The Rime Of The Ancient Mariner By Samuel Taylor Coleridge (1772 - 183

The Rime of the Ancient Mariner by Samuel Taylor Coleridge (1772 - 1834) The Rime of the Ancient Mariner by Samuel Taylor Coleridge (1772 - 1834) Type of Work: Lyrical fantasy ballad Setting A sailing ship traveling the seas; late Medieval period Principal Characters The Ancient Mariner, a sailor-storyteller The Wedding Guest, a listener The Ship's Crew The Allbatross, a symbolic representation of God's creatures - and Man's guilt The Hermit, a rescuer representing God Story Overveiw (Coleridge introduces his tale by describing an old gray-headed sailor who approaches three young men headed for a wedding celebration and compels one of them, the groom's next-of-kin, to hear his story. O Wedding-Guest! this sent both been Alone on a wide wide sea: So lonely 'twas, that God himself Scarce seemed there to be. At first the intrusion is resented, but the stor is remarkable indeed, and the listener - who, of course, represents you, the reader - soon falls captive to the building suspense, responding at first with fear and then with horror as the tale unfolds.) There was little apprehension among the ship's crew as they sailed clear of the harbor, bound for the open sea. Several days out, however, a storm arose and the vessel was driven before the wind in a constant southerly direction, headed toward the South Pole. As it entered the "land of ice, and of fearful sounds, where no living thing was to be seen," a feeling of foreboding came over the helpless inmates; and so it was with great relief that the crew eventually greeted the sight of an albatross - a huge seabird - flying through the fog toward them. ("As if it had been a Christian soul," the Ancient Mariner tells his listener, "We hailed it in God's name.") Everyone took this as a good omen, and the bird followed the ship faithfully as it returned northward. Then, one day, weary of the bird's incessant and now unnerving presence, the Mariner shot the albatross with his crossbow - and brought the curse down upon them all. The south wind continued to propel them northward, but somehow the old sailor realized he had done "a hellish thing"; retribution would soon follow, in the form of loneliness and spiritual anguish, like that of Adam when he fell from God's grace. The crew at first berated their mate for killing the bird that had brought the change in the breeze. But as the ship made its way out of the fog and mist and continued on, they decided it must be the bird that had brought the mist. Perhaps their shipmate had rightfully killed it after all. The vessel sailed on northward until it reached the equator, where the breeze ceased and the craft became becalmed. After days without a breath of wind, it was decided by all that an avenging spirit had followed them from the land of mist and snow, leaving them surrounded only by foul water. With the unabsolved curse thus restored, the thirsting crew angrily hung the dead albatross around the Mariner's neck, as a symbol of his guilt. Time lost all meaning. The lips of the men baked and their eyes glazed over for want of water. I looked to heaven, and tried to pray; But or ever a prayer had gusht, A wicked whisper came, and made My heart as dry as dust. Then the old sailor saw a speck on the horizon, which, as it wafted towards them, became a sail. The men waited in silent dread. This could be no earthly ship - it moved along the water without the slightest breeze. Wide-eyed and trembling, the crew looked on as this skeleton ship came alongside their own. On its deck the Mariner saw two spectres: a Woman, Life-in-Death; and her mate, Death himself. They were casting dice to see which of them would take control of the drifting ship. Death won the entire ship's crew - all but the Ancient Mariner, who was won by the Woman; he alone would live on, to expiate his sin against Nature. There followed a ghastly scene as the sun dropped into the sea and night came over the silent waters. One by one the two hundred men on board turned toward the Mariner, denounced him with a soulful stare - for they could not speak - and dropped dead upon the deck. As their souls flew from their bodies and sped past the old seaman, the sound was "like the whizz of my crossbow" when he shot the albatross. (The Wedding Guest by this time is terrified of the Ancient Mariner, who he thinks must be a ghost; but assuring him he is indeed mortal, the

Music History essays

Music History essays Youre standing on stage playing a song you wrote, jamming with your buddies, or just sitting in your room, playing out your emotions and you feel it, a feeling that is so harmonious, relaxing, exciting, and purifying that it can only begin to be explained by the word awesome. This is music, and its history is just as amazing. From Classical to Blues to Metal, music styles have continued to evolve throughout human history. These changes in music styles nationally have affected music here at Gardiner Area High School. At the time our school was built, the rock revolution was spreading across the country. Within a few years, musicians like The Jimi Hendrix Experience, The Who, and The Beatles would change popular music across the country and around the world. Teenagers all over were joining in as a way to rebel, escape, or just listen for the love of it. Some consider the change brought by Rock and Roll to be the major advancement in music of our time. If it wasnt for Rock and Roll, music today would be very different. Rock and Roll lead to Metal, Hardcore, Nu-Metal, and many other sub-genres that are very popular today. Before the school was built, many types of music spread around the world. Early in history, most tribes had their own style of music using very primitive instruments. Then there was Classical, which dominated for hundreds of years. Many musicians from that time period are still very popular today. Mozart and Beethoven were two of the greatest classical musicians, and today their music is listened to and played regularly. In the 1920s, the Jazz era mirrored the prosperity and happiness of the time. This could be considered the beginning of the change to rock, because Jazz began a move towards more upbeat music. It used guitar, bass, and drums (rock instruments) more than Classical had. As the 1930s came, and the Depression began...

