Poem Analysis- Robert Fross; Robert Browning; Anne Bradstreet

Robert Frost, â€Å"Out,Out—â€Å" 1. In line 15, Frost describes the saw as being sinister. He infers that the saw has a mind of its own, by stating that the saw jumped out of the boy’s hand and cut the boy’s hand terribly. Frost also makes it seem as if the saw is in a way, like a friend. He does this by demonstrating that using the saw is an advantage for the boy because it is making his job ten times easier. Without the saw, the boy would spend hours cutting through the wood. 2. In Frost’s poem, the people that surround the boy must be his family. It could also very much be friends, or members of his community, along with the doctor and nurses working on his injury. The tone of the poem leads me to conclude that the â€Å"they† in the poem†¦show more content†¦In other words, he, the Duke, controls the Duchess; or he wishes to control his Duchess. The Duke wouldn’t want anyone to see the portrait of his Duchess, with her blushed cheeks, unless he was there. The same c an be inferred from the last few lines of the poem, line 54-55, â€Å"Notice Neptune, though,/Taming a sea-horse, thought a rarity,/ Which Claus of Innsbruck cast in bronze for me!† The Duke is implying, that he himself is Neptune, and his last Duchess is the sea-horse. No one could have imagined that a sea-horse could be tamed, but Neptune achieved it. Identical to the way that the last Duchess herself was tamed. Adrienne Rich, â€Å"Aunt Jennifer’s Tigers,† In her poem, â€Å"Aunt Jennifer’s Tigers,† Adrienne is describing the protagonist’s feelings towards her marriage. In lines 9-10, the protagonist feels that she is a prisoner of her marriage, and will only be set free when she dies. The protagonist uses the tigers as a symbol of who she wished she could be. In the first stanza of the poem, Adrienne describes the tigers as being un-fearful of the men. A trait she wishes she possessed. Sharon Olds, â€Å"Rite of Passage,† 1. The speaker describes the first-grade boys at her son’s birthday party as men. Their behavior is pure imitation of the men they have been around. Her description of them is ironic, because how can first-graders realistically be grown men? She also uses the concept of violence a lot in the poem. 2. In the last two

My English study Free Essays

string(50) " to the word lists, are proved to be less active\." Conclusion Notes References Acknowledgement [Abstract] it is acknowledged that people have always been attaching much significance to the English study on account of the globalization trend of the world to the importance of language communication. Although many people are learning English, it does not mean that every person is certain to have good command of English. I’m no exception too. We will write a custom essay sample on My English study or any similar topic only for you Order Now This paper is concerned about my English study in three stages?in middle school, in high school and at the university. Meanwhile, this paper also gives detailed discussions about the factors: English pronunciation, Autonomous learning ability, English learning motivations and the influence of personal attitudes towards English study. Key Words] Pronunciation; Autonomous learning; Learning motivations; Personal attitudes Economical and technological advances have tremendous impact on our ways of communication. Moreover, the globalization trend of the world also indicates the importance of language communication. Therefore, English, as a widely used foreign language, has been always meeting with great popularity. However, it is notable that not every person is doomed to have good command of English. I’m no exception too. I have gone through three stages in the process of English study, which are filled with airdrops and happiness actually. It is acknowledged that English pronunciation is essential for every English learner who expects to have a good command of English. However, it is by no means easy. Pronunciation is closely related to the study of vocabulary, listening and so on. To correctly command English phonetic symbols, a learner must not only precisely grasp the articulation of a word and Judge its meanings, but also memorize new words flexibly. The former situation was that not only many students but the teachers themselves in middle school were not truly showing solicitude for the phonetic ours. When I was in middle school, I could remember being taught the phonetics only once. Later on, I had to learn by myself. Therefore, it has been no easy Job for me to clearly make distinction between English and Chinese in the Phonemic and phonological pronunciation. Besides, I do not completely correct my English pronunciation until now. 1. 1. 1 Phonemic and phonological distinction between English and Chinese Wan Shining (2004) argues the Chinese belongs to the oriented phylum, whereas English is an occidental one, and that the two languages share many similarities as ell as large divergences both phonemically and phonologically; their Phonetic system are distinct from each other mainly following by three aspects: (1) absolutely. The vowels and consonants in English differentiate from the tones (shunned) and the finals (yummy) in Chinese to a large extent even if they seem to be similar with their counterparts in pronunciation. (2) The ways of distinguishing meanings. Chinese distinguishes by tones, thus labeled as â€Å"tonal language†,@while English distinguishes meaning by the intonations of a sentence. Therefore, it named s â€Å"language with intonation† (3) Phonemic structure. The phonemes, which are restricted in the latter, are able t be combined freely in the former. Take spelling rules of the consonant for example. In English, [f] and [h] can be spelled together with which is not allowed in Chinese. Besides, all the consonants in English can come at the end of a syllable, while in Chinese only [n] and [Eng] are permitted. These differences cause great difficulties for the Chinese students in their acquisition of English pronunciation. Another difficulty for them is that the two languages differ in rhythms as well. Each possesses its characteristics on applying on tone or place of stress to distinguish the word’s meaning, and on the conveying a speaker tone or attitudes by means of various intonations. 1] @ Besides, there exist any other difficulties. 1. 1. 2 The transfer of mother tongue Chin Ling holds that the influence of the mother tongue on the foreign language learning is mainly illustrated on the course of â€Å"transfer† between external and internal languages. External language refers too language which a person utters in his daily talks, while the internal language refer s to a language which a person utilizes when thinking with his brain instead of speaking it out. Both languages serve as materials, basis as well as tools for thinking activity. A person is used applying his mother tongue or native dialect as his internal language at the beginning of learning a foreign language. Nevertheless, he may be forced to use external language that is understandable for both interlocutors in real communications. As a result, a problem arises in that external language is different from internal language. Consequently, the differences will produce the â€Å"negative transfer†. @The greater the preference is, the greater the difficulty is. [2] Totally speaking, I was tired of English study in view of these difficulties during that time. 1. 2 Difficulties of inaccurate memory of English vocabulary. As we all know, vocabulary is vital for Chinese English learner, especially for the middle school students. Because only in this stage can we have a specific idea of the English. When I was in middle school, my English teacher would teach students many vocabularies every single day that we could not memory in one night. Gradually, I ran into many difficulties in English study. Recently, I read a paper with respect to the study of vocabulary learning in middle school. The author said,† The appearance of such difficulties is because the burden of English learning, the compulsory learning mode and the lacking of vocabulary learning strategies. [3]Len order to verify his assumptions, the author did experiment among the students in are divided into two classes. They are comparative class and experimental class. During the experiment, they used the old and direct vocabulary teaching mode in the former and the associative vocabulary teaching in the latter. Finally, the date shows hat after 12-week training in vocabulary learning strategy, the students of the experimental class improved their vocabulary learning ability, which is higher than that in the comparative class. The survey showed that if the students who are to meet the requirement of teacher and confine the vocabulary memory to the word lists, are proved to be less active. You read "My English study" in category "Papers" By comparing my English study in middle school, I thought those phenomena are also occurred on me. 2. The second acquaintance with English in high school?enthusiasm of English study Fortunately, these obstacles had not accompanied me into high school. I met excellent teachers, then grasped the method of English learning and finally set a goal for me. 2. 1 The improvement of English autonomous learning ability English teaching is not simply to teach students knowledge. The most important thing is to develop their autonomous learning ability through teaching activities. My English teacher gave me a lot of help. Her guidance in the process of my English study aroused my great interest in English. My English teacher tried to progress from traditional teacher-centered teaching to the student-centered method. She liked to cultivate our independent learning ability. She inspired us to interact with her, proposed to audaciously ask questions and let us to do English presentations in open forms. Thanks to my dear English teacher, I regained the enthusiasm about English learning. Admittedly, it is essential for the students to have teacher’s innovative guideline. The American psychologist Moscow believes that this is the best way to encourage students to express their opinion and foster their enthusiasm to learn the knowledge and build the formation of healthy personality by establishing the sincere mutual understanding teacher-student relationship. The reason for why I could become enthusiastic about English study was not only owing to my teacher’s help, but also the changing of my English learning method. The reason for why I could improve my English is as follows: Firstly, grasp teacher’s lecture feature and the characteristics of the various disciplines. Secondly, review and prepare for new knowledge. Thirdly, interact with teacher in class. Gradually, I found that my English scored higher than the previous. Until now, I am deeply aware of the importance of independent learning. As a Chinese saying goes, â€Å"give man a sis, he will have a meal; teach him to fish, he will have the food all his life. † focuses on students’ subjectivity and initiative in order to make students how to study and achieve life-long learning and development. And it is not the one side of my story. It has already been studied by others. The concept of â€Å"autonomous learning† (Holes) ($) originated in the asses. He expresses, â€Å"English as a conceptual tool which further developed its definition. † [4] Benson and Evolve believe, â€Å"autonomous learning is not only the freedom of learning, but a good opportunity to form independent thinking ability as adult. [5] Little believes that the essence of the â€Å"autonomous learning† is a kind of ability such as â€Å"independent, critical reflection and decision-making. [6] Learners need to arouse their awareness of what to learn and how to learn. Also American futurist Alvin-Toffee once said,† The illiteracy in the future is not the one who don’t know the word, but the one who do not know how to learn. † In addition to the previous factors, learning motivation is proved to be the essential factor. Motivation is the prime power of all activities. In the process of learning, many psychological factors can convert into the inner motivation, including interest, values and so on. As Www Heping@said in his A Review of research on foreign language Learner’s motivation. Motivation@can Arouse appropriate learning deeds, it can make students go into learning state and learn English initiative. † [7] I can not agree with his idea any more. When I was in high school, I still remembered that even a little achievement could take me great motivation. And this motivation accompanied me to go to university. 3. The third acquaintance with English at the university?passiveness of English After I come into university, I find that I become less positive towards English earning than ever before. And the reasons are as follows: A study of engineering students in Yemen by Taft AY-Tamil Candy Minor Squib cited previous research that found two classes of motivation for learning English: instrumental and integrative orientation. A person, who learns the language in hopes of gaining some tangible benefit, such as success in a Job or fulfilling an academic requirement, is instrumentally motivated. A person with integrative motivation learns English because he or she wishes to learn more about the culture of the Western world or become more integrated into English-speaking society. ] And I belong to the former. I learn the English in order to regard it as a tool for my future occupation. 3. 1 Personal attitudes towards English study determined by his attitudes towards the other group in particular and by his orientation towards the learning task itself. And I totally agree with it. † [9] A positive attitude toward learning the English language is one of the leading predictors of success in gaining fluency. However, as mentioned above, I am not truly love English, but regard it as a tool of getting a Job. During this stage, my English study doe not make much progress. In the above paragraphs, I have made detailed explanation about my three stages of English study. From this paper, people can see that if one wants to get a good command of English, he must perfectly grasp these aspects: have a series of learning methods, take positive attitude toward English (namely the understanding of autonomous English learning) and pay particular attention to the pronunciation of English. Besides, the external factors are also of great importance such as the teacher’s teaching methods, the environment that people are situated in and so on. As for me, my English study does not do a good Job. No matter what stage do you belong to, I believe that this paper can be beneficial to your English study. Serve to distinguish one utterance from another in a language or dialect. @Tonal language: A tonal language is a language in which pitch is used as a part of speech, changing the meaning of a word. An example of how tone can change the meaning of a word can be found in English: the word â€Å"present† can be used as a verb or a noun, with a stress on the first or second syllable changing the meaning. In tonal languages, the way in which you say a word is very important, as it radically hinges the meaning. Tonal languages are found primarily in Asia, Africa, and South America. @alienation: Intonation is a word used to refer to how a sentence sounds. How a sentence sounds if it’s a question sounds different from how a sentence sounds if it’s a statement @Negative transfer: Negative transfer is a situation where a person transfers old learning and knowledge to a new situation, and the old information interferes with new information acquisition and task performance. This can be inconvenient or dangerous, depending on the type of situation involved. How to cite My English study, Papers

