Foreign Language As A Foreign Country - 1729 Words

The first word that comes out from one’s mouth decided what his or her native language is. Although if one can be born and raised in the United States, but if his or her first word was Korean, then that would be his or her native language. Today, many countries try to advocate their students to be a bilingual;fluent in the native language as well as a foreign language. Without being able to go abroad with a natural learning environment that can help one to practice his or her language skills, would it be effective to learn a foreign language in a foreign country? In fact, not everyone is given the opportunity to learn a foreign language abroad, but to learn it in a classroom. In a language school, the lessons is focused on writing and speaking. Since there are many learning styles such as visual, auditory, and tactile, what is the best way to pick up a foreign language? Learning does not have to be limited to books and classroom instruction; therefore, I want to find ou t the best way to learn a foreign language. As a result, the most efficient way to learn a language is to practice it. Everyone has a different learning style. There are visual learners, auditory learners, and tactile learners. It all depends on one’s learning style to determine the best way for them to learn. Visual learners need to learn through reading or seeing pictures. Their way of understanding the lessons are to sight it with their eyes. For example, reading from textbooks rather thanShow MoreRelatedEnglish Language Vs. Foreign Countries Essay1186 Words   |  5 PagesEnglish Language Education in Japanese Schools Introduction Teaching a second language always has its unique challenges, unlike teaching other subjects, in which instruction is in the learners’ first language. English, being an international language is taught across, most, if not all modern day nations. It is not only important for personal communication and professional growth but also for socialization in a world that is increasingly globalized (Fujimoto-Adamson, p. 259). English language educationRead MoreChildren Of A Foreign Country And Not Knowing The Language And The Customs2968 Words   |  12 PagesEnvision living in a foreign country and not knowing the language and the customs. Imagine having songs linger inside of your head and never going away. Pretend the slightest sounds being extremely overwhelming. These are just some examples of the difficulties that individuals with autism may encounter on a daily basis. According to the Centers for Disease Control and Prevention (2014), 1 in 68 children are identified with an Auti sm Spectrum Disorder. With the prevalence of these disorders beingRead MoreWhy Students Should Be A Foreign Language1714 Words   |  7 Pagesuse different languages to communicate. 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If the U.S. expects to continue to be competitive in theRead MoreLanguage Is A Very Magic Thing1428 Words   |  6 PagesLanguage is a very magic thing. People use the language to communicate with others, but in the society of 21 century, we cannot only know one language, people should learn other foreign language. The world becomes national now. When you go to other countries and use different language, which will make the people who don’t know the foreign language hard understand. The language is a bridge to connect culture, education and nation. Like America, it isa big country with a mixed culture, so there willRead MoreDisadvantages of Learning Foreign Language1489 Words   |  6 PagesOF LEARNING FOREIGN LANGUAGE By Rebekah Richards Learning a foreign language has some obvious benefits: you can learn about other cultures, improve your job prospects and travel through foreign countries more easily. However, learning a foreign language has some disadvantages, too, such as the cost of language courses and the time it requires. Weighing the costs and benefits can help you decide whether learning a foreign language is the right choice for you. Learning foreign language study isntRead MoreForeign Language Literacy And Its Effect On The Culture Of Cambodia1554 Words   |  7 Pagesvarious foreign languages that was adopted from their neighboring countries and its former colonizer. French was introduced to formal education during the independence period in 1960s. Currently, the second phase Upper Secondary Education curriculum requires 4 lessons of either English or French. Visitors in Cambodia do not only come to see the natural assets and historical sites of Cambodia but they also enjoy the hospitality of the Khmers who make the effort to learn foreign languages. Hence,Read MoreWhy Should A Realtor Or Any Property Seller Care About The Internet Of Foreign Languages?1651 Words   |  7 PagesHow to Promote Real Estate for Sale to Foreign Buyers: Your Own Foreign Website or Ads on Foreign Real Estate Portals? Why should a realtor or any property seller care about the internet presence in foreign languages? According to Wikipedia that cites various sources, English only occupies about half of the internet nowadays and what is even more important, the number of websites in other languages is growing rapidly. From the beginning of this century the use of English online increased by aroundRead MoreWhy Foreign Language Should Be a Core Subject in Public Elementary School1439 Words   |  6 PagesENG108: Writing Project #4 22 April 2012 Why Foreign Language Should be a Core Subject in Public Elementary School The benefits of learning a foreign language go beyond learning a different culture or being able to communicate with people of different backgrounds. 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A Game of Thrones Chapter Thirty-three Free Essays