Literacy in Mulicultural Society Essay Example | Topics and Well Written Essays - 1500 words

Literacy in Mulicultural Society - Essay Example At this stage in life, the child emulates the way the parents and people around communicate to each other through language. It is automatic that a child will take up the language spoken by his mother and thus the popular phrase, mother tongue. According to Ruiz (1984) the following are three ways in which language can be viewed, first as a problem, secondly as right and thirdly as a resource. An individual’s language can either be an advantage or a disadvantage depending on location and people in the vicinity. It has been possible for people to overcome the limitation of speaking only one language. Overcoming the limitation is through learning more than one language, also known as bilingualism. This paper will give a discussion of how language is a problem, a right or a resource in relation to literacy in a local and global, multicultural environment. Language Language is a form of communication organized systematically and, it incorporates the use of symbols and signs. Formal languages contain four components semantics, pragmatics, phonology and morphology (Bochner & Jones, 2004). The following are explanations of how language develops in an infant. The first one is cognitive explanation, which puts emphasis, on the relationship between language and cognition. Secondly, behaviorist explanation stresses that an infant develops language from interaction he has with the environment. Lastly, interactional explanation states that children learn through interacting with family members (Bochner & Jones, 2004). Language as a problem Language is a problem when it discriminates against those who do not speak the same language as the native speakers (Haugen 1987). Minorities have suffered their share of discrimination to the extent of denied their human rights. Individuals, whose language is inferior, have also been considered to be of low class. Immigrants have faced language as a problem in many occasions because of the fact that, they find themselves in a new e nvironment in which the native people who are the majority have their own language. The minority language is a problem to the immigrants since they cannot communicate using their own language is not appreciated or acceptable. It is evident that literacy in a multicultural environment involves using certain languages. In educational institutions, only major languages are used in learning, this means that individuals speaking minority language have to learn the major language which is used during the learning process. It is also important to note that, in major academic fields books have only been published using the main languages, local languages have not been considered in this case. Students, speaking minority language with goals of attending major universities on the global scale have employed the strategy of learning the acceptable languages during their early years of education. This has proved to be advantageous to them since they are no longer limited by a language barrier (M cIntosh, 1998). In many occasions, the issues faced when language is a problem is solved by bilingualism. Bilingualism entails understanding and speaking more than one language. Language as a problem has gone to the extent to which immigrants miss chances for admission in educational institutions. Social injustice in terms of discrimination due to language has seen to it that foreign language speakers miss the benefit of education. Individuals speaking foreign languages come to the point of abandoning their languages

What Is Global Civil Society What Are The Compacting Perspectives On Essay

What Is Global Civil Society What Are The Compacting Perspectives On Global Civil Society - Essay Example According to Keane (2003, 54) the civil society is developing and becoming increasingly visible; though its implications to the age-old political arrangement are not quite clear. The civil society remains a complex expedition of a vague and politically disputed phenomenon. The utter heterogeneity of collections, activities, along with networks that constitute global civil culture nonprofits, trade, social pressure groups, sightseers, academics, performers, cultural recitalists, ethnic as well as linguistic associations, among many others poses the risk of making the expression an explanation of everything and naught. Keane even so insists that this expansive thunder does without a doubt function as a civilization or a ‘civilization of civilization’ having rules along with customs of conduct (Keane, 2003, 56). The author acknowledges, though, that global civil civilization is still an embryonic, open-ended community sphere whose aptitude to become more autonomous, better incorporated into authority institutions, and endowed with collective values determines its significance. Global civil society implies the cluster of civil entities across the world operating parallel to government establishment and governed by a code of conduct primarily based on the respect and the pursuit for common objectives (Kaldor et al, 2006, 43). The global aspect denotes the aspect of beyond borders whereby the organizations operate within established national boundaries. Common objectives, structure and operations acts as the basis of it’s uniformity with similar organizations in other countries is. Hence, civil society is a global movement that describes civil constituents of the same calibre spread all over the world having different titles, names and description but sharing similar characteristics, structures, ideals, concepts and practices. Civil society organizations unite in their pursuit for egalitarian ideals of freedom and emancipation. Just like democracy , the original perception of civil society was as a western conception whose sole aim was to spread western ideals in the rest of the world. In as much as such perspectives will always prevail, civil society has outlived its western connotation and translated into a global civilization movement that is well conversant with respective needs of the countries of operation. The structure and conceptual framework may remain western but the implication, scope and application is more of a global phenomenon. Background Civil society is the field external to family, the state, as well as the market in which people connect to advance universal interests. It is from time to time considered to comprise of the family in addition to the private area and then regarded to as the "third subdivision" of society, dissimilar from government as well as business (Chandler & Baker, 2005, 69). Civil society can be broadly described as the cumulative of non-governmental associations and institutions that re present interests along with will of society or entities and organizations in a civilization, which are autonomous to the government. Sometimes the expression is used in the supplementary general sagacity of "the constituents† such as autonomy of speech, a self-governing judiciary, among others that constitute a democratic culture. The expression entered civic discourse in America in the 1980s. The phrase was, however, previously developed in the 18th century, attributed to Adam Ferguson, the "founder of contemporary sociology", and applied in the designation of his thesis on

