solve issues themselves but do not reach on an agreement. If mediation doesnt work then the case can be forwarded to the authorities and, if required then to the court (Anderson and Rasmussen, 2005). Comparison between Employment Relation Act 2000 and Employment Contracts Act 1991 Employment Contracts Act was the most flexible model of legislation for the labour market. Employment Contracts Act recognised that change was required in every phase of the market. To able to cope with the changing economic changes Employment Contracts Act was drafted with the objectives described in various parts. The Employment Relations Act 2000 was created to cover many topics like recruitment and selection of the right person for a job (Vieriu, 2016), negotiating employment agreements, formatting laws for the periods of trial and probation, regarding union membership, and training and development at the workplace. The key points or the objectives of Employment Contracts Act are encouraging voluntary unionism, creating flexible bargaining arrangement between the employees and the employers, providing power to employees to choose their own agent for bargaining, the change of status of industrial agreement into binding contracts, employees having decision-making power as to decide who will represent them in procedure of dispute solving, a right to have minimum wages, benefits, and conditions by the employees (De Cuyper and De Witte, 2010). When Employment Relation Act 2000 came into existence its main objective was to maintain a productive and fair relationship between employers and employees working for them and this was done by promoting good faith in all the degrees of the organisations environment and the employment relationship. The good faith notion is based on recognising that the building of employment relationship should be done on mutual trust, and confidence, and added to it a certain level of legal protection is also required (Tarquinio, 2016). An understanding of the degree of inequality in the power of relationship is to be mutually understood by the employers and the employees while negotiating the terms of the agreement. The integrity of individual choice needs to be respected during the negotiation. Reducing the need for judicial interventio n by using the mediation method to solve all types of problems. Promotion of collective bargaining is also an important aspect of Employment Relation Act (Gangwisch, 2014). Changes are very important and the laws also need to change with the time as the situation demands. New Zealands employment system was regulated by Labour Relations Act before 1991 which was not sufficiently modern as per the requirement of the labour market. A new employment relation system was introduced in the year 1991 with a number of new changes (Smiley, 2015). The changes brought in the Employment Contracts Act were like flexibility, Employment Contracts Act use the countries having a flexible market have fewer unemployment problems. As the act passed the unemployment problem was solved with a great success. The Employment Contracts Act removed the compulsory union membership which was imposed on employees by the labour relations act. It made employees take their decision about joining a union of their choice. The provision of fair bargaining was introduced to achieve the best balance in efficiency, neutrality, and fairness (Isaacs, 2016). The idea of settling disputes at an e nterprise level through mediation was introduced in Employment Contracts Act which resulted in a subsequent reduction in the number strikes happening in the country before the introduction of Employment Contracts Act. Employment Contracts Act clarified the situation and norms of personal grievances which made employers become freer to hire a new staff without any tension regarding personal grievances. This gave a right to the employees to be treated in a fair manner also employers were guided regarding their behaviour towards their employees. Employment Contracts Act clarified that the redundancy compensation need to be paid to the employee only when it is mentioned in the contract agreed between the employer and the employee. Though in a case of an unfair redundancy the employee has full right to raise his voice against it. Holiday Act which was designed in the 1940s was not to be followed by the Employment Contracts Act but the negotiated holidays, and working hours need to be men tioned in the agreement framed between the employers and the employees (Krivis, 2005). Employment Relation Act took the place of Employment Contracts Act in 2000 with some new amendments. The changes that were added to the Employment Relation Act to improve the employment relation system were like providing work-life balance for employee, and the employer was introduce in the Employment Relation Act to enhance the working efficiency of the labour to achieve success in the labour market and participate with a change of the modern lifestyles. The practicality of rest and meal breaks was identified in Employment Relation Act and was introduced in it. The changes in the Employment Relation Act encouraged negotiation on the rest and meal breaks in good faith without compromising with the business flexibility and continuity. Employment Relation Act says that the employment should be continued if a business gets transferred to new employer due to any reason. The employers are finding difficult to transfer the whole data about the employees to the new employers. Thus, consider ation over the proposed 6A part of Employment Relation Act being in process for the coming future (Latorre et al., 2016). Good Faith is the change brought in the Employment Relation Act to promote healthy employment relation between the employers and the employees. In the good faith condition, the employer has to give all the required information to the employee that can affect the working conditions of the employee. This information does not include any confidential information about the other person but only related to the employee. The introduction of collective bargaining in the Employment Relation Act was to increase the flexibility and choice in the bargaining system, improve fairness and balance and reduce ineffective bargaining in the bargaining requirements. The authority in the organisation which is hiring the employees should be made clear to the employee within a month of hiring in an oral or written form (Le, Gibson and Stillman, 2012). While comparing the success of the attainment of the objectives set by either of legislation the Employment Contracts Act was quite successful. Though there is no clear data about its success and few economists have questions regarding the method of calculating success for the legislation, but still it brought a remarkable change in the employment relationship in New Zealand. The reintroduction idea of voluntary unionism was simple along with giving a right to choose their bargaining agents to the employees. It wasnt the government right to tell employees to join any specific union whereas, the act stated that the government should make sure