Antigone- Tragic Hero or Heroine essays

Antigone- Tragic Hero or Heroine essays In the play Antigone, Sophocles portrays a tragic hero and a heroine through the two characters, Creon and Antigone. According to the nature and concept of the Greek Tragedy and what it means to be a tragic character, it becomes clear that Creon is indeed the tragic hero, a character of high rank who through his own fault causes his downfall, whereas Antigone is looked upon as a heroine, whom the audiences sympathize and admire. Creon became the king of Thebes, after his two nephews, Eteocles and Polynices, killed each other over the throne. Antigone is Creons niece, who happened to be his future daughter in law. Both presented moral values, differing on the situation they were applied. Antigones actions regarding the burial of her brother, Polyneices, reflected fidelity, respect upon the religious tradition and the gods laws. Creons actions toward the people reflected honesty and equal treatment upon the laws he made, but his stubborn and narrow-minded pride cause him to become a tragic figure of Antigone. Creon is a tragic hero because of he comes from the highest level of the social status; he is neither perfect nor ultimate evil, according to the definition of a tragic hero. By being the king of Thebes, he is a position of great power, nobility, responsibility, and influence. He occupies some sense of morality and an excellent ruler; he punishes the wrong and rewards the good: "But whoever proves his loyalty to the state, I'll prize that man in death as well as life" (Sophocles 171). But his choice of punishment, refusing and demanding that nobody is allowed to bury Polynieces's body does not achieve his moral values, and yet he dishonors the gods' laws. Creons main tragic flaw is his pride, and his arrogance in the face of the immortals; he committed the mistake since the beginning of the tragedy by denying the fundamental divine right of Polynices burial. The fact that Creon persists in hi...

French Expressions Using Prendre - to Take

French Expressions Using Prendre - to Take The irregular French verb prendre means to take and is also used in many idiomatic expressions. This  flexible irregular French -re verb  has a specific way to use it. Watch out for the Sexual Meaning of Prendre We hope not to offend anybody here but it’s a mistake we often hear and that can be quite embarrassing in French. Prendre used with a person has a sexual meaning, just like take has in English.So, do say:Il m’a emmenà ©e au cinà ©ma he took me to the theaterIl est passà © me prendre midi He picked me up at noonbut don’t sayIl m’a prise dans sa voiture - he took me in his car - which definitely has another meaning in French. You need amener/emmener here. Say Prendre Une Dcision (Not Faire) We say to take a decision, we don’t use make (faire). It’s a mistake you’ll also hear French people make in English.Ce n’est pas toujours facile de prendre une dà ©cision.It’s not always easy to make a decision. Expressions With Prendre Etre prisTo be tied up/busyJe ne peux pas venir samedi, je suis dà ©j prise.I can’t come on Saturday, I already have plans. Passer prendre quelquunTo go pick someone upTu peux passer me prendre vers midi ?Can you come get me around noon? Prendre gauche/droiteTo turn left/rightAprà ¨s le feu, tu prends droite.After the signal, take a right. Prendre un pot/ un verre (informal)To have a drinkTu veux prendre un pot samedi soir?Would you like to have a drink Saturday night? Prendre lairTo get a breath of fresh air/take a strollJ’aime bien prendre l’air vers sept heures.I enjoy going for a stroll around 7 PM. Prendre bien la choseto take something wellQuand il m’a dit qu’il ne viendrait pas, je l’ai trà ¨s mal pris.When he told me he wouldn’t come, I didn’t take it well. Prendre leauto leak; to founderMon sac à ©tanche prend l’eau.My waterproof bag leaks. Prendre feuTo catch fireAprà ¨s l’accident, la voiture a pris feu.After the accident, the car caught on fire. Prendre fin (formal)To come to an endLe film prend fin.The movie is coming to an end. Prendre froidTo catch a coldTu devrais mettre un pull, tu vas prendre froid.You should put a sweater on, you’re going to catch a cold. Prendre garde (formal)To be careful, watch outAttention ! Prenez garde vous !Careful ! Be cautious ! Prendre goà »t quelquun/ quelque chose (formal)To take a liking to someone / somethingFinalement, j’aime bien jouer au tennis. J’ai mis le temps, mais j’y ai pris goà »t.At the end, I like playing tennis. It took me some time but it grew onto me. Prendre la mer (very old fashion)To set sail, to put out to seaLe bateau a pris la mer en juin.The boat set sail in June. Prendre au pied de la lettreTo take literallyNe prends pas tout au pied de la lettre !Don’t take everything so literally. Prendre du poidsTo gain weight Noà «l, je prends toujours du poids.At Christmas time, I always gain weight. Prendre quelquun la main dans le sacto catch someone red-handedJ’ai pris mon fils la main dans le sac.I caught my son red-handed. Prendre rendez-vous avecTo make an appointment withJe voudrais prendre rendez-vous avec le directeur.I’d like to make an appointment with the director. Prendre sa retraiteTo retire (from work)Il va prendre sa retraite l’annà ©e prochaine.He is going to retire next year. Prendre ses jambes son couto run offQuand la police est arrivà ©e, le voleur a pris ses jambes son cou.When the police arrived, the thief ran away. Prendre son courage deux mainsto get up ones courageJ’ai pris mon courage deux mains et je lui ai tout dit.I gathered up my courage and told her everything. Quest-ce qui ta pris ?Whats gotten into you?Pourquoi tu as pleurà © soudainement ? Qu’est-ce qui t’a pris ?Why did you suddenly cried? What’s gotten into you? Se prendre (pour)to consider oneself (as)Mais, elle se prend pour qui cette fille?but, who does she think she is, that girl? Sen prendre quelquunto pick on someone, lay into someone (could be physical, mental, light or serious)Quand il est en colà ¨re, il s’en prend toujours sa femme.When he is angry, he always picks at his wife. Sy prendreto go about doing somethingComment tu t’y prends pour ne jamais te faire prendre ?How do you go about it to never get caught? Sy prendre comme un piedto have a wrong way to do something, to do a poor job.Ce n’est pas comme à §a qu’on dà ©coupe un poulet. Tu t’y prends comme un pied.That’s not the way to cut a chicken. You’re doing a very poor job.