US Marine Corps Combined Action Program in South Vietnam Article

US Marine Corps Combined Action Program in South Vietnam - Article Example From this paper it is clear that  the configuration of a village defense platoon is arrived upon combining a Marine squad with indigenous forces.This proved very effective in thwarting enemy forces security at the village level. CAP, which was first implemented during operations in South Vietnam, has withstood the test of time. Although there is no comprehensive statistical evidence to prove its effectiveness, first hand observations of military officers and subjective evaluations have assented to its utility. The successes met by American troops in later wars in regions such as Haiti, Bosnia, Somalia, etc, underscore CAP-style organization’s relevance and usefulness.This study outlines that  the CAP was a natural extension of the martial traditions that the US Marines excelled in. The US Marines have long understood how pacification of locals and subsequent co-option to their cause drastically improves chances of success. A robust training program for the local recruits a nd provisions for their security greatly helped with administration of localities. The validity of the CAP concept is attested by its successful implementation in war experiences in Haiti, Nicaragua, the Dominican Republic, etc during the last two centuries. CAP-style organization is especially applicable in regions where the opposition employs guerrilla warfare tactics.   In this sense, the CAP concept can be construed as counter-guerrilla warfare.... The CAP organized the hamlet defense and lived in the hamlet on a 24-hour basis. Besides hamlet security, â€Å"CAP teams provided the villagers medical care and assistance with hygiene and disease related problems. CAP teams also built simple structures and roads and conducted a variety of other civic projects aimed at helping the people. The Marine pacification program was successful in screening the people from the VC and in large part insulating them from some of the corruption and abuses of the GVN.† (Clark, 1990, p. 115) One of the early demonstrations of CAP’s organization and operation was witnessed in August of 1965 in the Vietnam theatre. The unit assembled from 3rd Battalion of 4th Marines is a case in point. Led by Lt. Col. William W. Taylor in the Phu Bai area, the unit’s Tactical Area of Responsibility (TAOR) covered half a dozen villages plus an airfield. Under pressure from enemy retaliation and realizing how thinly spread his personnel are across the terrain, the Colonel’s executive officer forwarded a plan to include members of the local militia into the 3/4 unit’s operations. After going up the ranks for evaluation and approval, the suggestion was finally assented by major General Lew Walt and Lieutenant General Victor Krulak. They foresaw how this concept could prove to be a force multiplier. It was upon their approval that General Nguyen Van Chuan of the local militia (Army of the Republic of Vietnam - ARVN) agreed to the co-operative arrangement. General Chuan gave General Walt control of local platoons in the Phu Bai jurisdiction. The results of the Phu Bai experiment encouraged further trials. The Marines instilled a combative, offensive spirit in their counterparts and gave the militia a

Effects Different Types Of Discrimination And Oppression Can Have Social Work Essay

