A STUDY ON THEORETICAL FRAMEWORK AND REVIEW OF RELATED LITERATURE Free Essays

string(119) affairss and get logical achievements, perspectives, and qualities important to break down and work out everyday jobs. The model introduced in Fig. 1 beneath, gives the grapple by which develops of this overview stream. The imprint respondents are the substance science teachers of Sarangani Division. We will compose a custom exposition test on A STUDY ON THEORETICAL FRAMEWORK AND REVIEW OF RELATED LITERATURE or then again any comparable subject just for you Request Now The review will quantify their open introduction degree and learning competency in position of the undermentioned parametric amounts: cognizance of the diverse substance science content in a demonstrative preliminary according to their self-appraisal in the NCBTS-TSNA Toolkit under circle 4 †course of study and their general guidance competency as portrayed in every other circle of the NCBTS-TSNA Toolkit. An intervention plan by way of teachers ‘ readiness will be set up by the examination laborer dependent on the recognized least scholarly capabilities and least scored focuses in the NCBTS-TSNA Toolkit, fit to the agreeableness of the respondents. The proposed readiness plan will empower compound science educators to dispense with or possibly limit a few misguided judgments in concoction science and infer better worry of some hard develops in substance science. In like manner, the proposed readiness plan will join various guidance achievements and plans to go to the requests of various sorts of researchers. B. Survey of Related Literature Related articles and discoveries from different surveies are incorporated thus to give the examination specialist entrances along these lines, providing a more grounded balance by which to arraign this test. B.1 Repertoire of Knowledge and Skills for Effective Teaching Khine, Lourdsamy, Lang and Wong ( 2005 ) area that uplifting comprehension of sense of self as an educator can be accomplished through figure of assaults as introduced beneath: Information on Self Information is expanding rapidly. How enough an educator shows improvement is a stage of learning quality. A teacher must place in belly to-burial place securing through arrangements, achievements advancement and individual redesigning. Mr. Goh Chok Tong ( 1998 ) , previous Prime Minister of Singapore stated: â€Å" We should do larning a national civilization†¦ We should set up extensive systems to ceaselessly retrain our work compel and elevate each individual to arraign in obtaining as an issue of necessity†¦ teachers and principals will constantly pay special mind to new contemplations and designs, and persistently survey their ain insight. Showing will itself be a learning calling like some other information based calling of the great beyond † . Self-assessment and re-assessment regarding a teacher ‘s generally developing and nobility is an of import device in cognizing oneself. Trusting in one ‘s worth, enrichments and poise will increase self-pride, which in twist empowers a teacher to connect with others. A teacher should other than irregularly evaluate his/her ain disposition which can affect his/her perceptual encounters in partner with others. Companions and students evaluation can other than flexibly some objectiveness to supplement one ‘s examination of sense of self. The guide mentee technique can help to elevate personality. An insightful man gives the line of life to new educators â€Å" hurled in troublesome H2O † of an uncertain situation. Coaches give non judgemental criticism and the â€Å" displaying result † . Information on methodology An educator must be an agonizing practician. In mirroring, the educator articulation inwards to gauge ain learning conduct, find new musings and perceive how certain examples can decipher into ain guidance to better open introduction. Information on work goals is other than of import as the school condition constantly presents employments to be comprehended. Realizing the activity work trip method will deliver interchange arrangements. Examination on the different manus, gives sound standard to an extent of choices of the best guidance designs. The perception of chase methodology will interface the teacher to the most current stuffs to the best utilization of the researchers. Information on Content Content is crucial and a unique comprehension. For a teacher to get familiar with the theme great the person in question needs to hold a fear of an all-encompassing and refreshed discernment, have the option to ground the perception with everyday application and be set up to answer a wide range of requests pertinent to what the person in question instructs. Conveyance of the pined for substance and achievements in logical order to the researchers significantly rely upon how much an exceptional logical control educator have in look for them, for example instructive foundation, significant nation of specialization, related arrangements and learning experience. However, the arrangement of desired larning abilities give educators way, it is wide in run and can be deciphered in various manners relying upon the teacher ‘s foundation and experience. A teacher must hold the correct insight of the various substance and achievements in the BEC ability before he/she can unequivocally decipher it to the researchers. The wide scope of logical order requests that teachers must have the particular perception and achievements of an unconventional development of logical control and non from related foundation and experience. Physicss, Chemistry and Biology teachers ought to non simply be one page before their students ; all things considered, they ought to be specialists, since that is the thing that the researchers anticipate that them should be. Information on Teaching Pedagogy Educating for better procurement is about how to adapt usefully. The technique is related with footings like, instructional plans, learning perception, learning plans, learning strategies, learning rules or learning hypothetical records. Educating for thought is an assurance doing methodology of doing significances. The idea strategy is related with the undermentioned footings: diagnostic idea, analogical idea, agonizing idea, basic idea, originative idea, inductive idea and sidelong idea. However, there are various footings for accepting yet there is a typical yarn through them ; it is a technique with three segments activities, comprehension, and demeanors. Information on Students and Their securing Manners An aspect of independence pivotal to instructive judgments is â€Å" learning habits † or propensities. It sets complement on how understudies learn and non on what they realize. Preceding guidance, the educator must occur out how students learn through meetings, insouciant cooperations, understudies ‘ individual profile and learning way diagnosing. Absence of Qualified Chemistry Teachers Science and Technology III ( Chemistry ) , in the obvious radiation of 2002 Basic Education Curriculum plans to help the Filipino researchers ‘ expansion a useful trepidation of logical builds and rules connected with existent life condition of affairss and get logical achievements, perspectives, and qualities important to break down and work out everyday occupations. You read A STUDY ON THEORETICAL FRAMEWORK AND REVIEW OF RELATED LITERATURE in classification Article models The points of the logical order plan point of convergence on calculated misgiving, obtaining of logical control techniques or accepting achievements, unconventionally basic and originative idea achievements and improvement of logical qualities and mentalities. Hence, logical order educators should each piece gangs the equivalent applied dread and competency since it is through them that the finishes and points of the segment guidance are being done. They are a definitive offices to perceive the dreams of guidance. In any case, in view of the most recent overview ( DOST-SEI, 2005 ) and ( DEPED, 2006 ) the Numberss of educators learning logical order and arithmetic with no foundation have surpassed the figure of those with foundation by 14,153 ( Ogena, Ester, 2006 ) . This review shows unnecessarily numerous inadequate logical order educators in the segment of guidance. Along these lines, outcomes of the National Diagnostic Test managed to secondary school understudies in 2002 and 2003 are no astonishing. It shows that just 10 % of students in logical order passed the fitness degree. In like manner the outcomes of the Trends in Mathematics and Science Study ( TIMSS, 2003 ) show that the national Mathematics and Science normal tonss in 1999 and 2003 were extremely much lower than the global mean imprint ( base 25 % of students ) ; and, one of the suggested arrangements given by TIMSS was educator planning. Blending to Ibe and Ogena ( 1998 ) , instructor guidance does non pull the best or the amazingly mentally fit secondary school alumnuss. It is the most affordable arrangement that is available to the inside and low salary family units that wants higher guidance for their children. This speculation came about because of a study led by Ibe ( 1979 ) , that more students from the lower 30 percentiles communicated affinity for educator guidance. This is on the grounds that, guidance plan especially for non logical order major alliances are most affordable and requires less lab charges. Nonetheless, when they will fall in the guidance calling, these teachers will be compelled to learn logical order when there is no accessible logical control educator to gain proficiency with the point. Capability in the English phonetic correspondence is another larning obstruction on the bit of understudies each piece great as teachers. Science text versions are written in English, classification guidelines are made in English, yet teachers perhaps liquid English talkers yet doing use of the local discourse design. In 1925, one significant happening made by the Philippine Educatio

Marketing Plan Essay Example | Topics and Well Written Essays - 2500 words

Promoting Plan - Essay Example Likewise, it is a games drink which hydrates human body too gives ensured extra 6 hours of vitality for playing out the day by day exercises. This advertising plan is intended to be compelling just in the United States and starting at now the organization doesn't have any designs to work in the abroad market. The investigation did a point by point examination of the caffeinated drink market of USA so as to get a thought of the business condition. The examination uncovered that the business is furiously serious because of the nearness of countless set up players. Be that as it may, Coca Cola being a set up firm will get certain points of interest in the market, for example, the brand character and trust of customers. The transient goal of the organization is to make attention to the item and accomplish 2-5% of the piece of the pie before the finish of the first year. So as to accomplish it, the organization has been emphatically prescribed to utilize an assortment of special procedure s and seek after a serious valuing technique. Likewise, concentrated circulation and going into an arrangement with sports organizations has additionally been suggested. Circumstance Analysis Before the dispatch of another item in the market, it is basic to play out an intensive examination of the outside business condition of a nation. Likewise, the industry where the business will work additionally should be surveyed. Aside from that it is additionally basic to evaluate the contenders and clients. The segments underneath will attempt to inspect the previously mentioned factors and reach a determination dependent on which the promoting methodology for the caffeinated drink will be planned. Portrayal of the Product The item which will be showcased is a caffeinated drink named as Hydra-Energy Shot. The item for the most part falls into the class of sports refreshment item and is intended for giving extra vitality to the purchasers. The item can be portrayed as smooth in taste, contai ns included electrolyte, Vitamin B12 (for vitality), grouped organic product flavors and low in calorie. The item vows to give an extra 6 hours of vitality to the shoppers for playing out their standard exercises. Client Analysis A business can't work in empty and requires a base of clients for proceeding with activity and continuing in the commercial center over a significant stretch of time. The examination of the client is the chronicle and assessing the information related with the necessities of purchasers just as market patterns. Hydra-Energy Shot will chiefly target sportspersons. What's more, the item is additionally focused for office goers and people who work out at various wellness places. Caffeinated drinks for the most part falls into the gathering of practical refreshments and includes ‘nutraceutical’ and sports drinks. The portion of the equivalent is introduced in the figure beneath: - Figure 1 †Market Share breakdown of Functional Beverages (Source : Heckman, Sherry and De Mejia, 2010) Sports drinks are basically intended to expend previously or during the procedure of activity to forestall any sort of lack of hydration and flexibly starch and electrolytes for keeping up legitimate digestion in the framework (Coombes and Hamilton 2000). Smith Kline Beecham Energy and Sports Drinks Report proposes that in the USA, around 53% of the individuals who devours vitality or sports drinks are inside the age gathering of 14-34 years. At first, competitors are the sole buyers of caffeinated drinks, yet the course of time and expanded mindfulness the market developed enormously and extended to other specialty fragments. An examination by Mintel (2009) made