Busy Bee free essay sample

In this crazy world, everyone is busy with their work, going to school, or doing something for the survival of their lives. A busy bee defines a person who is busy in his/her life and barely has time for their personal and social life. This kind of lifestyle is really complicated and hard to live. A busy bee is a behavior in which a person has little time for friends, is focused on their career and also has a lifestyle of either being a single or can barely provide time for family. First of all uncle who owns 12 dunking donuts barely has time for his family.He sees his kids or communicates with them once or twice in a week. For him, his business life is more important than his social life with his family. He ought to give first preference to his business to make more n more money on his bank account. We will write a custom essay sample on Busy Bee or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In addition, Olivia Pope from Scandal, to me reflects the behavior of a busy bee. In the show, Scandal, she appears to be very busy, handling five cases a day, and there is always something going on that she needs to take care of it. As the definition says, she is shown as having no personal life, and mostly she Is In the office solving cases nice she does as a Job as a fixer.Busy bee behavior can also exhibit Influential behavior. The bad feeling between what Is, and what could be, talks to our frustrations and stirs us Into wide awake Influence. chose this behavior to write about because I can connect to this behavior in such manner that since morning to night, I am running around the whole day to take summer classes or running errands or working. I also uncover some of the valuable realities of how my mind can either work for me or against this Influential being busy behavior. Its only the weekends I can go back to my normal lifestyle, talk to my family and relax myself.Though Stephen R. Covey famous American educator and author has define busy bee In above mention phrase, We may be very busy, we may be very efficient, but we will also be truly effective only when we begin with the end In mind. To conclude, the behavior of the busy bee Is my favorite from all the other behaviors listed because being busy makes me feel Like I am accomplishing something from life, It doesnt give me a chance to get bored and thatch shows Like sorrow or happiness and It gives me the encouragement to be busy In life.The behavior of a busy bee Is an exceptional and unique way to keep going In life. Thats why William Blake said, Get busy living, or get busy dying. By harassers she is shown as having no personal life, and mostly she is in the office solving cases Busy bee behavior can also exhibit influential behavior. The bad feeling between what is, and what could be, talks to our frustrations and stirs us into wide awake valuable realities of how my mind can either work for me or against this influential educator and author has define busy bee in above mention phrase, We may be begin with the end in mind. To conclude, the behavior of the busy bee is my favorite from all the other behaviors listed because being busy makes me feel like I am accomplishing something from life, it doesnt give me a chance to get bored and watch shows like sorrow or happiness and it gives me the encouragement to be busy in life. The behavior of a busy bee is an exceptional and unique way to keep going in Thats why William Blake said, Get busy living, or get busy dying.

Strength and Conditioning Article Critique

â€Å"Strength Training for the Warfighter† an article by William Kraemer and Tunde Szivak discusses methods that can be used to make endurance training for soldiers and professional athletes more effective.Advertising We will write a custom article sample on Strength and Conditioning Article Critique specifically for you for only $16.05 $11/page Learn More Kraemer and Szivak deviate from the traditional methods used in endurance training for soldiers which focused on physical fitness. Kraemer and Szivak propose that endurance training for soldiers should be based on mission requirements that involve tailoring endurance training programs to meet the psychological, physical, and environmental challenges encountered on the battlefield. These scholars maintain that the main purpose of endurance training programs is to increase power and maximal strength because they are the basis of neuromuscular fitness. Another aim of endurance or resistance traini ng is to shield soldiers from injuries and improve performance (Kraemer , Szivak, 2012). Kraemer and Szivak argue that in order to come up with effective endurance training programs, one needs to understand physiological principles of power and strength development. In order to make muscles more powerful, an endurance training program should be designed in a way that stimulate more motor units. Current endurance training programs used by the military are ineffective because they stimulate a few motor units. In designing an effective endurance training program, certain variables need to be taken into consideration.Advertising Looking for article on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More These include choice of the program, order of exercises, load resistance used, rest between exercises, and number of sets. These variables should be designed to enable concurrent training, which is training both the anaerobic and aero bic metabolic systems (Kraemer , Szivak, 2012). Lastly, Kraemer and Szivak also stress on the need of paying attention to workout styles. In regard to this, Kraemer and Szivak advocate for a flexible nonlinear approach because it incorporates several workouts. Ideally, in endurance training, one should start with minor workouts, followed by light workouts, moderate workouts, heavy workouts, and finally very heavy workouts (Kraemer , Szivak, 2012). Kraemer and Szivak make important points when it comes to designing endurance programs for soldiers. Currently, soldiers are subjected to heavy endurance training, mainly in the form of long-distance running that is not compatible with their needs in the battle field (Ferruggia, 2008). Additionally, long-distance running does not give soldiers the necessary muscle mass and strength they need to deal with the challenges on the modern battlefield. This is because it does not train the relevant muscles and motor units. Kraemer and Szivak†™s proposition that military endurance training should be tailored to meet the needs of soldiers is essential.Advertising We will write a custom article sample on Strength and Conditioning Article Critique specifically for you for only $16.05 $11/page Learn More Kraemer and Szivak’s proposal for designing military endurance programs is also useful. They suggest that military endurance programs do not have to be linear and rigid. Military commanders and trainers should let soldiers engage in exercises, they feel comfortable with without forcing them to stick to a strict training schedule. In addition, Kraemer and Szivak maintain that effective endurance training programs should allow soldiers adequate rest between training sessions. This is useful as the current military endurance training programs overwork soldiers, leading to depletion and damage to their muscles, instead of building them (Baechle , Earle, 2008). Kraemer and Szivak clearly ind icate that effective endurance training programs are not based on long training hours and heavy physical exercises, but on understanding the needs of soldiers in the battlefield and body physiology. However, Kraemer and Szivak fail to elaborate what types of exercises are effective in endurance training. References Baechle, T. R., Earle, R. W. (2008). Essentials of Strength Training and Conditioning (3rd ed.). Champaign, IL: Human Kinetics. Ferruggia, J. (2008). Fit to fight: an insanely effective strength and conditioning program for the ultimate MMA warrior. New York: Avery. Kraemer, W. J., Szivak, T. K. (2012). Strength Training For the Warfighter. Journal of Strength and Conditioning Research, 26(7): 107–118. This article on Strength and Conditioning Article Critique was written and submitted by user Ricky R. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Revolutions 1848

The February Revolution in France gave impetus to a series of revolutionary explosions in Western and Central Europe. However the new French Republic did not support these movements. The stage was set when the unrest caused by the economic effects of severe crop failures in 1846–47 merged with the discontent caused by political repression of liberal and nationalist aspirations. In the German states, popular demonstrations and uprisings (Feb.–Mar., 1848) led to the dismissal of unpopular ministers and the calling of a national parliament to draft a constitution for a united Germany. While the constitution was debated at length, rulers of the German states were able to recover their authority. By 1849, the Frankfurt Parliament and the provisional government it established had collapsed and the old order was restored. The revolution within the Austrian Empire was one of initial success and subsequent defeat. In contrast to the situation in Germany, however, revolutionists in the Hapsburg domains demanded less central authority and a more autonomous role for the national groups. Lack of cooperation among the revolutionary movements and the loyalty of the armies to old authorities permitted the suppression of the insurgents by armed might. In Italy, the demand for expulsion of the Austrians and for national unification found a champion in King Charles Albert of Sardinia, but again Austrian armies put down the revolutions. The revolutions of 1848 failed notably because three kinds of demands- social and economic, liberal, and national- were not easily reconciled. This is illustrated in France by the Socialists Blanc and Albert on the one side, and the Liberal Republicans Marie and Arago on the other. Middle-class moderates like Lamartine gained control of the revolutionary movements and resisted the more radical demands of the lower classes, thus losing much of the popular support that was essential to their success. The results of the ... Free Essays on Revolutions 1848 Free Essays on Revolutions 1848 The February Revolution in France gave impetus to a series of revolutionary explosions in Western and Central Europe. However the new French Republic did not support these movements. The stage was set when the unrest caused by the economic effects of severe crop failures in 1846–47 merged with the discontent caused by political repression of liberal and nationalist aspirations. In the German states, popular demonstrations and uprisings (Feb.–Mar., 1848) led to the dismissal of unpopular ministers and the calling of a national parliament to draft a constitution for a united Germany. While the constitution was debated at length, rulers of the German states were able to recover their authority. By 1849, the Frankfurt Parliament and the provisional government it established had collapsed and the old order was restored. The revolution within the Austrian Empire was one of initial success and subsequent defeat. In contrast to the situation in Germany, however, revolutionists in the Hapsburg domains demanded less central authority and a more autonomous role for the national groups. Lack of cooperation among the revolutionary movements and the loyalty of the armies to old authorities permitted the suppression of the insurgents by armed might. In Italy, the demand for expulsion of the Austrians and for national unification found a champion in King Charles Albert of Sardinia, but again Austrian armies put down the revolutions. The revolutions of 1848 failed notably because three kinds of demands- social and economic, liberal, and national- were not easily reconciled. This is illustrated in France by the Socialists Blanc and Albert on the one side, and the Liberal Republicans Marie and Arago on the other. Middle-class moderates like Lamartine gained control of the revolutionary movements and resisted the more radical demands of the lower classes, thus losing much of the popular support that was essential to their success. The results of the ...