that employees can join the organisation they wish for. Success was also achieved from the move from national awards to enterprise bargaining. Modern economy demand diversity and one size fit all doesnt work for it. The employers demanded their rights to have workplace as per their accordance not according to their competitors or the larger organ isations. These changes were welcomed in the Employment Contracts Act, which leads to success for the act (Masui, 2013). When it comes to Employment Relations Act, it was a well-planned legislation system designed as per the requirement of the current employment system. With time new amendments were done and new Employment Relation Act in coming years was introduced like Employment Relation Act 2004 and Employment Relation Act 2008. The welcoming of Employment Relation Act every year shows the success of the employment relationship act. The use of good faith to promote a healthy employment relationship between the employers and employees was well taken by the employees and the employers. The collective bargaining gave a chance to employees to feel the power they have in their hand. Work-life balance introduced in the Employment Relations Act provided time to employee and employers for their leisure time which helped in increasing their work efficiency (Morris, 2015). Employment Relation Act gave confidence to the employees regarding their job when there is a change of ownership. This improved the level of work commitment towards the organisation from the employees. The meal breaks introduced in Employment Relation Act was very beneficial for the employees as it gives a chance for them to get refreshed and work with more rigour. Collective Bargaining introduced in Employment Relation Act helped in reducing the rate of strikes and lockouts. According to the study, there is a fifty percent reduction of lockouts and strikes after the Employment Relation Act has come into power. It proved beneficial for both the employers and employees as they both do not lose the wages and profit during the time of lockouts and strikes. The power of union has also reduced considerably with the introduction of Employment RelationsAct. This gives a chance to the employees and the employers to negotiate their terms freely without any pressure from the union (Nolan, 2012). The amendments made to Employment relation Act in 2008 were like a trial period of 90 days can be specified in the employment agreement, during this trial period an employees can be dismissed by the employer and an employee cannot bring personal grievance or other legal procedure in accordance to dismissal. The repeal for the breaks, feeding time, and other matters related was also included and repeal for personal grievances was added. There are few amendments that are being demanded in the employment relation system of New Zealand like the framework of the employment relations system need to be designed in such a way that it increases the flexibility and choice of the employees and the employers (Prowse, 2006). The act should make sure that the fairness balance is their between the employers and the employees. Wherever, needed the regulations should be reduced, and the compliance costs should also be decreased especially for the small and medium-sized enterprises. The act should enc ourage those organisations that are valuing the rights of their employees and following the act with full compliance. If these amendments are added to the employment act, then it will help in improvising the condition of the labour market as it is going to be beneficial for both the employees and employers. And as told above the flexible labour market has less unemployment problems as compared to the inflexible labour markets (Rasmussen, 2016). Conclusion A labour market in any country is an important aspect for the growth of the country, it becomes the governments duty to support the labour and give them the rights they are liable to. The employment relations systems like Employment Contract Act 1991 and Employment Relations Act 2000 are the legislation designed by the government to make sure that the employment relations system of the country is running smoothly and both the employees and the employers are happy with the rules and regulations are given in the act. These acts also help in giving lawful rights and benefits to the employees. This is done with the help of an agreement negotiated in between the employees and the employers. There is a remarkable difference between the negotiating procedures of Employment Contracts Act and Employment Relations Act, but the ultimate objective of both the acts is to promote the healthy employment relationship between the employers and the employees. The period in which both the act was regul ating the employment relations of New Zealand they proved to be a success and when a change was required in the framework of either of the act then that change was introduced in it. Hence, the summary of the essay concludes that both the employment relation act was a successful act in their period. References Anderson, G. Rasmussen, E. (2005). Employment Relationships: New Zealand's Employment Relations Act.Labour History, (89), 259. Cake, S. (2014). Trade union struggles.Work, Employment Society,28(4), 663-668. De Cuyper, N. De Witte, H. (2010). Temporary Employment and Perceived Employability: Mediation by Impression Management.Journal Of Career Development,37(3), 635-652. Gangwisch, J. (2014). Work-life Balance.Sleep. Isaacs, D. (2016). Work-life balance.Journal Of Paediatrics And Child Health,52(1), 5-6. Krivis, J. (2005). How to develop more options for employment mediation.Alternatives To The High Cost Of Litigation,23(3), 45-50. Latorre, F., Guest, D., Ramos, J., Gracia, F. (2016). High commitment HR practices, the employment relationship and job performance: A test of a mediation model.European Management Journal,34(4), 328-337. Le, T., Gibson, J., Stillman, S. (2012). Wealth and saving in New Zealand: evidence from the longitudinal survey of family, income and employment.New Zealand Economic Papers,46(2), 93-118. Masui, M. (2013). Temporary Contracts, Employment Protection, and Collective Bargaining.Labour,27(4), 371-398. Morris, G. (2015). Eclecticism versus Purity: Mediation Styles Used in New Zealand Employment Disputes.Conflict Resolution Quarterly,33(2), 203-227. Nolan, P. (2012). Understanding the employment relationship: markets, hierarchies and power.Industrial Relations Journal,43(4), 359-369. Ong, H. Jeyaraj, S. (2014). Work-Life Interventions: Differences Between Work-Life Balance and Work-Life Harmony and Its Impact on Creativity at Work.Sage Open,4(3). Pain, E. (2014). Improving Your Work-Life Balance.Science. https://dx.doi.org/10.1126/science.caredit.a1400045 Prowse, P. (2006). Book Review: Job Insecurity, Union Involvement and Union Activism.Work, Employment Society,20(4), 824-826. Rasmussen, E. (2016).Employment relations In New Zealand(2nd ed., pp. Chp-3,4,5,6). New Zealand: Pearson. Tarquinio, K. (2016). WorkLife Balance? It Is Not about Balance, but Priorities.Frontiers In Pediatrics,4.