Effects Different Types Of Discrimination And Oppression Can Have Social Work Essay With particular emphasis on education this work will examine the effects different types of discrimination and oppression can have on minority groups in general, before progressing to address the effects on specific minorities. This will include considering the effects, personal, cultural and structural levels of discrimination have on groups such as: ethnic minorities, non-English speaking and disabled and low socio-economic status children. Focus will then shift to evaluate the success some informal measures have had in combating such effects and if they have redressed the balance for societies minority groups. In this respect, the impact of equal opportunities, anti-discriminatory practice, social inclusion, participation and empowerment and advocacy will be analysed through experiences of non-English speaking families, children of different sexual orientations, disabled and traveller children. The inter-relationship of these informal measures will be noted as will the multiplicity and increased magnitude the effects of discrimination will have on children belonging to more than one minority group. Social stratification refers to the way societies rank people into hierarchical categories, this is a means by which one group exerts power over another and can result in minority groups being discriminated against and oppressed when this power is unjust or cruel (Macionis and Plummer 2008). Discrimination can therefore be described as behaviour that has the effect of disadvantaging a particular group of people, and within multi-faceted societies a tendency exists to discriminate against groups based on factors such as gender, disability, religion, race and class (Malik 2009). Thompson (2003) argues, the major outcome of discrimination is oppression and the insidious relationship between the two, is that the former causes the later. Thompson (2006) also refers to his PCS analysis as a framework in recognising discrimination takes place via interlinked and constantly interacting relationships between ones personal feelings, cultural beliefs and messages received from a powerful structural level. This re-enforces the complex nature of the roots and explanations of discriminating behaviour. Adding to the complexities of discrimination are the types and various vehicles used to perpetuate it, one of which is stereotyping which can be both an unconscious and conscious processes (Malik 2009). Through stereotyping, some minority groups are labelled and negative images or expectations are attached to these groups (ibid). The effect of this, for young people from any of the previously mentioned minorities, can result in them engaging in a self-fulfilling prophecy loop, whereby one is conditioned to conform to other peoples expectations of them. Through this process the child will not fulfil their potential in life and their self-perception will be seriously affected resulting in low self-esteem (Malik 2009). Allowing some children to claim social superiority over another group based on race, gender, class and other social groupings, will result in false perceptions about society and an opposite self-fulfilling prophecy (Lindon 2004). The notion of racial discrimination resulting in low self-esteem was examined by Clark and Clark in a study into the effects of discrimination on self-perception of black children. They concluded, racial discrimination resulted in black children entering a cycle of self-hatred based on skin colour and consequently positive peer group identification suffered (Sturt 2000). In addition, children from ethnic minorities are at greater risk, than their non-ethnic minority peers, of experiencing direct discrimination in an educational setting through name calling or physical abuse from other children. This may result in negative feelings including isolation/exclusion from mainstream society, low self-worth, culminating in low educational attainment thus constructing barriers to future employment, health and life chances (United Nations 2000). This may be further compounded if these children do not have English as their first language, with non-English speaking parents and without adequate language support within the structure of the school setting. Discrimination such as this may be described as unconscious or institutionalised, or both, affecting a childs emotional, social and cognitive development whilst giving rise to feelings of; lack of cultural dignity, being ignored and avoided with a general lack of independence or empowerment leading to depression (Moonie et al 2000). This example provides a working illustration of interactions and relationships between Thompsons personal, cultural and structural levels of discrimination (Thompson 2006). Concerns over institutionalised and unconscious discrimination towards disabled children within school playgrounds were highlighted, in recent research by Wooley et al (2006). The effects of organisational, social, physical and attitudinal barriers on disabled children ranged from; shortened or no break-times, grouping all disabled children together during breaks, heightened concerns over risk taking resulting in limited play opportunities thus exclusion from peers, a disproportionate length of playtime spent in exclusively adult company to the playground environment not being adapted to suit the needs of disabled children (ibid). This gives rise to concerns including; isolation and exclusion of disabled children, educational institutions fostering a learned helplessness self-concept, and the increased probability of re-enforcing negative stereotypes of disabled children (Wooley et al 2006). The impact of discrimination for disabled children is heightened within education for those with dual memberships to minority groups, such as belonging to a low socio-economic group and being disabled (Oliver 2009). Effects of discrimination on disabled children outlined above, coupled with evidence that poorer children do not attain the level of qualifications their better off peers aspire to, are significant (Gentleman 2009). This is linked to a lack of equivalent advice, mentoring and support available to middle class children, as well a lack of finances playing a role in lower leaving age and non-take up of further/ higher education (ibid). The implications of belonging to poorer families has a bearing on childrens health, diet and impinges on all areas of development which then discriminates against high educational achievement, and low expectations of such children is reflected in results throughout the education system (Harman 2010). Bernstein (2003) further argues, through his elaborated and restricted code theory, lower class children are discriminated from any learning environment, as they are more comfortable using a restricted language code which assigns significantly different meanings to spoken language than their middle class peers who use an elaborated language code. He explains educators use this elaborated code, thereby discriminating against working classes, resulting in these children turning away from education due to feelings of; inferiority, boredom and not being represented in educational role models, resulting in low grades hence a repetitive cycle of generational poverty (ibid). Effects including those outlined above are a growing concern for society and have highlighted the increasing need to tackle discrimination with a positive attitude to change. Thus resulting in a two-pronged approach, using best practice/informal measures underpinned by formal legislation/policies (Millam 2002). Informal measures are not mutually exclusive in tackling discrimination. This is illustrated by elements of anti-discriminatory practice overlapping, supplementing and feeding into equal opportunities and social inclusion, thus promoting participation, hence enabling empowerment and advocacy (Malik 2009). Promoting equal opportunities within education is crucial if unfair inequalities between groups are to be successfully addressed (UN 2000). Therefore in schools which have children from ethnic minorities whose first language is not English, all barriers should be eliminated to ensure full participation from the child and their family (Moonie et al 2000). This might include ensuring newsletters and welcome signs within school can be understood by all families, arranging interpreters during parent/school consultations and providing children with individual support within the classroom (ibid). It is also important associated negative stereotypical images are eradicated from books within the classroom, and might also involve cultural and religious differences being celebrated by encouraging appropriate culture tables to be displayed and discussed (MIllam 2002). Whilst this informal measure might redress some imbalances and promote equal opportunities for non-English speaking children, teachers unions are concerned about the added burdens this incurs. Their worries relate to increased financial and resource pressures on individual schools and local educational authorities arguing promoting equal opportunities to this minority group seriously undermines the quality of education given to pupils as a whole (Kirkup 2007). Applying equal opportunities through anti-discriminatory-practice to eradicate discrimination and oppression can be aided by using Thomsons PCS analysis to understand and challenge such behaviour (Thompson 2006). Applying this theory to explain why children and teachers might practice hetrosexualism reveals that personal, direct prejudice against gays, lesbians or bisexuals is commonplace and rarely challenged, this is re-enforced culturally by negative stereotypical images and jokes aimed at this minority group and is backed up structurally by being seen as threatening to religious beliefs and family values (ibid). Understanding this relationship allows anti-discriminatory practice to be actioned on all three levels by; challenging discriminatory language, whether delivered through jokes or otherwise (Teacher Net 2007). Ensuring discussions are raised within school settings in order to eliminate negative stereotypes associated with persons of ] different sexual orientations, warrant ing all books do not depict only typical nuclear families and promoting sexual diversity in society in a non-threatening but serious manner (ibid). Some of the afore-mentioned anti-discriminatory practices may be relatively easily implemented in primary school settings, however, secondary schools prove more challenging environments to confront such discrimination and deep rooted prejudices (Curtis 2008). In some secondary schools staff report being afraid to challenge homophobia for fear of making themselves targets of abuse, or being seen to promote homosexuality. Teachers also feel they will not be supported by parents if they tackle homophobic behavior (ibid). This again highlights the interplay between Thompsons PCS levels and the direct, indirect and institutionalized nature, within education, of discrimination against this minority group (Thompson 2006). Social inclusion of disabled and special educational needs (SEN) children into mainstream education has been embraced by the Scottish Government (2007) whose main aim was, the achievement of equal access to, and participation in skills and learning for everyone, including those trapped by persistent disadvantage. CSIE (2008) believes inequalities and discrimination will reduce as a result of integration. Through valuing diversities between students and embracing all types of learners within the school community they see developmental benefits to all children. Integration is viewed as integral to the de-structuring of physical, societal, attitudinal and legal barriers confronted by disabled learners (ibid). There is however growing concern appropriate staff training and increased numbers of specialist staff are not in place within Scottish Education to make social inclusion of disabled children work (Montgomery 2004). These concerns are added to when statistics of exclusions from Scot tish Schools show that children with SENs in mainstream education are three times more likely to be excluded than non SEN children and thirteen times more likely if the child is also in receipt of free school meals and looked after by a local authority (Scottish Government 2008). Many minority groups feel their voices are not heard and their level of participation in decision making is compromised, this can be a particular concern for children as this ageism can lead to discrimination (ATL 2010). Schools can address this by practicing simple measures ensuring participation such as: children deciding on story endings, meaningful decision making through representative pupil councils and involvement in writing positive behaviour policies (ibid). Engaging children in participation and by listening to their views raises self-esteem and equips children with valuable decision making skills (Clark n.d.). The quality and degree of participation can be assessed using Harts Ladder of Participation; which shows the higher the level of participation the more autonomous the child feels. It also outlines the dangers in appearing to allow children to participate which may be simply tokenistic or manipulative on the part of the adult (Fletcher 2008). Levels of participation links to increased empowerment and the minority group of traveller/gypsy children has consistently been identified as segregated from society and requiring advocacy in order to have equal opportunities (STEP 2009). Due to racial discrimination, cultural mistrust of educational establishments, and the nomadic nature of their lives, the uptake of education has been low and has been influential in rendering empowerment out of reach to the majority of travelling children. In efforts to combat this inequality and provide much needed advocacy, outreach teachers educate the children in their communities whilst trying to encourage mainstream take-up (OHanlon and Holmes 2004). This approach has had limited success in bridging the equality gap and eliminating discrimination and oppression, but has had some success at promoting more positive images of travellers and providing/maintaining vital links with other services (Myers and Bhopal 2009). It is hoped this analysis has been successful in highlighting devastating life-long impacts discrimination and oppression can have on the lives of minority groups in society. These effects span all developmental areas and can result in compromised health, education, life chances thus impinging access to societal services. Complexities surrounding why people discriminate against minority groups can be better understood and more effectively challenged using Thompsons PCS theory. Whilst informal measures are important factors in combating discrimination and oppression their success concerning some minority groups is measured, illustrated in problems encountered by education services integrating disabled children within mainstream education. General consensus appears to be; more funding and training is required rendering this workable. Similarly promoting equal opportunities to non-English speaking children is important, making significant differences to cultural identity and inclusion within the wider community but financial concerns arise. Informal measures have had little impact on travelling communities as they are still generally socially-excluded. Negating effects of discrimination is a complex balancing act with no easy solution.