string(26) " turned to face his Hand\." Eddard Robert, I beg of you,† Ned pleaded, â€Å"hear what you are saying. You are talking of murdering a child.† â€Å"The whore is pregnant!† The king’s fist slammed down on the council table loud as a thunderclap. We will write a custom essay sample on A Game of Thrones Chapter Thirty-three or any similar topic only for you Order Now â€Å"I warned you this would happen, Ned. Back in the barrowlands, I warned you, but you did not care to hear it. Well, you’ll hear it now. I want them dead, mother and child both, and that fool Viserys as well. Is that plain enough for you? I want them dead.† The other councillors were all doing their best to pretend that they were somewhere else. No doubt they were wiser than he was. Eddard Stark had seldom felt quite so alone. â€Å"You will dishonor yourself forever if you do this.† â€Å"Then let it be on my head, so long as it is done. I am not so blind that I cannot see the shadow of the axe when it is hanging over my own neck.† â€Å"There is no axe,† Ned told his king. â€Å"Only the shadow of a shadow, twenty years removed . . . if it exists at all.† â€Å"If?† Varys asked softly, wringing powdered hands together. â€Å"My lord, you wrong me. Would I bring ties to king and council?† Ned looked at the eunuch coldly. â€Å"You would bring us the whisperings of a traitor half a world away, my lord. Perhaps Mormont is wrong. Perhaps he is lying.† â€Å"Ser Jorah would not dare deceive me,† Varys said with a sly smile. â€Å"Rely on it, my lord. The princess is with child.† â€Å"So you say. If you are wrong, we need not fear. If the girl miscarries, we need not fear. If she births a daughter in place of a son, we need not fear. If the babe dies in infancy, we need not fear.† â€Å"But if it is a boy?† Robert insisted. â€Å"If he lives?† â€Å"The narrow sea would still lie between us. I shall fear the Dothraki the day they teach their horses to run on water.† The king took a swallow of wine and glowered at Ned across the council table. â€Å"So you would counsel me to do nothing until the dragonspawn has landed his army on my shores, is that it?† â€Å"This ‘dragonspawn’ is in his mother’s belly,† Ned said. â€Å"Even Aegon did no conquering until after he was weaned.† â€Å"Gods! You are stubborn as an aurochs, Stark.† The king looked around the council table. â€Å"Have the rest of you mislaid your tongues? Will no one talk sense to this frozen-faced fool?† Varys gave the king an unctuous smile and laid a soft hand on Ned’s sleeve. â€Å"I understand your qualms, Lord Eddard, truly I do. It gave me no joy to bring this grievous news to council. It is a terrible thing we contemplate, a vile thing. Yet we who presume to rule must do vile things for the good of the realm, howevermuch it pains us.† Lord Renly shrugged. â€Å"The matter seems simple enough to me. We ought to have had Viserys and his sister killed years ago, but His Grace my brother made the mistake of listening to Jon Arryn.† â€Å"Mercy is never a mistake, Lord Renly,† Ned replied. â€Å"On the Trident, Ser Barristan here cut down a dozen good men, Robert’s friends and mine. When they brought him to us, grievously wounded and near death, Roose Bolton urged us to cut his throat, but your brother said, ‘I will not kill a man for loyalty, nor for fighting well,’ and sent his own maester to tend Ser Barristan’s wounds.† He gave the king a long cool look. â€Å"Would that man were here today.† Robert had shame enough to blush. â€Å"It was not the same,† he complained. â€Å"Ser Barristan was a knight of the Kingsguard.† â€Å"Whereas Daenerys is a fourteen-year-old girl.† Ned knew he was pushing this well past the point of wisdom, yet he could not keep silent. â€Å"Robert, I ask you, what did we rise against Aerys Targaryen for, if not to put an end to the murder of children?† â€Å"To put an end to Targaryens!† the king growled. â€Å"Your Grace, I never knew you to fear Rhaegar.† Ned fought to keep the scorn out of his voice, and failed. â€Å"Have the years so unmanned you that you tremble at the shadow of an unborn child?† Robert purpled. â€Å"No more, Ned,† he warned, pointing. â€Å"Not another word. Have you forgotten who is king here?† â€Å"No, Your Grace,† Ned replied. â€Å"Have you?† â€Å"Enough!† the king bellowed. â€Å"I am sick of talk. I’ll be done with this, or be damned. What say you all?† â€Å"She must be killed,† Lord Renly declared. â€Å"We have no choice,† murmured Varys. â€Å"Sadly, sadly . . . â€Å" Ser Barristan Selmy raised his pale blue eyes from the table and said, â€Å"Your Grace, there is honor in facing an enemy on the battlefield, but none in killing him in his mother’s womb. Forgive me, but I must stand with Lord Eddard.† Grand Maester Pycelle cleared his throat, a process that seemed to take some minutes. â€Å"My order serves the realm, not the ruler. Once I counseled King Aerys as loyally as I counsel King Robert now, so I bear this girl child of his no ill will. Yet I ask you this—should war come again, how many soldiers will die? How many towns will burn? How many children will be ripped from their mothers to perish on the end of a spear?† He stroked his luxuriant white beard, infinitely sad, infinitely weary. â€Å"Is it not wiser, even kinder, that Daenerys Targaryen should die now so that tens of thousands might live?† â€Å"Kinder,† Varys said. â€Å"Oh, well and truly spoken, Grand Maester. It is so true. Should the gods in their caprice grant Daenerys Targaryen a son, the realm must bleed.† Littlefinger was the last. As Ned looked to him, Lord Petyr stifled a yawn. â€Å"When you find yourself in bed with an ugly woman, the best thing to do is close your eyes and get on with it,† he declared. â€Å"Waiting won’t make the maid any prettier. Kiss her and be done with it.† â€Å"Kiss her?† Ser Barristan repeated, aghast. â€Å"A steel kiss,† said Littlefinger. Robert turned to face his Hand. You read "A Game of Thrones Chapter Thirty-three" in category "Essay examples" â€Å"Well, there it is, Ned. You and Selmy stand alone on this matter. The only question that remains is, who can we find to kill her?† â€Å"Mormont craves a royal pardon,† Lord Renly reminded them. â€Å"Desperately,† Varys said, â€Å"yet he craves life even more. By now, the princess nears Vaes Dothrak, where it is death to draw a blade. If I told you what the Dothraki would do to the poor man who used one on a khaleesi, none of you would sleep tonight.† He stroked a powdered cheek. â€Å"Now, poison . . . the tears of Lys, let us say. Khal Drogo need never know it was not a natural death.† Grand Maester Pycelle’s sleepy eyes flicked open. He squinted suspiciously at the eunuch. â€Å"Poison is a coward’s weapon,† the king complained. Ned had heard enough. â€Å"You send hired knives to kill a fourteen-year-old girl and still quibble about honor?† He pushed back his chair and stood. â€Å"Do it yourself, Robert. The man who passes the sentence should swing the sword. Look her in the eyes before you kill her. See her tears, hear her last words. You owe her that much at least.† â€Å"Gods,† the king swore, the word exploding out of him as if he could barely contain his fury. â€Å"You mean it, damn you.† He reached for the flagon of wine at his elbow, found it empty, and flung it away to shatter against the wall. â€Å"I am out of wine and out of patience. Enough of this. Just have it done.† â€Å"I will not be part of murder, Robert. Do as you will, but do not ask me to fix my seal to it.† For a moment Robert did not seem to understand what Ned was saying. Defiance was not a dish he tasted often. Slowly his face changed as comprehension came. His eyes narrowed and a flush crept up his neck past the velvet collar. He pointed an angry finger at Ned. â€Å"You are the King’s Hand, Lord Stark. You will do as I command you, or I’ll find me a Hand who will.† â€Å"I wish him every success.† Ned unfastened the heavy clasp that clutched at the folds of his cloak, the ornate silver hand that was his badge of office. He laid it on the table in front of the king, saddened by the memory of the man who had pinned it on him, the friend he had loved. â€Å"I thought you a better man than this, Robert. I thought we had made a nobler king.† Robert’s face was purple. â€Å"Out,† he croaked, choking on his rage. â€Å"Out, damn you, I’m done with you. What are you waiting for? Go, run back to Winterfell. And make certain I never look on your face again, or I swear, I’ll have your head on a spike!† Ned bowed, and turned on his heel without another word. He could feel Robert’s eyes on his back. As he strode from the council chambers, the discussion resumed with scarcely a pause. â€Å"On Braavos there is a society called the Faceless Men,† Grand Maester Pycelle offered. â€Å"Do you have any idea how costly they are?† Littlefinger complained. â€Å"You could hire an army of common sellswords for half the price, and that’s for a merchant. I don’t dare think what they might ask for a princess.† The closing of the door behind him silenced the voices. Ser Boros Blount was stationed outside the chamber, wearing the long white cloak and armor of the Kingsguard. He gave Ned a quick, curious glance from the corner of his eye, but asked no questions. The day felt heavy and oppressive as he crossed the bailey back to the Tower of the Hand. He could feel the threat of rain in the air. Ned would have welcomed it. It might have made him feel a trifle less unclean. When he reached his solar, he summoned Vayon Poole. The steward came at once. â€Å"You sent for me, my lord Hand?† â€Å"Hand no longer,† Ned told him. â€Å"The king and I have quarreled. We shall be returning to Winterfell.† â€Å"I shall begin making arrangements at once, my lord. We will need a fortnight to ready everything for the journey.† â€Å"We may not have a fortnight. We may not have a day. The king mentioned something about seeing my head on a spike.† Ned frowned. He did not truly believe the king would harm him, not Robert. He was angry now, but once Ned was safely out of sight, his rage would cool as it always did. Always? Suddenly, uncomfortably, he found himself recalling Rhaegar Targaryen. Fifteen years dead, yet Robert hates him as much as ever. It was a disturbing notion . . . and there was the other matter, the business with Catelyn and the dwarf that Yoren had warned him of last night. That would come to light soon, as sure as sunrise, and with the king in such a black fury . . . Robert might not care a fig for Tyrion Lannister, but it would touch on his pride, and there was no telling what the queen might do. â€Å"It might be safest if I went on ahead,† he told Poole. â€Å"I will take my daughters and a few guardsmen. The rest of you can follow when you are ready. Inform Jory, but tell no one else, and do nothing until the girls and I have gone. The castle is full of eyes and ears, and I would rather my plans were not known.† â€Å"As you command, my lord.† When he had gone, Eddard Stark went to the window and sat brooding. Robert had left him no choice that he could see. He ought to thank him. It would be good to return to Winterfell. He ought never have left. His sons were waiting there. Perhaps he and Catelyn would make a new son together when he returned, they were not so old yet. And of late he had often found himself dreaming of snow, of the deep quiet of the wolfswood at night. And yet, the thought of leaving angered him as well. So much was still undone. Robert and his council of cravens and flatterers would beggar the realm if left unchecked . . . or, worse, sell it to the Lannisters in payment of their loans. And the truth of Jon Arryn’s death still eluded him. Oh, he had found a few pieces, enough to convince him that Jon had indeed been murdered, but that was no more than the spoor of an animal on the forest floor. He had not sighted the beast itself yet, though he sensed it was there, lurking, hidden, treacherous. It struck him suddenly that he might return to Winterfell by sea. Ned was no sailor, and ordinarily would have preferred the kingsroad, but if he took ship he could stop at Dragonstone and speak with Stannis Baratheon. Pycelle had sent a raven off across the water, with a polite letter from Ned requesting Lord Stannis to return to his seat on the small council. As yet, there had been no reply, but the silence only deepened his suspicions. Lord Stannis shared the secret Jon Arryn had died for, he was certain of it. The truth he sought might very well be waiting for him on the ancient island fortress of House Targaryen. And when you have it, what then? Some secrets are safer kept hidden. Some secrets are too dangerous to share, even with those you love and trust. Ned slid the dagger that Catelyn had brought him out of the sheath on his belt. The Imp’s knife. Why would the dwarf want Bran dead? To silence him, surely. Another secret, or only a different strand of the same web? Could Robert be part of it? He would not have thought so, but once he would not have thought Robert could command the murder of women and children either. Catelyn had tried to warn him. You knew the man, she had said. The king is a stranger to you. The sooner he was quit of King’s Landing, the better. If there was a ship sailing north on the morrow, it would be well to be on it. He summoned Vayon Poole again and sent him to the docks to make inquiries, quietly but quickly. â€Å"Find me a fast ship with a skilled captain,† he told the steward. â€Å"I care nothing for the size of its cabins or the quality of its appointments, so long as it is swift and safe. I wish to leave at once.† Poole had no sooner taken his leave than Tomard announced a visitor. â€Å"Lord Baelish to see you, m’lord.† Ned was half-tempted to turn him away, but thought better of it. He was not free yet; until he was, he must play their games. â€Å"Show him in, Tom.† Lord Petyr sauntered into the solar as if nothing had gone amiss that morning. He wore a slashed velvet doublet in cream-and-silver, a grey silk cloak trimmed with black fox, and his customary mocking smile. Ned greeted him coldly. â€Å"Might I ask the reason for this visit, Lord Baelish?† â€Å"I won’t detain you long, I’m on my way to dine with Lady Tanda. Lamprey pie and roast suckling pig. She has some thought to wed me to her younger daughter, so her table is always astonishing. If truth be told, I’d sooner marry the pig, but don’t tell her. I do love lamprey pie.† â€Å"Don’t let me keep you from your eels, my lord,† Ned said with icy disdain. â€Å"At the moment, I cannot think of anyone whose company I desire less than yours.† â€Å"Oh, I’m certain if you put your mind to it, you could come up with a few names. Varys, say. Cersei. Or Robert. His Grace is most wroth with you. He went on about you at some length after you took your leave of us this morning. The words insolence and ingratitude came into it frequently, I seem to recall.† Ned did not honor that with a reply. Nor did he offer his guest a seat, but Littlefinger took one anyway. â€Å"After you stormed out, it was left to me to convince them not to hire the Faceless Men,† he continued blithely. â€Å"Instead Varys will quietly let it be known that we’ll make a lord of whoever does in the Targaryen girl.† Ned was disgusted. â€Å"So now we grant titles to assassins.† Littlefinger shrugged. â€Å"Titles are cheap. The Faceless Men are expensive. If truth be told, I did the Targaryen girl more good than you with all your talk of honor. Let some sellsword drunk on visions of lordship try to kill her. Likely he’ll make a botch of it, and afterward the Dothraki will be on their guard. If we’d sent a Faceless Man after her, she’d be as good as buried.† Ned frowned. â€Å"You sit in council and talk of ugly women and steel kisses, and now you expect me to believe that you tried to protect the girl? How big a fool do you take me for?† â€Å"Well, quite an enormous one, actually,† said Littlefinger, laughing. â€Å"Do you always find murder so amusing, Lord Baelish?† â€Å"It’s not murder I find amusing, Lord Stark, it’s you. You rule like a man dancing on rotten ice. I daresay you will make a noble splash. I believe I heard the first crack this morning.† â€Å"The first and last,† said Ned. â€Å"I’ve had my fill.† â€Å"When do you mean to return to Winterfell, my lord?† â€Å"As soon as I can. What concern is that of yours?† â€Å"None . . . but if perchance you’re still here come evenfall, I’d be pleased to take you to this brothel your man Jory has been searching for so ineffectually.† Littlefinger smiled. â€Å"And I won’t even tell the Lady Catelyn.† How to cite A Game of Thrones Chapter Thirty-three, Essay examples