How to Prepare a Speech When You Have Anxiety

How to Prepare a Speech When You Have Anxiety Social Anxiety Disorder Coping Print How to Prepare a Speech When You Have Anxiety By Arlin Cuncic Arlin Cuncic, MA, is the author of Therapy in Focus: What to Expect from CBT for Social Anxiety Disorder and 7 Weeks to Reduce Anxiety. Learn about our editorial policy Arlin Cuncic Updated on August 19, 2019 Social Anxiety Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Hero Images / Getty Images Public speaking is like any activityâ€"better preparation equals better performance. At the same time, anxiety about speaking in public can hold you back. One way to quell anxiety is to prepare yourself well to speak in public. When you are better prepared, it will boost your confidence and make it easier to concentrate on delivering your message. Choose a Topic That Interests You If you are able, choose a topic that you are excited about. If you are not able to choose the topic, try using an approach that you find interesting. For example, you could tell a personal story from your life that relates to the topic, as a way to introduce your speech. This will ensure that you are engaged in your topic and motivated to research and prepare. When you present, others will feel your enthusiasm and be interested in what you have to say. Become Familiar With the Venue Ideally, you should try to visit the conference room, classroom, auditorium, or banquet hall where you will be presenting before you give your speech. If possible, try practicing at least once in the environment that you will eventually be speaking in. Being familiar with the venue and knowing where needed audio-visual components are ahead of time will mean one less thing to worry about at the time of your speech. Ask for Accommodations No, we dont mean a room at the Hilton (although that might be nice too). Accommodations are changes to your work environment that help you to manage your anxiety. If you have been diagnosed with an anxiety disorder such as social anxiety disorder (SAD), you may be eligible for these through the Americans with Disabilities Act (ADA). If there is something that would make you more comfortable during your speech or presentation, see if it’s a change that can be made. Ask for a podium, have a pitcher of ice water handy, bring in audiovisual equipment, or even choose to stay seated if appropriateâ€"whatever might make it easier for you to manage your anxiety. Don’t Script It Have you ever sat through a speech where someone read from a prepared script word for word? If you’re like the rest of us, you probably don’t recall much of what was said. Ideally, you should prepare a list of key points on 8.5” X 11” paper that you can refer to. Although using cue cards might be tempting, flipping through a stack of cards can also be a distraction for your audience. Prepare for Hecklers Although it’s not likely that you’ll have hecklers at your wedding or 50th-anniversary party, the likelihood of criticism or difficult questions is high  in a business setting. The best way to deal with a difficult audience member is to pay him a compliment or find something that you can agree on. Say something like, “Thanks for that great question” or “I really appreciate your comment.” This will help to make you appear open-minded to your audience. If you don’t know how to answer the question, admit it and tell the person that you will look into it. Before your presentation, try to anticipate the hard questions and critical comments that might arise and prepare responses ahead of time. Practice, Practice, Practice Even people who are comfortable speaking in public rehearse their speeches many times to get them right. Practicing your speech 10, 20, or even 30 times will give you confidence in your ability to deliver. If your talk has a time limit, make sure to time yourself during practice runs and adjust your content as needed to fit within the time that you have. Lots of practice will help boost your self-confidence. Top Tips to Improve 5 Crucial Public Speaking Skills Get Some Perspective This might be particularly difficult for people with SAD, as it involves observing yourself while you are speaking. During one practice run, speak while in front of a mirror or have a friend run a videotape. Make note of how you appear. This is a good way to identify nervous habits. If, however, you feel that doing this exercise would just make you more nervous, skip it for now. People with social anxiety disorder need to learn how to focus outward rather than on themselves. This step is probably best done once you have a few successful performances under your belt. Imagine Yourself Succeeding Our brains are funny organsâ€"they can’t tell the difference between an imagined activity and a real one. That is why elite athletes use visualization to improve athletic performance. As you practice your speech (remember 10, 20, or even 30 times), imagine yourself wowing the audience with your amazing oratorical skills. Over time, what you imagine will be translated into what you are capable of. Not sure whether this would really work? Well, let’s consider the opposite. If you imagine giving a horrible speech and having terrible anxietyâ€"what do you think is going to happen? The cycle of anxiety in SAD is as much a self-fulfilling prophecy as it is a reaction to an event. Learn to visualize success and your body will follow suit. A Word From Verywell In the end, preparing well for a speech or presentation gives you confidence that you have done everything possible to succeed. Give yourself the tools and the ability to succeed, add in some strategies for managing anxiety, and see how well you do.  For those in recovery from  social anxiety disorder (SAD), these tips should be used to complement traditional  treatment methods  such as  systematic desensitization  or  cognitive-behavioral therapy (CBT).

What Makes A Hero Or Hero - 812 Words

A handsome man with extraordinary strength, a defined jawbone, dreamy eyes, perfect hair, a deep voice, and absolutely charming qualities, breaks into the villain’s home to rescue the damsel in distress and save her from this excruciating nightmare! Yes, that man may be, in essence, a hero. Because of this stereotypical â€Å"hero†, we do not see the real heroes in life. What really IS a hero or heroine? A hero is what we make of them, although some are undeserving of this title. We make a hero. You, me, society; we all make heroes. We give them this title. Heroes are role models, and role models, in my eyes, should possess three very significant qualities. Courage, humbleness, and morality; these form a hero. The classic hero. Ah, he’s brave and bold. He must have the courage to overcome his fears, and accomplish his mission. One of the earliest fictional adventurers whom people looked up to, did in fact possess this trait. The mighty Odysseus, Son of Laertes, m ain character of The Odyssey, was very well-known for his courage. Odysseus goes to Hades, the equivalent of hell, without question! Odysseus has nearly no idea of what lies ahead of him when passing through Hades. He, however, accepts the challenge. Odysseus uses courage, looks fear in the face, and continues walking, all to see his wife once again! Odysseus isn’t the only hero who utilizes courage. There are real life heroes too. My grandpa, Pa, battled cancer for nearly three years. He fought through this seriousShow MoreRelatedHero Essay : What Makes A Hero A Hero?832 Words   |  4 PagesWhat Makes a Hero a Hero? As I have recently sat down with my grandmother, Mary, I asked her questions about a hero and herself being a hero. My grandmother has such an impact on me in daily life along with being a personal hero to me. She is such an inspiration to me in so many ways that I could never think of taking for granted. I chose my grandmother as my hero because of obstacles I have faced, she was the one to show me the love and support I was in need of at the time. Mary shows theRead MoreWhat Makes A Hero?1168 Words   |  5 PagesSuperman, Abraham Lincoln, Gandhi, what do these three have in common? They’re all heroes. But what truly is a hero? Is it one who wins independence for his country, or one that helps an old lady cross the street? And should we aspire to be like this person? Using Brecht’s Life of Galileo, Beethoven’s Heiligenstadt Testament and Plato’s Allegory of the Cave, we’ll attempt to answer that question. A hero typically in today’s culture is considered as someone who is admired for his courage and otherRead MoreWhat Makes a Hero?1209 Words   |  5 PagesWhat is a Hero? What is a hero? What makes him or her different from everyone else? In Phillip Zimbardo’s article â€Å"What Makes a Hero?† he states that heroes surround us. One in five or 20 percent of people qualify as heroes. Seventy-two percent of people report helping another person in a dangerous emergency. Sixteen percent report whistle blowing on an injustice. Six percent report sacrificing for a non-relative or stranger and fifteen percent report defying an unjust authority (1). AlthoughRead MoreWhat Makes A Hero?1541 Words   |  7 Pages What is a hero? Is it superman? Is it your mom or dad? Is it your teacher? There are many people that are considered heroes. Some are just every day people, and some are super-human. Characteristics of heroes vary from era to era. Now people who are just simply a good person are considered a hero. But, back in ancient times to become a hero took much more. It took honesty, wisdom, and in some cases, wealth and superhuman abilities. With time new stories and beliefs are uncovered. In ancientRead MoreWhat Makes A Hero?934 Words   |  4 Pages Most people have theories on what makes a hero a hero. Many authors over time have created books, comics and so forth on heroes and what they feel makes them the hero. There are also the ancient legends and myths from all over the world. So what is it that makes them a hero? Well Joseph Campbell has a pretty good outline of what he thinks should define a hero. A hero is a person who in some way breaks the molds of a normal huma n being. Their wisdom, courage, and durability ect. exceedsRead MoreWhat Makes a Hero1664 Words   |  7 Pages2011 What Makes A Hero What makes a hero? Saving a puppy from a burning building? Or what about being a single mother raising three kids and working two jobs? Both of these could be good candidates for heroes since they both possess the characteristic of strength—not just physical strength, but mental strength. This is one of the most important traits of a hero but it is not the only one. Courage, intelligence, and morality are also necessary in order to really get penciled in to the â€Å"hero† categoryRead MoreWhat Makes A Hero? Essay902 Words   |  4 PagesA true hero is oneself who is compassionate and able to lift the pain of the world without suffering. Some hero’s are not real people while some are fantasy creatures. The word hero is known as someone who is strong, brave and has courage. Heroes can be defined as people who take up challenges in situations for the sake of their fellow being. Heroism is no matter the obstacle that come your way, the needs of you or someone else has to be fulfilled. Heros endure hardship and they learn about valuableRead MoreWhat Makes A Hero?1722 Words   |  7 PagesBatman.† That is a typical response from a preschooler if they are asked what they want to be when they grow up. However, heroes are not always wearing capes. They can simply be an Indian man that changed his mindset into something more inspirational. There is one thing that Superman and a policeman have in common. They are both heroes. No matter how different the fields are, they are brave, helpful, and hardworking. A hero can be someone known for courageous achievements. They are normally men,Read MoreWhat Makes A Hero?1115 Words   |  5 PagesWhat makes someone a hero? The usual response someone would give is courage, bravery, and honor. But one of the most important aspects than all of those things combined is humility. This is a characteristic of Achilles personality that has not been learned yet. Although will later on thanks to a journey that will befall him. Learning that there is more to life than pride. One of the most important things to Achilles is his pride and this is shown in the line â€Å"mother since you bore me for a shortRead MoreWhat Makes A Person A Hero?1418 Words   |  6 PagesWhat makes a person a hero? Is it the way he/she acts, talks, or the deeds he/she does? In my belief, a hero is somebody who is dependable, convincing, and solid. A hero is somebody who is a great example with a great character. In the article, â€Å"Jose Antonio Vargas Is an American Hero†, Rory O’Connor discusses his own opinion about why he considers Vargas to be a legend. O Connor would see that Vargas is an extraordinary champion that everybody looks up to. O’Connor was born in 1951 in New York