Womens Roles in Silkos Yellow Woman and Chopins The Story of an Hour :: comparison compare contrast essays

Women's Roles in Silko's Yellow Woman and Chopin's The Story of an Hour "Yellow Woman" describes a short episode from the life of a young woman. She leaves her home just for a few days and follows her beloved, whom she doesn't know well. However, afterwards she decides to come back home, to her family: husband, baby and relatives. This story may look superficial, but is contains deeper meaning, and truths about roles of women, traditional patriarchal society, and attitudes toward feminism. "Yellow Woman" shows the role of a woman in a traditional, average family; narrator is a married young female raising a baby and living together with parents and grandparents. We may assume that she doesn't work, and women in her family traditionally do not work. They are rather supposed to raise children and deal with housework; men are the ones who are responsible for financial matters, and "important" things. What is more the role of a woman in this family is rather under appreciated and minor, not even visible. After the narrator leaves her home she says: "There are enough of them to handle things. My mother and grandmother will raise the baby as they raised me. Al will find someone else"(Silko, 191). Another example of a patriarchal society may be found in a scene when a rancher captures her beloved - Silva. No one pays attention to her, or to what will happen to her; men only are allowed to deal with important issues such as crime, and responsibility. In this story male's and f emale's worlds are strongly separated. In the second essay "The Story of an Hour" female's situation looks very similar. Lousie, starts considering her marriage as a burden, and she feels free when she gets to know about her husband's death. It is difficult to understand her reaction, since the story doesn't say about problems in her marriage. Readers may think that she feels overwhelmed with her everyday life of (stay-at-home) wife, dependence upon Brently, his decisions, and maybe dominance. She is probably disappointed with a reality, and she is subconsciously looking for a chance to break free form the male's world. Women in both essays experiences some conflicts related to their roles in a society. Narrator of a first story initially decides to leave her family and neglects her family obligations, but then she comes back, the feeling of responsibility is stronger. Lousie's inside conflict is not so visible, but more subtle; initially she hesitates how to determine her own feelings.