Sylvia Plath Theme of Honesty free essay sample

D. Salinger’s character ‘Holden Caulfield’ in ‘Catcher in the Rye’. Both characters have a cynical tendency to constantly reveal their inner most opinions about the society around them, discussing their feelings about personalities and appearances. Plath and Salinger were both born in the early twentieth century, despite this had completely opposing backgrounds and upbringings. Plath experienced a quiet and subtle early life in Winthrop Massachusetts, a small seaport town. Whereas Salinger endured a mainstream, fast paced and fashionable beginning in the city of New York. Both these places can make a person incredibly sociable or utterly isolated. Emily Dickinson’s ‘Selected Poems’ also reveals honesty and she confesses her depression very openly and concisely. Being born in the nineteenth century, Dickinson often expresses her opinions of the social placement of women and their restricted lives. She is unlike the ‘stereotypical woman’ of her era, and retaliates in her writing against the inequalities between the sexes. Many critics believe her to be a feminist. Throughout the ‘Coming of age’ novel ‘The Bell Jar’, Greenwood, the protagonist narrator, is constantly breaking down situations, people and objects around her, like saliva to food. She over analyses the nature of society all around her, and enjoys criticising. When Greenwood first introduces the reader to ‘Doreen’, the mischievous opposite to Greenwood, she contradicts her description beginning with ‘I guess one of my troubles was Doreen’. This statement makes the reader begin to build a negative, unpleasant personality in their minds. However she concludes her escription with ‘a mysterious sneer, as if all the people around her were pretty silly and she could tell some good jokes on them if she wanted to’. This statement shows a clear admiration for Doreen, differing from the initial introduction, however also shows Esther expressing her opinion of Doreen being a mean kind of person, but likes that about her. This cou ld be considered to be a hidden metaphor, for Greenwood’s slow decent into depression and madness, beginning with confusion and uncertainty, typical signs of insanity, which reflects the rest of her story. This is an upfront and honest introduction to the novel. This shows a friendship between the two characters, but a kind that is of a girlish jealous nature. Greenwood clearly admires Doreen’s personality but envies her social power at the same time. Plath also reveals Greenwood’s detachment and alienation from others throughout the novel, isolating her character. This could be to remind the reader of her insane self compared to the sane society and people around her. This can be explained through Greenwood stating ‘I felt myself shrinking to a small black dot against all those red and white rugs, and that pine-panelling. I felt like a hole in the ground’, in this short description of her feelings, she shows vast indications of isolation and depression. The use of the words ‘shrinking’ and ‘small’ reflect her feelings of disappearing and becoming non-existent to the world. Also, describing herself as ‘black’ compared to the ‘red and white rugs’ is a use of juxtaposition in the colours, which show how uninteresting she finds herself, being dull and dark in comparison to the bright vibrant rugs, which could imply the rest of society around her. This identification of herself could be considered an honest view of how others perceive her. Another character that is slated by Esther’s criticism is Dr. Gordon. She belittles him by saying ‘How could this Dr. Gordon help me anyway? With his beautiful wife, and his beautiful children, and his beautiful dog, haloing him like a Christmas card’. Dr. Gordon is the psychiatrist who made a mistake during Esther’s electroshock therapy in a terrible way. As the patriarch of the ideal American family, Dr. Gordon seems to represent American society, punishing Esther for going against social expectations, rejecting marriage and family. This shows her honesty and awareness of her social differences and views with the rest of society, and is mocking them for being so stereotypical. Her repetition of the word ‘and’ reminds the reader of a list, almost as though Esther is expressing that there are endless differences between society and herself. J. D. Salinger uses the character of Holden Caulfield in parallel with Plath’s character Greenwood, a first person, and protagonist narrator. Holden also suffers with the illness of contradiction, alongside insanity of course, this is another similarity the two characters share. The reader is introduced to an upfront, confident Holden, whom from the setting of the novel, is obviously tense with the topic of family, and starts by stating ‘I don’t feel like going into all of it’, then continues to ‘go into it all’ by describe how annoyed his parents would be if he disclosed any personal information, ‘Especially my father’. He is building a personality of his father without realizing, showing a particular conflict with his father, more so than other members of the family. He is also separating himself from his family in that he would openly discuss their issues, whereas his family would not. Essentially, the readers receive an immediate separation and self alienation from his family, and recognise Holden’s critical personality from the start. It is clear that throughout ‘The Bell Jar’, the character of Esther is used by Plath to explore the theme of sexuality, and the effect the 1950’s attitude towards sex had on the women of that time. ‘Then he just stood there in front of me and I kept staring at him. The only thing I could think of was turkey neck and turkey gizzards and I felt very depressed. This description of Buddy’s penis does not only reveal Esther’s criticisms of other further, but we begin to see her real attitude towards sex and Buddy himself. The general theme between Esther and Buddy is that of sexual tension and virginity, however, although Esther is supposed to be ‘in love’ with buddy, it’s quite clear that she is not attracted to him and is not very fond of him altogether, we see this at the point where she is supposed to be at her most happy or intimate, when Buddy becomes naked in front of her, she feels ‘very depressed’. This may not be completely down to the appearance of Buddy’s private parts, but may be Esther’s attitude towards sex altogether, that she is only so eager to lose her virginity because it was the social norm, and wanted to be ‘part of a great tradition’. Esther shows her honest view upon societies attitude towards sex and its sexist inequalities towards sex when she says ‘I couldn’t stand the idea of a woman having to have a single pure life and a man being able to have a double life, one pure one not. ’ Plath is trying to portray through Esther her rebellious opinions towards sexual inequalities between men and women. In the novel, Esther discovers that sexuality is divorced from any expression of love and passion. Sex for women is only a necessity within marriage to have children, and has no relevance with romance or intimacy, Esther could be showing the reader her honest feelings of wanting to have a double life like the men of her era, and be able to experience sexual encounters out of passion and love, no just for starting a family, without being judged. However could also be suggesting her view that all people should remain celibate until marriage, both men and women, but on both interpretations, she is yearning for equality amongst the sexes. With Emily Dickinson’s unconventional style of writing and rebellious grammar, it is not a surprise that her poems do not meet the same literacy concepts as Plath and Salinger. Her poem ‘A Narrow fellow In the Grass’ reflects her individuality and opposing touch of honesty towards sexuality in every stanza. The literal and logical interpretation for the poem is her longing to see a snake in the grass, but only being able to glance at sections of the snake. However, Luann Suhr claims that the poem ‘is in fact about the fear a virgin has towards sex’. This differs from Plath and Salinger’s habit of blurting constant criticism of others, and shows a clear self aggravation and criticism. There are many literary devices used to allude to its sexual theme. Dickinson shows the fear of a virgin by knowing the naturalness of sex yet still being afraid of it. This is accomplished through the literary devices of personification, metaphor, and visual imagery. In the first line of the first stanza, by using the word â€Å"fellow† in her description of the snake she alludes to the snake in regards to man. In colloquial terms, the word snake is often used with regards to male genitalia. A â€Å"narrow fellow† can therefore be read as the male penis. This could also relate to her opinion of men being sneaky like snakes towards the concept of sex, compared to the expectations of a woman to remain celibate, showing her honest neglect of the sexist attitude that society has to sexuality. The second stanza ‘The grass divides as with a comb- Aspotted shaft is seen- And then it closes at your feet and opens further on’ Dickinson has purposely used opposing adjectives to represent her curiosity about sex, how one moment she is captivated by the idea of losing her virginity, then the next her mind closes’ her imagination because she knows she must remain celibate until marriage. It could also represent a previous sexual encounter that was never fulfilled, she is giving the reader an insight into her mind and how ‘dividing’ her mind like this could cause her mental illness to thrive. Once she has captured a small snippet of understandin g ‘Aspotted shaft’, her sub conscious ‘closes’ her out. Dickinson’s confusion is clear, it sounds almost as though she is at war with herself, insanity, society and again differs from Plath and Salinger in that she does not alienate herself from society, but from her own emotions and desires. Despite this, she carries on fantasizing about this sexual encounter by saying â€Å"sudden is† Dickinson is stating that this male is quick to ejaculate. This can be further proved by the line before which says, â€Å"you may have met him†. The word â€Å"met† can be referring to the sexual meeting, and therefore puts a sexual connotation to the next line. When Dickinson reaches for this thing that scares her so much, it disappears. In the end of stanza four, she says, â€Å"it wrinkled, and was gone†. This is the visual imagery of a penis becoming flaccid. This man she is describing may represent her constant need to please, and fit in. Her honest desperation to communicate her frame of mind seeps through, when the reader finishes the poem to discover, that not even in the final stanza, does she reveal the root of the poem or what its meaning is, leaving readers to feel her confusion, to have a sense of what it would be like to suffer from mental illness, not knowing why or understanding the thoughts she has. Her complete sincerity leaves the reader, in a state of confusion, reflecting her everyday agenda. An aspect of honesty which can be related to all three authors is the honesty with the self and self reflection. Sylvia Plath uses the character of Esther Greenwood to portray her own personal attributes that she struggled to express in reality. We see this when greenwood describes her drink as ‘wet an depressing’, the very statement that a drink is depressing shows how irritating her character is, in the sense that she complains and reverts anything and everything she sees or touches to seem as depressing as she is. This could be Plath expressing through Greenwood that she is irritated by herself and her own character, the illness is not only discovered, but it irritates her, revealing a full acknowledgement of its existence. This honest analysis in itself portrays that Greenwood sees herself as an irritation to society and this could explain her isolated behaviour, a fear of not being accepted. Another self reflective part of the novel is stage in which Esther begins to lose touch with herself worth, ‘I started adding up all the things I couldn’t do’ I felt inadequate’. Up until the summer before Esther’s senior year, she had done a good job at being a student of literature. However the thought of entering the real world terrifies her. The world she lives in seems to have no place for the literary ideals that she cherishes, which of course is her being pessimistic. This could be forcing her to doubt herself, and self worth towards the world, which may represent Plath attempting to portray Esther as feeling worthless and useless. Or, another view could be that Esther sees herself as being too complex and misunderstood for the simple minds and dreams of the typical American girl of that era. Emily Dickinson shows honesty with the self and self reflection in the poem ‘The soul has Bandaged moments’ which explores through symbolism, an internalised spiritual and psychological state of experiences of the soul. Which is personified as a woman, and some may interoperate the personification to be Dickinson herself. In the first stanza it says ‘The soul has bandaged moments’ which shows a physical and abstract outlook and insight of the soul. It also implies injury and pain that could metaphorically mean that the soul being personified as Dickinson, she is hurt by her mental illness and attempts to heal herself when ‘she feels some ghastly fright come up to stop and look at her’. This could represent her soul searching and not being fond of what she finds in her mind, or it could alternatively represent her mental illness of depression creeping up on her, it has a sinister feel and may be considered that the mental illness is trespassing, on the privacy of her soul and self. She views this as a form of psychological assault and molester by using words in stanza two such as, ‘caress’ and ‘hovered-o’er’. These bring feelings of uncomfortability and helplessness to the reader. Dickinson is trying to express the mercilessness of insanity. This shows Dickinson’s fear of herself and her capability, some may view it as a panic towards her ever-growing stronger insanity and her ever-growing weaker free will against is. To conclude, a critic once claimed that ‘Writers, who suffer with mental illness, are likely to revolve their writing around complete honesty of their mind. Which, in a sense, creates more emotional and believable connections with the reader, making the insanity seem normal, and allow the reader to feel an attachment with the author’, some may consider this statement to be complete nonsense, however, the analytical evidence shows that there may be some truth in this observation. One may find the ability for Plath, Dickinson and Salinger, all of different era and lifestyle, to have managed to create such personalities and mind wondering scenarios with just the use of a single concept of honesty to be greatly admired.