Informative Speech On Racism - 1152 Words

So many times I’ve seen people say racism is not an issue anymore. So many times I’ve been told I’m living in the past. So many times I’ve been blown off about it because â€Å"its 2017 that’s over with.† I’m a young mixed kid who was raised on the south side of Oklahoma City†¦.not a pretty place. My dad died when I was young in a gang related incident, and I have five brothers and sisters with all different dads. I guess you could say I come from a rough family. My grandma took my little brother and I when I was 12. I’m a junior at a rural public school where everyone on my mom’s side of the family has graduated from. I’m focusing on being a physical therapist after high school and furthering my education in sports medicine. I’ve been labeled†¦show more content†¦It replayed in my head, and each time it made me even more mad, but also helpless because I can’t even tell another teacher because no matter what, here the teacher is never wrong. Its always been an issue here, like I said, but from a teacher†¦ it was crazy. But there’s nothing you can do about it because even if I went to tell somebody nothing would happen. It never does. It really hits you that you can’t hide from racism. Stuff like this can happen anywhere — even with the people that are supposed to protect you. I was riding in the car with my friend one day. We were on the way back from a Thunder game, and she switched lanes in a intersection and was pulled over. The cop came to the window and asked to see her licence and registration and then looked at me and asked to see my ID. I wasn’t even driving so it seemed really weird to me considering I’m the only black person in the car. So I told him â€Å"I wasn’t driving?† and he looked at me again with a serious stare and said, â€Å"I know.† He walked back to his car, ran our ID, and came back. He said to my friend he was just going to give her a warning. He hands her her ID back, looks at me, throws my ID to the floorboard in front of me, and walks back to his car. My mind went in circles trying to figure out what just happened When the people you rely on for safety do this, who are you supposed to trust? This really hit me that even though they are the police I still can face racism. So one day I was coming home fromShow MoreRelatedCompare And Contrast The Gettysburg Address And I Have A Dream Speech1065 Words   |  5 Pageswe will be able to speed up that day when all of God’s children...will be able to join hands and sing†¦Ã¢â‚¬  This is the, slightly shortened, end quote of the famous I Have a Dream speech by. The Gettysburg address was a major turning point in American history for the topic of slavery. Martin Luther King Jrs I Have a Dream speech assisted in this Civil Rights movement. But, the question is, what all did they cause in our history? The reader is going to compare and contrast information from the two textsRead MoreI Have a Dream: Dr. Martin Luther King Jr. Essay1290 Words   |  6 PagesLuther King Jr. proposed an unforgettable speech that would one day change The United States of America forever. In analyzing â€Å"I Have a Dream†, there are a few rhetorical purposes that are reflected throughout. These purposes are rep eatedly focusing in on a particular audience in which King speaks to. Using different types of appeals and literary elements, his speech produced a meaningful purpose that the audience could relate to. The issue of racism in the mid twentieth century played a hugeRead MoreTheme Of Martin Luther King And Obamas Speech1405 Words   |  6 Pages The Progressive Theme of Martin Luther King’s and Obama’s Speeches President Obama’s victory speech and Martine Luther King’s speech are two of the most famous discourses that everybody is discussing today, which they delivered 50 years apart. Both are representation of racial progression, which starts from the beginning of the Civil Rights Movement to the election of the first black president in the American history. Both speeches are a symbol of hope and a new start of the upcoming changesRead MoreOutline Of A Speech On Civil Rights916 Words   |  4 PagesKaija Scheuerman COMM 105-BO2 Informative Speech Outline I. Introduction A. In 2016, there were almost 1,400 recorded arrest related deaths, and in arrest African American people are three times more likely to be killed than white people (Banks, 2016). B. Racism is an age-old issue that was named during the Civil War, fought during the 1960s, and is still lingering in modern society. C. I’m not African American, but I am an ally; I have friends and loved ones who are African American, and I cannotRead MoreDo The Right Thing?1202 Words   |  5 PagesDo the Right Thing In the film, Do the Right Thing, director Spike Lee presents the audience with the theme of racism. The title represents the everyday choices that we as Americans of various ethnicities, cultures, and race. Spike Lee’s Do the Right Thing allows the viewers to decide for themselves the right thing to do about racism. Everyone has the choice to be accepting of cultures, or people different from them. The film portrays how an Italian American named Sal has a neighborhood pizzeriaRead MoreCross Cultural Interview: Interview of an African-American Woman929 Words   |  4 Pageseducated and provide for your family. When asked what she thought was the most commonly held misconception about people of her culture? She said, â€Å"That we are lazy†. I asked have you ever experienced racism. She said that she was a victim of institutionalized racism. I asked her what can be done about racism and prejudice. She said, â€Å"I believe it starts at home and flows outwardly into our society†. â€Å"You should train your children to respect diversity†. I asked did she think young people today have aRead MoreThe Influence Of Political Films On Society And Behavior For Large Masses Of People1396 Words   |  6 Pages1980s, but took place in the 1920s when a coal company was fighting to start a union due to exploitation, low pay, and poor treatment. The black miners and Italian miners had to come together to protest, even though this time period involved intense racism and segregation. They had to go up against the company operators and gun thugs. The fight for a union lead to severe v iolence and a fight between the coal miners and the gun thugs. This feature, like some of the other films, emphasizes strugglesRead MoreProtesting Against Racism at the 1968 Olympics Essay1381 Words   |  6 PagesProtesting Against Racism at the 1968 Olympics Demonstrators and protesters vary from religious, environmental, social, civil, and political rights groups. They use the Olympic games to get their message or beliefs across to a larger viewing public. Some demonstrations and protests are quite peaceful, while others, are chaotic and often lead to violence. These individuals can be seen as early as the opening ceremonies and as late as the closing ceremonies of the Olympics. Many athletes also haveRead MoreAnalysis Of Dutchman And The Ethics Of Living Jim Crow1518 Words   |  7 Pages In Amira Baraka’s work â€Å"Dutchman† symbolism has a major effect on the overall message as a whole. Although, we see many forms of symbolism there are two that really jump out to me. First, when Lula murders Clay. That to me is a symbol of the racism and what it does to its victims especially back in that time period. Clay puts in a great effort to fit in with the people around him and to be accepted and saw as equal as anyone e lse, but his attempt is a total failure. Clay’s desire to fit in isRead MoreGoing Into Diversity I Wasn t For Sure How The Class Would Go1693 Words   |  7 Pagesbeing taught about the subject of white privilege. How is the rest of world, supposed to know, understand, or even empathize with other races, if they are not even aware of their own racial characteristics? I don’t know how to spread the awareness of racism and oppression, besides talking about it. For most it is a very uncomfortable subject. Later on in the semester we discussed Starbucks attempt to promote equality. Being that I am somewhat educated on the matter still made me very uncomfortable to