He investigated the case with great care… Essay

This sentence introduces Dr Roylott as a unlawful, therefore he is easily a suspect as his bad history reflects his bad character. It also shows in the story that she did not have a happy life living with her stepfather as he was not a very pleasant man. As a detective he deduces who killed Julia, he works it out by studying all the facts he has got, he asks many questions to uncover more clues and to crack the mystery, â€Å"I believe Mr Holmes you already made up your mind†. This suggests that Sherlock Holmes after gathering the information has decided who is tom blame and knows what to expect, this creates mystery and tension because this again has engaged the reader as if Sherlock has come to a conclusion using the clues and information then they could also solve it, this makes them read on because if they have an answer in mind, they want to read on to find the truth. Helen explains the mysterious death, in such depth; this creates tension because the reader wants to know how all the clues can be linked up to solve the mystery. Sherlock asks questions about the bell rope and the saucer of milk, this creates tensions as it hints to the reader that these clues are somehow have a connection to the mystery as he is interested in these objects for a reason. Doyle builds tensions through Dr Roylott as he is portrayed as the villain from the beginning, as Helen is describing him, â€Å"a series of disgraceful brawls took place†¦ until at last he became the terror of the village†¦ † this sentence creates more tensions as he is represented as the bad character, however the gypsies are also mentioned in the story, there is also a light chance they may be to blame as they are stereotyped as people who are ill mannered and have no respect and also there are many clues linked to the gypsies being the villain, â€Å"Sometimes I have thought that it was merely the wild talk of delirium, sometimes that it may have referred to some band of people. I do not know whether the spotted handkerchiefs which so many of them wear over their heads might have suggested the strange adjectives which she used†. This quote adds mystery as the gypsies also fit the character of the villain, ill mannered, violent and also fit in the clues. Dr Roylott is portrayed also as an unattractive man, â€Å"a large face seared with a thousand wrinkles and marked with every evil passion was turned from one the other of us while his deepset blue eyes and his high thin fleshless nose gave him somewhat the resemblance to a fierce old bird of prey†, this sentence refer to him as ugly, this reflects his behaviour as he has not got the best personality and also is being described to an animal, a prey is associated with fierce and a negative creature. Dr Roylott is shown as such a ferocious person with such bad characteristics, it would be almost as if ‘his character and appearances fitted the crime’, however even if Dr Roylott is the villain, the reader is more engaged to the story as they still have questions unanswered, what is the speckled band? If Dr Roylott killed Julia, what is the reason? , and the most important and infamous question in the story, how was she killed? The resemblance to a fierce old prey is used this makes Dr Roylott look like an evil person as preys are associated and linked with negative feelings and imagery, it also says, â€Å"A thousand wrinkles and marked with every evil passion, burned yellow with the sun†, this description makes him appear old but yet fierce at the same time. It says in the sentence that his face is marked with every evil passion; this may be a hint from Doyle as only as an evil person would carry out such an evil act. The description affects the reader as he is portrayed as a stereotypical villain throughout the story. This creates tension and mystery as he is revealed as such a violent and aggressive man, there is a fear towards him as he has an ‘uncontrollable temper’ which is shown throughout the story, and this causes the reader to be uncomfortable as he is still on the loose and therefore could easily harm Helen. Doyle uses language to create mystery and tension through the story by Sherlock asking questions, which make the reader think how the questions are relevant to the mystery. â€Å"Was your sister dressed? † this creates tension as the readers mind will immediately start wondering how this question will makes Holmes any closer to solving the mystery. Doyle also creates tension in this quote, â€Å"and what conclusion did the coroner come to? † He investigated the case with great care†¦ † this creates mystery as even the coroner found the death as a mystery, this makes the reader have hope in Holmes to find out and succeed, also this quote continues by saying all entrances to Julia’s room was locked or shut therefore her death must have been caused by something or someone in her room, but the mystery still remains, what got in to her room and how it entered the room? In the story gypsies play a part, were there gypsies in the plantation at this time? This quote shows that there is a small possibility the gypsies could be to blame, as they have an infamous character and attitude throughout the Victorian times and the story. Also the title ‘the adventure of the speckled band’ and how could this relate to the mystery. Holmes figured out that Dr Roylott is also violent towards Helen, â€Å"Five little livid spots the marks of four fingers and a thumb were printed upon the white wrist† this shows Helen is trying not to reveal Dr Roylott as a bad person, this may show that maybe in her mind Julia may know inside her that her step father is to blame however does not want to face the facts that he fits the perfect villain. Also the people Dr Roylott gets along with are the gypsies, this may show the reader his personality as he gets along with low class, bad mannered people, this may reflect his character. â€Å"he had no friends at all save the wandering gypsies†, quote shows that he is unpleasant to anyone either, he gets along with gypsies , gypsies re associated with ill mannered and rude behaviour and have got a bad label in society in the Victorian time and in the modern day society. Doyle adds repetition on the clues as it adds emphasis also he may use repetition to give the reader that the clue he is repeating has an importance to the story. He repeats to Helen the importance of how he needs to know the full details. Helen’s speech includes a variety of descriptive writing. â€Å"there burst forth the wild scream of a terrified women,† this quote adds tension as Julia screamed before her death therefore something must have caused her to scream. â€Å"I seemed to hear a low whistle†, this quote adds tension as the reader has no clue what this whistle could be but is definitely linked to the mystery, an also the metal clanging sound causes tension as the reader cannot suspect how the noises intervene with the death. â€Å"Her face blanched with terror, her hands groping for help†, in this sentence it uses a sense of imagery as you can imagine what state Julia is in, and the tension gets built as the reader is eager to find out how did she end up in such a dreadful state. â€Å"She stabbed her finger into the air in the direction of the doctor’s room†, this sentence is a big clue that her death is obviously related to Dr Roylott’s room or she would never have pointed towards his room. When Dr Roylott is inspecting the room, this has a great importance to the story as this part of the story slowly unveils the important clues to solve the mystery. When Holmes is inspecting the room he finds out about the ventilator and wonders if this links with Julia’s death. He works out that Dr Roylott has a cheetah living in his room as there is a saucer of milk and a leash. The part of the story where the reader fears fro Helen is when she returns home after visiting Sherlock Holmes, the reader is informed about Dr Roylott’s anger and are worried what Dr Roylott may do to Helen when she returns home. Towards the end of the story the mystery is solved, Dr Roylott had been training the deadliest snake in India to climb through the ventilator and to return when hearing a whistling noise. The speckled band relates to the snake as the snake had a ‘particular yellow band with brownish speckles’. At the end of the story the reader feels relieved that Dr Roylott has been caught and also that he is dead, so he cannot cause any more trouble to anyone the villagers or any more distress to Helen. This is a typical ending as the villain is caught and is dead, therefore cannot continue to cause any more misery.He investigated the case with great care†¦Thahmeena Miah English Miss Limb Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Conan Doyle section.

Comparative Essay Of Mice and Men and Rainman Essays

Comparative Essay Of Mice and Men and Rainman Essays Comparative Essay Of Mice and Men and Rainman Paper Comparative Essay Of Mice and Men and Rainman Paper Essay Topic: Of Mice and Men The two texts Of Mice and Men by John Steinbeck and Rainman by Barry Levinson both convey their themes and characters in strikingly similar ways. Both these texts have very similar Main characters. In Of Mice and Men and Rainman the main characters have the same relationships with each other. Steinbeck’s George Milton and Lennie Small are always travelling around together from ranch to ranch. Lennie it a big strong man but is mentally disabled and George has to always look out for Lennie making sure he stays out of trouble. George is bossing Lennie around all the time and Lennie listens to his every command. Levinson’s Rainman is depicts his characters very similar. Charlie and Raymond Babbitt are an odd couple and also travel around together. Raymond is also mentally disabled and once his older brother Charlie ‘kidnaps’ him he has to care for him, like George cares for Lennie and he also always bosses around Raymond. George and Charlie are both caught up in the American Dream where they can have all they ever wanted. The American Dreams are both quite different these texts. Of Mice and Men was set during the Great Depression in the 1920’s on a small ranch in Soledad. Soledad is Spanish word for ‘loneliness’ to represent that all the ranch hand live lives of solitude. Money was very scarce during these times and George and Lennie just wanted their own farm and live a happy and self-sufficient life. On the other hand Rainman was set during the ‘decedent 80’s’ when the American Dream was to get rich quick and Charlie Babbitt is clearly caught up in this dream.Power and control is a very significant theme in these texts. Steinbeck’s George has power and control over Lennie and Levinson’s Charlie has power and control over Raymond. This is not only shown by George and Charlie controlling Lennie and Raymond but also by showing that one walks behind the other showing one has power over the other. Power is quite hea