Gugugug free essay sample

He had no right to do what he did to me. Do you think youre smart? Maybe you are Probably you are not! For I am like Medusa. I can run circles around what you think is smart. How could you ever challenge me? Your girls, your girls will also get I still cant believe what he did. Dreaming, surely I to meet my sweet revenge. Ream now: I can still shake my hair down long and billowing like waves upon the sea, how tender I am, how fair I can see the reflection of water and shield and a mans eyes, and this softer hair makes no difference I still turn a man to stone when e looks, even Just glances at me, the part of him that snakes inside me, a clinging of stone and my body weeps the sea, pours forth the thickest sea for what was my man who smells of brine as if he was my God Poseidon. We will write a custom essay sample on Gugugug or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page But they took him from me. Its not fair!He chose me first, they all try to hurt me but I love my living hair these serpents whisper when men come close. Each strand with a split, spitting tongue hissing my desire for them. I shake my tresses down and they curl back up their black eyes flashing and my man cries out at my beauty and then his tongue, face, Hess, arms, thighs and his toad headed serpent all turn hard forever the clearing before my cave is thronged with them my admirers, but my hair Is my true love, rooted in my brain and gathered sleeping against my face muttering sibilant dreams of love.You had no right to do what you did to me. You stupid and pathetic man, I have become the shadow of Medusa and you thought you could challenge me, leave me and for that you got exactly what you deserved. Now Its time to move on In my life, I dont need a man, all I need Is my thoughts hissing Like a snake Into my ears keeping me all the company I need.

All About Escape Literature

All About Escape Literature As the name suggests, so-called escape literature is written for entertainment, and to let the reader become totally immersed in a fantasy or alternate reality. Much of this kind of literature falls into the guilty pleasure category (think romance novels). But there is a wide variety of different literary genres that could be labeled as escapist: science fiction, westerns, magical realism, even historical fiction. Its worth noting that just because something can be categorized as escape literature doesnt necessarily mean it doesnt have higher literary value. Why Escape Literature Is Popular Its not difficult to understand why escape literature, in all its formats, is well-liked. Being able to immerse oneself in a fictional reality, where troubles and problems are easily recognized and solved, is a comfort provided by movies, books and other forms of entertainment. Truly good works of escape literature create a believable alternate universe, whose inhabitants struggle with dilemmas that the reader might encounter. Its a crafty way to explore moral and ethical themes within an entertaining framework. Examples of Escape Literature The most compelling escapist literature includes works that describe characters in an entirely new, fictional universe. J.R.R. Tolkiens  The Lord of the Rings trilogy is an example of a canonical literature series, complete with its own history and completely made-up languages, that follows elves, dwarves and humans through a mythical quest to save their world. In the series, Tolkien  explores the themes of right versus wrong and how small acts of bravery can be significant. He also pursued his fascination with linguistics by developing new languages such as Elvish for the majestic elves in the stories. Of course, there are plenty of examples of escape literature that are little more than pop culture entertainment. And thats fine too, just as long as students of the genre can differentiate between the two. When Escapism Is Just Entertainment The Twilight series by Stephenie Meyer, which grew into a massive movie franchise with a cult following is a good example of lowbrow escapist literature. Its themes of love and romance between a vampire and a human (who happens to be friends with a werewolf) is a thinly-veiled religious allegory, but not exactly a canonical work. Still, the appeal of Twilight  is undeniable: the series was a top seller in both its book and movie forms.  is undeniable: the series was a top seller in both its book and movie forms. Another popular fantasy series often compared with the Twilight books, is theHarry Potter series by J.K. Rowling (although the quality of the latter is generally considered superior). While some may argue that Harry Potter is an example of interpretive literature, which compels a deeper exploration of the real world through literary themes, its themes of magical workings in a school for wizards offers an escape from reality. Difference Between Escapist and Interpretive Literature Escape literature is frequently discussed alongside interpretive literature, and at times the line between the two genres becomes a little blurry. Interpretive literature seeks to help readers understand deeper questions of life, death, hate, love, sorrow and other elements of human existence. While interpretive literature can be equally as entertaining as its cousin escape, in general, the goal is to bring readers closer to understanding reality. Escape literature wants to take us away from reality, immersing us in a whole new world (but often with the same old problems).