Night World Daughters of Darkness Chapter 15 Free Essays

string(56) " there was a certain basic truth to what he was saying\." Tiggy. She was running. Throwing the door open. We will write a custom essay sample on Night World : Daughters of Darkness Chapter 15 or any similar topic only for you Order Now Visionsof kittens impaled by tiny stakes in her mind. It wasn’t Tiggy on the front porch. It was Ash. He was lying flat in the purple twilight, little moths fluttering around him. Mary-Lynnette felt a violent wrench in her chest.For a moment everything seemed suspended-and changed. If Ash were dead-if Ash had been killed †¦ Things would never be all right. She would neverbe all right. It would be like the night with the moonand stars gone. Nothing that anybody could do wouldmake up for it. Mary-Lynnette didn’t know why-itdidn’t make any sense-but she suddenly knew it was true. She couldn’t breathe and her arms and legs felt strange. Floaty. Out of her control. Then Ash moved. He lifted his head and pushed up with his arms and looked around. Mary-Lynnette could breathe again, but she still felt dizzy. â€Å"Are you hurt?† she asked stupidly. She didn’t dare touch him. In her present state one blast of electricity could fry her circuits forever. She’d meltlike the Wicked Witch of the West. â€Å"I fell in thishole, â€Å"he said. â€Å"What do you think?† That’s right, Mary-Lynnette thought; the footsteps hadended with more of a crash than a thud. Not like the footsteps of last night. And that meant something †¦if only she couldfollow the thought to the end†¦ . â€Å"Having problems, Ash?†Kestrel’s voice saidsweetly, and then Kestrel herself appeared out of the shadows, looking like an angel with her golden hair and her lovely clean features. Jade was behind her, holding Tiggy in her arms. â€Å"He was up in a tree,† Jade said, kissing the kitten’s head. â€Å"I had to talk him down.† Her eyes were emerald in the porch light, and she seemed to float rather than walk. Ash was getting up, shaking himself. Like his sisters, he looked uncannily beautiful after a feeding,with a sort of weird moonlight glow in his eyes. Mary-Lynnette’s thought was long gone. â€Å"Come on in,† she said resignedly. â€Å"And help figure out who killed your aunt.† Now that Ash was indisputably all right,she wanted to forget what she’d been feeling a minuteago. Or at least not to think about what it meant. What it means, the little voice inside her head said sweetly, is that you’re in big trouble, girl. Ha ha. â€Å"So what’s the story?† Kestrel said briskly as they all sat around the kitchen table. â€Å"The story is that there is no story,†MaryLynnette said. She stared at her paper in frustration. â€Å"Look-what if we start at the beginning? We don’t know who did it, but we do know some things about them. Right?† Rowan nodded encouragingly. â€Å"Right.† â€Å"First: the goat. Whoever killed the goat had to bestrong, because poking those toothpicks through hidewouldn’t have been easy. And whoever killed the goat had to know how your uncle Hodge was killed, because the goat was killed in the same way. And they had to have some reason for putting a black irisin the goat’s mouth-either because they knew Ashbelonged to the Black Iris Club, or because they be longed to the Black Iris Club themself.† â€Å"Or because they thought a black iris would represent all lamia, or all Night People,† Ash said. Hisvoice was muffled-he was bent over, rubbing hisankle. â€Å"That’s a common mistake Outsiders make.† Very good, Mary-Lynnette thought in spite of herself. She said, â€Å"Okay. And they had access to two different kinds of small stakes-which isn’t sayingmuch, because you can buy both kinds in town.† â€Å"And they must have had some reason to hate Mrs. B., or to hate vampires,† Mark said. â€Å"Otherwise, why kill her?† Mary-Lynnette gave him a patient look. â€Å"I hadn’t gotten to Mrs. B. yet. But we can do her now. First, whoever killed Mrs. B. obviously knew she was a vampire, because they staked her. And, second †¦ um†¦second . . .† Her voice trailed off. She couldn’t think of anything to go second. -240 â€Å"Second, they probably killed her on impulse,† Ash said, in a surprisingly calm and analytical voice.†You said she was stabbed with a picket from the fence, and if they’d been planning on doing it, they’d probably have brought their own stake.† â€Å"Verygood.† This time Mary-Lynnette said it out loud. She couldn’t help it. She met Ash’s eyes and saw something that startled her. He looked as if itmattered to him that she thought he was smart. Well, she thought. Well, well. Here we are, probably for the first time, justtalking to each other. Not arguing, not being sarcastic, just talking. It’s nice. It was surprisingly nice. And the strange thing was, she knew Ash thought so, too. They understood each other. Over the table, Ash gave her a barely perceptible nod. They kept talking. Mary-Lynnette lost track of timeas they sat and argued and brainstormed. Finally she looked up at the clock and realized with a shock that it was near midnight. â€Å"Do wehave to keep thinking?† Mark said pathetically. â€Å"I’m tired.† He was almost lying on the table. So was Jade. I know how you feel, Mary-Lynnette thought. Mybrain is stalled. I feel †¦ extremely stupid. â€Å"Somehow, I don’t think we’re going to solve the murder tonight,† Kestrel said. Her eyes were closed. She was right. The problem was that MaryLynnette didn’t feel like going to bed, either. Shedidn’t want to lie down and relax-there was a rest lessness inside her. I want †¦ what do I want? she thought. I want †¦ â€Å"If there weren’t a psychopathic goat killer lurkingaround here, I’d go out and look at the stars,† shesaid. Ash said, as if it were the most natural thing inthe world, â€Å"I’ll go with you.† Kestrel and Jade looked at their brother in disbelief. Rowan bent her head, not quite hiding a smile. Mary-Lynnette said, â€Å"Um †¦Ã¢â‚¬  â€Å"Look,† Ash said. â€Å"I don’t think the goat killeris lurking out there everyminutelooking for people to skewer. And if anything does happen, I can handle it.† He stopped, looked guilty, then bland. â€Å"I mean we can handle it, because there’ll be two of us.† Close but no cigar, buddy, Mary-Lynnette thought. Still, there was a certain basic truth to what he was saying. He was strong and fast, and she had the feeling he knew how to fight dirty. Even if she’d never seen him do it, she thoughtsuddenly. All those times she’d gone after him, shining light in his eyes, kicking him in the shins-and he’d never once tried to retaliate. She didn’t think it had even occurred to him. She looked at him and said, â€Å"Okay.† â€Å"Now,† Mark said. â€Å"Look †¦Ã¢â‚¬  â€Å"We’ll be fine,† Mary-Lynnette told him. â€Å"We won’t go far.† Mary-Lynnette drove. She didn’t know exactly where she was going, only that she didn’t want to go to her hill. Too many weird memories. Despite what she’d told Mark, she found herself taking the car farther and farther. Out to where Hazel Green Creek and Beavercreek almost came together and the land between them was a good imitation of a rain forest. â€Å"Is this the best place to look at – stars?† Ash saiddoubtfully when they got out of the station wagon. â€Å"Well-if you’re looking straight up,† MaryLynnette said. She faced eastward and tilted her head far back. â€Å"See the brightest star up there? That’s Vega, the queen star of summer.† â€Å"Yeah. She’s been higher in the sky every nightthis summer,† Ash said without emphasis. Mary-Lynnette glanced at him. He shrugged. â€Å"When you’re out so much at night,you get to recognize the stars,† he said. â€Å"Even if you don’t know their names.† Mary-Lynnette looked back up at Vega. She swallowed. â€Å"Can you–can you see something small and bright below her-something ring-shaped?† â€Å"The thing that looks like a ghost doughnut?† Mary-Lynnette smiled, but only with her lips.†That’s the Ring Nebula. I can see that with my telescope.† She could feel him looking at her, and she heardhim take a breath as if he were going to say something. But then he let the breath out again and looked back up at the stars. It was the perfect moment for him to mention something about how Vampires See It Better. And if he had, Mary-Lynnette would have turned on him and rejected him with righteous anger. But since hedidn’t,she felt a different kind of anger welling up. A spring of contrariness, as if shewere the Mary in the nursery rhyme. What, so you’ve decided I’m not good enough to be a vampire or something? And what did I really bring you out here for, to the most isolated place I could find? Only for starwatching? I don’tthink so. I don’t even know who I am anymore, she remembered with a sort of fatalistic gloom. I have the feeling I’m about to surprise myself. â€Å"Aren’t you getting a crick in your neck?† Ashsaid. Mary-Lynnette rolled her head from side to side slightly to limber the muscles. â€Å"Maybe.† â€Å"I could rub it for you?† He made the offer from several feet away. Mary-Lynnette snorted and gave him a look. The moon, a waning crescent, was rising above thecedars to the east. Mary-Lynnette said, â€Å"You want to take a walk?† â€Å"Huh? Sure.† They walked and Mary-Lynnette thought. About how it would be to see the Ring Nebula with herown eyes, or the Veil Nebula without a filter. She could feel a longing for them so strong it was like a cable attached to her chest, pulling her upward. Of course,that was nothing new. She’d felt it lots of times before, and usually she’d ended up buying another book on astronomy, another lens for her telescope. Anything to bring her closer to what she wanted. But now I have a whole new temptation. Something bigger and scarier than I ever imagined. What if I could be-more than I am now? Thesame . person, but with sharper senses? A Mary-Lynnette who couldreally belong to the night? She’d already discovered she wasn’t exactly whoshe’d always thought. She was more violent-she’d kicked Ash, hadn’t she? Repeatedly. And she’d admired the purity of Kestrel’s fierceness. She’d seenthe logic in the kill-or-be-killed philosophy. She’d dreamed about the joy of hunting. What else did it take to be a Night Person? â€Å"There’s something I’ve been wanting to say toyou,† Ash said. â€Å"Hm.†Do I want to encourage him or not? But what Ash said was â€Å"Can we stop fightingnow?† Mary-Lynnette thought and then said seriously, â€Å"Idon’t know.† They kept walking. The cedars towered around them like pillars in a giant ruined temple. A dark temple. And underneath, the stillness was so enormous that Mary-Lynnette felt as if she were walkingon the moon. She bent and picked a ghostly wildflower that wasgrowing out of the moss. Death camas. Ash bent and picked up a broken-off yew branch lying at the footof a twisted tree. They didn’t look at each other. They walked, with a few feet of space between them. â€Å"You know, somebody told me this would happen,† Ash said, as if carrying on some entirely different conversation they’d been having. â€Å"That you’d come to a hick town and chase agoat killer?† â€Å"That someday I’d care for someone – and itwould hurt.