About Byzantine Architecture and the Rise of Christianity

About Byzantine Architecture and the Rise of Christianity Byzantine architecture is a style of building that flourished under the rule of Roman Emperor Justinian between A.D. 527 and 565. In addition to extensive use of interior mosaics, its defining characteristic is a heightened dome, the result of the latest sixth-century engineering techniques. Byzantine architecture dominated the eastern half of the Roman Empire during the reign of Justinian the Great, but the influences spanned centuries, from 330 until the fall of Constantinople in 1453 and on into todays church architecture. Much of what we call Byzantine architecture today is ecclesiastical, meaning church-related. Christianity began to flourish after the Edict of Milan in A.D. 313 when Roman Emperor Constantine (c. 285-337) announced his own Christianity, which legitimized the new religion; Christians would no longer be routinely persecuted. With religious freedom, Christians could worship openly and without threat, and the young religion spread rapidly. The need for places of worship expanded as did the need for new approaches to building design. Hagia Irene (also known as Haghia Eirene or Aya Ä °rini Kilisesi) in Istanbul, Turkey is the  site of the first Christian church ordered built by Constantine in the 4th Century. Many of these early churches were destroyed but rebuilt atop their rubble by Emperor Justinian. Hagia Irene or Aya Ä °rini Kilisesi in Istanbul, Turkey. Salvator Barki/Getty Images (cropped) Characteristics of Byzantine Architecture Original Byzantine churches are square-shaped with a central floor plan. They were designed after the Greek cross or crux immissa quadrata instead of the Latin crux ordinaria of Gothic cathedrals. Early Byzantine churches might have one, dominant center dome of great height, rising from a square base on half-dome pillars or pendentives. Byzantine architecture blended Western and Middle Eastern architectural details and ways of doing things. Builders renounced the Classical Order in favor of columns with decorative impost blocks inspired by Middle Eastern designs. Mosaic decorations and narratives were common. For example, the mosaic image of Justinian in the Basilica of San Vitale in Ravenna, Italy honors the Roman Christian Emporer. The early Middle Ages was also a time of experimentation with building methods and materials. Clerestory windows became a popular way for natural light and ventilation to enter an otherwise dark and smokey building. Mosaic of the Roman Christian Emporer Justinian I Flanked by Military and Clergy. CM Dixon/Print Collector/Getty Images Construction and Engineering Techniques How do you put a huge, round dome onto a square-shaped room? Byzantine builders experimented with different methods of construction; when ceilings fell in, they tried something else. Art historian Hans Buchwald writes that: Sophisticated methods for assuring structural solidity were developed, such as well-built deep foundations, wooden tie-rod systems in vaults, walls and foundations, and metal chains placed horizontally inside masonry. Byzantine engineers turned to the structural use of pendentives to elevate domes to new heights. With this technique, a dome can rise from the top of a vertical cylinder, like a silo, giving height to the dome. Like the Hagia Irene, the exterior of the Church of San Vitale in Ravenna, Italy is characterized by the silo-like pendentive construction. A good example of pendentives seen from the inside is the interior of the ​Hagia Sophia (Ayasofya) in Istanbul, one of the most famous Byzantine structures in the world. Inside the Hagia Sophia. Frà ©dà ©ric Soltan/Corbis via Getty Images Why This Style Is Called Byzantine In the year 330, Emperor Constantine relocated the capital of the Roman Empire from Rome to a part of Turkey known as Byzantium (present-day Istanbul). Constantine renamed Byzantium to be called Constantinople after himself. What we call the Byzantine Empire is really the Eastern Roman Empire. The Roman Empire was divided into East and West. While the Eastern Empire was centered in Byzantium, the Western Roman Empire was centered in Ravenna, in northeast Italy, which is why Ravenna is a well-known tourist destination for Byzantine architecture. The Western Roman Empire in Ravenna fell in 476 but was recaptured in 540 by Justinian. Justinians Byzantine influence is still felt in Ravenna. Byzantine Architecture, East and West The Roman Emperor Flavius Justinianus was not born in Rome, but in Tauresium, Macedonia in Eastern Europe in about 482. His place of birth is a major factor why the reign of the Christian Emperor changed the shape of architecture between 527 and 565. Justinian was a ruler of Rome, but he grew up with the people of the Eastern world. He was a Christian leader uniting two worlds; construction methods and architectural details were passed back and forth. Buildings that previously had been built similar to those in Rome took on more local, Eastern influences. Justinian reconquered the Western Roman Empire, which had been taken over by barbarians, and Eastern architectural traditions were introduced to the West. A mosaic image of Justinian from the Basilica of San Vitale, in Ravenna, Italy is a testament to the Byzantine influence on the Ravenna area, which remains a great center of Italian Byzantine architecture. Byzantine Architecture Influences Architects and builders learned from each of their projects and from each other. Churches built in the East influenced the construction and design of sacred architecture built in many places. For example, the Byzantine Church of the Saints Sergius and Bacchus, a small Istanbul experiment from the year 530, influenced the final design of the most famous Byzantine Church, the grand Hagia Sophia (Ayasofya), which itself inspired the creation of Blue Mosque of Constantinople in 1616. The Eastern Roman Empire profoundly influenced early Islamic architecture, including the Umayyad Great Mosque of Damascus and the Dome of the Rock in Jerusalem. In Orthodox countries such as Russia and Romania, Eastern Byzantine architecture persisted, as shown by the 15th century Assumption Cathedral in Moscow. Byzantine architecture in the Western Roman Empire, including in Italian towns such as Ravenna, more quickly gave way to Romanesque and Gothic architecture, and the towering spire replaced the high domes of early Christian architecture. Architectural periods have no borders, especially during what is known as the Middle Ages. The period of Medieval architecture from roughly 500 to 1500 is sometimes called Middle and Late Byzantine. Ultimately, names are less important than influence, and architecture has always been subject to the next great idea. The impact of Justinians rule was felt long after his death in A.D. 565. Source Buchwald, Hans. The Dictionary of Art, Volume 9. Jane Turner, ed. Macmillan, 1996, p. 524