The Shadow of the Wind Review Essay Example

The Shadow of the Wind Review Paper Essay on The Shadow of the Wind  «This world will disappear not by the atomic bomb, as they say in the newspapers, he would die of laughter, banal jokes and habits to turn everything into an anecdote, and vulgar ». die if people stop reading and important to write books such as The Shadow of the wind Carlos Ruiz Safonov. This is an amazing book, which drown on the first page and do not want to break out of the words of viscosity. Inhale cold air burns the lungs and for a moment sober mind. And then again plunge into the passionate Spanish voice behind the veil of secrets In the novel, starting with mysticism and cloudy sky Morning Barcelona, ​​intertwined reality and fiction -. Crazy, full of fear and love fiction heroes in the same extent that the Italians seem to us impulsive, extravagant lover of life, the Spaniards in the Shadows of the wind again on the verge of madness go hand in hand with death we love them -. ash shade and sensuality covered with a lace mantilla mourning. In this book, the air is hot even winter air and full of unspoken thoughts and stories buried. They are repeated in the new destinies. To the pages to the story, to the heroes themselves relentlessly approaching fire. A spellbound reader with fear should be the author, preparing to see glow corners of paper We will write a custom essay sample on The Shadow of the Wind Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Shadow of the Wind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Shadow of the Wind Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer .  «Books they are like mirrors: they only reflect whats in your soul » In. hands of young Daniel gets strange book perhaps the only instance of the wind shadow of a Julian Carax. It fascinates boys and forever change his life. From now on, it pursues the shadow of a man without a face who wants to destroy the novel, and the ghosts of the past, hiding the story of Julian Carax. More and more yarn tangle of secrets tightened around Daniel, and the light that he can not yet to understand that there is, without which he can not find a way -. it Bea  «time runs faster when it is filled with emptiness » The heads dare each other.. The narrative rushes along the streets of Barcelona, ​​for long breaks in the attic in Paris and returns to Spain. Mystic merges with everyday life, death comes on the heels, strange pain is haunted by Daniel. It spurs it makes act and become a man capable of love  « the one who loves true love love in silence, deeds rather than words ». Step-by-step. faster boy coming to the truth. At first, stumbling, but still confident he looks into the eyes of fire. And the fire recedes If the first half of the book represents death, the second -. There is nothing but life. The wind changes direction and heads back to the present and back in time to connect the broken mosaic of life Julià ¡n Carax.  «Stop nervous, give yourself a rest from waiting soul rust ». rest comes with the morning, which the heroes waiting for many years. In the morning, when the memory will allow the fire to take his due it will leave a few illusions that help again and again to look ahead and make even the smallest happiness .

Immigration to Canada essays

Immigration to Canada essays On the subject of putting more or less restrictions on migration, I would have to say that putting more restrictions would be necessary. I feel that if we let in people under low sercomstances more and more unemployed people will migrate to Canada. The first thing that I would like to discuss is unemployment with many of our immigrants. Most immigrants have a degree in a profession or in a field of work that is suitable for their home countries lifestyle. If a person of high skill in a country were to come here and not have the degrees or knowledge needed to work in that profession in Canada they would not get the job, and they would have to get that certain degree. This would probably mean that they would live on welfare if they do not get the degree. For these migrants to come into Canada and not work is a strain on society. This means that Taxes will go up, and that the people already living there and earning a living, will have to pay the government to pay these migrants that Immigration can also foster racism. If one particular culture was living in a specific area and then a new group, or culture, came in, the other culture may feel threatened. This is called xenophobia. This can aggravate racism and it puts a threat on the area. I am not saying that we should only let certain people into Canada, What I am saying is that if a great deal of people from form one culture come into Canada and take over, people will feel threatened and racism will When an immigrant immigrates to Canada unemployed with no work ethics, they tend to live off of welfare. They are basically taking advantage of getting money without working.This is unfair to our society because they are paying the government to pay them the money in which to live, and they arrant working to get it. Immigration with less restrictions means that anybody can come i ...

Examining School Personnel Roles and Responsibilities

Examining School Personnel Roles and Responsibilities It truly does take an army to raise and educate a child. The most recognizable employees within a school district are the teachers. However, they represent only a portion of the personnel that works within the school. School personnel can be divided into three distinct categories including school leaders, faculty, and support staff. Here we examine the essential roles and responsibilities of key school personnel. School Leaders Board of Education – The board of education is ultimately responsible for most decision making in a school. The board of education is made up of elected community members most usually consisting of 5 members. The eligibility requirement for a board member varies by state. The board of education generally meets once per month. They are responsible for hiring the district superintendent. They also generally take into account the recommendations of the superintendent in the decision-making process. Superintendent – The superintendent  oversees the daily operations of the school district as a whole. They are generally responsible for providing recommendations to the school board in a variety of areas. The superintendent’s primary responsibility is handling the financial matters of the school district. They also lobby on behalf of their district with the State government. Assistant Superintendent – A smaller district may not have any assistant superintendents, but a larger district may have several. The assistant superintendent oversees a specific part or parts of a school district’s daily operations. For example, there may be an assistant superintendent for curriculum and another assistant superintendent for transportation. The assistant superintendent is overseen by the district superintendent. Principal – The principal oversees the daily operations of an individual school building within a district. The principal is primarily in charge of overseeing the students and faculty/staff in that building. They are also responsible for building community relationships within their area. The principal is often responsible for interviewing prospective candidates for job openings within their building as well as making recommendations to the superintendent for hiring a new teacher. Assistant Principal – A smaller district may not have any assistant principals, but a large district may have several. The assistant principal may oversee a specific part or parts of a school’s daily operations. For example, there may be an assistant principal who oversees all student discipline either for the entire school or for a particular grade depending on the size of the school. The assistant principal is overseen by the building principal. Athletic Director – The athletic director oversees all of the athletic programs in the district. The athletic director is often the person in charge of all the athletic scheduling. They also often have their hand in the hiring process of new coaches and/or the removal of a coach from their coaching duties. The athletic director also oversees the spending of the athletic department. School Faculty Teacher – Teachers are responsible for providing the students they serve with direct instruction in the area of content in which they specialize. The teacher is expected to use the district-approved curriculum to meet state objectives within that content area. The teacher is responsible for building relationships with parents of children which they serve. Counselor – A counselor’s job is often multifaceted. A counselor provides counseling services for students who may struggle academically, have a rough home life, may have gone through a difficult situation, etc. A counselor also provides academic counseling setting student schedules, getting students scholarships, preparing them for life after high school, etc. In some cases, a counselor may also serve as the testing coordinator for their school. Special Education – A special education teacher is responsible for providing the students they serve with direct instruction in the area of content with which the student has an identified learning disability. The special education teacher is responsible for writing, reviewing, and implementing all Individual Education Plans (IEP) for students served. They also are responsible for scheduling meetings for IEP’s. Speech Therapist – A speech therapist is responsible for identifying students who need speech related services. They are also responsible for providing the specific services needed to those students identified. Finally, they are responsible for writing, reviewing, and implementing all speech related IEPs. Occupational Therapist – An occupational therapist is responsible for identifying students who need occupational therapy related services. They are also responsible for providing the specific services needed to those students identified. Physical Therapist - A physical therapist is responsible for identifying students who need physical therapy related services. They are also responsible for providing the specific services needed to those students identified. Alternative Education – An alternative education teacher is responsible for providing the students they serve with direct instruction. The students they serve often cannot function in a regular classroom often because of discipline related issues, so the alternative education teacher has to be extremely structured and a strong disciplinarian. Library/Media Specialist – A library media specialist oversees the operation of the library including the organization, ordering of books, checking out of books, the return of books, and re-shelving of books. The library media specialist also works directly with the classroom teachers to provide assistance in anything associated with the library. They also are responsible for teaching students library related skills and creating programs that develop lifelong readers. Reading Specialist – A reading specialist works with students who have been identified as struggling readers in a one-on-one or small group setting. A reading specialist assists the teacher in identifying students who are struggling readers as well as finding the specific area of reading which they struggle. A reading specialist’s goal is to get each student they work with on grade level for reading. Intervention Specialist – An intervention specialist is much like a reading specialist. However, they are not just limited to reading and may assist students who struggle in many areas including reading, math, science, social studies, and other subjects. They often fall under the direct supervision of the classroom teacher. Coach – A coach oversees the day to day operations of a specific sports program. Their duties can include organizing practice, scheduling, ordering equipment, and coaching games. They are also in charge of specific game planning including scouting, game strategy, substitution patterns, player discipline, etc. Assistant Coach – An assistant coach helps the head coach in whatever capacity the head coach directs them. They often suggest game strategy, assist in organizing practice, and helps with scouting as needed. School Support Staff Administrative Assistant – An administrative assistant is one of the most important positions in the entire school. A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities. The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist  Ã¢â‚¬â€œ A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program. A school nutritionist is also responsible for keeping track of which students are eating and for which students qualify for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional – A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole. A paraprofessional works in support of the teacher and does not provide direct instruction. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health-related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school. A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties include vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke, then maintenance is responsible for repairing it. These may including electrical and lighting, air and heating, and mechanical issues. Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, the internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.

Private and Public Entity Risk Management Essay

Private and Public Entity Risk Management - Essay Example Like many of it is counter-parts the Minnesota state government has largely ignored the vital role played by risk management in achieving both operational and strategic objectives. The trend was simultaneously aped by also other state affiliated entities such as quasi-government owned corporations and also city councils entities have embraced risk management. Less than 44% of aggregate public Only in recent times there has been an almost immediate and appreciation of risk management knowhow. Formerly traces of public entities embracing aspects of risk management were only evident in the national health insurance policies (personal risk) for their citizens. Recent times have seen public entities aware of other forms of risk currently and previously adopted by their private sector allies such as: †¢ Strategic risk. Enabling government entities to manage current and future threat while leveraging on opportunities embedded in their strategic goals and objectives †¢ Operational risk. Associated with the day to day running of government institutions such as efficiency and integration in core departments such as procurement, auditing and compliance. †¢ Reputational risk. Like in the private sector goodwill is highly valued, any damage to the state reputation will lead to significant decrease to net valuation of the entity. The causes have been more vital through the emergence of social media where information is transferred by the click of a button. Less than 44% of aggregate public of risk management knowhow.