† Mary-Lynnette kept onwalking. She didn’t slow or speed up. It was only her heart that was suddenly beating hard-in a mixture of dismay and exhilara tion. Oh, God-whatever was going to happen washappening. â€Å"You’re not like anybody I’ve ever met,† Ash said. â€Å"Well, that feeling is mutual.† Ash stripped some of the papery purple bark offhis yew stick. â€Å"And, you see, it’s difficult becausewhat I’ve always thought about humans-what I wasalways raised to think †¦Ã¢â‚¬  â€Å"I know what you’ve always thought,† MaryLynnette said sharply. Thinking,vermin. â€Å"But,† Ash continued doggedly, â€Å"the thing is andI know this is going to sound strange-that I seem to love you sort of desperately.† He pulled more bark off his stick. Mary-Lynnette didn’t look at him. She couldn’t speak. â€Å"I’ve done everything I could to get rid of the feeling, but it just won’t go. At first I thought if I left Briar Creek, I’d forget it. But now I know that wasinsane. Wherever I go, it’s going with me. I can’t kill it off. So I have to think of something else.† Mary-Lynnette suddenly felt extremely contrary. â€Å"Sorry,† she said coldly. â€Å"But I’m afraid it’s not very flattering to have somebody tell you that they love you against their will, against their reason, and even-â€Å" â€Å"Against their character,† Ash finished for her, bleakly. â€Å"Yeah, I know.† Mary-Lynnette stopped walking. She stared at him.†You havenot readPrideand Prejudice, † she said flatly. â€Å"Why not?† â€Å"Because Jane Austen was a human.† He looked at her inscrutably and said, â€Å"How do you know?† Good point.Scary point. How could she really knowwho in human history had been human? Whatabout Galileo? Newton? T ycho Brahe? â€Å"Well, Jane Austen was a woman,†shesaid, retreating to safer ground. â€Å"And you’re a chauvinist pig-,’ â€Å"Yes, well, that I can’t argue.† Mary-Lynnette started walking again. He followed.†So now can I tell you how, um, ardently I loveand admire you?† Another quote. â€Å"I thought your sisters said youpartiedall the time.† Ash understood. â€Å"I do,† he said defensively. â€Å"Butthe morning after partying you have to stay in bed. And if you’re in bed you might as well read something They walked. â€Å"After all, weare soulmates,† Ash said. â€Å"I can’t becompletely stupid or I’d be completely wrong for you.† Mary-Lynnette thought about that. And about thefact that Ash sounded almost-humble. Which he had certainly never sounded before. She said, â€Å"Ash †¦I don’t know. I mean-weare wrong for each other. We’re just basically incompatible. Even if I were avampire, we’d be basically incompatible.† â€Å"Well.† Ash whacked at something with his yew branch. He spoke as if he half expected to be ignored. â€Å"Well, about that †¦ I think I couldpossibly change your mind.† â€Å"About what?† â€Å"Being incompatible. I think we could be sort offairly compatible if . . .† â€Å"If?† Mary-Lynnette said as the silence dragged on.†Well, if you could bring yourself to kiss me.† â€Å"Kissyou?† â€Å"Yeah, I know it’s a radical concept. I was pretty sure you wouldn’t go for it.† He whacked at another tree. â€Å"Of course humanshave been doing it for thousands of years.† Watching him sideways, Mary-Lynnette said, â€Å"Would you kiss a three-hundred-pound gorilla?† He blinked twice. â€Å"Oh, thank you.†Ã¢â‚¬ I didn’t mean you looked like one.†Ã¢â‚¬ Don’t tell me, let me guess. I smell like one?†Mary-Lynnette bit her lip on a grim smile. â€Å"I mean you’re that much stronger than I am. Would you kissa female gorilla that could crush you with one squeeze`? When you couldn’t do anything about it?†He glanced at her sideways. â€Å"Well, you’re notexactly in that position, are you?† Mary-Lynnette said, â€Å"Aren’t I? It looks to me as ifI’d have to become a vampire just to deal with youon an equal level.† Ash said, â€Å"Here.† Hewasofferingher theyew branch.Mary Lynnette stared at him. â€Å"You want to give me your stick.† â€Å"It’s not a stick, it’s the way to deal withme onan equal level.† He put one end of the branch againstthe base of his throat, and Mary-Lynnette saw that it was sharp.She reached out to take the other end and found the stick was surprisingly hard and heavy. Ash was looking straight at her. It was too dark to see what color his eyes were, but his expression was unexpectedly sober. â€Å"One good push would do it,† he said. â€Å"First here and then in the heart. You could eliminate the problem of me from your life.† Mary-Lynnette pushed, but gently. He took a step back. And another. She backed him up against a tree, holding the stick to his neck like a sword. â€Å"I actually meant only if you were really serious,†Ash said as he came up short against the cedar’s bare trunk. But he didn’t make a move to defend himself.†And the truth is that you don’t even need a spear like that. A pencil in the right place would do it.† Mary-Lynnette narrowed her eyes at him, swirlingthe yew stick over his body like a fencer getting the range. Then she removed it. She dropped it to the ground. â€Å"You really have changed,† she said. Ash said simply, â€Å"I’ve changed so much in the lastfew days that I don’t even recognize myself in the mirror.† â€Å"And you didn’t kill your aunt.†Ã¢â‚¬ You’re just now figuring that out?† â€Å"No. But I always wondered just a bit. All right, I’ll kiss you.† It was a little awkward, lining up to get the position right. Mary-Lynnette had never kissed a boy before. But once she started she found it was simple. And†¦ now she saw what the electric feeling ofbeing soulmates was for. All the sensations she’d felt when touching his hand, only intensified. And not unpleasant. It was only unpleasant if you were afraidof it. Afterward, Ash pulled away. â€Å"There. Yousee,†he said shakily. Mary-Lynnette took a few deep breaths. â€Å"I supposethat’s what it feels like to fall into a black hole.† â€Å"Oh. Sorry.† â€Å"No, I mean-it was interesting.† Singular, shethought. Different from anything she’d ever felt before. And she had the feeling thatshe would be different from now on, that she could never go back andbe the same person she had been. So who am I now? Somebody fierce, I think.Somebody who’d enjoy running through the dark ness, underneath stars bright as miniature suns, and maybe even hunt deer. Somebody who can laugh atdeath the way the sisters do. I’ll discover a supernova and I’ll hiss when somebody threatens me. I’ll be beautiful and scary and dangerous and of course I’ll kiss Ash a lot. She was giddy, almost soaring with exhilaration. I’ve always loved the night, she thought. And I’ll finally belong to it completely. â€Å"Mary-Lynnette?† Ash said hesitantly. â€Å"Did you likeit?† She blinked and looked at him. Focused. â€Å"I want you to turn me into a vampire,† she said. It didn’t feel like a jellyfish sting this time. It wasquick and almost pleasant like pressure being released. And then Ash’s lips were on her neck, and that wasdefinitely pleasant. Warmth radiated from his mouth. Mary-Lynnette found herself stroking the back of his neck and realized that his hair was soft,as nice to touch as cat’s fur. And his mind†¦was every color of the spectrum. Crimson and gold, jade and emerald and deep violetblue. A tangled thorn-forest of iridescent colors that changed from second to second. Mary-Lynnette wasdazzled. And half frightened. There was darkness in among those gemlike colors. Things Ash had done in the past †¦ things she could sense he was ashamed of now. But shame didn’t change the acts themselves. I know it doesn’t-but I’ll make up for them, somehow.You’ll see; I’ll find away†¦. So that’s telepathy, Mary-Lynnette thought. She couldfeel Ash as he said the words, feel that hemeant them with desperate earnestness-and feel that there was a lot to make up for. I don’t care. I’m going to be a creature of darkness,too. I’ll do what’s in my nature, with no regrets. When Ash started to lift his head, she tightened her grip, trying to keep him there. â€Å"Please don’t tempt me,† Ash said out loud, hisvoice husky, his breath warm on her neck. â€Å"If I take too much, it will make you seriously weak.I mean it, sweetheart.† She let him go. He picked up the yew stick and made a small cut at the base of his throat, tilting his head back like a guy shaving his chin. Mary-Lynnette realized he’d never done this before. With a feeling that was. almost awe, she put her lips to his neck. I’m drinking blood. I’m a hunter already–sort of. Anyway, I’m drinking blood and liking it-maybe because it doesn’ttastelike blood Not like copper and fear. It tastes weird and magic and old as the stars. When Ash gently detached her, she swayed on her feet. â€Å"We’d better go home,† he said. â€Å"Why? I’m okay.† â€Å"You’re going to get dizzier-and weaker. And ifwe’re going to finish changingyou into a vampire–â€Å" â€Å"if† â€Å"All right,when. But before we do, we need to talk. I need to explain it all to you; we have to figure out the details. Andyouneed to rest.† Mary-Lynnette knew he was right. She wanted to stay here, alone with Ash in the dark cathedral of the forest-but shedidfeel weak. Languid. Apparently it was hard work becoming a creature of darkness. They headed back the way they had come. Mary-Lynnette could feel the change inside herself-it was stronger than when she’d exchanged blood with the three girls. She felt simultaneously weak and hypersensitive. As if every pore were open. The moonlight seemed much brighter. She couldsee colors dearly-the pale green of drooping cedar boughs, the eerie purple of parrot-beak wildflowersgrowing out of the moss. And the forest wasn’t silent anymore. She could hear faint uncanny sounds like the soft seething of needles in the wind, and her own footsteps on moist and fungus-ridden twigs. I can even smell better, she thought. This place smells like incense cedar, and decomposing plants,and something really wild-feral, like something from the zoo. And something hot †¦burny †¦ Mechanical. It stung her nostrils. She stopped and looked at Ash in alarm. â€Å"Whatisthat?† 0He’d stopped, too. â€Å"Smells like rubber and oil†¦.† â€Å"Oh, God, thecar, † Mary-Lynnette said. They looked at each other for a moment, then simultane ously turned, breaking into a run. It was the car. White smoke billowed from under the closed hood. Mary-Lynnette started to go closer, but Ash pulled her back to the side of the road.†I just want to open the hood-† â€Å"No. Look. There.† Mary-Lynnette looked-and gasped. Tiny tongues of flame were darting underneath the smoke. licking out of the engine. â€Å"Claudine always said this would happen,† shesaid grimly as Ash pulled her back farther, â€Å"Only I think she meant it would happen with me in it.† â€Å"We’re going to have to walk home,† Ash said.†Unless maybe somebody sees the fire†¦.† â€Å"Not a chance,† Mary-Lynnette said. And that’swhat you get for taking a boy out to the most isolated place in Oregon, her inner voice said triumphantly. â€Å"I don’t suppose you could turn into a bat or something and fly back,† she suggested. â€Å"Sorry, I flunked shapeshifting. And I wouldn’t leave you here alone anyway.† Mary-Lynnette still felt reckless and dangerous and it made her impatient. â€Å"I can take care of myself,† she said. Andthat was when the club came down and Ash pitched forward unconscious. How to cite Night World : Daughters of Darkness Chapter 15, Essay examples