Definition and Examples of Family Slang in English

Definition and Examples of Family Slang in English The informal term family slang refers to words and phrases (neologisms) created, used, and generally understood only by the members of a family. Also called kitchen table lingo, family words, and domestic slang. A lot of these words, says Bill Lucas, a trustee of the English Project at Winchester University, are inspired by the sound or the look of a thing, or are driven by an emotional response to that being described. Examples [Examples of this] sort of vocabulary [i.e., family slang or kitchen table lingo] . . . include words for items for which no standard name exists, like Blenkinsop (a comical-sounding but authentic British family name) for the little tab which slides across the top of self-sealing plastic bags for refrigeration, or trunklements to describe bits and pieces, personal possessions. Words which have moved into wider circulation such as helicopter and velcroid for intrusive parents or neighbors, howler for baby, and chap-esse for female probably originated in family usage. (Tony Thorne,  Dictionary of Contemporary Slang, 4th ed.  Bloomsbury,  Ã‚  2014)Greebles and TwangerIf there was no word for a thing, Sally Wallace invented it: greebles meant little bits of lint, especially those which feet brought into bed; twanger was the word for something whose name you dont know or cant remember. (D.T. Max, The Unfinished. The New Yorker, March 9, 2009)Hotchamachacha!One of [my fathers] favori te words Ive never heard on anyone elses lips: hotchamachacha! I imagine this began life as a conjurors invocation, like abracadabra. My father uses it, though, to create a general sense of humorous mystification (Am I going to get a chemistry set for my birthday, Daddy? Hotchamachacha!), or to pour scorn on what someone (usually me) is saying (Come onquickseven nines! Um... eighty-two? Hotchamachacha!), or to warn you urgently against doing something dangherooz. (Michael Frayn, My Fathers Fortune: A Life. Metropolitan Books, 2010) KaboofI’m 64 years old and ever since I can remember, we’ve called the area under stairs (the crawlspace) the kaboof. (Paula Pocius, Grammar Composition blog, December 31, 2007)Missmas CardsMissmas Cards are those you send after receiving Christmas Cards from people to whom you would not have sent, and which will surely arrive at their destination after Christmas. (Tanja, Grammar Composition blog, December 31, 2007)Manniversary and Mundungus DrawerThe Today program (Today, BBC Radio 4) asked its listeners to e-mail in their kitchen table lingo:Manniversary: John Roser and his partner use this to describe their annual anniversary.Mundungus Drawer: a drawer in Caroline Harris kitchen where everything and anything lives. Splosh, Gruds, and Frarping: Family Slang in Britain Linguists have published a new list of ‘domestic’ slang words which they say are now commonplace in British homes. Unlike some other slang, these words are used by people of all generations and are often used as a way to bond with other family members. According to the research, people are now more than likely to ask for splosh, chupley or blish when they fancy a cup of tea. And among the 57 new words identified meaning television remote control are blabber, zapper, melly and dawicki. The new words were published this week in the Dictionary of Contemporary Slang  [2014],  which examines the changing language of today’s society... Other household slang used by families include grooglums, the bits of food left in the sink after washing up, and slabby-gangaroot, the dried ketchup left around the mouth of the bottle.The personal possessions of a grandparent are now referred to as trunklements, while underpants are known as gruds.And in less well-mannered households, there is a new word for the act of scratching one’s backsidefrarping. (Eleanor Harding, Fancy a Blish? The Daily Mail [UK], March 3, 2014) Homely Terms - Family slang undoubtedly does in one way or another modify and create novel forms of speech which tend to become homely terms of unconventional usage. It may even be true that the most insignificant member of the family, the baby, may have the greatest influence in the matter of introducing novel forms. (Granville Hall, The Pedagogical Seminary, 1913)- More often than not, family words can be traced back to a child or grandparent, and sometimes they get passed down from generation to generation. They seldom escape the province of one family or a small cluster of familiesso are therefore seldom written down and must be gathered in conversation. (Paul Dickson, Family Words, 2007)

The Simulator-Manual Paper Essay Example | Topics and Well Written Essays - 1000 words

The Simulator-Manual Paper - Essay Example :   Ã‚   This is a sample experimental run file   Ã‚   Seed: 0  Ã‚   Algorithm: FCFS Group Processes First Arrival Interarrival Duration CPU Burst I/O Burst 1 8 2.0 constant 4.00 uniform 8.00 14.00 constant 10.00 constant 6.00 Experimental Runs For 1 Experiment Experiment Commentary Run Modifications myexp This experiment contains 1 run myrun_1 algorithm FCFS key First Come First Served Starting run from experiment myexp Tue Feb 21 05:07:29 EST 2012 Starting run from myrun_1 Starting to run events using FCFS 40 events done in 18 milliseconds Event List at Time 86.58 Process  Scheduling  Simulator version  1.100L288  by  S.  Robbins   supported  by  NSF  grants   DUE-9750953  and  DUE-9752165. ... 1  05:07:32  EST  2012 Event  list  size  is  0  at  86.58 Tue  Feb  21  05:07:33  EST  2012 Number  of  new  processes  0  at  time  86.58 Tue  Feb  21  05:07:34  EST  2012 Number  of  waiting  processes  0  at  time  86.58 Tue  Feb  21  05:07:36  EST  2012 Number  of  processes  8  at  time  86.58   ID  Ã‚  Ã‚  State  Ã‚  Ã‚  Started  Ã‚  Ã‚  Finished  In  CPU  Ã‚  Ã‚  Ã‚  Ã‚  Used  Ã‚  Ã‚  Ã‚  Total  Ã‚  Waiting   Ã‚  1  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  43.10  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  12.44  Ã‚  Ã‚  Ã‚  12.44  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  22.66   Ã‚  2  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  76.72  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  13.62  Ã‚  Ã‚  Ã‚  13.62  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  51.10   Ã‚  3  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  31.52  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1  Ã‚  Ã‚  Ã‚  Ã‚  9.52  Ã‚  Ã‚  Ã‚  Ã‚  9.52  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12.00   Ã‚  4  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  14.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  40.66  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  9.14  Ã‚  Ã‚  Ã‚  Ã‚  9.14  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  17.52   Ã‚  5  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.43  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  10.42  Ã‚  Ã‚  Ã‚  10.42  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  52.01   Ã‚  6  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  22.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.53  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  10.10  Ã‚  Ã‚  Ã‚  10.10  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  48.43   Ã‚  7  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  26.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.58  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  10.05  Ã‚  Ã‚  Ã‚  10.05  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  44.53   Ã‚  8  Ã‚  Ã‚  done  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  30.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.01  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  9.29  Ã‚  Ã‚  Ã‚  Ã‚  9.29  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  46.72 Tue  Feb  21  05:07:37  EST  2012 Number  of  ready  processes  0  at  time  86.58 Tue  Feb  21  05:07:38  EST  2012 Number  of  finished  processes  8  at  time  86.58   ID  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Started  Ã‚  Ã‚  Finished  Ã‚  CPU  Total   Ã‚  Ã‚  3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  31.52  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9.52   Ã‚  Ã‚  4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  14.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  40.66  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9.14   Ã‚  Ã‚  1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  43.10  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12.44   Ã‚  Ã‚  2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  76.72  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  13.62   Ã‚  Ã‚  8  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  30.00  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  86.01  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  9.29

Advantages and Disadvantages of Corporate Social Responsibility Essay

Advantages and Disadvantages of Corporate Social Responsibility - Essay Example This paper illustrates that there are three CSR theories, which are interdisciplinary; utilitarian, relational, and managerial theories. Utilitarian theories emphasize on a maximization of profit, hence related to theories of competitive advantage. The managerial theory, on the other hand, has the CSR approached internally; meaning that anything exterior to the business is taken into account for the firm’s decision-making. The Relational theory has to do with the complex firm-environment relationships. The implication here is that the firm-environment relationships form the focus of the CRS analysis. In the CRS, business in society comes up as a matter of interplay between the two. Thus, the relational theory is value-based and interdependent between the corporation and mankind. CSR is important to both the agency and the consumers in a number of ways: for companies, it helps them create a better public image since their public image is at the mercy of their social responsibil ity strategies and how their customers are mindful of them. According to Cone Communications, 90% of the consumers would avoid doing business with corporations if there were no social responsibility plan. Studies indicate that firms heavily involved in funds and goods donation to Non-governmental and other non-profit making organizations and schools are likely to increase the likelihood of consumers buying their products. At the same time, a corporation that takes care to ensure that the primal matter used in its products are environmentally secure and the manufacturing process is sustainable is more eye-catching to the society.