Discuss the Ethnicity, Race in new cinema and how these elements Essay

Discuss the Ethnicity, Race in new cinema and how these elements represent the culture identity in new cinema - Essay Example Countless movies have been made that placed the white race concept atop the pedestal. This is apparent in many genre, setting and context. Films strengthen the existing prevailing social concepts (Kellner, 1995, as cited in Brayton, n.d.) that refer to a middle class white heterosexual male as the normative figure (Brayton, n.d.). The concept of race is a social construction and originally defined by western people. The general notion brought by this concept is that the white people are superior over those with colored skin. This prevailed during the colonization period where the colonizers were white people. Whiteness reached its peak after the colonial era though (Lopez, 2005). Thus, having colonized lands with black people, the latter were treated as inferior and were made slaves. The same treatment is accorded to people with brown skin. The concept of whiteness was perpetuated even after colonialism as desirable and utilized to repress and marginalize the others (Lopez, 2005). Th e concept of â€Å"personal whiteness† referred to by W.E.B. Du Bois has been readily and systematically accepted by groups which were â€Å"racialized, enslaved, conquered and colonized,† but who regard â€Å"white power and white pretense† as critical concerns (Towards a Bibliography 2006, p. 5). Although numerous groups are working to counter this unequal social construct, there are still segments in society as well as individuals who retained such white supremacy notion. Even those not belonging to organized groups, their individual attitude towards colored people show antagonism or disgust. Individuals who do not belong to the whiteness group are categorized as belonging to the â€Å"other† (Performing Whiteness n.d.). The concept of race can be found in many cultural materials such as stories, narratives, habits, etc. and perpetuated in cinema (Critical Race Theory 2011). Although socially constructed, race has been institutionalized in the US throu gh systematic and deliberate actions, thus creating social structures and consequences (Lipsitz, 1995). In cinema, race is constructed continually as a performance and â€Å"understood as a set of cultural tastes,† but not in relation to biological or cultural existence (Brayton, n.d., p. 63). The lifestyle of the rich upper class whiteness is portrayed as the proper norm (Johnson and Roediger, 1997, as cited in Brayton, n.d.). It is played around the concept of consumer choice (Brayton, n.d.). Academic debates on race focus on cultural identity, the roots of the group, and how members see themselves as a cultural group (Bernardi, n.d.). Identity does not remain the same. It undergoes continuous change and transformation (Hall, 1989, as cited in Bernardi, n.d.). White dominance as a performance is aptly described by Orwell (1936 as cited in Lopez, 2005) in saying that by wearing a mask, the face grows to fit with it. Shifting Focus of Whiteness Racial formation, according to Omi and Howard (1994, as cited in Bernardi, n.d.), is a divide grounded on cultural and physiognomic parameters that tells who should have access to institutions. Racial formation changes like identity (Bernardi, n.d.). During the early developments in cinema, the concept of race was dominated by social Darwinism and eugenics wherein humanity is placed in a â€Å"hierarchy of human cultures and histories† with the Anglo-Saxons at the top, followed by the other Caucasians, the

Organizational Outputs Essay Example for Free

Organizational Outputs Essay In reviewing the article in reference to the Nadler-Tushman Congruence Model. Another quote from the article, struck me very strongly in regards to the observed organization; The bigger the gap between the formal and informal systems within the organization, the less effective the organization is. This is from the Weisbords Six Box Model and this aspect is quite apparent in the organization observed. A negative output is one of the things that should be avoided, especially regarding consumers. An agreed statistic within many business marketing modules that a dissatisfied consumer will often tell more people than a satisfied consumer. A frustrating fact, however true. Outputs are those products which are dispensed from the organization. These can include product, as already mentioned, the way consumers are treated is another factor. Outputs also include, how the organization interacts with the environment. Technically an output is any factor that the organization puts out whether through marketing, whether intentionally or unintentionally. Consumer Satisfaction There is an old saying, You cant please people all of the time. In an organization where the internal culture is to never say no. Because, we have also heard the saying, The customer is always right. An automatic conflict is built between consumer and employee. Someone, is usually wrong. And if a person is doing their job as required under organizational policy, the possibility of pleasing all of the people all of the time becomes quite low. However, in an organization pleasing every person is a near impossibility. In fact, I believe, it was Menecke who said, I dont know the sure way to success. I do know the sure way to failure, trying to please everyone all the time. Certainly a risk every organization takes is how to tell the consumer, no, while keeping that person as a consumer. Somewhat of a conundrum, as no one likes to hear the word no. This is where the earlier quote from Weisfords Six Box Model caught my particular attention. Faulty policy or the failure of an organization to uphold its own policy, creates extreme difficulties for personnel. In the organization observed, a policy would be set forth, such as a limit to the type or number of courses a student could take in an eight week period. Personnel, following policy and even double checking policy with the Director would refuse the student as directed under policy. The stated policy would then be, completely undermined if the student decided to complain. In most cases, if not all, the student was allowed the exception to having policy overturned. When a situation such as this occurs on a recurring basis, morale is severely weakened. Personnel are not trusted to do their jobs with integrity. As well as the fact, that when policy is regularly undermined, what then becomes the point of attempting to enforce any type of policy. Worse, the employee begins to give up altogether in performing their tasks with any independence. As the result is and has been personnel are wrong and can be completely overridden. The result is an organization without compass. And ultimately, in this organizational situation, it is the consumers that are hurt the worst. Personnel become surly and unwilling to help. After all, how can personnel be perceived as being helpful when every decision, no matter how small can be overturned? The situation becomes unbearable, and any attempt at creating consumer loyalty is lost. Policy should serve as that mechanism to provide the means toward providing consumer needs. When that attempt to follow policy is constantly undermined, the result, undoubtedly is weak, powerless leadership and an unwilling personnel to follow any policy that is developed. Personnel should be one of the most enthusiastic ambassadors to the community when representing the organization. The odd thing about serving the organization in this way, is that a certain pride should be taken in the work one does. A continuous undermining of the personnels ability to do the job one has been hired to accomplish. This type of output creates a hostile atmosphere, distrust is built and maintained through this constant turmoil between management, personnel and consumers. Summary Only one type of output has been mentioned in this report. The reason being that personnel are crucial to the way consumers and the public perceive the function ability of an organization. A dissatisfied representative or employee becomes complacent and extremely unwilling to attempt new devices for serving the consumer. Much less becoming innovative in the process. Frustrating employees to the point of powerlessness, is not a recommended means toward the success of an organization. Another reason, I believe in the importance of personnel and their ability is that most organizations neglect the fact that a sound, successful organization is built on the competence of employees. Yet, this seems to have become the accepted methodology among many organizations, especially older organizations. A basic principle is that personnel are the most valuable investment an organization can make. Personnel, especially those in the front line are those that have the ability to positively affect a second most important resource, consumers.

Symptoms, Causes and Treatment of Post Traumatic Stress Disorder :: Post-traumatic stress disorder, PTSD

Introduction Throughout history the world as we know it has introduced several chapters of natural disasters, terror and wars. To name a few recent events: the war in Iraq, the terror attack â€Å"9.11† and the earth quake on the island Haiti. People who have been involved in one of these kinds of events often seem to develop a set of common symptoms in spite of the different events they have experienced. This has caused scientists and psychologists to study whether these people develop the same disorder based on their experience. Empirical data and studies involving these questions have lead researchers to believe that critical events may lead to a disorder called Post- traumatic stress disorder (Hyer, 1994). This disorder has in the past years become one of today’s most common disorders. This project will involve and debate the following questions: Why do people develop post-traumatic stress disorder? Why is it that so many soldiers are exposed to this disorder? 1. Symptoms Post-traumatic stress disorder (PTSD) first became a diagnostic category due to problems many of the Vietnam veterans experienced after they returned from battle. Stress reactions to events in battle had already been discovered in previous wars such as WWI and WWII; however, the veterans of the Vietnam War seemed particularly affected by the disorder. A majority of the veterans developed commons symptoms in spite of their personality, age and earlier experiences. The major symptoms include (1) feeling numb to the world, with lack of interest in former activities and a sense of estrangement from others, (2) reliving the trauma repeatedly in memories and dreams, and (3) sleep disturbance, difficulty concentrating, and over-alertness. Some people even felt guilt, being a survivor among deceased fellow soldiers. These symptoms lead to what we today call Post-traumatic stress disorder (Aasgaard & Dahl, 1997) A survey (1988) calculated that 15 percent of Vietnam veterans have suffered from PTSD since their return from war. The study also supports that among the survivors a majority suffered with alcohol related problems, trouble in social situations and fainting unexpectedly. Among the veterans, 16 % of the 713 tested, had been arrested for breaking the law, and approximately 40 percent suffered with war related nightmares and memories that they where unable to leave behind (Atkinson m. fl., 1996). â€Å"The war is over in history. But it never ended for me† (Marbly, 1987, from Atkinson, 1996) Anger and aggression is another common reaction to a stressful event.

Earthquake Assignment

Earth Science 1 October 29, 2012 Homework Assignment 1. Explain how you should react or what you should do when you feel an earthquake if you find yourself in each of the following scenarios. Do not exceed the space provided. a) Indoors: I will stay calm and drop to the ground. I will take cover by getting under a sturdy table or other piece of furniture. I will hold on until the shaking stops. If there isn’t a table or desk near me, I will cover my face and head with my arms and crouch in the corner of the building. b) Outdoors: I will move away from building, streetlights, and utility wire. If I’m in the open I will stay there until the shaking stops. c) In a moving vehicle: I will stop as quickly as safety permits and stay in the vehicle. I will avoid stopping near or under buildings, trees, overpasses, and utility wires. I will proceed cautiously once the earthquake has stopped. I will avoid roads, bridges, or ramps that might have been damaged by the earthquake. d) Trapped under debris: I will not light a match or move about or kick up dust. I will cover my mouth with a handkerchief or clothing. I will tap on a pipe or wall so rescuers can locate me. I will Shout only as a last resort. Shouting can cause me to inhale dangerous amounts of dust. 2. What are the main things that you should do after an earthquake hits in the area where you are staying? In particular, discuss what you should do if you find yourself in each of the following scenarios. Do not exceed the space provided. ) Aftershock: When it is safe to move, I will exit my home. I will help my neighbors who may need assistance. I will give first aid when appropriate. I will not move seriously injured persons unless they are in immediate danger of further injury & call for help. * b) Tsunami: I will go to a designated public shelter if I have been told to evacuate or if I feel it is unsafe to remain in my home. I will text SHELTER + my zip code to 43362 (4FEMA) to find the nearest she lter in my area (example: shelter 12345). c) Electrical system damage: I will not stand in water. If safe to do so, I will turn off the electricity at the main fuse box or circuit breaker. If the situation is unsafe, I will leave my home and call for help. * d) Gas leakages: If I smell gas or hear a hissing or blowing sound, I will open a window and leave immediately. If I can, I will turn off the main gas valve from the outside & call the gas company from a neighbor’s residence.