To what extent, and in what ways, do the traditional theories of Essay

To what extent, and in what ways, do the traditional theories of employment relations help us to understand the modern Australia - Essay Example The theories are discussed based on mainly three grounds viz. unitarist, pluralist and also on Marx’s radical approaches. On the basis of such theories the industrial practices of the employers and the government’s role in such is analysed. This analysis is conducted to reflect on the reasons for the decline of the trade unions power and also on the needs for the changing business and industrial structures in the Australian framework. Introduction The government of Australia is taking potential steps to protect the plight of workers from undue practices of the employers in dismissing the employees from their work. Thus large number of employees in Australia is on an advantageous point in fighting against the event of them being unfairly dismissed of their work tenure. Further it is observed that small business outlets in Australia have more advantage in firing employees more often than larger ones. The employees in small business firms in the region need to work for ten ure of one year whereas for larger firms it is six months to fight back against unfair dismissal. (Schneiders, 2010). The Australian employers are also endeavouring to compensate the employees adequately against taking the basic rights of better living and work conditions from them. The employees are over compensated in turn of sacrificing their rights to getting better meal and laundry services. (Johnson, 2010). Employees of a computer packing company located in New South Wales are also found to largely complain of not being rendered their basic rights owing to better living and working standards. The employees stated that the payment rendered to them often fails to meet the travelling and living cost. (Bibby, 2010). However the government of Australia is endeavouring to take special care of the employees involved in construction and building industry especially in providing legal protection. (AAP, 2010). The Australian employers are also reflecting a strong recognition of the exis tence of large number of trade union bodies in the region. Australia has shown a huge rise of trade unionism in several industries like education and other public utility services. (Bibby, 2010; Hannan, 2010). Justification for Choosing the Issues The two issues chosen regarding employment relation conditions in respect to the Australian region pertain to two aspects. Firstly the issue regarding fair employment practices is dealt with in regards to the Australian industries. Secondly the issue of promoting trade unions is also surveyed in respect of the industrial environmental standards of Australia. The fair work practices in respect of the Australian industries reflect important issues in regards to employment relation conditions. The issues hover around important aspects relating to working conditions of the industries, delay in rendering financial compensation to the workers and also for gaining flexibility in relation to work timings. Further the minimum pay standards rendered to the workers are also dealt with in regards to the fair work practices in the Australian industries. The concept of fair work practices in regards to Australian industries is further extended to encourage the entry of large number o

The financial crisis and credit crunch that occurred world-wide Essay

The financial crisis and credit crunch that occurred world-wide between 2007-09 - Essay Example Impact of Recession on Economy of United States The main reason behind the occurrence of any recession is decrease in the total expenditure of a country. Real GDP is considered as the most appropriate indicator which gauges an economy’s movement. If the real GDP of any economy speeds up its growth rate, the chances for the economy to grow in the broader respects increases sharply and a â€Å"boom† stage of business cycle can be observed. On the other hand, once people start sensing that their income would no longer be enough to manage their expenditures, they start cutting their expenditures. As a result, the overall confidence level of the people shakes up which in turn leads to a massive decrease in the overall expenditures of the people. The demand side gets shrink thus putting a stoppage to the overall production of the country. In this way, the production process suffers and experiences severe thus inviting a recession. It takes years for the people to believe that their expenditures would be met easily and they would be able to incur expenditure on luxury items (2008 Financial Crisis & Global Recession, n.d.). 1. Residential Investments In United States, the collapse of the housing market and sub prime mortgage was the major reason behind this whole debacle which pushed the US economy into dark valleys of recession. US economy experienced such a massive decline in its real GDP after post Word War II era, but at this time tight monetary policy was the main reason behind the recession. The tumbling situation of the housing market of US stated off showing its deeper effects in the last quarter of 2005 where the growth rate in terms of housing investment remained at breakeven level and did not find any increase. That was the first sign of the recession of the US economy (2008 Financial Crisis & Global Recession, n.d.). First quarter of 2006 reflected a decline of around -3.6% in the residential housing which was the first real shock to the econo mists. But with a massive and sharp decline of -16.6% in the growth rate of US economy buzzed the voice of a major financial crisis which eroded almost everything in later 2008. The same declining phase kept going along till the first quarter of 2009 when they reported a negative growth of around -32%. So overall it is basically the extreme underperformance of the US housing market that lead to a major debacle which turned into a global financial crisis and took every country into its effects (2008 Financial Crisis & Global Recession, n.d.). 2. Labor Market The effect of recession that started off in 2006 due to steep declines in growth faced by the housing market, hit labor market in late 2007. Since the inception of the housing market down fall in late 2006, the unemployment rate remained constant at 4.4%. That unemployment rate of 4.4% lasted till December 2007 and after that it just began to climb up so rapidly that in mid 2009 it reached to more than double of what used to be i n December 2007 such that it amounted to around 9.4% in the mid 2009 which has been the highest unemployment rate since 1983. 3. Business Investments The recession also created mess on different other investment areas such that the all other kinds of investments followed the same track the one followed by residential investment sector. Business investment especially investments in respect of equipments and software started their declining pattern in the beginning of 2008 and the whole