Focusing on the first scene Essay Example for Free

Focusing on the first scene Essay At the beginning of the play, from Alfieris monologue you can tell that there is constant tension between the people in the neighbourhood because of when he says how I often think that behind that suspicious little nod of theirs lie three thousand years of distrust. This shows that this trust hasnt been broken recently, it has been going back generations upon generations. The comment Oh, there were many here who were justly shot by unjust men. Justice is very important here says to the reader that no matter how much violence it may lead to it will be done, and in the hands of the Italian civilians. They dont go to the police and instead fight it out themselves. Things are obviously starting to calm down now though because Alfieri no longer keeps a pistol in his filing cabinet and says that people are now quite civilized, quite American. When we first meet the Carbone family, we see an excited Catherine welcoming Eddie home from a long day of working in the docks. Catherine obviously has been waiting around for his approval of her new dress because she is very excited when she asks him what he thinks, (running her hands over her skirt) I just got it. You like it? and when he also asks about her hair change she wants his immediate approval. Eddie delivers with flattering comments like oh, your mother was alive to see you now and you look like one of them girls that went to college which is a complement in itself because it is saying she looks smart and sophisticated and not like any average person. Eddies comment about how the dress looks a bit short when she sits down and how she walks is what reveals his protectiveness over her and how she may look attractive to other men. Listen, you been giving me the willies the way you walk down the street Im telling you youre walking wavy He doesnt like that she may seem attractive to other guys in the neighbourhood. This upsets Catherine because Eddies approval obviously must mean so much to her. She even almost breaks into tears because he disapproves of how she walks. Eddie has always treated Catherine like a baby, even now when shes 17 years old he says Youre a baby, you dont understand these things. when he talks about her waving to Louis he warns her that I could tell you things about Louis which you wouldnt wave to him no more. Louis is obviously not the nice guy that Catherine thinks he his and seems like he has a dark past. From Catherines comment about how I wish there was one guy you couldnt tell me about means that Eddies has a dark story about every guy in the neighbourhood which is so bad it would actually lead to an end of conversation between them and Catherine. Beatrice and Eddies relationship has an obvious problem which is that he has more feelings for Catherine than he does for Beatrice. Which Beatrice realises but Eddie doesnt. At the beginning Beatrice isnt so open about the fact that she knows Eddies has feelings for his niece, but after some time she starts to argue with Eddie whenever its just them left in the room. But right now at the beginning Beatrice doesnt speak it out. When Eddie tells Catherine that Beatrices cousins have landed, B. is very concerned about how the house looks and that she hasnt bought a new table cloth (astounded and afraid) Im I just I cant believe it! I didnt even buy a new tablecloth; I was gonna wash the walls. Eddie is actually a nice and caring person and not just the guy who brings in the money. He reassures Beatrice that Listen, theyll think its a millionaires house compared to the way they live this calms her down a bit but she is still a little doubtful until Eddie says Youre saving their lives, whatre you worrying about the table cloth? They probably didnt see a tablecloth in their whole life where they come from which begins to calm her down. When Beatrice and Catherine reveal to Eddie that Catherine may start working, it isnt surprising that Eddie is worried because he has feelings for her and obviously doesnt want her to go to work and meet other men. Also Eddie obviously usually has say in the house because as soon as they say Catherine has a job he replies with what job? Shes gonna finish school. When Catherine tries to change his mind he interrupts her and says No no, you gonna finish school. It seems everything has to go through eddies approval before anybody can make any changes to anything. But when the two women manage to get him to half agree he still isnt sure about it. The stage direction showing that hes strangely nervous proves this. It seems like there is no end to his questions because it goes from wheres the job? What company? to Nostrand Avenue and where? to what about all the stuff you wouldnt learn this year though. Eddie is just trying to keep Catherine at school so she will still be living in the house. If she makes her own money sooner or later she will move away. If she has been offered a job and been told she is the best student in the class there is no more for her to learn. Then it turns to That aint what I wanted, though. Which shows that Eddie had a plan set out for Catherine this whole time which would probably keep her in the house for as long as possible and now she wont be following it. He still tries to convince her that she shouldnt go to work by saying Near the Navy Yard plenty can happen in a block and a half. And a plumbing company! Thats one step over the water front. Theyre practically longshoremen. Eddie himself is a longshoreman so this obviously means if she is going to leave he wants her to leave to better people than himself or Louis or the plumbers at her stenography job. Beatrice replies with Yeah, but shell be in the office, Eddie but again its not what Eddie had in mind. He had had good intentions for Catherine because he wanted her to be with different kind of people. I want you to be in a nice office. Maybe a lawyers office in New York in one of them nice buildings. He obviously doesnt want her to go because when Beatrice tells him to think about it (he is silent, staring down at the tablecloth, fingering the pattern). Beatrice tells him that shell get out of the subway and be in the office in two minutes but Eddie is somehow sickened by the idea of her working in that neighbourhood. After some time Eddie actually agrees to let her work, Catherine is excited and says that she will buy new dishes with her first pay and Eddie replies with a sudden and then youll move away Catherine denies this accusation but Eddie still carries on with Why not? Thats life. And youll come visit on Sundays, then once a month, then Christmas and New Years, finally Catherine again denies the accusation but Eddie is hurt that she will be leaving him and the house and this shows he isnt ready to move on yet.

Various Essays On Goldings Lord Of The Flies -- essays research pape

1. Given that Piggy represents society and its rules, he must have found his situation on the island disturbing at the least. At first, there is no organized social structure of any kind; no position of leadership existed. There was an absence of rules. This must have been very disturbing to Piggy. Then, as the story progresses, a sort of chain of leadership emerges with Ralph being voted as â€Å"chief.† â€Å"Ralph raised his hand for silence. ‘All right. Who wants Jack for chief?’ With dreary obedience the choir raised their hands. ‘Who wants me?’ Every hand outside the choir except Piggy’s was raised immediately. Then, Piggy too, raised his hand grudgingly into the air. Ralph counted. ‘I’m chief then.’†(LoF p21). Then, a little bit later, Ralph brings up the idea of rules: â€Å"Jack was on his feet. ‘We’ll have rules!’ he cried excitedly. Lots of rules! Then when anyone breaks them-’à ¢â‚¬ (LoF p33). When the â€Å"hunters† kill their first pig is when we start to see signs of a more primal society, or lack thereof. They repeat the chant, â€Å"Kill the pig. Cut her throat. Spill her blood.† Piggy obviously if fed up with Jack and his hunters, asking, â€Å"What are we? Humans? Or animals? Or savages? What’s grownups going to think?’†(LoF p.91). And then, Ralph’s authority is challenged by Jack. Jack first disregards the rule of letting the person with conch speak without interruption. Then he directly challenges Ralph, saying, â€Å"And you shut up! Who are you, anyway? Sitting there, telling people what to do. You can’t hunt, you can’t sing-’†(LoF p91). From this confrontation is goes downhill on the island. On pg. 114, a â€Å"game† gets a little out of hand, when Robert pretends to be the pig, and the others pretend to hunt him, but then they become more serious and actually hurt hi m. He is not killed, however. Eventually, Jack and some of the other boys split apart from Ralph and his â€Å"group.† Jack and his hunting band kill another pig savagely, reveling in its agony. The â€Å"peak of their decline† was when they killed Simon, calling him a beast, during the storm. Then Piggy is killed, and the conch is shattered, and that is when I consider them to be at the absolute lowest in society: nothing more than savages.   Ã‚  Ã‚  Ã‚  Ã‚  2. In the novel, Sam and Eric are introduced early as two separate people, beings, that resemble one entity. â€Å"Even while he blew, Ralph noticed the last pai... ... stood on the sand, looking down at Ralph in wary astonishment.†(LoF p200). The attire of the boys and the officer also stand in stark contrast. The officer is dressed with a military neatness, with a clean, decorated uniform, most likely clean, shaved, etc. The boys, however are in need of hair cuts, most of them are covered with clay, and they’re probably wearing the tattered remains of shorts or pants. Despite how much more â€Å"civilized† the officer must look than the children, an irony remains. This officer represents adult life, responsible, capable, but really bearing the same prospect for evil as the â€Å"savages†. This officer, who interrupted a manhunt, is going to rescue the children and take them off of the island, but to where? To a cruiser that will soon be hunting its enemy in the sam way as the savages hunted Ralph. To me, the irony is that although the officer and his cruiser seem to be so much more civilized than these little savage s, he isn’t. It’s just like what â€Å"the Beast† told Simon. No matter where you go, you can’t get away from him. Because this â€Å"Beast†, this capability for evil, exists in everyone.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Night World : The Chosen Chapter 13