Holden Caulfield Diagnostic

Holden Caulfield Medical Diagnosis Holden Caulfield Medical Diagnosis Dear Mister and Misses Caulfield, my name is Dr: Connor Grist and I have been mister Holden Caulfield’s psychologist over the past couple weeks. Asking him about his life story and what he has gone through. Through his explanation of his life story, I was able to uncover 3 key behavioral characteristics that I believe he suffers from. Through my research, I believe that he suffers he uses profanity laced vocabulary and abusive language often. He is also depressed, sad and disturbed through his life story that he has told me.Finally he is also withdrawn seclusive and friendless because of his inability to overlook flaws in people. This information has let me to diagnose him with Depression-Anxiety. For the time era in which Holden grew up (1970s) he has a very profanity laced vocabulary, which is most likely because of his anxiety and depression. Throughout the book he could have quite possibly said the phras e â€Å"God Dam† more than 100 times. Although this would be more accepted today, a generation or two ago this would have been very frowned upon for a teenager to talk like that.Holden is also hypocritical in a way with his swearing because near the end of the book he begins to try and erase all of the profanity on the wall and while he thinks that he is ridding the world of evil, he often is the source of some of the evil with his swearing. Throughout the book, you can often notice and sense that Holden is quite depressed and sad all of the time. This is because near the end of the book, he is trying the play the role of the â€Å"Catcher† but he soon realizes that he can never rid the world of all the evil that he doesn’t want Phobe to see.He tells Phoebe that he wants to prevent children from growing up. He blames the world’s corruption on adults and believes that when he stops the children from growing up he will preserve their innocence and save the world. Finally, he realizes that not only is there nothing that he can do, but there is nowhere he can go to hide from it. Ironically enough, it is one of the â€Å"innocent† children that he is trying to protect who helps him come to terms with this realization. It is Phoebe who challenges his plan to escape out west.As he is telling Phoebe that she cannot run away, he discovers that he too cannot run away. â€Å" You can’t ever find a place that is nice and peaceful, because there isn’t any. † The final breakdown comes near the end of the book when he is watching Phoebe on the carousel. As all the kids on the carousel try to grab the golden rings, Holden hits the final breakdown. Being the â€Å" catcher â€Å" becomes obviously unrealistic. Finally Holden is usually withdrawn and friendless because of his inability to accept people for who they are and constantly pick out their flaws.As you read and read through the book, you will get the sense the H olden has never really had a true friend. He is usually nice to most people but really he thinks that they are phonies. An example of this would be on page 77 where Holden Says, â€Å" She was a funny girl, old Jane. I wouldn’t exactly describe her as strictly beautiful. She knocked me out though. She was sort of muckle-mouthed. When she was talking, her mouth sort of went in about 50 different directions her lips and all â€Å".This quote shows that even the people Holden likes a lot, such as Jane Gallagher he still has to be judgmental and find the flaws in them. This ultimately leads to Holden being forever alone in the book. In Conclusion, Holden Caulfield has been diagnosed with a anxiety-depression disorder because of his profanity laced vocabulary, his depressed sad and disturbed state, and his inability to accept people for who they are without being judgmental and picking out their flaws. A treatment recommendation for this would be to continue therapy sessions and anti-depressant medication.

Anselm

As a philosopher, Anselm is most often remembered for his attempts to prove the existence of God. Anselm presented the popular Ontological Argument. In this argument Anselm declares that God is that than which no greater can be thought. Anselm feels that that God exists as the source of all perfection. Anselm begins by stating that God is the greatest being we can possibly think of. When Anselm says this, it means that it is not possible to think of a being greater than God is. Anselm also says that if God is the greatest being he is referring to the fact that it would be impossible to imagine someone or something being greater than God is. Thus it would be impractical to say that God only exists in the mind because it is highly greater to exist in reality than it is to only exist in a persons mind. He believes that a perfect God must exist in reality. Otherwise God would not be completely perfect. Anselm feels that existence is perfect. He feels that part of Gods perfection is that he is one. Anselm also says that God has many characteristics that describe him. Among these being: self existing, divine, and eternal. This means that God depends on nothing else for his existence. Thus, his existence is forever. God can not stop existing. Anselm uses Gods definition to argue that God can not be thought not to exist. Not only is his existence a fact, but his non existence is impossible. The non-existence for all other being is possible, but when it comes to the non-existence of God, it is not possible. The argument for Gods existence is very much like the argument that it is impossible for one to believe that God does not exist. Anselms theory states that God is everything to everyone. I find this hard to believe because every individual has a different view of how he or she perceives God. Many different people have many different views o

Free sample - Assessment by Portfolio and Standardized Testing. translation missing

Assessment by Portfolio and Standardized Testing. Assessment by Portfolio and Standardized TestingComparison and Contrast between Assessment by Portfolio and Standardized Testing Assessment is an important aspect of evaluating a student performance and ability throughout their learning period. There are several types of assessment among them assessment by portfolio and standardized testing. These two types of assessment have many differences as opposed to similarities with portfolio assessment considered to be appropriate in the current education system in parts of the globe due to its merits. On the other hand standardized testing is considered as traditional method due to its reliance on multiple choice assessments thus not giving students enough room for developing their skill set.  Ã‚   Standardized tests are used by psychologists as primary basis for assessing cognitive abilities and academic achievement. Weiner, et al, (2003) indicated that â€Å"standardized tests may be administered to a group of people or students by the examiner so as to match the students to academic curricula† (p. 275). On the other hand portfolio assessment provides a means for gathering student work over a long period of time which demonstrates the student’s proficiency in one or more academic areas. As a result Weiner, et al, (2003) established that â€Å"unlike standardized tests portfolio assessment usually emphasizes on complex works that integrate multiple dimensions of proficiency such as performance assessments, essays, and recordings of student performances† (p. 277). Standardized tests are also known as traditional assessment or norm-referenced and they have been used for a long period of time as a means of evaluating student performance. Mundell DeLario (1994) found out that â€Å"standardized tests measure growth in basic skills and their content is based on the best of curriculum practices for diverse population† (p. 1). This type of tests is known to have several inadequacies hence as a result efforts have been made to come up with a more precise assessment method. Mundell DeLario (1994) further says that portfolio assessment was developed out of the need to review performance and to logically collect sections of scholar’s work which is based on what the students are familiar with or are capable to do. Compared to portfolio assessment, standardized tests have a numerous choice format which makes tests a simple and economical way to evaluate knowledge.   Mundell DeLario (1994) indicated that â€Å"information obtained from these type of tests used for reporting to the parents on their children’s progress in learning basic skills, determining the developmental level of students for instructional purposes and providing information helpful in planning programs or groupings for instruction† (p. 1). Portfolio assessment revolves around the assortment of work that shows an individual’s knowledge in an area a criterion which was embraced by the progressives. For example a student may be good in art and consequently as an artist’s portfolio this can include various segments indicating what he or she can do. When a portfolio assessment is assumed, it is used to bring together and weigh up multiple sources of information that confirms a scholar’s capability in terms of procedure and invention (Mundell DeLario, 1994). Where else standardized tests use multiple choices, portfolio assessment reflects students work in one or additional subject areas and the models are chosen by mutually the scholar and the tutor. These are gathered analytically over time and are utilized to assess student development. One of the limitations of standardized tests is that they quantify comprehension learned instead of demonstrating what the student comprehends and can be comfortably apply and put more attention on recall. Mundell DeLario (1994) continues to say that â€Å"the how and why of what students read and write, the strategies they apply and how this learning relates to other tasks and to new ideas are not measured by standardized† (p. 1). In addition it important to note that using standardized test it is not possible to assess student’s abilities, analyze reason, reflect, and persuade from multiple choice answers (Mundell DeLario, 1994). This type of tests does not assist the teachers to plan more effective lessons. As a result, Mundell DeLario (1994) argued that â€Å"standardized tests limit the planning of lessons geared towards the achievement of students needs† (p. 2). Portfolio assessment is known to present authenticity as one of its characteristic. Using this type of assessment the teacher is able to evaluate reading throughout a range of daily reading activities in the classroom thus using this type of assessment, students are appraised on the basis of comprehending strategies they exhibit, their reactions in their reading journals and their conversation with the teacher or with other classmates (Mundell DeLario, 1994). Furthermore, Mundell DeLario (1994) argued that â€Å"portfolio assessment creates an accurate picture of achievement because it directly involves the teacher and students in establishing criteria for evaluation† (p. 3). This means that using portfolio assessment there is a undeviating relationship amid what is learned and what is evaluated, and learners know from the start of an assignment what they are expected to accomplish. Unlike in standardized test in portfolio assessment students have a number of examples in their portfolios to exhibit attainment of a particular objective more willingly than just one sample taken during one testing circumstance (Mundell DeLario, 1994). Ryan Cooper (2008) in addition indicated that â€Å"standardized tests overemphasize technical information and underemphasize educator’s professional judgments about the worthiness of a school programs† (p. 396). With the increasing calls from the progressives for more crises solving, decisive thinking and inscribing skills in the schools, standardized tests do not measure these outcomes. Studies show that qualities such as vital thinking and predicament solving abilities are difficult to measure while using multiple choices and other objective tests hence this calls for portfolio assessment (Ryan Cooper, 2008). Standardized tests can not gauge genuine student performance on some momentous tasks. Due to these limitations associated with standardized tests portfolio assessment was developed which puts into consideration recital tests that gets closer to how students relate knowledge rather than how they accumulate it in their brains. Both portfolio assessment and standardized tests present different dimensions of determining how students can fair in their schooling process. According to Ryan Cooper (2008) using portfolio assessment, it is possible to determine how well the students understand scientific concepts and can carry out scientific processes by requesting them to perform actual experiments. Ryan Cooper (2008) says that â€Å"through portfolio assessment teachers are capable of measuring what they want students to be able to do rather than relying on them to choose the correct response on a multiple choice test item in standardized tests† (p. 396). A major advantage of portfolio assessment is that it reveals student’s escalation in a certain period of time. A major contrast between portfolio assessment and standardized tests is that in portfolio assessment, students are appraised against themselves and not judge against other students (Mundell DeLario, 1994). This implies that in portfolio assessment, students become talented at evaluating their ability and set logical targets hence they can see their enhancement over a specific time epoch as skills are disclosed on tasks and goals are arrived at. Mundell DeLario (1994) continues to say that in â€Å"portfolio assessment, evaluation is part of instruction and also it considered to be ongoing and there not just the final product is important but also the process and growth over time† (p. 3). Also portfolio assessment is considered to be wide as it takes into account the students concerns, personal know-how, inspiration, and tactics. In conclusion, the progressive’s reaction to portfolio assessment was considered far much better than standardized test because of its strengths. While standardized tests do not focus on students development, this criteria does not give the students an opportunity to develop their skills in a particular area and it is does not assess their strengths and weaknesses. The advantages of portfolio assessment outweighs those of standardized tests because students work harder on tasks giving them more ownership in their work besides increasing their responsibility for learning and enhances their self concepts as learners. References Mundell, S. B DeLario, K (1994). Practical portfolios: reading, writing, math, and life skills, grades 3-6, Santa Barbara, CA: Libraries Unlimited.Ryan, K    Cooper, J. M (2008). Those Who Can, Teach, Stamford, CT: Cengage Learning.Weiner, I. B, Freedheim, D. K, Graham, J. R. Naglieri, J.A (2003). Handbook of Psychology: Assessment psychology, Hoboken, NJ: John Wiley and Sons.