Charter of Fundamental Rights Marks Coming of Age for EU As a Essay

Charter of Fundamental Rights Marks Coming of Age for EU As a Political Community - Essay Example But EU is a work in progress and, having been done with the tasks of border control and economic integration, it is time to move on to the more difficult areas, which assume social and political dimensions. These include home affairs, immigration, defense - and human rights. European states are regularly mentioned in the annual report of Amnesty International for human rights violations, although there is supposed to be a European Convention on Human Rights that regulates and controls these unwanted activities. This area of concern was the focus of attention at the EU Summit in June 1999, in which it was later decided that a new, more enforceable regional law on human rights is necessary to cap the Union's transformation from an economic organization to a political entity. When the EU members were collectively known as the Little Europe, the focus of attention were coal and steel and, later, the Common Market. This contributed immensely to the region's economic stability into the 1960s. As Menendez (2001) observed: "The Coal and Steel Community was a modest step but one that provided reassurance to economic actors and thus established the foundations for sustained economic recovery. There is thus a basis to argue that European integration contributed indirectly to the extensive protection of socio-economic rights within welfare states." That EU was more That EU was more preoccupied with socio-economic than political concerns at the start may be gleaned from the text of the original treaties establishing the European communities, which made only passing references to fundamental rights. This can be found only in the EC Treaty, specifically its Preamble, which acknowledges the organization's commitment "to preserve and strengthen peace and liberty." Article 119 of the Treaty also sets the principle of equal pay for equal work for men and women. . Even the subsequent Paris and Rome Treaties gave the same passing attention to fundamental rights and instead concentrated on integration and how to deal with economic issues. By thus omitting to articulate the tenets of fundamental rights, EC appeared to be emphasizing the nature of the organization. The limited reference to rights in the primary law of the Communities seems to be a fact beyond dispute. However, this should not necessarily lead to the conclusion that the then Little Europe was not about "rights." As Menendez (2001) saw it, rights remained one of the main goals of the project, if not the main one. On the drive for integration, for example, the actual path set for European integration implied an option for a different strategy of ensuring the protection of human rights. The preconditions for the protection of civic, social and political rights in Europe were established based on the region's unique historical and socio-economic context. This came about after the European Court of Justice reconsidered its earlier position that the basic rights and freedoms in EU member states ought to be protected by national constitutions. In 1969 Stauderl (19), the ECJ cited the general though unwritten principle of fundamental rights protection as a basic foundation of Community law. This shift in EU jurisprudence was further articulated in Internationale (20), when the Court restated that

Evaluation Rally championship Coursework Example | Topics and Well Written Essays - 1000 words

Evaluation Rally championship - Coursework Example Evaluation is important in a rally car championship just as in any other field. To perform an evaluation, it is important to choose an evaluation tool and instrument in order to properly assess the ability of all the participants who took place in the training program (ASTD 24). Evaluation of each participant should be measured against the requirements and objectives of the course. The selection of the evaluation instruments is dependent on the stage or the level of training. Kirkpatrick’s four level training models help in analyzing the effectiveness of a program, and they include reaction, learning, behaviour and results. Level 1: Reaction This level measures the reaction of the trainees towards the car rally championship training. ... The type of question used will depend on the main purpose of evaluation. Select the type of questions which can be closed ended or open ended Design the questionnaires Pre-test the questionnaires to determine if they are ideal to be tested on the participants Finalize the questionnaire Level 3: Behaviour This level enables the evaluator to evaluate the progress of the trainees in terms of their changed behaviour based on what they have learnt. This level looks at how the trainees are able to apply the information learnt. There are four necessary conditions required for a change to take place: The person must work in the right climate The person must have the desire to change The person must be given a reward for the change The person must know what to do and how to do it Impact survey is the appropriate tool for evaluating behaviour change on the learners. An impact survey should be carried out as a follow-up evaluation several months before the training program is completed (ASTD 24 ). This tool measures the final results that occurred in behaviour as a result of the participant’s participation in the training program. The main reason for the use of impact survey is to assess the participant’s behavioural change. Evaluation on this level will measure whether the skills and knowledge learnt by the participants is applied to work. The evaluation tools will be chosen depending on the goals of the training program. The evaluation tools will also be result based which calls for the evaluators to carry out a step by step analysis in order to meet the set objectives. The chosen tools are very important in helping the evaluators or instructors

Economic data analysis Essay Example | Topics and Well Written Essays - 1250 words

Economic data analysis - Essay Example The situation is likely to be very different if we are dealing with time series data, for the observations in such data follow a natural ordering over time so that successive observations are likely to exhibit inter correlations, especially if the time interval between successive observations is short, such as a day, a week, or a month rather than. The classical model assumes that the disturbance term relating to any observation is not influenced by the disturbance term relating to any other observation. For example, if we are dealing with quarterly time series data involving the regression of output on labor and capital inputs and there is labor strike affecting output in one quarter, there is no reason to believe that this disruption will be carried over to the next quarter. That is, if output is lower this quarter, there is no reason to expect it to be lower next quarter. Similarly, if we are dealing with cross-sectional data involving regression of family consumption expenditure on family income, the effect of an increase of one family's income on its consumption expenditure is not expected to affect the consumption expenditure of another family. If such dependence exists there exists autocorrelation. Symbolically, In this situation, the disruption caused by a strike this quarte... The situation is likely to be very different if we are dealing with time series data, for the observations in such data follow a natural ordering over time so that successive observations are likely to exhibit inter correlations, especially if the time interval between successive observations is short, such as a day, a week, or a month rather than. c) What do you understand by the term 'autocorrelation' What implications will this have for the properties of ordinary least squares The term 'autocorrelation' can be defined as "correlation between members of series of observations ordered in time [as in time series data] or space [as in cross-sectional data]" In the regression context, the classical linear regression model assumes that such autocorrelati8on does not exist in the disturbances ut. Symbolically, E(ut1, ut2)=0 t1#t2 The classical model assumes that the disturbance term relating to any observation is not influenced by the disturbance term relating to any other observation. For example, if we are dealing with quarterly time series data involving the regression of output on labor and capital inputs and there is labor strike affecting output in one quarter, there is no reason to believe that this disruption will be carried over to the next quarter. That is, if output is lower this quarter, there is no reason to expect it to be lower next quarter. Similarly, if we are dealing with cross-sectional data involving regression of family consumption expenditure on family income, the effect of an increase of one family's income on its consumption expenditure is not expected to affect the consumption expenditure of another family. If such dependence exists there exists autocorrelation. Symbolically, E(ut1, ut2)#0 t1#t2 In this