Rashel knew she had to stop the guard before he could make a sound. The vampires' mansion was on the farther cliffs, overlooking open sea rather than the harbor, and the music ought to help drown outside noises-but the greatest danger was still that they would be heard before the girls could get away. She launched herself at the werewolf, throwing a front snap kick to his chest. She could hear the air whoosh out as he fell backward. Good. No breath for howling. She landed with both knees on top of him. â€Å"This is silver,† she hissed, pressing the blade against his throat. â€Å"Don't make a noise or I'll use it.† He glared at her. He had shaggy hair and eyes that were already half-animal. â€Å"Is there anybody on the boats?† When he didn't answer, she pressed the silver knife harder. â€Å"Is there?† He snarled a breathless â€Å"No.† His teeth were turning, too, spiking and lengthening. â€Å"Don't change-† Rashel began, but at that moment he decided to throw her off. He heaved once, violently. A snap of her wrist would have plunged the silver blade into his throat even as she fell. Instead Rashel rolled backward in a somersault, tucking in her head and ending up on her right knee. Then, as the werewolf jumped at her, she slammed the sheathed knife upward against his jaw. He fell back unconscious. Too bad, I wanted to ask him about the client. Rashel looked shoreward, to see that Daphne, Annelise, and Nyala were on the pier with her. They were each holding a rock or a piece of wood broken from the jagged pilings of the wharf. They were going to help me, Rashel thought. She felt oddly warmed by it. â€Å"Okay,† she said rapidly. â€Å"Annelise and Keiko, with me. Everybody else, stay. Daphne, keep watch.† In a matter of minutes she and the boating girls had checked the boats and found two with features they thought they could handle†¦ and with fuel. Anne-lise had removed a couple of crucial engine pieces out of the others. â€Å"Took out the impellers and the solenoids,† she told Rashel mysteriously, holding out a grimy hand. â€Å"Good. Let's set them adrift. Everybody else, get yourself on a boat. Find a place to sit fast and sit down.† Rashel moved to the back of the group where Fayth had her arms around a couple of the girls who looked scared of setting out on the dark ocean. â€Å"Come on, people.† She meant to herd them in front of her like chickens. That was when it happened. Rashel had an instant's warning-the faint crunch of sand on rock behind her. And then something hit her with incredible force in the middle of the back. It knocked her down and sent her knife flying. Worse, it sent her mind reeling in shock. She hadn't been prepared. That instant's warning hadn't been enough-because she had already lost zanshin. She no longer had the gift of continuing mind. She had lost her single purpose. In the old days she'd been fixed on one thing-to kill the Night People. There had been no hesitation, no confusion. But now†¦ she'd already faltered twice tonight, knocking the werewolves unconscious instead of killing them. She was confused, uncertain. And, as a result, unprepared. And now I'm dead, she thought. Her numbed mind was desperately trying to recover and come up with a strategy. But there was a wild snarling in her ear and a trail of hot pain down her back. Animal claws. There was a wolf on top of her. Rudi had gotten loose. Rashel gathered herself and bucked to throw the wolf off. He slipped and she tried to roll out from under him, arms up to keep her throat protected. The werewolf was too heavy-and too angry. He scrambled over her rolling body like a lumberjack on a log. His snarling muzzle kept darting for her throat in quick lunges. Rashel could see his bushy coat standing on end. She felt fire across her ribs-his claws had torn through her shirt. She ignored it. Her one thought was to keep him away from her throat. Keeping an elbow up, she reached for the knife with her other hand. No good. She hadn't rolled far enough. Her fingertips just missed the hilt. And Rudi the wolf was right in her face. All she could see were sharp wet teeth, black gums, and blazing yellow eyes. Her face was misted with hot canine breath. Every snap of those jaws made a hollow glunk. Rashel only had one option left-to block each lunge as it came. But she couldn't keep that up forever. She was already tiring. It's over, she thought. The girls who might have helped her-Daphne and Nyala and Annelise were at the far end of the wharf or on the boats. The other girls were undoubtedly too scared even to try. Rashel was alone, and she was going to die very soon. My own stupid fault, she thought dimly. Her arms were shaking and bloodied. She was getting weaker fast. And the wolf knew. Even as she thought it, she missed a block. Her arm slipped sideways. Her throat was exposed. In slow motion she saw the jaws of the wolf opening wide, driving toward her. She saw the triumph in those yellow eyes. She knew, with a curious sense of resignation, that the next thing she would feel was teeth ripping through her flesh. The oldest way to die in the world. I'm sorry, Daphne, she thought. I'm sorry, Nyala. Please go and be safe. And then everything seemed to freeze. The wolf stopped in midlunge, head jerking backward. Its eyes were wide and fixed. Its jaws were open but not moving. It looked as if it might howl. But it didn't. It collapsed in a hot quivering heap on top of Rashel, legs stiff. Rashel scrambled out from under it automatically. And saw her knife sticking out of the base of its skull. Quinn was standing above it. â€Å"Are you all right?† He was breathing quickly, but he looked calm. Moonlight shone on his black hair. The entire world was huge and quivering and oddly bright. Rashel still felt as if she were moving in slow motion. She stared at Quinn, then looked toward the wharf. Girls were scattered all over, as if frozen in the middle of running in different directions. Some were on the decks of the two remaining boats. Some were heading toward her. Daphne and Nyala were only fifteen feet away, but they were both staring at Quinn and seemed riveted in place. Nyala's expression was one of horror, hate-and recognition. Waves hissed softly against the dock. Think. Now think, girl, Rashel told herself. She was in a state of the strangest and most expanded consciousness she'd ever felt. Her hands were icy cold and she seemed to be floating-but her mind was clear. Everything depended on how she handled the next few minutes. â€Å"Why did you do that?† she asked Quinn softly. At the same time she shot Daphne the fastest and the most intense look of her life. It meant Go now. She willed Daphne to understand. â€Å"You just lost a guard,† she went on, getting up slowly. Keep his eyes on you. Keep moving. Make him talk. â€Å"Not a very good one,† Quinn said, looking with fastidious disgust at the heap of fur. Go, Daphne, run, Rashel thought. She knew the girls still had a chance. There were no other vampires coming down the path. That meant that Rudi had either been too angry to give a general alarm or too scared. That was one good thing about werewolves-they acted on impulse. Quinn was the danger now. â€Å"Why not a good one?† she asked. â€Å"Because he damaged the merchandise?† She lifted her torn shirt away from her ribs. Quinn threw back his head and laughed. Something jerked in Rashel's chest, but she used the moment to change her position. She was right by the wolf now, with her left hand at the exact level of the knife. â€Å"That's right,† Quinn said. A wild and bitter smile still played around his lips. â€Å"He was presumptuous. You almost surrendered to the wrong darkness there, Shelly. By the way, where'd you get a silver knife?† He doesn't know who I am, Rashel thought. She felt both relief and a strange underlying grief. He still thought she was some girl from the club- maybe a vampire hunter, but not the vampire hunter. The one he'd admitted was good. So he's unprepared. He's off his guard. If I can kill him with one stroke, before he calls to the other vampires, the girls may get away. She glanced at the wharf again, deliberately, hoping to draw his gaze. But he didn't look behind him, and Daphne and the other stupid girls weren't leaving. Refusing to go without her. Idiots! Now or never, Rashel thought. â€Å"Well, anyway,† she said, â€Å"I think you saved my life. Thank you.† Keeping her eyes down, she held out her hand. her right hand. Quinn looked surprised, then reached out automatically. With one smooth motion, like a snake uncoiling, Rashel attacked. Her right hand drove past his hand and clamped on his wrist. Her left hand plunged down to grab the knife. Her fingers closed on the hilt and pulled- and the sheath with its attached silver blade stayed in the werewolf's neck. Just as she'd planned. The knife itself came free, the real knife, the one made of wood. And then Quinn tried to throw her and her body responded automatically. She was moving without conscious direction, anticipating his attacks and blocking them even as he started to make them. It transformed the fight into a dance. Faster than thought, graceful as a lioness, she countered every move he made. Zanshin to the max. She ended up straddling him with her knife at his throat. Now. Fast. End it. She didn't move. You have to, she told herself. Quick, before he calls the others. Before he knocks you out telepathically. He can do it, you know that. Then why isn't he trying? Quinn lay still, with the point of the wooden knife in the hollow of his throat, just where his dark collar parted. His throat was pale in the moonlight and his hair was black against the sand. Footsteps sounded behind Rashel. She heard rapid light breathing. â€Å"Daphne, take the boats and go now. Leave me here. Do you understand?† Rashel spoke every word distinctly. â€Å"But Rashel-â€Å" â€Å"Do it now!† Rashel put a force she hadn't known she had behind the words. She heard the quick intake of Daphne's breath, then footsteps scampering off. All the while, she hadn't taken her eyes off Quinn. Like everything else, the green-black blade of her knife was touched with moonlight. It seemed to shimmer almost liquidly. Lignum vitae, the Wood of Life. It would be death for him. One thrust would put it through his throat. The next would stop his heart. â€Å"I'm sorry,† Rashel whispered. She was. She was truly sorry that this had to be done. But there was no way out. It was for Nyala, for all the girls he'd kidnapped and hunted and lured. It was to keep girls like them safe for the future. â€Å"You're a hunter,† Rashel said softly, trying for steadiness. â€Å"So am I. We both understand. This is the way it goes. It's kill or be killed. It all comes down to that in the end.† She paused to breathe. â€Å"Do you understand?† â€Å"Yes.† â€Å"If I don't stop you, you'll be a danger forever. And I can't let that happen. I can't let you hurt anyone else.† She was aware that she was shaking her head slightly in her attempt to explain to him. Her lungs ached and there were tears in her eyes. â€Å"I can't.† Quinn didn't speak. His eyes were black and bottomless. His hair was slightly mussed on his forehead, but he didn't show any other sign of just having been in a fight. He's not going to struggle, Rashel realized. Then make it quick and merciful. No need for him to feel the pain of wood through his throat. She switched her grip on the knife, raising it over his chest. Holding it with both hands, poised above his heart. One swift downward stroke and it would be over. For the first time since she had killed a Night Person, she didn't say what she always said. She wasn't the Cat right now; this wasn't revenge for her. It was necessity. â€Å"I'm sorry,† she whispered, and shut her eyes. He whispered, â€Å"This kitten has claws.† Rashel's muscles locked. Her eyes opened. â€Å"Go on,† Quinn said. â€Å"Do it. You should have done it the first time.† His gaze was as steady as Fayth's. She could see moonlight in his eyes. He didn't look wild, or bitter, or mocking. He only looked serious and a little tired. â€Å"I should have realized it before-that you were the one in the cellar. I knew there was something about you. I just couldn't figure out what. At least now I've seen your face.† Rashel's arms wouldn't come down. What was wrong with her? Her resolve was draining away. Her whole body was weak. She felt herself begin to tremble, and realized to her horror she couldn't stop it. â€Å"Everything you said was true,† he said. â€Å"This is how it has to end.† â€Å"Yes.† Something had swollen in Rashel's throat and it hurt. â€Å"The only other possibility is that I kill you. Better this way than that.† He looked exhausted suddenly-or sick. He turned his head and shut his eyes. â€Å"Yes,† Rashel said numbly. He believed that? â€Å"Besides, now that I have seen your face, I can't stand the sight of myself in your eyes. I know what you think of me.† Rashel's arms dropped. But limply. The blade pointed upward, between her own wrists. She sat there with her knuckles on his chest and stared at a scraggly wild raspberry bush growing out of the cliff. She had failed Nyala, and Nyala's sister, and countless other people. Other humans. When it really counted, she was letting them all down. â€Å"I can't kill you,† she whispered. â€Å"God help me, I can't.† He shook his head once, eyes still shut. She was open to attack, but he didn't do anything. Then he looked at her. â€Å"I told you before. You're an idiot.† Rashel hit him under the jaw the way she'd hit the guard. The hilt of her dagger caught him squarely. He didn't move to avoid the blow. It knocked him out cold. Rashel wiped her cheeks and got up, looking around for something to tie him with. Her whole life was torn to pieces, falling around her. She didn't understand anything. All she could do was try to finish what she'd come here for. Action, that was what she needed. Thought could wait. It would have to wait. Then she glanced at the wharf. She couldn't believe it. It seemed as if at least a week had passed since she yelled at Daphne, and they were all still here. The boats were here, the girls were here, and Daphne was running toward her. Rashel strode to meet her. She grabbed Daphne by the shoulders and shook hard. â€Å"Get-out-of-here! Do you understand? What do I have to do, throw you in the water?† Daphne's eyes were huge and blue. Her blond hair flew like thistledown with the shaking. When Rashel stopped, she gasped, â€Å"But you can come with us now!† â€Å"No, I can't! I still have things to do.† â€Å"Like what?† Then Daphne's eyes darted to the cliff. She stared at Rashel. â€Å"You're going after them? You're crazy!† Looking frightened, she grabbed Rashel's hands on her shoulders. â€Å"Rashel, there are supposed to be eight of them, right? Plus Lily and Ivan and who knows what else! You really think you can kill them all? What, are they all just going to line up?† â€Å"No. I don't know. But I don't need to kill them all. If I can get the guy who set this up, the client, it will be worth it.† Daphne was shaking her head, in tears. â€Å"It won't be worth it! Not if they kill you-which they will. You're already hurt-â€Å" â€Å"It'll be worth it if I can stop him from doing this again,† Rashel said quietly. She couldn't yell anymore. She didn't have the strength. Her voice was quenched, but she held Daphne's eyes. â€Å"Now get somebody to throw me some rope or something to tie these guys with. And then leave. No, give me five minutes to get to the top of the cliff. Six minutes. That way maybe I can surprise them before they realize you're gone.† Daphne was crying steadily now. Before she could say anything, Rashel went on. â€Å"Daphne, any minute now they could realize that. Someone's bound to check the cellar before midnight. Every second we stand here could make the difference. Please, please, don't fight me anymore.† Daphne opened her mouth, then shut it. Her eyes were desolate. â€Å"Please try to take care of yourself,† she whispered. She let go of Rashel's shoulders and hugged her hard. â€Å"We all know you're doing it for us. I'm proud to be your friend.† Then she turned and ran, herding the others ^^ toward the boats. A moment later she threw Rashel two pieces of line. Rashel tied up Quinn first, then the werewolf. â€Å"Six minutes,† she said to Daphne. Daphne nodded, trying not to cry. Rashel wouldn't say goodbye. She hated that. Even though she knew perfectly well that she was never going to see Daphne again. Without looking back, she loped up the hiking trail.