Lack of Effective Professional Codes and Motivation Essay

Lack of Effective Professional Codes and Motivation - Essay Example Among the sources of the problem in the company, that the auditing discovered included: Employees require a conducive working environment, one that encourages profitability. Your company lacks such a structure a feature that gives rise to numerous unethical practices most of which derail the operations of the employees at the organization. Motivation and supervision are two primary roles of the management that influences the profitability of a company since they affect the productivity of the employees. The management must, therefore, enhance the motivation of its employees besides securing a conducive working environment for the same employees. This way, it becomes possible to develop a structure of accountability in the company thus improving the productivity of the commercial organization. Two cases of sexual molestation went unreported within the last three months. Such is an avid portrayal of an unconducive working environment. Female employees feel threatened at the organization owing to the abject disregard of the sexual offenses act in the country. The cases of sexual molestation in the company portray the lack of unity between the management and the junior employees of the firm a feature that creates space for the senior managers to use their privileged position to sexually molest the vulnerable female employees. In order to curb such cases and create a conducive working environment for the employees of the firm, my taskforce recommends that the company develops appropriate professional codes of conduct. Through the codes, the management must indicate the behavior it considers unwelcome in the company. Besides the codes, the management must apprehend the specific employees found guilty of molesting their juniors in the past. Such is the only way for the management to reassure its employees of the new changes thus develop  their confidence. Additionally, the management must develop an appropriate bureaucratic structure, one that enables appropriate supervision of the employees in the company.

Media Literacy Essay Example | Topics and Well Written Essays - 2000 words

Media Literacy - Essay Example And Im never the kind of person to base reality on the contents of a movie because, if that were the deal, the movie industry would be crap. I am genuinely interested in Jack and Rose, the main characters of Titanic. Their romance is not based on eternity and doesn’t consist of well-versed lines or cliches. They seem like real people brought together by difficult circumstances. Its refreshing to watch two people hawking loogies off the boat deck and having a great time together. There is sexual tension, but it doesnt dominate. It feels like one of those relationships that when the passion wears off you still have a deep, abiding friendship and love. And, above all, they dont assume they will love each other forever and dont let each other get in between living life to the fullest. They are just living day by day as are the rest of us. Trying to get by. Something that is so heartbreaking is the way the characters lose this innocence throughout the movie as the plot unravels. They change throughout the story and through their devastating experiences. We see Rose board the Titanic feeling trapped and bogged down by the superficial upper class society, and doesnt ever believe she can break free. But, by the end of the movie, she is free and goes on to live a very colorful life. On the other hand, we have Jack who is free and, well, a drifter. Hes gotten around a lot, but theres a very endearing innocence and good nature to his personality that casts a light-hearted feel on the first half of the show. Sadly, he doesnt live to see the day following the sinking and, while the ship is going down, its interesting to watch his facial expressions because I see pain, fear, and a sort of disillusionment. The special effects in this film are absolutely amazing. In the first half of the movie, our eyes are able to drink in the costumes and striking reconstruction of the actual ship. The second half always sends chills down my spine because it transports you to

Tthe difference between Chinese and British Consumer Behaviour on Essay

Tthe difference between Chinese and British Consumer Behaviour on coffee consumption - Essay Example The study also examines some of the beliefs, perceptions and causal effects that influence coffee consumption. Answering the ways in which coffee brands have affected the coffee consumption and the overall consumer behaviour will help identify the differences and similarities in consumer behaviour in coffee consumption in China and UK. This chapter discusses the techniques that are used to collect and analyse primary data that will assist in justifying the study conducted in secondary sources. Rationale of research approach The study is conducted by making use of both the primary and the secondary data. This research entails qualitative and quantitative data. The secondary data offers the qualitative data that helps to get more information concerning the coffee consumption and consumer behaviour in China and UK. The reason for choosing to research on literature review is due to the fact that there might be previous studies of the same subject that might help in the study. The seconda ry data will help to gather information that might be hard to gather from primary data. It is also very easy and cheap to use the secondary data as it is readily available and would help answer unanswered questions. Secondary data will offer information that explains the consumer behaviour and what affects it. ... Both the primary and secondary data will help to verify the research hypothesis. Description of the data collection instruments The secondary data that provides the qualitative information is retrieved from secondary sources search as books, research reports and journals. They can also be retrieved from wed portals and electronic journals. These sources provide data that helps to analyse information from the past. They contain literature that are reviewed and have summarized theories from a wide range of sources. The primary data is collected by the use of statistical survey. One of the statistical survey method used in this study is the Likert scale type of questionnaire. It is made up of open-ended type of questions. It is a scaling method of a five point scale that shows the level of agreement with the given statement. The respondents are given a simple task to choose one of the options that range from â€Å"strongly agree, agree, uncertain, disagree and strongly disagree† (Jackson, 2011). The questions which are more of statements are positively structured which means that if the respondents agree to all statements, it will prove that coffee culture has been fully adopted in both countries. Rationale for data collection instruments The Likert scale questionnaire was the best to collect primary data because it would be easy for the respondents to understand the questions and also to answer them. One of the advantages of the Likert scale type of questionnaire is that it is effective, very easy to construct and they are also reliable. They are also very efficient because they are not complicated thus no major errors when collecting the data and administering them is very easy. They help in studying the