A Farewell To Arms Argumentative Essay Example For Students

A Farewell To Arms Argumentative Essay A Farewell to ArmsJohn Stubbs Love and Role Playing in A Farewell to Arms John Stubbs essay is an examination of the defense which he believes Henry and Catherine use to protect themselves from the discovery of their insignificance and powerlessnessin a world indifferent to their well being He asserts that role-playing by the two main characters, and several others in the book, is a way to escape the realization of human mortality which is unveiledby war. Stubbs thinks that Hemingway utilized role-playing as a way to explore the strengths and weaknesses of his two characters. Stubbs says that by placing Henrys ordered life in opposition to Catherines topsy-turvy one, and then letting each one assume a role which will bring themcloser together, Hemingway shows the pairs inability to accept the hard, gratuitous quality of life.Stubbs begins by showing other examples, notably in In Our Time and The Sun Also Rises, in which Hemingways characters revert to role-playing in order to escape or retreat from their lives. The ability to create characters who play roles, he says, either to maintain self-esteem or toescape, is one Hemingway exploits extraordinarily well in A Farewell to Arms and therefore it is his richest and most successful handling of human beings trying to come to terms with their vulnerability. As far as Stubbs is concerned, Hemingway is quite blatant in letting us know that role-playing is what is occurring. He tells that the role-playing begins during Henry and Catherines third encounter, when Catherine directly dictates what is spoken by Henry. After this meeting the twobecome increasingly comfortable with their roles and easily adopt them whenever the other is nearby. This is apparent also in that they can only successfully play their roles when they are in private and any disturbance causes the game to be disrupted. The intrusion of the outside worldin any form makes their role-playing impossible, as evidenced at the race track in Milan, where the y must be alone. The people surrounding them make Catherine feel uncomfortable and Henry has to take her away from the crowd. He goes on to describe how it is impossible for them to playthe roles when they are apart and how they therefore become more dependent upon each others company. Stubbs goes on to explain how, neither mistakes role-playing for a truly intimate relationship, butboth recognize that it can be a useful device for satisfying certain emotional needs. He says that originally Henry and Catherine are playing the game for different reasons but eventuall..y move to play it as a team. Henry is role-playing to regain the sense of order he has lost when he realizes the futility of the war and his lack of place in it. Catherine is role-playing to deal with the loss of herfiance and to try to find order in the arena of the war. When they are able to role-play together, the promise of mutual support is what becomes so important to them as they try to cope with their individual human vulnerability. He also analyzes the idyllic world introduced early in the story by the priest at the mess and later realized by Henry and Catherine in Switzerland. They fall fully into their roles when they row across the lake on their way to their idealized world. The fact that they actually are able to enter this make-believe world strengthens their game and allows it to continue longer than it would have otherwise. And once they are in this new world they adopt new roles which allow them to continue their ruse. They also need to work harder to maintain the game because far from thefront they are both still aware the war is proceeding and they are no longer a part of it. The world in which they exist in reality (!) is not conducive to role-playing because it tries repeatedly to end their game. .ub9dad8d8881343e82b2e9f6ca4c9035d , .ub9dad8d8881343e82b2e9f6ca4c9035d .postImageUrl , .ub9dad8d8881343e82b2e9f6ca4c9035d .centered-text-area { min-height: 80px; position: relative; } .ub9dad8d8881343e82b2e9f6ca4c9035d , .ub9dad8d8881343e82b2e9f6ca4c9035d:hover , .ub9dad8d8881343e82b2e9f6ca4c9035d:visited , .ub9dad8d8881343e82b2e9f6ca4c9035d:active { border:0!important; } .ub9dad8d8881343e82b2e9f6ca4c9035d .clearfix:after { content: ""; display: table; clear: both; } .ub9dad8d8881343e82b2e9f6ca4c9035d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub9dad8d8881343e82b2e9f6ca4c9035d:active , .ub9dad8d8881343e82b2e9f6ca4c9035d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub9dad8d8881343e82b2e9f6ca4c9035d .centered-text-area { width: 100%; position: relative ; } .ub9dad8d8881343e82b2e9f6ca4c9035d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub9dad8d8881343e82b2e9f6ca4c9035d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub9dad8d8881343e82b2e9f6ca4c9035d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub9dad8d8881343e82b2e9f6ca4c9035d:hover .ctaButton { background-color: #34495E!important; } .ub9dad8d8881343e82b2e9f6ca4c9035d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub9dad8d8881343e82b2e9f6ca4c9035d .ub9dad8d8881343e82b2e9f6ca4c9035d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub9dad8d8881343e82b2e9f6ca4c9035d:after { content: ""; display: block; clear: both; } READ: Reasons Teen Disrespect Is On The Rise EssayStubbs manages to uncover numerous instances in which the two are role-playing and he makes a very interesting case that this is exactly what they are doing and not just his imagination reading into the story. He does make certain assumptions, that their love is not real, that the characters are searching for order, which are not completely justified or even necessary to prove his point. He also forces an intentionality upon Hemingway which could have been avoided without harming his theory. Towards the end of the essay Stubbs infers that their role-playing is inferior to true intimacy, which is a point that, although he defends well, is not central to his theory and seems todetract from his objectivity. The essay is a valuable tool to help the reader understand this view of what is happening through Henry and Catherines relationship and how they use each other to maintain their self-images, provide themselves with psychological support, and in a way escape the war. Hemingway may not have been trying to purposely create a role-playing scenario, but Stubbs essay will benefit someone wishing to explore this aspect of the relationship of the two main characters in greater depth. Bibliography:Bruccoli, Matthew J. and Clark, C.E. Frazer (ed.), Fitzgerald / Hemingway Annual 1973, pp. 271-284, Microcard Editions Books,Washington, D.C., 1974

One Flew Over The Cuckoo`s Nest Essays (1377 words) - Nurse Ratched

One Flew Over The Cuckoo`s Nest What is reality? The novel One Flew Over The Cuckoo's Nest, written by Ken Kesey, explores living in a mental institution through the mind of a patient. As the reader begins the novel, they would naturally think that a patient found in a mental hospital would be insane. As Kesey introduces you to the patients, and you see the institution in their eyes, you believe that they are really normal people, and society is insane. The main character, Chief Bromden is a half Indian man, who is considered schizophrenic. Randall McMurray, the newest patient in the ward, causes many difficult situations for the Nurse. Nurse Ratched is the authority figure for the patients and likes everything to be run her way. A man who is known as Chief Bromden, the main character, starts as seeming to be a shy, weak man. This is shown in the first chapter on page three, when a caretaker of the institution talks of him while he is present, "Big enough to eat apples off my head an' he mine me like a baby." Chief Bromden is in the hospital because he is schizophrenic, and is considered deaf and dumb, because he never talks or acknowledges people. At the end of the novel, McMurray becomes a vegetable because of all of the shock treatments he had received. Bromden displays that he is caring by smothering him with a pillow, because he knows that McMurray would not want to live like that. One of the reasons that people find him shy is that he would much rather be quiet, and observe his surroundings. Page 26-27 (Bromden thinking of Nurse Ratched) "I've watched her get more skillful over the years. Practice has steadied and strengthened. her until she wields a sure power that extends in all directions on hair-like wires, too small for anybody's eye but mine; I see her sit in the center of this web of wires like a watchful robot, tend her network with mechanical skill, know every second which wire runs where and just what current to send up to get the results she wants" Chief Bromden is the smartest, most caring and gentle man in this novel. He is the kind of guy that many people would like to know, and associate themselves with. The Chief stands out from the rest of the men of the ward. Physically, he stands out by being half Indian, with long, black oily hair. Also, he is a very large man, standing 6'7" and having a very muscular build, from playing football when he was a teenager. He stands out mentally by being a "chronic." "Across the room are the culls of the Combine's product - the chromic. Not in the hospital, these, to get fixed, but just to keep them from walking around the streets giving the product a bad name. Chronics are in for good, the staff concedes. Chronics are divided into Walkers, like me, and the Wheelers. What the chronic are, are machines with flaws inside that can't be repaired." The Chief thinks of the outside world to be a "Combine," which is used throughout the novel. The chief is very different from the men living in the hospital alongside him. Randle Patrick McMurray is the newest addition to the ward. He is compared with two people throughout the novel. His physical traits are compared with that of Paul Bunyan's. McMurray is red headed, has long red side burns and curly hair. He has a broad chest and jaw and has a distinct red scar that runs along his nose and cheekbone. Another prominent feature of his, is a tattoo on his left hand of an anchor. McMurray's large, beat-up hands and tanned body are a result of many years working on a farm, P. 12, "His face and neck and arms are the color of ox blood leather." He is the most recent addition to the ward, and one of the reasons he was placed there was because he is obsessed with sex and committed statutory rape with a 15-year-old girl. The second person they compare McMurray to is Christ. He goes through a kind of crucifixion when he begins a series of electric shock treatments. When the attendant places salve on his temples, McMurray says, P 270, "Anointest my head with conductant. Do I get a crown of thorns?" Randall McMurray's role is obvious in the world, described to be a cross between Paul Bunyan and Christ. McMurray's personality is very

Scene Analysis of Alfred Hitchcocks essays

Scene Analysis of Alfred Hitchcock's essays Deciphering Alfreds Masterpiece Bede Jarrett once said that "the mysterious is always attractive. People will follow a veil." In the specified sequence of Alfred Hitchcocks Rear Window, narrative form is integral to the film in order to construct a further understanding and create a mysterious tension in the mind of the viewer. The viewer learns which character is in control of the narrative, the cause-effect relationship of the narrative, realizes the relation of the narrative to the plot structure. Furthermore, the audience obtains a deeper understanding of the central characters, appreciates the dual focus narrative, sees that there are many characteristics that make this film a part of the Classical Hollywood Cinema, and observes the narrative move forward through explicit and inferred events. The narration in the given sequence of Rear Window, clearly demonstrates which character is in control of the dialogue. It follows the social ideal of the 1960s and dedicates the majority of the power in the situation to Jeff. Although Lisa seems to be quite dominant in the initiation of ideas and conversation, Jeff always discredits her comments with clever remarks and sexual references. This is exemplified when Lisa comments that she desires to be creative, to which Jeff remarks, Sweetie, you are. You have a great talent for creating difficult situations. This statement supports another social ideal of the era. It discourages Lisas surprise of staying the night by calling it a difficult situation in a time when staying at the residence of a member of the opposite sex was unacceptable. Following social ideals was important in the 1960s, and this was accomplished by allotting Jeff the dominant role in the narrative. Another important element to the narrative is to create the film in cause-effect sequence, as not to confuse the audience. A cause-e...