Broadsheet and tabloid artical comparison Essay

The incident that all three papers are discussing is a cable car accident in Italy in which 20 people died. This tragedy occurred on 3rd February 1998 as a low American fighter jet severed the wire on which the car hung. This caused the cable car to crash down 300ft leaving another cable car in suspension. This event happened nearby Mount Cermis, Northern Italy. The Mirror takes it account from all spectrums but focuses on British tourists in the area. The Times do not mention their eyewitnesses but focus on the American and Italian view on the subject. The Newsweek discuss mainly with American officials but they do feature any eyewitnesses. The major differences is that the Mirror is a daily tabloid, the Times a daily broadsheet and the Newsweek is a fortnightly American publication. The Mirror and The Times reported on the incident the next day, whilst Newsweek reported on it thirteen days after. The Newsweek will obviously be bias as its country is involved in the accident and the other two papers should share the same views as they are not involved. Due to the Times being a broadsheet it should have a more sophisticated language and its attitude should follow this. The Mirror has a lot of factual information on the accident. It states the number of deaths (20 skiers). It mentions the area in which it happened (Cavalese, Northern Italy). It describes the type of American jet (American Marine EA-6B Prowler). It informs the reader of the victims nationalities (at least six German, two Hungarian, two Polish). Also followed with the sex of the victims (nine women, ten men and a child). The Mirror goes on to talk about a similar incident which happened in previous years in the area of Cermis informing the reader of the number of deaths, the date, the nature of the incident and who was blamed. The Mirror gives the reader all the information needed and due to them adding information about a previous accident they are giving them that extra information this shows they researched the area and attempted to familiarise readers with the area. The Times, is a conventional broadsheet. They give the reader information of were the incident took place (Dolomites, Mount Cermis). They share the same number of deaths as the Mirror and describe the model of the plane as a ‘Marine Corps EA-6B Prowler similar to the Mirror. They include the maximum capacity of the cable car. (40 people). They mention the exact time of the incident (3:25) and the height it was going up to (6,000ft). The report does mention the nationalities of the victims in this area but it generalises saying ‘most of them German’ so it does not give figures like the Mirror. The Times also mentions the previous incident in the area in 1976 when 42 people died due to ‘the failure of automatic safety systems’ in the third column second-to-last paragraph. The American publication does not discuss the event in detail. It mentions the area in which it took place (Dolomites). It refers to the cable car as a ‘yellow gondola’. It includes the number of those killed and adds the area of origin (20 tourists from seven European countries). The Newsweek report also states the type of plane and how low the Italian air chief sad it was flying ( 3,300ft) below the allowed altitude. They also inform the reader in the about an Italian plane that went missing in 1980 by Ustica and how the US were suspected to of shot it down. This report differs significantly from the Times and the Mirror. These reports all differ. The British tabloid, The Mirror will differ as it uses sensationalism and wants to shock rather than inform and the vocabulary should be restricted and compressed, there are constant puns and word plays. The Mirror seems to take a view on the incident The Mirror’s language is pacy and dramatic. They use several forms of language to achieve this. It applies emotive language to stir up sympathetic feelings from the reader. The words such as ‘plunged’ in the first paragraph is used to describe the way in which the cable car fell to the ground. They also use figurative language to describe the cable car, this could be to make the reader able to envision the horror and harshness of the accident. They do this by using a simile. They refer to the way the cable car saying ‘it opened up like a cardboard box’ as cardboard is not very strong and can be destroyed easily. This emphasises the fragility of the cable car and the violence in which the cable car was so effortlessly ruined and reinforces the severity of the accident. A dramatic form of language is constantly used throughout the report, this accentuates the incident. The plane is described to of ‘screamed down†¦ ripped the wire’, this use of onomatopoeia including other words such as ‘limped and screamed’ This shows the reader the speed and power of the plane. This use of language is used to exaggerate the incident. They also do this when describing the car using words such as ‘crashing†¦ ripped†¦ smashed†¦ dangling perilously†¦ torn†¦ plunged’. This language is also a use of hyperbole in which he event has been exaggerated for effect and to expresses the horror of the incident and visualises it to the reader as they follow the report. The Times is a broadsheet and uses a formal language, not a form of dialect as it is circulated throughout the UK. They also like the Mirror use hyperbole and onomatopoeia to exaggerate the event. They use a simile ‘screaming through the sky like a thing in torment’ this figurative use of language personifies the plane. They also use several word to describe the plane such as ‘sliced†¦ roaring’. They go on to use several words relating to the cable car such as ‘crashed†¦ crumpled†¦Ã¢â‚¬ ¦ dangling’. They also use phrases to describe the report such as’ smashed bright yellow cable car’ and ‘twisted cabin wreckage’. The Newsweek an American paper is constantly cynical in its language. It is less formal then the other reports. It does not use an hyperbole as it is not interested in the event so it has no need to exaggerate it The Mirror interviewed people from all spectrums of the incident. They talked with a British couple who were tourists in the area and claimed they missed being in the incident by minutes. The Mirror included these British tourists to give the report a personal aspect, this may gain interest from readers who would be attracted to the article as it brings the incident to the British shores that there own were involved. They also discussed the incident with a police chief Andrea Russo who described the scene saying ‘all four wall of the car opened up like a cardboard box ‘ and tells of the severed bodies and the bloodstained snow. This shows what the scene looked like after the incident. They talked to a fire services spokesman to confirm the number of deaths and the US Defence Secretary William Cohen who gives the official American statement and view on the disaster. They also get an official statement from the Italian Regional President Carlo Andreotti who condemns the Americans. He was interviewed to give an impression of the Italians view on the accident. Cristina Antoniazzi a hotel owner nearby, she discusses what she heard at the time of the accident. This gives a view of a normal resident in the area and their view on the deaths, free from all the spin and censorship a government statement may have. The Times does not offer any statements from British officials or those on the scene. They do not care for their opinion as they are not involved and do not need their view on the matter. They have an account from an eyewitness but the name and status was not given. The report contains a statement from Fausto Colasanti, a police official describes the location as a ‘terrible scene of carnage’ . The Times also talk to a rescue worker and the Italian Deputy Defence Minister to add an official look on the cable car incident. A Signor Brutti is also mentioned but his status is unknown. This mainly has an Italian viewpoint, not that it holds a bias view but not many American opinions are given on the accident. The Newsweek does not feature many interviewees. It has views from American Gen. Tim Peppe who defends the pilots. Italian Gen. Mario Arpino said the warplane was flying 3,300ft below designated altitude and the U. S Ambassador Thomas Foglietta is said to of ‘finally conceded’ that it was flying ‘below the minimum approved altitude’. The report includes a U. S activist Grace Potorti who describes the incident as her ‘worst fear come true’. The Newsweek includes the Italian President Luigi Scalfaro who hoped ‘the accident wasn’t caused by someone†¦ who didn’t care about others’ lives’. They do not include any actual comments on the scene of the accident or from those around the area or nearby the incident. They do this because they are bias and are not in favour of the Italian view that the pilot were being reckless. They include mainly phrases and not full statements from any of their interviewees.

Woman Warrior by Maxine Hong Kingston Essays

Woman Warrior by Maxine Hong Kingston Essays Woman Warrior by Maxine Hong Kingston Paper Woman Warrior by Maxine Hong Kingston Paper Asian American womens writing came of age in the 1970s and 1980s. Most of these women writers were middle- or upper-class, well-educated women. This fact is reflected in the development of Asian American memoir/fiction-as-theory and can be seen in the works of Maxine Hong Kingston. Maxine Hong Kingston utilizes the Chinese tradition of â€Å"talking-story† as a structuring device within her prose narratives. â€Å"Talking-story,† as its name suggests, is the female Chinese practice of telling stories, often from one generation to the next. One of such â€Å"talking-stories† is Maxine Hong Kingstons autobiography, The Woman Warrior, which embodies the search for identity in the narrative act. The Woman Warrior expresses the Chinese American experience through family history combined with memory, legend, and imaginative projection. Maxine Hong Kingston is writing about the writer’s Chinese American experience and the Chinese American experience, where Maxine has stressed the need for many voices to speak out and express the diversity and variety of Chinese American life. The Woman Warrior needs to be considered fundamentally as feminist text. As Kingston says quite simply, ‘Growing up as I did as a kid, I don’t see how I could not have been a feminist. In Chinese culture, people always talk about how girls are bad. Right away, it makes you radical like anything’ (Kubota 1998, p. 3). Clearly, The Woman Warrior partly concerns the narrator’s apprehension of, and rebellion against the misogynistic scenario. At the same time, however, she is quick to recognize its repressive complement in the sexual standards of America, where feminine submissiveness is prized in different ways. Kingston’s highly crafted reworking of mythological and biographical sources in the text as a whole is underpinned by a desire to move through and beyond these limiting constructions. In her reappropriation of the Fa Mu Lan mythology, particularly, she can be seen as attempting to construct a new narrative of femininity that is neither ‘traditionally’ Chinese nor ‘traditionally’ American, combining the assertion of female strength and resourcefulness with the celebration of passion and maternity. By equating the battles of her reappropriated Fa Mu Lan with the author’s own struggles of writing, moreover, she explicitly seeks to identify her own use of story-telling as the weaponry of a contemporary woman warrior: The swordswoman and I are not so dissimilar. May my people understand the resemblance soon so that I can return to them. What we have in common are the words at our backs. The idioms for revenge are ‘report a crime’ and ‘report to five families’. The reporting is the vengeance not the beheading, not the gutting, but the words. And I have so many words ’chink’ words and ‘gook’ words too that they do not fit on my skin. (p. 53) In Maxine Hong Kingstons family memoirs, The Woman Warrior is introduced as a complex legacy of family secrets, a repressed history that haunts the American-born narrator. Although The Woman Warrior seems to suggest that the narrators primary quarrels are with her parents and community, whose methods of socializing her seem too Chinese and out of step with the familys life in America, the grimness of that life is gradually revealed to be rooted in the Asian American past in America, the invisibility of that past to mainstream Americans, and its consequent resistance to narration. When Maxine Hong Kingston broke the silence that had been punishing her aunt in 1975, she shocked American readers into recognizing Chinese Americans as complex subjects, subtly changing the cultural landscape for those to follow, but many of her readers did not immediately understand that hers was an American story. The narrator in The Woman Warrior struggles to comprehend the legacy of craziness and conventionality, of curses and blessings, bequeathed her by her mother, who is at once a vessel of traditional culture and a courageous fighter in a harsh environment. The daughter, fearful that she has â€Å"no stories of equal pain,† avoids becoming merely the transmitter of her mothers stories: although The Woman Warrior begins with the mothers stories, it ends with the daughters.