Anaphylactic Shock Critical Care Case Study

Anaphylactic Shock Critical Care Case Study Introduction (200 Words) In this project a medical case is going to be studied deeply with literature support as a case study. My topic is about an anaphylactic shock that happened to patient in hospital while I was doing my clinical placement it is a very interesting case to be considered. An evidence-based information will be provided and identified such as: the definition, the symptoms, the diagnostic features and tests, the progress and the treatment and alternatives. The benefits behind studying a case is effectiveness of delivering the information. As stated by Davis and Wilcock, 2014 that it allows the application of theoretical concepts to be demonstrated and will encourage an active learning, increasing the student enjoyment and interest of the topic and their desire to learn and it also provide a developmental key in learning skills such as problem solving, communication and team work. It is an enjoyable and challenging way of studying filled with evidence-based practice that will enhance the level of doing researches and studies that will help in future studies. Nursing Assessment (300 words) The patient has been received in Accident Emergency in resuscitation room (RR). J.A.M 52 years old Bahraini female. The patient had an insect bite in that day while she was walking in public walking area, she stopped walking and itching occurred all over the body. While driving home after the insect bite the patient felt drowsy and hit another car near her house and loss consciousness. J.A.M was brought to the unit by 999 ambulance fully awake, well oriented, alert, afebrile, no respiratory difficulties, no complains of pain, skin is warm and dry, pallor and shivering with rash on the face gave history of feeling nauseated and vomited 4 times. Vital signs Checked and recorded Temperature 37.4C, Spo2 98%, Pulse 118/Minute, BP 145/43, HGT 7.6 Mmol/L. The skin was mainly involved representing pale colour and rash on the face, the cardiovascular system represents tachycardia, and the immune system is responsible for this reaction against the insect bite. The patient denies any chest pai n, denies shortness of breath, the patient is known case of dyslipidemia on tablet Lipitor, no other history of other illness, no history of surgery and no history of any allergy. The patient can handle the basics of activity daily living such as eating, bathing, toileting, dressing and she is able walk and get out of the bed but she is not able to perform certain activities such as food preparation, housekeeping and driving a car. After the acute symptoms have been treated the family should be given health education about how to prevent possible future allergic reaction and the importance of seeking help as quick as possible if they do not know how to deal with the situation. Physical examination was done for cardiovascular system representing chest is equal in shape, no bounding or heaving, no lifting with heartbeat. Upper lower extremities are normal in color and capillary refill within 3 seconds, skin is warm periphery with no edema. S1 is heard in all sites and S2 is heard all sites but louder at base and tachycardia observed. Skin is pale, dry, soft, warm. No edema, lesions or odor, good turgor, no signs of insect bite, rashes on face. Medical Diagnosis and other pertinent medical information (500 words) When received the patient the physician has requested ECG, blood tests as following: Full blood count, Cardiac enzymes, Liver function test, Electrolytes, serum, PT + APTT, ESR. Some of the results was not approved but most of the results were normal, this table shows the most important values and abnormal findings: Date Diagnostic Test Rationale Findings 12/11/14 Electrocardiography (ECG) Can be examined to detect dysrhythmias and alternations in conduction indicative of myocardial damage, enlargement of the heart or drug effects. (Kozier and Berman, 2012) The result is Normal valves, no vegetation observed, the heart produces rapid electrical signal, tachycardia. 12/11/14 Complete blood count (CBC) The CBC identifies the total number of blood cells (Leukocytes, erythrocytes and platelets) as well as the haemoglobin, haematocrit (percentage of blood volume consisting of erythrocytes), and RBC indices. Because cellular morphology (shape and appearance of the cells) is particularly important in accurately diagnosing most hematologic disorders, the blood cells involved must be examined. (Brunner and Smeltzer, 2010) The results are normal except: WBC: 24.5 High. Platelet count: 536 High. Red cell size 20.6 High. Haemoglobin: 8.5 Low. Haematocrit: 0.27 Low. Mean cell volume, Hb, Haemoglobin Con are Low. Band forms: 15. 12/11/14 Fluid (Urea) Electrolytes Fluid and electrolyte balance is a dynamic process that is crucial for life and homeostasis. Potential and actual disorders of fluid and electrolyte balance occur in every setting, with every disorder, and with a variety of changes, that affect healthy people, (e.g., increased fluid and sodium loss with strenuous exercise and high environmental temperature, inadequate intake of fluid and electrolytes) as well as those who are ill. (Brunner and Smeltzer, 2010) Patient Fluid (Urea) electrolytes results are normal. 12/11/14 Serum Initial diagnostic test begin with serum laboratory studies, including but not limited to CBC, complete metabolic panel, prothrombin time/partial thromboplastic time, triglycerides, liver function tests, amylase, and lipase. Studies such as carcinoembrynoic antigen (CEA) and cancer antigen (CA). (Brunner and Smeltzer, 2010) Liver function test are normal. Cardiac enzymes are normal. Creatinine is normal. The patient was diagnosed as having an anaphylactic shock, the case was chosen because it is very common and could happen to anyone by exposure to an allergen of any kind which is in this case an insect bite. The community may not be aware about how dangerous is developing a serious reaction from a small allergen such as insect bite. The statistics was not specified in Bahrain but in some countries worldwide: â€Å"Systemic allergic reactions to insect stings are reported by 0.3% to 7.5% of persons in the United States and Europe’’. (Ruà «ff et al., 2009) An anaphylactic reaction is an acute systematic hypersensitivity that occurs within seconds or minutes after exposure to an allergen or foreign substance. It is a result of the relationship between Antigen and Antibody, The immunoglobin E is the responsible for human allergic reaction. The person may have a hypersensitivity to the venoms of insects (hymenoptera), stings in any part of the body can trigger anaphylaxis . The signs and symptoms includes Itching, nasal congestion, chest tightness, wheezing, cyanosis, dyspnea, generalized itching over the body, urticarial, tacky or bradycardia, pallor, decreased blood pressure, circulatory failure leading to coma and death, nausea, vomiting and diarrhoea. (Brunner and Smeltzer, 2010) All the required tests has been done to the patient in RR except antibody screening which refers to a special protein that is found on the surface of RBC to check for RH positive or negative. (Mayoclinic.org, 2014) IV cannula inserted once received the patient, Injection Hydrocortisone 300mg IV given, Injection promethazine 50mg IV given, Injection adrenaline 0.5mg s/c given, Injection Ranitidine 50mg IV given. Patient put on Cardiac monitor, Dexamethasone 