Governance Essay Example | Topics and Well Written Essays - 750 words - 1

Governance - Essay Example Most people in European society mainly prefer the bureaucracy mode of role which they actually relate it as the process of good governance. According to the Rome treaty all the states were required to practice and implement various strategic means that will ensure there is good governance, if a state failed to recognize the changes there were going to be tough measures that would be taken against its heads. Therefore the states were required to observe and put into consideration the following changes. All the citizens were required to participate in the nation building regardless of their gender background. This meant that there was the freedom of expression; therefore all ordinary citizens were required to engage themselves in the nation building programs. As a result of the communal wok the nations started developing both socially as there was the inter mixture of both the genders and economically as all citizens participated in the nation building programs. Therefore these participation changes brought in good governance in the entire whole region. The other change that was put in place was the need of transparency; this is where the decision making was to be done in a process where the rules are being put in place and followed. The common citizens were to contribute some ideas of how the country was to be governed by may be deciding on how the rules and regulations were to be observed. Also transparency changes were to ensure that there is the effective flow and direct feed back without some barriers. These transformation changes also contributed greatly to the aspect of good governance in the whole continent. Moreover, the European society was required to put in laws that were to be followed and respected by everybody in the region without considering their positions. These law changes made the countries free of illegal deeds including the 'crime' of corruption, as the seniors and the juniors' feared prosecution from the law. By the end of that year the public resources were run out commendably and therefore the countries could start enjoying their good fruits which were brought in by the good governance processes. Finally there was the need for the top officials to put into consideration efficiency and effective measures, whereby all the outcomes meet the common citizen demand. This could well be catalysed by the government ensuring that those people who may have been assigned or given a tender are highly qualified and recognized by the society. Now the region was in a directive way and shape for good governance with all these 'disciplines' brought in by transformation changes. In some situations not all transformation changes bring in good governance but some of them bear bad governance especially when a given region is mainly used to changes. Continuous process of transformation will end up bringing in some unwanted changes to the institution therefore scaring away the investors. Continuing Tradition To some extent continued tradition has also some positive impacts and negative impacts on the governance system. The positive impacts are brought in by strongly believing in your customs since an individual will like to observe and follow his or her own discoveries without having to just keep on relying on the 'donors'. In European Union culture is highly recognised

The Face of Battle Essay Example | Topics and Well Written Essays - 3000 words

The Face of Battle - Essay Example I’ve been through two wars and I know. I’ve seen cities and homes in ashes. I’ve seen thousands of men lying on the ground, their dead faces looking up at the skies. I tell you, war is Hell! General Sherman had seen war up close and his admonition rings horribly true, and bears the ring of truthfulness gained through his heart experiences. However, the knowledge of the actual experience of war that most people have gained is most likely through secondhand exposure by way of literature or newspaper accounts or military histories. In his book â€Å"The Face of Battle" John Keegan, a respected military historian and lecturer on war at the Royal military Academy at Sandhurst, attempts to put a human face upon the experience of war in ways perhaps never attempted before. The purpose of his book is to describe experience of war, the most extreme of all human experiences, for those who have not experienced it firsthand. Paradoxically, Keegan himself is strictly in an academic who has had no personal experience of war himself, but only knows it secondhand through readings and personal information gained from relatives. Keegan points out in the poignant and illuminating introduction to the books main thesis that the writing of history there has been a paucity of descriptions of war which can give to a reader any sort of realistic and visceral understanding of the process and all of its horrible mechanisms. In his overview of the worlds literature on war he shows that almost all writings on the subject can be pigeonholed into a number of distinct categories. They can either be described as poetic and imagistic, desiccated and academic, wholly inaccurate and useless for gaining understanding, vague and confusing, too temporal, local and subjective, and perhaps worst of all of a self-serving. For a prime example of the poetic and imagistic style of the war literature the author provides a spectacular example written by General Sir William Napier concerning a

Special Educational Needs (SEN) Child Rights

Special Educational Needs (SEN) Child Rights Assignment one Discrimination of others can occur for a number of reasons, and to a number of different people. Individuals may be discriminated against obviously and deliberately, known as direct discrimination. People can also be discriminated against indirectly. Indirect discrimination comes about when specific actions or practices meant for all are inadequate for an individual, which can then cause discouraging effects (Equality law, no date). Children and adults with special educational needs (SEN) may be subject to discrimination as a result of their additional needs. Due to this, there are regulations, legislation and laws put in place to safeguard and protect individuals with SEN. Laws and legislation have moved forward and adapted over time to facilitate those concerned. One Act that became a turning point for children with SEN was the 1981 Education Act. Prior to this Mary Warnock published a report regarding mainstream and special schools and the education of children with SEN within them. Some of her recommendations became part of the 1981 Education Act, one of which being that children diagnosed with additional needs should be educated where and when it is appropriate within a mainstream setting, and so integration began. Integration then led to inclusion with several Acts and pieces of legislation following, for example, 1995 Disability Discrimination Act, 1997 Green Paper: Excellence for All Children and 2001 The Code of Practice for Special Educational Needs (Gibson and Blandford, 2005). Another piece of documentation is the United Nations Convention on the Rights of the Child (UNCRC); this gives rights to all children, additional need or not. The convention sets basic standards for children that should all be respected by the relevant government. Within this document there are fifty four articles summarising and clarifying these rights. These articles cover a range of topics, for example, Article 14: this is regarding a child’s right to freedom of thought, conscience and religion, Article 27: this outlines the right for every child to have an adequate standard of living which enables their physical, mental, moral, spiritual and social development, and Article 28: this states the right of the child to education, ensuring equal opportunities and access to education for all children (UNCRC, 1989). One convention regarding all with SEN is The United Nations Convention on the Rights of Persons with Disabilities. This document outlines the importance for people with SEN to be treated as equals and to benefit from their human rights, as a person without SEN would. Article 24 covers the subject of education. This reiterates the right of people with SEN to education, and to be able to achieve this right without discrimination. It also states that governments should ensure an inclusive education system (Convention on the Rights of Persons with Disabilities, 2008). All of the above pieces of legislation and documentation are put in place to ensure a safe and healthy environment for those with SEN, and to ensure equal opportunities for all regarding all aspects of their life, whether it’s their education or having the chance to have your own views listened to. For the practitioners working with children, inclusive practice should be something they take their time to ensure is in place in their setting. The term inclusion has taken the place of integration, and is promoted or required within legislation in all EU countries (Evans Lunt, 2002). There are two models that outline the ways society view disabilities, these are the medical model of disability and the social model of disability. The medical model of disability sees disability as a problem that needs to be fixed or cured. This model depicts a negative image of disability because the emphasis is placed on the disability and not the individual needs of the child. On the other hand, the social model of disability empowers people with disabilities by recognising they have an equal right to be included within every part of society (Disabled world, 2010). This model highlights that it’s ‘the collective responsibility of society to make the environmental modifications necessary for the full participation of people with disabilities in all areas of social life’ (Disabled world, 2010). Rosenthal (2001, p385) writes that ‘inclusion is a process, not a fixed state. By inclusion we mean not only that pupils with SEN should wherever possible receive their education in a mainstream school, but that they should fully join with their peers in the curriculum and life of the school’. When Ofsted inspect a school, they look for educational inclusion. This entails a school having teaching and learning, triumphs, viewpoints and the well being of every child counting. This inclusive experience is expected with a wide range of groups of people, including those with SEN (Birnbaum, 2010). To ensure inclusion within a setting, practitioners must ensure all staff show respect for each child by treating them as an individual and taking note of their particular needs. When showing respect, and listening to the child, the likes and dislikes of the child should be acknowledged and taken on board when planning for that child. The practitioner’s ability to adapt the learning environment will help to empower the child. When adjusting practice it is important to remember the child’s preferences, appropriateness of the topic and how these are developed, to help their confidence and self-esteem to grow (Lodato Wilson, 2005). Westwood (2007, p.83) writes about three different circumstances needed to encourage and accommodate children with SEN and their interactions with others. These are, ‘the general attitude of the teacher and the peer group towards children with SEN must be as positive and accepting as possible, the environment should be arranged so that the child with a disability has the maximum opportunity to spend time socially involved in group or pair activities, during recess and during academic work in the classroom and the child needs to be taught the specific skills that may enhance social contact with peers’. An inclusive practice is an important part of education for all involved, and it begins with the practitioners, they must have a positive attitude towards SEN which should then be reflected within their setting. It is also fundamental for practitioners to highlight how they strive to promote inclusive practice with all parents, staff and professionals they may be working in partnership with. Within the Special Educational Needs (SEN) Code of Practice there is a chapter that highlights the importance of parents working in partnership with practitioners. It emphasises the role parents play in their child’s education, and their involvement making decisions regarding their child, and what would be best for them (Green, 2003). Green (2003, p305) also writes, ‘if early years staff do not communicate with, ask questions of, and receive relevant information from, children’s parents, they will not be fully prepared to respond to children’s individual needs, identify potential points of crisis for them, or have the awareness to help them to cope with new or worrying situations’. As well as practitioners ensuring they have regular contact with parents, it is vital they make themselves approachable to parents. This will encourage the parent to communicate with the practitioner, and give them the confidence to do so. When working with children with additional needs, there may be a number of other professionals also involved with that child. There could be a physiotherapist, who may provide physical healing methods for a range of injuries or illnesses, the family may also be given some exercises to further the treatment (Behrens, 2013). A speech and language therapist could be required to carry out an assessment to identify any communication difficulty, to measure the degree of difficulty, to highlight the strengths and weaknesses of the child, and to set some targets to work towards which would be discussed with the parents, and possibly other professionals (Wright, 1993). The child may visit a paediatrician at a local hospital, often referred by a GP (general practitioner). The paediatrician will speak with the parents and the child, where possible, and carry out necessary observations and assessments to gather all of the information needed to decipher the best possible actions for the child, an d make any further referrals if needed (Miall, Rudolf and Smith, 2012). It is important for practitioners to be aware of children having involvement with other professionals, and ensuring communication between the services is effective. Within all childcare settings a SENCo (Special Educational Needs Co-ordinator) must be in place. The SENCo role may differ slightly from setting to setting (Crowne, 2003). However, the SEN Code of Practice (DfE, 2001) highlighted some key responsibilities for the SENCo. They are: ‘ensuring liaison with parents and other professionals in respect of children with special educational needs, advising and supporting other practitioners in the setting, ensuring that appropriate Individual Educational Plans are in place and ensuring that relevant background information about individual children with special educational needs is collected, recorded and updated’. All practitioners should ensure the appropriate adaptations are carried out within their setting. Adaptations should be made in the environment, with the resources in use, and practitioners need to adapt their practice if needed, and display a positive attitude towards each child and their inclusion within the setting. Adjustments to the environment could include installing ramps or lifts, ensuring doors are wide enough for wheelchair access, varying toilet heights to facilitate all children, and table and seat height is adequate for all (Klein, Cook Richardson-Gibbs, 2001). The immediate nursery environment should also be adapted where necessary, ‘adapting the environment to suit their individual needs will help their progress’ (Beaver et al., 2001, p63). Reasonable adjustments should also be made with the resources within the setting. This could be ensuring that all activities are set up at a level that can be accessed by all children. Each practitioner also needs to consider that they know the strengths and areas of need for all children in their care, all activities should therefore further the strengths of children with additional needs, but are also challenging and able to enhance all of the children (Deiner, 2010). Another area for adjustment could also be the attitudes and perspective of the practitioners themselves, and although the activities and environment are important factors that should always be considered, each practitioner is a role model and their ‘behaviour toward children- acceptance, consideration and respect- speaks louder to the class than anything you deliberately set out to teach’ (Deiner, 2010, p.2). In conclusion, there are several entitlements and rights of children with SEN that must be met by the practitioners and professionals that care for them. These entitlements are highlighted within a number of legal documents and pieces of legislation. A key requirement within some of these documents is the definitive access to an inclusive education that will meet each individual child’s needs, including making reasonable adjustments and adaptations if required. Each practitioner should also ensure they cooperate fully with the families and work in partnership with them to deliver the highest quality childcare they possibly can. Reference List Beaver, M., Brewster, J., Jones, P., Keene, A., Neaum, S. Tallack, J. (2001) Babies and Young Children: Diploma in Child Care and Education. Cheltenham: Nelson Thornes Ltd. Behrens, M. S. (2013) What is Physiotherapy? USA: Gilkie Publishing. Birnbaum, R. (2010) Choosing a School for a Child with Special Needs. London: Jessica Kingsley Publishers. Convention on the Rights of Persons with Disabilities (2008) Online. Available at: http://www.un.org/disabilities/convention/conventionfull.shtml (Accessed 21 October 2013). Crowne, E. (2003) Developing Inclusive Practice: The SENCO’s Role in Managing Change. Abingdon: David Fulton Publishers. Deiner, P. (2010) Inclusive Early Childhood Education: Development, Resources, and Practice. 5th edn. Belmont: Wadsworth, CENGAGE Learning. DfE (Department for Education) (2001) SEN Code of Practice. Online. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/DfES%200581%20200mig2228.pdf (Accessed 7 January 2014). Disabled world (2010) Definitions of the Models of Disability. Online. Available at: http://www.disabled-world.com/definitions/disability-models.php (Accessed 27 November 2013). Equality Law (no date) Promoting Equality, Preventing Discrimination. Online. Available at: http://www.equality-law.co.uk/news/106/66/Types-of-discrimination-definitions/ (Accessed 16 October 2013). Evans, J. Lunt, I. (2002) ‘Inclusive education: are there limits?’, European Journal of Special Needs Education, 17 (1), pp.1-14. Gibson, S. Blandford, S. (2005) Managing Special Educational Needs. London: Paul Chapman Publishing. Green, S. (2003) BTEC First Early Years, 2nd edn. Cheltenham: Nelson Thornes Ltd. Klein, M.D., Cook, R.E. Richardson-Gibbs, A.M. (2001) Strategies for Including Children with Special Needs in Early Childhood Settings. Albany: Delmar, Thomson Learning. Lodato Wilson, G. (2005) ‘Promoting competency, independence, and self-advocacy’, in Schwartz, D. (eds) Including children with special needs. Westport: Greenwood Publishing Group, pp. 257-270. Miall, L., Rudolf, M. Smith D. (2012) Paediatrics at a Glance, 3rd edn. West Sussex: John Wiley Sons Ltd. Rosenthal, H. (2001) ‘Discussion paper- Working Towards Inclusion: â€Å"I am another other†Ã¢â‚¬â„¢, Educational Psychology in Practice, 17(4), pp.385-392. UNCRC (The United Nations Convention on the Rights of the Child) (1989) Online. Available at: http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx (Accessed 21 October 2013). Westwood, P. (2007) Commonsense methods for children with special educational needs, 5th edn. Oxon: Routledge. Wright, J.A. (1993) ‘Assessment of Children with Special Needs’, in Beech, J.R., Harding, L. Hilton-Jones, D. (eds) Assessment in Speech and Language Therapy. London: Routledge, pp. 128-148.