Lord of the Flies Quotes Explained

Lord of the Flies Quotes Explained Lord of the Flies, William Goldings classic novel about English schoolboys marooned on a deserted island, is a powerful examination of human nature. The following Lord of the Flies quotes illustrate the novels central issues and themes. Quotes About Order and Civilization â€Å"Weve got to have rules and obey them. After all, were not savages. Were English, and the English are best at everything. So weve got to do the right things.† (Chapter 2) This quote, spoken by Jack, serves two purposes in the novel. First, it demonstrates the boys initial dedication to hav[ing] rules and obey[ing] them. They have grown up in English society, and they assume that their new society will be modeled after it. They elect their leader democratically, establish a protocol for speaking and being heard, and assign jobs. They express a desire to do the right things. Later in the novel, the boys descend into chaos. They become the so-called savages that Jack mentions, and Jack is instrumental in this transformation, which brings us to the second purpose of the quote: irony. The more we learn about Jacks increasing sadism, the more absurd this early quote seems. Perhaps Jack never believed in rules in the first place and simply said whatever he needed to say to gain authority on the island. Or, perhaps his belief in order was so superficial that it disappeared after only a short time, making way for his true violent nature to emerge. â€Å"Roger gathered a handful of stones and began to throw them. Yet there was a space round Henry, perhaps six yards in diameter, into which he dare not throw. Here, invisible yet strong, was the taboo of the old life. Round the squatting child was the protection of parents and school and policemen and the law.† (Chapter 4) In this quote, we see how the rules of society influence the boys at the start of their time on the island. Indeed, their initial period of cooperation and organization is fueled by the memory of the old life, where authority figures implemented punishment in response to misbehavior. Yet, this quote also foreshadows the violence that later erupts on the island. Roger refrains from throwing rocks at Henry not because of his own morals or conscience, but because of the memory of societys rules: the protection of parents and school and policemen and the law. This statement underscores Golding’s view of human nature as fundamentally uncivilized, restrained only by external authorities and societal restrictions. Quotes About Evil â€Å"Fancy thinking the Beast was something you could hunt and kill!† (Chapter 8) In this quote, Simon realizes that the the Beast the boys fear is, in fact, the boys themselves. They are their own monsters. In this scene, Simon is hallucinating, so he believes that this statement is made by the Lord of the Flies. However, it is actually Simon himself who has this revelation. Simon represents spirituality in the novel. (In fact, Goldings first draft made Simon an explicitly Christ-like figure.) He is the only character who seems to have a clear sense of right and wrong. He acts according to his conscience, rather than behaving out of fear of consequences or a desire to protect the rules. It makes sense that Simon, as the novels moral figure, is the boy who realizes the evil on the island was the boys own making. â€Å"Im frightened. Of us.† (Chapter 10) Simons revelation is proved tragically correct when he is killed at the hands of the other boys, who hear his frenzy and attack, thinking that he is the Beast. Even Ralph and Piggy, the two most stalwart supporters of order and civilization, are swept up in the panic and take part in Simon’s murder. This quote, spoken by Ralph, highlights just how far the boys have descended into chaos. Ralph is a firm believer in the power of rules to maintain order, but in this statement, he seems uncertain of whether rules can save the boys from themselves. Quotes About Reality [Jack] looked in astonishment, no longer at himself but at an awesome stranger. He spilt the water and leapt to his feet, laughing excitedly. ... He began to dance and his laughter became a bloodthirsty snarling. He capered toward Bill, and the mask was a thing on its own, behind which Jack hid, liberated from shame and self-consciousness. (Chapter 4) This quote marks the beginning of Jacks ascent to power on the island. In this scene, Jack is looking at his own reflection after painting his face with clay and charcoal. This physical transformation gives Jack a sense of freedom from shame and self-consciousness, and his boyish laughter quickly becomes bloodthirsty snarling. This shift parallels Jacks equally bloodthirsty behavior; he becomes increasingly sadistic and brutal as he gains power over the other boys. A few lines later, Jack gives a command to some of the boys, who quickly obey because the Mask compelled them. The Mask is an illusion of Jacks own creation, but on the island the Mask becomes a thing on its own that conveys authority to Jack. â€Å"The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. And in the middle of them, with filthy body, matted hair, and unwiped nose, Ralph wept for the end of innocence, the darkness of mans heart, and the fall through the air of the true, wise friend called Piggy.† (Chapter 12) Just prior to this scene, the boys have set the fire ablaze and are on the verge of murdering Ralph. However, before they can do so, a ship appears, and a naval captain arrives on the island. The boys immediately burst into tears. Instantly the trappings of Jack’s fierce hunting tribe are gone, any effort to harm Ralph ends, and the boys are children again. Their violent conflicts end abruptly, like a game of pretend. The islands societal structure felt powerfully real, and it even led to several deaths. Nevertheless, that society evaporates instantly as another more powerful social order (the adult world, the military, British society) takes its place, suggesting that perhaps all societal organization is equally as tenuous.

Patient narrative Essay Example | Topics and Well Written Essays - 3000 words - 1

Patient narrative - Essay Example However, some exceptional charges are levied on optical services, dental services, and prescriptions. Services offered by this health organization includes; pathological services, emergency and urgent care, hospital services, dental services, GP services, pharmacy services, eye care services, sexual health services, mental health services, and social care services. In the United Kingdom, the infant mortality rate has reduced significantly; and the life expectancy levels have continuously risen (Baille, 2008); this has been noticed since the establishment of the NHS. Health surveys, most importantly, illustrate that patients are usually satisfied with services received from the National Health Services. Patient satisfaction is directly determined by the patient’s experience when dealing with the health services provider. This interaction is perceived in patient’s conscious and also subconscious mind. Patient experience is mainly about three main issues; delivery of the organization as a whole in the healthcare, the emotional and rational experience during the service delivery, and the intuitive perceptions of patients (Tschudin, 2003). Therapeutic effect involves the consequences of any medical treatment. The results of the therapeutic effect are usually seen to be beneficial and also desirable to the patient. The Nursing and Midwifery Council (NMC) code of conduct; is responsible for ensuring acceptable performance, ethics and conduct; for professional nurses and midwives. Nursing is a profession found in the health care sector. It deals with care on people, families and communities; so as to maintain, recover or attain quality health and quality life. Nurses are responsible for developing plans for health care, working in teams with therapists, physicians, the patient’s family, the patient, and other staffs in the team (Chin, 2008). The healthcare plan leads to treating of illness, so as

Using Technology Assignment Example | Topics and Well Written Essays - 250 words

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Physics Problems Lab Report Example | Topics and Well Written Essays - 1000 words

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Hamlet and Rosencrantz and Guildenstern