10mg IV given, old file requested, chest x-ray requested, Paracetamol 1g IV, changed the patient and kept clean, Injection rocephin 2g given on Right Arm. The physician advised to be kept on 1.5 litres of Normal Saline for 12 hours, 2-4 litres of Oxygen on nasal cannula, kept the patient covered with necessary blanket to keep her warm and comfortable. Impact of the condition on the patient’s Quality of Life (200 words) The patient may move on to anaphylaxis which is dangerous fatal stage thus the treatment did a great job in reducing this effect by using drugs such as: epinephrine (Adrenaline) which inhibits the mediator release from mast cell and basophils and protect the patient from upgrading to anaphylaxis. The hydrocortisone prevented relapse or protracted anaphylaxis. Lockey, 2014 states that the oxygen therapy will deliver the required oxygen to the patient which makes her comfortable. Promethazine will act on receptor as antihistamine which will reduce the itching and has a sedation effect will put the patient into more comfort. Ranitidine will prevent gastric acid secretion which reduces the nausea and vomiting. Rocephin is an antibiotic which inhibits the bacterial cell wall synthesis and will lead to cell death (Skidmore-Roth, 2012). Normal saline to maintain hydration of the patient. After receiving the treatment patient is feeling better, nausea and vomiting reduced, itching reduced, t he patient is comfortable with the treatment. Discussion (700 words) The patient treatment started with requesting blood tests which shows any abnormal values to be treated. Brunner and Smeltzer, 2010 advised that treatment starts with removing the causative agent which is the insect venom but the patient did not know the exact site of the bite thus physical examination clarified that there is no proof of an insect bite. Brunner and Smeltzer, 2010 admits that the patient should be given the necessary emergency support of basic life functions which was given already to the patient, Epinephrine was given as vasoconstrictive. Brunner and Smeltzer, 2010 states another drug named Diphenhydramine (Benadryl) included in treatment of this condition to reverse the effect of histamine and reducing the capillary permeability but replacement alternative was given which were Promethazine and Ranitidine that acts on H1 and H2 receptors (Antihistamine) (Skidmore-Roth, 2012). Another medication which was stated by Brunner and Smeltzer, 2010 albuterol through nebuliza tion to reverse the histamine bronchospasm if occurred. Brunner and Smeltzer, 2010 recommended that IV lines should be inserted to provide access to administer fluids and medication, IV cannula was inserted to the patient. They also state that respiratory status is measured by monitoring respiratory rate and if there is any abnormal lung sound and pulse rate any rhythm to be monitored regularly, cardiac monitor was put on the patient to assess the respiratory status and vital signs of the patient. The physical examination of the chest clarify that lung sounds are normal. Oxygen was applied to the patient to help compensate breathing pattern. The patient was assessed for previous allergies or exposure to such antigens and the understanding of the patient about this condition to prevent any future complications. Locky, R. 2014 recommended that the family should be educated about how to avoid the allergen and know the underlying causes of any allergy. Lockey, 2014 recommends that the p atient should be given an auto injector which is a syringe that automatically injects single dose of medication when triggered and to be educated about it and the necessary information such as: dose, expiry date, route of administration. Such device is given to many people that are at high risk of developing anaphylaxis only during an anaphylactic emergency. The patient and the family should be also educated about prevention of exposing to the allergen by wearing protective clothes that is covering all the skin when needed to do such sport in public area and the onset symptoms that occurs when already exposed to such allergen. As stated in Brunner and Smeltzer, 2010 there is early simple management that could be done by the patient or the relative by removing the venom or stinger of the insect when found, wound care to be done using water and soap, scratching to be avoided to prevent histamine, to apply ice on the bite site as it will reduce the swelling and decreases the venom abso rption by the body. In my opinion, the patient should be identified by wearing an allergy warning band that contains emergency information in case if the patient fainted or lose consciousness. The allergy should be documented in the patient file to avoid any further exposure to allergy and to avoid using the venom immunotherapy (VIT) which treats certain medical conditions. The patient should be monitored carefully during hospitalization because any adverse complication may occur suddenly. The patient should be referred to an allergist or immunologist to follow up regularly to maximize the quality of life. Conclusion and recommendations (100 words) An allergic reaction could develop anywhere in the nursing practice such as administering certain drug that the patient allergic to or using and device that has an allergen element. Nurses must highly prioritize the general assessment done when receiving patients specially asking for allergy for any medication or substance or any allergic reaction that occurred in the past, because we held such responsibilities to prevent any fatal complications that occurs because of anaphylactic reaction, shock or anaphylaxis. Nurses must be aware of such symptoms to detect an early reaction which could be preventable as soon as possible. This will be beneficial to the patients and nurses to deliver the maximum health outcomes. References Brunner, L. and Smeltzer, S. (2010). Brunner Suddarths textbook of medical-surgical nursing. Philadelphia: Wolters Kluwer Health/Lippincott Williams Wilkins. Davis, C. and Wilcock, E. (2014). Teaching Materials Using Case Studies. [Online] Materials.ac.uk. Available at: http://www.materials.ac.uk/guides/casestudies.asp [Accessed 30 Nov. 2014]. Kozier, B. and Berman, A. (2012). Kozier Erbs fundamentals of nursing. Boston: Pearson. Lockey, R. (2014). Anaphylaxis. [Online] Mayoclinic.org. Available at: http://www.mayoclinic.org/diseases-conditions/anaphylaxis/basics/treatment/con-20014324 [Accessed 30 Nov. 2014]. Lockey, R. (2014). Anaphylaxis: Synopsis. [Online] Worldallergy.org. Available at: http://www.worldallergy.org/professional/allergic_diseases_center/anaphylaxis/anaphylaxissynopsis.php [Accessed 30 Nov. 2014]. Mayoclinic.org, (2014). Rh factor blood test Why its done. [Online] Available at: http://www.mayoclinic.org/tests-procedures/rh-factor/basics/why-its-done/prc-20013476 [Accessed 30 Nov. 2014]. Ruà «ff, F., Przybilla, B., Bilà ³, M., Mà ¼ller, U., Scheipl, F., Aberer, W., Birnbaum, J., Bodzenta-Lukaszyk, A., Bonifazi, F. and Bucher, C. (2009). Predictors of severe systemic anaphylactic reactions in patients with Hymenoptera venom allergy: Importance of baseline serum tryptase—a study of the European Academy of Allergology and Clinical Immunology Interest Group on Insect Venom Hypersensitivity. Journal of Allergy and Clinical Immunology, 124(5), pp.1047-1054. Skidmore-Roth, L. (2012). Mosbys 2012 nursing drug reference. St. Louis, Mo.: Elsevier/Mosby. Appendices Page 1 of 7