Reason vs. Passion in Jane Eyre Essay

Reason and passion are two emotions that are shown by most of the characters in Jane Eyre. Some people ´s behaviour is governed by rationality and they think carefully about all what they do. The opposite happens with impulsive people who follow their feelings, prevailing passion to reason. Passionate people do not think before performing their actions, because of that they are considered more authentic than people who act guided by reason. However, sometimes passion must be left behind and people have to act according to reason and consciously. This situation is clearly shown in Jane Eyre, the novel written by Charlotte Brontà «, in which the two most important characters show strong passion and reason in their personalities. Through conflict, allusion and symbolism the writer tells the story of Jane Eyre and Mr. Rochester. Conflict is used by the writer to show the collision and disagreement between two persons and also the inside conflict in a person. In the novel a conflict between two human beings is clearly expressed in the relationship that Jane has with her evil aunt Mrs. Reed. Jane feels humiliated and denigrated by her aunt, she cannot bear any more the cruel treatment and she feels dominated by fury. The writer describes Jane ´s behaviour as â€Å"..shaking from head to foot, thrilled with ungovernable excitement† (29), uncontrollable and irrepressible as all kinds of passion. The conflict between them is clearly shown by the writer when Jane says, â€Å"†¦I am glad you are no relation of mine: I will never call you aunt again so long as I live.† (29). The lack of love and the difficult relation between them is evident in those lines. Moreover, Jane ´s life is almost always a fight between reason and passion, in the novel the author shows how women in Victorian ´s time s were not allowed to guide their decisions by feelings or emotions. Restrictions and limitations were ordinary in women ´s life and those restrictions were the cause of many internal female conflicts. An example of this occurs with Jane when she says,†Ã¢â‚¬ ¦I must renounce love and idol. One dear word comprised my intolerable duty- â€Å"Depart!†Ã¢â‚¬ (279). In this situation Jane has to fight against her passion; against her love and hope to stay with Mr. Rochester despite knowing that he was already married. Jane says, â€Å"..Mr. Rochester I must leave you.† (268) she is concerned about what she must do, even when it does not concurs to what she wants. Guided by her reason she leaves Thornfield and she exclaims, â€Å"Farewell! Was the cry of my heart as I left him. Despair added, Farewell for ever!.† The author shows clearly, how reason and passion can produce conflicts with other people and also internal ones. Allusion is also used by the writer to indicate the power that passion and reason have in the characters ´ personalities. Allusion to God and the Bible are common in the novel. At that time people ´s behaviour was governed by Christian duties and they had to struggle between those duties and their natural human passion. Jane Eyre is not the only character who shows passion in the novel and also Mr. Rochester has a strong and fervent presence which is demonstrated by the writer in an example when he says, â€Å"†¦By God I long to exert a fraction of Samson ´s strength, and break the entanglement like tow!†(267). The reference to Samons,(â€Å"the man of the sun†) who is mentioned in the Bible because of his supernatural strength given by God, represents the violent and uncontrollable emotions of Mr. Rochester expressed when Jane tells him her will of leaving Thornfield and him. Furthermore, allusion to God is used many times in the novel and it denotes the imp ortance of religion at that time and the strong belief in God and divine punishments. However, many times Jane ´s behaviour is against will of God but also against society ´s rules. An example of that is stated by the writer when she says â€Å"†¦I am not talking to you now through the medium of custom, conventionalities, nor even of mortal flesh;-†¦Ã¢â‚¬ (223), it clearly shows Jane ´s rebellion and audacity to talk to a man inappropriately. Besides, she says, ..†it is my spirit that addresses your spirit; just as if both had passed through the grave, and we stood at God ´s feet, equal,-as we are!† (223) here it is expressed a divine equality and at the same time the human passion which does not know about reason. On the other hand, allusion to God also expresses the power of faith in guiding Jane to follow her reason and an example of that is given when she says: â€Å"I will keep the law given by God; sanctioned by man. I will hold to the principl es received by me when I was sane, and not mad- as I am now.† (280). Jane ´s madness is actually her passion, her love and the law of God is the sensible behaviour that she has to have, and even which she used to have. That conscious and prudent conduct is her reason, which represents the will of God. Moreover, when she leaves Mr. Rochester her last words are blessings, she says, †God bless you, my dear master!† (281). It states her strong belief in God and the peace of the right decision making. Those allusions to God represent the importance of religion in that period of time in which the novel was written and how it influences in people ´s reason and passion. Central character ´s personalities are well developed through fire, symbolism of passion and water as symbolism of reason. Fire represents passion and sexual appetite in the character of Bertha Mason, Mr. Rochester ´s wife, who sets fire to his bedroom. That scene is described by Jane, who says, â€Å"Tongues of flame darted round the bed: the curtains were on fire. In the midst of blaze and vapour, Mr. Rochester lay stretched motionless, in deep sleep.† (130). The fire around the bed is a clear representation of sex and passion and it is reasserted when Mr. Rochester describes Bertha as â€Å"intemperate and unchaste† (270) which are adjectives related with uncontrollable passion and sex. Then another incident is the fire which destroys Thornfield and in which Bertha dies and Mr. Rochester goes blind. A host tells Jane the story that happens two month after her departure and he says,†Ã¢â‚¬ ¦she sets fire to the hangings of the room next to her own (†¦) a nd made her way to the chamber that had been the governess† (378). It reflects Bertha ´s intention to kill Rochester and Jane ´s love and represents the danger of uncontrollable feelings. On the other hand, water symbolizes the extinction of fire and the reason that defeats passion. It happens when Jane saves Mr. Rochester ´s life in the bedroom fire and she says, â€Å"I rushed to his basin and ewer; fortunately,(†¦) both were filled with water. I heaved them up, deluged the bed and its occupant† It states Jane ´s intention not to follow her feelings towards Mr.Rochester but act guided by reason. Moreover, she says, â€Å"by God aid, succeeded in extinguishing the flames†, which indicates Jane ´s will of acting guided by religious rules and extinguishes her inappropriate love. Fire as imagery of the danger of improper feelings and water as representation of reason and death of passion tells the character ´s personalities. In conclusion, Charlotte Brontà « exposes through conflict, allusion and symbolism how passion and reason are the guide of characters ´ behaviour at different situations in the novel. Jane as a child and when she is treated unjustly is guided by passion, but then when she grows up she learns how to control her passionate emotions. However, in some situation she is not able to do it and reacts with rage, for instance when Mr. Rochester tells her that she has to leave Thornfield. In contrast she follows her reason when she knows that he is already married, but it is possible because of her strength and religion belief. She takes the hard decision of leaving her love, faces an uncertain reality and only comes back when Mr. Rochester is widow. He ends up being a partial dependent husband because of his disabilities and it could be interpreted as a punishment for his excessive and improper passion. It is not a classical romantic novel but the romance genre is predominant and in the end love survives dangers and difficulties.