Hamlet and Rosencrantz and Guildenstern Hamlet and Rosencrantz and Guildenstern Introduction Hamlet It is important to note that Hamlet itself is a transformation, of form as well as ideas, which is based upon other transformations. Indeed the metatheme of Hamlet is transformation (whereas Rosencrantz and Guildenstern are Dead is about the inability to effect transformation or change). Tom McAlindon, in an article entitled What is a Shakespearean Tragedy, draws our attention to the fact that Hamlet, like Shakespeares other tragedies, has an intense focus on the phenomenon of change: change is not just one of worldly fortunes; it is above all else interpersonal, moral, and psychological change. An essential part of the heros experience is the horrified discovery that the world he knows and values, the people he loves and trusts, are changing or have changed utterly. He feels cheated and betrayed to the very heart of loss. (p.6) Shakespeare was writing in the tradition of Revenge Tragedy, sometimes referred to as Theatre of the Blood. Elizabethan and Jacobean versions of revenge tragedy borrowed heavily from the tragedies of Seneca (4 BC-65 AD), a Roman dramatist whose tragedies were published in 1581. Seneca, in turn, based his tragedies on Greek mythology and he appeared to have been influenced by Aristotle (384-322 BC). Students should acquaint themselves with the features of these tragedies. Shakespeare borrowed, and indeed transformed his tragedies from the classical form in a number of ways, such as the inclusion of comic elements (comic relief, satire, mocking, parody etc), the common man character and showing on stage acts of violent passion. Shakespeare also appears to have borrowed quite extensively from a contemporary of his, Thomas Kyd (1558-1594) whose revenge tragedy The Spanish Tragedy was not only enormously popular but very influential to all in the Elizabethan and Jacobean drama industry. Rosencrantz and Guildenstern are Dead Stoppard has written three, what some would refer to as irreverent, transformations of Shakespeares tragedies: Doggs Hamlet, Cahoots Macbeth and Rosencrantz and Guildenstern Are Dead. This enterprise is quite audacious as he is not just transforming plays but modern classics. When asked why he chose Hamlet he responded: [Hamlet] is the most famous play in any language, it is part of a sort of common mythology. Stoppard also writes in a tradition; in his case the tradition of the Theatre of the Absurd. The literary term Theatre of the Absurd was coined by the critic Martin Esslin and refers to tendencies in drama to portray life as meaningless and absurd which emerged in Paris in the late 1940s and early 1950s. Absurdist Theatre itself can be seen as a transformation of Dadaism and Surrealism, two early twentieth century aesthetic philosophies which focused on a sense of bewilderment at the violence, depravity, and hopelessness they believed endemic to the human condition in the twentieth century. By challenging conventional theatre and traditional views The Theatre of the Absurd attempted to shock the audience into questioning its own values and assumptions. The drama portrayed was not meant to be regarded in the same terms as realist drama but rather as a drama of ideas. Dramatic features often included meaningless exchanges due to a distrust of language as a means of communication, a por trayal of life as meaningless through a lack of dramatic suspense, abstracted and minimalist settings, comic treatment of traditional themes and a blurring of reality and fiction. There is often a sense of playfulness at times drawing attention to their own artifice. There is also a close link with existentialism. Existentialism is a philosophical movement that explores the question of existence and how it is defined, particularly in a world in which meaning appears to have disappeared. The terrible events of the two World Wars accelerated the waning of religious faith which had started with the Enlightenment. There was a general mood of disillusionment with so called civilized values. The absurd plays of dramatists such as Ionesco, Genet, Beckett and Pinter all depict humanity as bewildered and anxious in the face of a loss of meaning. Stoppard uses Rosencrantz and Guildenstern are Dead as a vehicle to express these ideas and draws upon what is probably Shakespeares most existential work, Hamlet. Hamlets famous To be or not to be speech is the intertextual echo that resounds throughout Stoppards play. Stoppard has also appropriated Becketts influential absurdist play Waiting for Godot. Rosencrantz and Guildenstern mirror the predicament of Vladimir and Estragon, two lost souls waiting for something to happen. They are stranded between modernity and postmodernity. They long for the security of a grand narrative to make sense of their lives but can only engage in futile speculation about the meaning of it all. They are on the verge of a breakthrough to an acceptance of their postmodern condition of fragmentation, but dont quite make it. Stoppards transformation of Hamlet can be seen as a formalized 20th century statement regarding the nature of truth: it is contingent, contextual and ultimately unknowable. This, of course, is Rosencrantz and Guildensterns dilemma; they are trapped in limbo between knowing and not knowing. Stoppard has been criticized for omitting certain scenes (e.g. III, ii and iii) which portray Rosencrantz and Guildenstern in a light other than two bewildered innocents. However it should be remembered Stoppard is interested in Rosencrantz and Guildenstern as victims. Rosencrantz and Guildenstern are Dead is his creation. He has taken an idea from Hamlet and developed it dramatically. What he is not interested in is critiquing Hamlet. Students should make lists of the scenes in Hamlet which have been incorporated into Rosencrantz and Guildenstern are Dead, and write down what has been added and what has been changed. Then you should consider how these contribute to Stoppards purpose. Context Hamlet The flourishing of Revenge Tragedy in Shakespeares time was fuelled by the enormous changes taking place in Elizabethan and Jacobean society. His was an age characterized by turmoil and uncertainty. The division of the church in England divided the people into Catholics and Protestants. Religious doubt, albeit carefully disguised, was becoming more prevalent. The consequent unrest and suspicion often resulted in surveillance and betrayal in personal relations as well as in the broader social and political sphere. Assassination attempts on Elizabeth and James resulted in cruel and brutal retaliations. There was also the ever present threat of foreign invasion to add to the feelings of insecurity. Medieval feudalism was in decline, but it was dying a defiant death; the aristocracy resorted to harsh measures to shore up its authority and maintain the hierarchical order which had served it so well. Hamlet dramatically reflects this challenge to tradition, the political instability of his society and the religious questioning. Medieval-renaissance-modern; feudalism-sceptism-humanism-individualism; old world moral absolutes-new world rational scepticism; religious certainties-inner doubt and psychological probing. Humanism and notion of identity. Hamlet asks the modern questions, who am I? and what am I doing here? Rosencrantz and Guildenstern are Dead Stoppard began writing Rosencrantz and Guildenstern are Dead in 1964 and it was first performed in 1966 at the Edinburgh Fringe Theatre. The 20th century, and more specifically the late 20th century, was a time of change and turmoil. The sixties was characterized by an irreverent mood born out of a period of rebellion and challenge to existing structures and beliefs. In all areas of social activity Stoppards society (which is mainly first world, capitalist, democratic and relatively affluent) was undergoing transformation. Many characterize this historical period as the turn on, tune in, drop out generation because of its experimentation with drugs, alternative lifestyles and sexually promiscuous attitudes. Others characterize the sixties as a decade of student political protest. They cite the anti-Vietnam campaigns, nuclear disarmament protests and the Paris student riots as important landmarks in the politicization of young people. The British popular culture scene included television comedy in the form of Monty Pythons Flying Circus and Englands first soap opera Coronation Street, the pop music explosion kick started by the Beatles, stage musicals such as Oliver, Joseph and the Amazing Technicolour Dreamcoat a nd Jesus Christ Superstar. The mood of questioning, rebellion and playfulness can be seen in the way that Rosencrantz and Guildenstern are Dead travesties Hamlet; the tragedians, serious in their treatment of Death and holding a mirror up to life in Hamlet are now reduced to comedians and potential pornographers in Rosencrantz and Guildenstern are Dead. The treatment of death has also undergone a transformation from the profound to the comic, from high tragedy to slapstick comedy. 20th Century despair-nihilism-death of god-existentialism and the notion of identity-swinging sixties-optimism and disillusionment-modernism-postmodernism-Theatre of the Absurd-nonheroic-Rosencrantz and Guildenstern ask the modern questions, who am I? and what am I doing here? Ideas/Themes Change * Consistency and inconsistency * Tradition and progress Hamlet is about change and transition whereas Rosencrantz and Guildenstern are Dead is about the inability to effect transformation or change. Where Hamlet undergoes a transformation in perspective and acts to influence events, Rosencrantz and Guildenstern are seen as impotent little men unable to influence events. Death * What is death? * What is it to die? Throughout literature there is a strong connection between truth and death. The quest for meaning is seen in terms of killing and death. The tragedians offer yet another view: they see death as the climax of great tragedy. Identity The humanist model (see Liberal Humanist reading below) sees Hamlet as epitomizing the human condition. It takes for granted a universalism of human nature and identity which transcends time and place. Rosencrantz and Guildenstern have no fixed identities. Stoppard is exploring the 20th century notion of existentialism which is essentially concerned with the problem of self identity. Rosencrantz and Guildenstern as representatives of the human condition, have no control over their fate and are the victims of arbitrary circumstances. They have no past and no future and only exist through other peoples definitions of them, and are unable to accept the lack of guidance and fashion their own future out of the here and now. Their existential position is echoed throughout the play as they continually try to find an explanation for their existence. In the same way that Hamlet functions as a metaphor for the human condition so do Rosencrantz and Guildenstern represent modern humanitys existential despair. Providence, fate, destiny The notions of free will and determinism are central to both plays. Hamlet has the free will to act but is thwarted by his belief system. Rosencrantz and Guildenstern represent the idea that our lives are predetermined because even though we do have choices in life, we do not have enough information to choose intelligently. Existentialism, religion and the meaning of life Shakespeares England was very religious. The Christian church was an active participant in all areas of social and political life. Hamlet too operates in this Christian context and all events in the play should be regarded in this light; indeed religious belief is often a instigator or inhibitor of dramatic action. The 20th century is often referred to as the century that killed God. In Western society there has been a decline in the number of Christians and of the significance of the church in everyday life. Stoppard evokes the mood of 20th century despair through his appropriation of the philosophical movement called existentialism. By dramatizing the loss of centers resulting in a despairing desire to know and to believe, Stoppard is commenting on the nature of 20th century existence. Appearance and reality, illusion and truth The player in Rosencrantz and Guildenstern are Dead says, truth is only that which is taken to be true. Its the currency of living. There may be nothing behind it, but it doesnt make any difference so long as it is honored. One acts on assumptions. Consider the concept of truth as it is dramatically realized in Hamlet. Examine how both plays use things such as imagery, symbols, clothing, the play-within-a-play device, role-playing and language to set up mirrors for reality through which to challenge our notions of illusion and truth. Appearance and reality is a dominant theme in Hamlet and Elizabethan audiences would understand that there is a truth behind the disguise. Rational reason and scientific rationalism Rational reason was the basis of Humanism and was the working philosophy of Shakespeares time. Rosencrantz and Guildenstern attempt to discover patterns and purposes in their existence by use of scientific logic. Theatre as a metaphor for life (and the nature of art) There are several examples in both plays where the boundaries between the actors and the audience are erased. Shakespeare and Stoppard employ metatheatre in order to comment on the analogy between drama and life: both construct realities. Hamlet is a theatrical play. It is about acting and, like Rosencrantz and Guildenstern are Dead is full of theatrical references. Theatrical terminology and imagery abounds, characters act or attempt to act, characters are instructed and instruct others in the art of acting, there are plays within plays and the audience are reminded that it are not only watching a play but that it might be the actors in someone elses play! Both playwrights cleverly use structure and form to draw our attention to the nature of truth and reality. Stoppard himself is acting upon Shakespeares text. Form Hamlet The genre-Tragedy-Revenge Tragedy-Aristotle-Seneca-Elizabethan/Jacobean-Shakespeare Structure-stagecraft-dramatic techniques (ghost, soliloquy, play within a play)-language-imagery-setting Rosencrantz and Guildenstern are Dead The genre, Theatre of the Absurd, modern and postmodern characteristics (pastiche, irony, parody, word games, vaudeville, burlesque, self reflexivity, absence of a frame of reference) Intertextuality (The Love Song of J. Alfred Prufrock by T S Eliot and Waiting for Godot, a play by Samuel Beckett about impotence and despair, view of life as hopeless). Prufrock and Godot are both examples of modernist texts where the romantic tragic hero is regarded as a myth. We have the anti-hero or ordinary person on centre stage cut adrift in a drama over which he or she has no control, aimless and looking for direction and speculating about the meaning of it all. Modernism is characterized by nostalgia for the certainty, faith and authority of the past. Thus there is a tone of lament, pessimism and despair. Rosencrantz and Guildenstern are Dead is modernist in this sense but there are aspects of postmodernism, e.g. the philosophizing, speculating and agonizing by Hamlet over grand issues (such as meaning of life, death and religion) is treated in Rosencrantz and Guildenstern are Dead as farce through the modes of satire, irony, burlesque and parody. Stoppards use of Hamlet is in some ways a postmodern gesture. By appropriating such an iconic text as Hamlet and presenting it from the perspective of peripheral characters and then playing upon them for his own purposes, Stoppard demonstrates that the human experience cannot be fully understood by focusing on the dominant narrative. The depiction of reality as a game or spectacle, the destabilization of identity and the inability of language to offer security of meaning are further pointers to the postmodern condition of Rosencrantz and Guildenstern. They are indeed bewildered innocents cast adrift in a disinterested and dispassionate universe. The questioning and dismantling of the individual authorial self conclusively marks the text as a postmodern inquiry into how meaning is constructed. Remember that the vital difference between modernism and postmodernism is that the former laments fragmentation and the latter celebrates it. So be cautious in referring to RG as a postmodern text. It is a modernist text that has some postmodernist characteristics. The intense seriousness of the modernists is diluted by the humor and parody of the postmodernists. Language Hamlet The role of language in Hamlet is to create meaning. It is the utterance of the paragon of animals. It is a sublime human achievement, and indeed Shakespeares language has been valued throughout the centuries as the pinnacle of linguistic artistry. Language in Hamlet expresses beauty, truth and reason as well as being a tool of deception and manipulation. It therefore has transcendent meaning which when analyzed will reveal truth. Traditional criticism, based as it is on Liberal Humanist values, focuses on a universal humanity which can be understood through a close analysis of language and form. In Hamlet we find Shakespeares full repertoire of language skills: verse, prose, formal, colloquial, dialogue, soliloquies, aside, puns, irony, parody, a range of imagery, etc. Rosencrantz and Guildenstern are Dead Stoppards language on the other hand expresses the ambiguous nature of truth. There is no underlying fixed meaning in words. The lack of control over their lives is mirrored in the fragmentation of Rosencrantz and Guildensterns language and their persistent use of question. The language games that Rosencrantz and Guildensterns engage in owes an intertextual debt to the influential 20th century philosopher, Ludwig Wittgenstein. Stoppard has appropriated one of Wittgensteins theories of language which essentially states that language cannot express a universal truth. Language resembles moves in a game and outside of the game has no meaning whatsoever. This notion of language having no transcendent value is another point of difference between the two plays. Stoppard also reveals his range of verbal artistry. His play is rich in the playful use of clichÃÆ'Â ©, black humour, irony, puns, burlesque, cultural reference, etc. His use of colloquial and clichÃÆ'Â ©d language to state humankinds existential dilemma serves to undermine the value traditionally attached to Shakespeares elevated poetry. The numinous authority of Shakespeares language is thus deflated. Notwithstanding all this, we should never lose sight of the fact that Stoppard is a playwright and his intention is to entertain us. Stoppards style, especially his humor, wit and comedic timing, is the means by which the bleakness of Rosencrantz and Guildensterns (and by analogy our own) predicament is made palatable through the medium of drama. Readings The audience response to both texts is determined by values, culture and context. Remember, our course this semester has focused on a study of the language of texts, consideration of purposes and audiences, and analysis of the content, values and attitudes conveyed through a range of readings. With that in mind, you need to understand the following critical approaches and acquaint yourselves with the theoretical principles underpinning each of the approaches. * Traditional Criticism which is based upon a Liberal Humanist approach. * Modern Criticism which is based upon a Post-structuralist and New Historicist approach. The essential difference between the two approaches is that the first tends to focus on character and the universality of the human condition and the latter emphasizes the influence of context and the application of theory to the process of reading.