Examine the way that the two scenes from the Sixth Sense are presented

The intriguing supernatural thriller, Sixth Sense, combines a mixture of honesty and deception to create a film which is renowned as having one of the most unpredictable and satisfying endings, at least in recent cinema. Directed by M. Night Shyamalan, the film reveals the tortured existence of Cole, a very unique little boy, cursed with a unique but sinister gift, a sixth sense - the ability to see the dead. Haunted by these apparitions since birth and unable to share his troubles for fear of suspicion of his insanity, Cole struggles under the burden of his gift, leaving him disturbed and isolated from those around him until the more obvious signs of his mental turmoil begin to appear in his behaviour. However, shortly after a violent attack on a successful child psychologist, his life unexpectedly takes a turn for the better in the form of disheartened psychologist Dr Crowe, who conveniently appears on the scene. After developing a trusting repor between himself and Cole, Dr Crowe is able assist Cole in overcoming his terrifying haunting by the restless souls of the dead, in what initially occurs as the conclusion But after being comfortable in the knowledge that we too are aware of all the factors in play (through the dramatic irony in which all characters but ourselves and Dr Crowe are unaware of Cole's gift) the audience is again plunged into uncertainty as the plot truly culminates in a dramatic twist, in which it is uncovered, that, perversely, Dr Crowe is himself a lingering soul from beyond the grave. In a film in which the plot is based almost entirely on our own assumptions, the Director has ingeniously crafted body language, facial expression and the specific use of particular camera shots and angles to create the vi... ...iences in the film. Characteristics such as being invisible, unheard and being unable to communicate are simply not apparent in Dr Crowe. Techniques including the use of specific camera angles and shots, body language and facial expression are used not only to manipulate the audience to believe that he visible etc, but also to create empathy and understanding with the character, so that he is trusted implicitly and the audience will accept at ?face value? his existence because he is so close to humanity, especially in comparison to other ghosts within the film. Throughout the audience is given only a snapshot of the bigger picture and only from the particular angle that the Director wishes them to view it from and it is this ability to manipulate the perceptions and feelings of the audience that make such a deception possible.