Atonement By Ian McEwan | Summary

Atonement By Ian McEwan | Summary The fourth novel that I chose was Atonement by Ian McEwan. In the introduction, a young girl name Briony is producing a play to put on for her brother. Brionys mother, sister, and three cousins are introduced as well as a family friend and employee Robbie Turner. Throughout the day Brionys attempts to put the play together fail, and she eventually gives up on the endeavor. She witnesses an interesting encounter between Robbie and her sister Cecelia that complicates the adults relationship and moves the plot forward. 2. Rising Action After the relationship between Robbie and Cecelia, and the curious and scheming nature of Briony, is established, chaos ensues. Briony intercepts an intimate letter from Robbie to Cecelia, and from then on thinks that he is crazy and wants to hurt her sister. To make matters worse, she witnesses them in a position that to her, looks like he attacked Cecelia. On a hunt for two of the cousins that ran away, someone rapes the eldest cousin. Briony finds the victim first and immediately assigns the blame to Robbie. Robbie and Cecelia are thus torn apart through the rest of the book, while Robbie gets sent to prison for a crime he didnt commit and then off to war. The book follows the two lovers and their letters to each other. It describes their brief meetings and their estrangement to Cecelias family following the betrayal. 3. Climax The climax of this book is when Briony goes to see her sister after the many years of conflict. Briony goes to see Cecelia without knowing whether Robbie is dead or alive, or if they have seen each other since he went to war. During their meeting the reader finds out that Robbie and Cecelia are living in her apartment and are finally together again. 4. Falling Action After the dramatic moments of Briony and Robbies meeting, the book slows down. Robbie and Cecelia make their demands of Briony and the rest of the family to make atonement. The rapist from the beginning is revealed, and their lives at that time are resolved. 5. Resolution In the resolution, Briony goes back to her familys estate many years later for her birthday. Some young relatives put on her old play for her at the birthday party. In the last chapter of the book, you find out that the previous chapters are the pages of Brionys book, her final atonement, and that the ending where Robbie and Cecelia end up together isnt what really happened. Robbie and Cecelia both died in the war in the same year, and Briony never confronted them. Reader Response Journal #6 Describe your reading of The Wifes Tale. Was this story confusing? Were you surprised by how it ended? What phrases or sentences did the author use as clues to help you understand the story and its plot twists? Was this a good story? Why or why not? At first, I thought that this story was confusing. I assumed at the beginning that they were already human, so when the husband started getting bigger the fear in the other characters didnt make sense. Then the wife described all of the hair coming off as he grew and that didnt make sense either, unless he was a very hairy man. The wife used various clues though to help me understand what was happening. She specified that he stood up on two legs, which would be insignificant if he were human before, and then she started howling, which kind of gave her away, as well as the snapping at the branch. Also before that the story said that the change only happens in the dark of the moon, which is significant of a type of curse or werewolf. She also talked about her sisters mane, and described her community as a pack. I had a feeling that the husband eventually died just from the context at the beginning, but it seemed a little sad when I read the ending that he died. I thought this was a goo d story because of the twist and because it made me reread to figure out what was going on. It definitely keeps your attention, but the ending is sad and kind of gross and typically I dont like endings like that. Reader Response Journal #7 Describe one or two of the themes in The Growin of Paul Bunyan. Use examples from the story to show how the author presented these themes. One of the themes that I got out of the story is the need for people to sympathize with each other. When overcoming differences or conflicts in life, trying to view things from the other persons standpoint is invaluable. In the story, Paul Bunyan assumes several things about Johnny Appleseed; one of them being that Johnny had challenged him. The author showed that by assuming, he did more harm than good. The affect that Paul Bunyans actions had on Johnny is expressed when Johnny said, All the rest o my dreams is so much kindlin wood, so why dont you take this an see if its so easy to make it grow. Only when Johnny challenged Paul Bunyan to grow a tree did he finally value the hard work and effort that Johnny had put into growing all of the other trees that he cut down. The author shows this when Paul Bunyans tree dies and you see how much it affected him; he yelled, Johnny! Johnny! Why didnt you tell me how much it could hurt? Now that Paul Bunyan had experienced what Johnny went thr ough, when he saw that Johnny had turned his axe into a giant tree, he appreciated the creation and he never cut down another tree again. If we put ourselves in the other persons shoes when trying to solve a problem, overcoming it becomes easier and many potential trials are avoided in the process. I think that is one of the themes in the story. The Growin of Paul Bunyan The Growin of Paul Bunyan obviously has some very powerful themes. This assignment will help you work through the story, its characters, and its messages. In the Venn diagram below, describe the differences and similarities between Paul Bunyan and Johnny Appleseed. Put the differences in the areas of the circles that dont overlap and the similarities in the area where they do overlap. Work hard Good at what they do. Like Trees Likes a Challenge Is Impulsive Likes to cut down trees Thinks Ahead Is Non-confrontational Likes to grow trees In the chart below, describe the physical characteristics of both Paul Bunyan and Johnny Appleseed. (You must include at least five things about each character.) EMBED Word.Picture.8 When Paul thinks hes won the contest with Johnny, why is he so disappointed with Johnnys reaction? Paul gets upset because he wants Johnny to admit that he won the challenge and that hes stronger than Johnny. He thinks that growing them is as easy as cutting them down, thus he won the contest. Describe four things Paul does to help this little seed grow. a. Paul runs back and forth 200 miles to carry water in his hands for the tree. b. He moves the rabbits away from the tree and carries many of them to the stream with him so they wont get the seed. c. He protects it from the cold by covering it with his hands and breathing on it. d. He shields it from the sun during the day. What happens to Pauls ax? Johnny turns it into a giant evergreen tree. What do you think is the meaning of the title, The Growin of Paul Bunyan? I think that the title is symbolic of Paul Bunyans dynamic change that he makes in the story. It is used not only in the sense that Paul Bunyan grows something, but that he grows himself. He becomes a better person after he learns a lesson from Johnny Appleseed. Do you think that this title gives the readers clues about the themes of the story? If so, how? The title of the story allows the reader to make inferences about what the theme of the story is. The fact that Paul Bunyan is already huge and couldnt grow much bigger physically implies that it is a different kind of growth. You could infer that the play on words suggests that the theme is that physical strength or size is not what is important, but it is the size of the inner person. How do you think a person who relies on the lumber industry for a living would respond to The Growin of Paul Bunyan? Why? I think that there are certain parts of the story that theyd agree with, and certain parts that would seem unreasonable to them. Its easy to agree with Paul Bunyan when he said that without logging people wouldnt have houses and many other materials that people use every day. But there is a reality to what Johnny Appleseed said about eventually not having any more trees to cut down. I dont think that the story was so much against logging as it was against cutting trees down for fun or to prove something. What do you think is the main theme of this story? I think that the main theme of the story is that it isnt physical strength that makes someone better than another, but that the most important thing is a persons inner qualities and their ability to grown and improve. What clues in the story helped you determine this theme? The last sentence in the story helped me to determine the theme. It explained what Paul Bunyan learned from the whole experience: A little man who chops somethin down is still just a little man, but theres nobody bigger than a man who learns to grow. Johnny showed that growing on the inside counts for more than physical strength by saying, Its always easier to chop somethin down than to make it grow. 11. Are there any minor themes that you noticed in the story? I noticed several minor themes throughout the story, such as: Having a talent doesnt make you a hard worker or a good person. To solve problems you have to see things from other peoples perspective. Sometimes we take things for granted until theyre gone. Theme Paper #1 By Kelsey Davis One of the six novels that I read was The Picture of Dorian Gray by Oscar Wilde. It is 229 pages and takes place in the late 1800s in London. One of the major themes in this book is: the pursuit of pleasures and beauty does not result in a successful and happy life. This novel is about a beautiful young man, Dorian Gray, who becomes friends with two men: Basil Hallward, an artist, and Lord Henry Wotton. Basil becomes infatuated with Dorian upon seeing him for the first time, feeling that Dorian Gray will forever change his art and become his muse. Dorian has a similar effect on Lord Henry, who immediately claims Dorian as a lifelong friend. Lord Henry and his opinions and philosophies on living life fascinate Dorian; and when Basil paints a portrait of him, he, like Narcissus, falls in love with his own beauty. Under the leadership of Lord Henry, and the giving of his soul for eternal youth and beauty, he lives a selfish and debauched life, creating the theme for this story. Throughout this novel, there is much dialogue between Lord Henry and Dorian. The discussions that they have and how these affect Dorian establish a consistent theme throughout the book. Lord Henry continually gives Dorian the twisted advice to pursue the fulfillment of ones senses and to satisfy every whim. During their first meeting, Lord Henry says such things as: Youth is the one thing worth having. Be always searching for new sensations. But we never get back our youth . . . we degenerate into hideous puppets haunted by the memory of the passions of which we were too much afraid, and the exquisite temptations that we had not the courage to yield to. In response to this guidance, Dorian becomes less and less sensitive to others and more and more self-concerned and evil. He retains his beauty and youth while Basils portrait ages and becomes corrupt, bearing the sins of his soul. During the next twenty years, Dorians reputation gets worse, and his relations with others become scandal. Basil confronts Dorian about the things hes done and encourages him to change. After revealing the dreadful secret of his youthfulness, Dorian murders Basil. The sequence of events after Basils death reveal Dorians unhappiness and his dissatisfaction with the way his life has turned out. He tries to convince himself that he can change, but realizes, with the help of Lord Henry, that he cant and that his attempts would be out of vanity. He thus arrives at one conclusion: destroy the painting that had destroyed him and be rid of his last piece of conscience. As he does so the ugliness and age of the portrait go to where they belonged all along: to the living Dorian. Corrupt, ugly, and alone, Dorian kills himself. In this Hedonistic novel, Oscar Wilde shows how relying on superficial qualities leads to unhappiness. Dorians regrets are clear when he says, There is no one with whom I would not change places, . . . The wretched peasant who has just died is better off than I am. From personal experience, trying to pursue every sensation to the full may create a temporary happiness, but it is void of true fulfillment and satisfaction. Even in small actions, seeking self-gratification repels others and spoils good qualities. Theme Paper #2 By Kelsey Davis The fourth book that I read was Atonement by Ian McEwan, which is 351 pages. A major theme that I think the author was trying to get across is the gravity and significance of our actions. Atonement is about the consequences that came from a little girls accusation. One of the main characters, Briony, blames her sisters boyfriend for a terrible crime. Though she was a young girl and was relatively sincere in her accusation, she made a decision that affected the future of her family, and most importantly the accused. The novel follows the lives of three characters, Briony, Robbie (the accused), and her sister Cecelia. After Robbie gets accused of raping Brionys cousin, he gets sent to prison and then to war. Through the years, the love and relationship between Cecelia and Robbie is strained from their separation. Their intense pain and alienation from their family is described in the book vividly. The misery that Robbie goes through starts in chapter fifteen, which begins, There were horrors enough, but it was the unexpected detail that threw him and afterward would not let him go. Robbie later recalls the events before prison, before the war, before the sight of a corpse became a banality, and dreams of a future when he and Cecelia would no longer be isolated. In the book, Cecelia and Robbie are both killed in the war before they are able to fully reunite. In the last chapter, Briony is an old woman. She has written a book about her story, about Robbie and Cecelia, and offers it as her final atonement. In her book, she rewrites the ending of the lovers tale, so that they end up together and she is able to make her peace with them. Obviously from the way she wrote her book, she was never able to confront Robbie or Cecelia and thus somewhat absolve her guilt. She calls herself a coward for being unable to confront her sister after Robbies death. Her regrets are expressed at the end of the novel when she explains that in her lifetime she hasnt traveled very far. She says, Or rather, Ive made a huge digression and doubled back to my starting place. In the end, Briony can never be forgiven, and she takes her guilt with her to the grave. Her actions, even as a child, were very costly. She had to live with the fact that what happened to Robbie and Cecelia was because of her childish assumptions and her lies. I think this is the strongest theme of the book: that that we are all responsible for our actions, and, if our actions are bad, no one can take the blame or absolve the guilt for what we do but us. Anyone who has a healthy conscience knows that the bad things we do, intentional or not, are the hardest to forget. However unnatural and painful that is, it is the truth. Ian McEwan reminds his readers that our past and our decisions make us who we are. Theme Paper #3 By Kelsey Davis The book that I chose for my sixth reading was A Farewell to Arms, a 332-page book by Earnest Hemingway. This novel is semi-autobiographical and tells the story of an American ambulance driver in the Italian army during WWI, Lieutenant Henry. This story contains a lot of dialogue, so a prominent theme can be hard to interpret. However, the philosophy of life that Henry has throughout the story develops into its own theme. Through his beliefs and actions, Lieutenant Henry establishes a philosophy: life has no order, and no ultimate purpose. You have to make the most of it using your own personal values and find your own meaning. This is a major theme of the book. Henrys approach to life can be seen in his interactions with his friends and lovers. Also in his opinions of the war and of religion you can see evidence of his philosophy. Several times in the beginning chapters Henry shows his tendency towards instant gratification. When he takes his leave in chapter three, instead of taking a healthy vacation, he spends his days and nights drunk and in the company of prostitutes. In the beginning of his relationship with a nurse he states, I did not care what I was getting into . . .. I knew I did not love Catherine Barkley nor had any idea of loving her. This was a game, like bridge, in which you said things instead of playing cards . . .. Nobody had mentioned what the stakes were. It was all right with me. Henry didnt have a total lack of integrity or morality in the book; this is shown by his loyalty to Catherine and his care for the priest, Rinaldi, and the soldiers beneath him. In many instances though, he showed that he didnt care about or c onsider outcomes. His drinking, for example, eventually resulted in jaundice but he didnt decrease his habit much. Henry didnt believe in a God, in an established order, or in ensured justice. The tragic events in Henrys life reaffirm his convictions of the hostility of life and strengthen endurance when under trial. He establishes his own order by sticking to courage and love. When he faces death from his own army, he escapes and flees to Switzerland with Catherine where they find happiness within each other. In the book, the war and Catherines death help to shape Henrys attitude towards life, and thus, the theme. Parts of Henrys philosophy I agree with. I admire his endurance, and his value of life, especially in light of the fact that he felt no higher meaning or purpose. I like that when he fell in love with Catherine, though he still cared for his responsibilities, he always did what made them both happy. I pity Henry though. Catherine was the only thing that made him truly happy; he couldnt be happy and find purpose on his own. Once she died he was alone, left with the same unordered universe he had before. All the meaning he found in life was in things that could be taken away from him. In the end, what sense of hope does that leave?