How does the writer make you sympathize with one of the following characters in the Yellow wallpaper? Essay

In the story, â€Å"The Yellow Wall Paper†, by Charlotte Perkins Gilman, a woman tells her story. It is told by a narrator in first person who we do not know the name. She has been diagnosed with a temporary nervous depression. The setting is around the early 1900’s in a colonial mansion that the narrator and her husband have rented. She spends most of her time in her bedroom, writing, where there is also a mysterious wallpaper. In this story, there are many points where I would feel sympathy for the narrator which I will now bring to light. First of all, back then in Victorian times, the relationship between men and women were very different compared to present time. Today, most women desire equality with their partner. The reader never even learns the name of the narrator, possibly to give the illusion that she could be any woman. On the very first page, Gilman illustrates the male dominating society and relationship. It was normal for men to think that they were the gender who knew when, what, how and why to do things. The narrator’s husband, John is a doctor who’s words and actions reflect the stereotype I previously mentioned: â€Å"John laughs at me, of course, but one expects that in marriage†. This statement illustrates the way gender, at that time, was relevant. This makes me feel pity for the narrator who is oppressed by the circumstances of that time making her illness get worse. Another factor is that John doesn’t believe that his wife is sick, while she is really suffering from her illness. He neglects to listen to his wife about her thoughts, feelings and health. According to him, there is not anything wrong with his wife except for the temporary illness, which should not be serious. The narrator says that the house â€Å"Is quite alone, standing well back from the road†. It is an isolation which John is having her to suffer. By closing her off from the rest of the world, he is taking her away from things that are important to her mental state, such as her ability to read and write, her need for human interaction and to make her own decisions. All of these are important to people. This also makes me feel sympathy towards the narrator who is not given the right to live the way she should. John treats her like a child and infantilises everything. â€Å"The windows are barred† and also when John says â€Å"What is it little girl? †¦Don’t go walking about like that – you’ll get cold.† are both quotes which show this child-like way of treating the narrator. This makes me feel again pity for her because it is as if John was superior to everything and that crying, for a girl in those times, was a sign of weakness. Throughout the beginning of the story, the narrator tends to follow the idea that men are always right: â€Å"It is so hard to talk to John about my case, because he is so wise and because he loves me so.† In a good relationship, each partner should be able to express one’s own thoughts and feelings. In this case though, the narrator feels that she can not tell him what she feels so as not to upset him and make him mad. When the narrator does attempt to have a discussion with John, she ends up crying and not being able to express herself. This shows how at that time, men were supposed to be respected and that women were somehow considered useless. This is very upsetting and irritating, making the reader want to change the story. This is a few ways that the writer makes me sympathise with the narrator. The period she is living in and especially her husband highly contribute to this. You notice that they are not a really good couple and that John is careless with her.

Witchcraze essays

Witchcraze essays Being accused of being a witch was a major crime in the sixteenth and seventeenth centuries because of misogyny (hatred of women). Witch hunts occurred in the British Isles, New England, Russia, Scandinavia, Hungary, the Balkan Islands, the Netherlands, Italy, and Spain. Also, during this time Catholic Germans felt Satan intended to destroy Christians by using witches. Witch hunts resulted in the trial, torture, and execution of tens of thousands of victims, about three quarters of whom were women. The reasons that witches were accused were complex and no doubt different for different people involved. There are many different theories for the persecution of witches. The figures show that in fact women wre overwhelmingly victimized: on average, 80 percent of those accused and 85 percent of those killed were female. (Barstow P.23) Although women were the main victims, men were also accused. Having a female body was the factor most likely to render one vulnerable to being called a witch. (Barstow P. 16) The reason that women were more apt to be accused, most were related to current attitudes to women and their places and roles they held within society. Women were suspected because they were believed to be morally weaker than men, and therefore more inclined to surrender to the temptations of the Devil. Also, women were thought to be more sexually indulgent than men. Women charged with witchcraft were often thought to have made a pact with the Devil as a result of sexual temptation and they often took part in sexual activity with the Devil as part of the pact. Also, women, unable by law to give legal testimony, did not traditionally know how to use the courts, either for initial defense or for appeal. (Barstow P. 25) There are various reasons that many witches tender to be old. Witches tended to be persecuted after many years of suspicion. Also, witches tended to be wise w...