The Wedding Banquet Essay Example | Topics and Well Written Essays - 500 words

The Wedding Banquet - Essay Example The wedding banquet represents the first attempt by Ang Lee to discuss gay relationships through the cinematic medium. Interestingly, Lee also makes a cameo appearance in the movies as a guest attending the wedding. The movie works as an intense comedy in the first half, and then it reveals the complexities of the how the secreted relationships burden all those involved. The characters Winston Chao and his lover Simon enjoy a convenient life style, until his parents demand a marriage and, more importantly, a quickly arriving offspring. This movie displays very intense emotional sequences as well as riotously funny movements that every audience expects in an intelligent comedy of this caliber. â€Å"The Wedding Banquet never becomes bogged down by its own seriousness. Lee manages to keep the production buoyant by including scenes that are often riotously funny† (Berardinell.1993). Although the movie offers Winston Chao’s acting debut, he exhibits no flaws or chinks in hi s acting skill.

Choose one of the topics below Research Paper Example | Topics and Well Written Essays - 2000 words

Choose one of the topics below - Research Paper Example It is paramount to shift to energy sources that can substantially reduce the CO2 emissions as compared to fossil fuels rather than restricting energy saving portfolios in order to realize a reduction of greenhouse emissions. Renewable energy strategy is the best approach to reducing the emissions. According to the International Energy Agency (IEA), to reach the ultimate goal of greenhouse gas emissions worldwide, including the developing countries, strategic renewable energy sources should be implemented. Nuclear power generations and fossil fuel-fire d power generations with CO2 storage and recapture measures should be put in place to fast track counter global warming (IEA, 2008). Renewable energy is an inexhaustible energy that is a flow-type and is environment friendly. This proposal will presents some analytic findings of renewable energy outputs towards a low carbon society. It goes further to provide the nature policies on the promotion of renewable energy, measures to overcome non-economic barriers for the adoption, future courses of electricity demand-supply system, cost and effects of promotion of renewable energy and the ways to allocate related costs (IEA, 2008). The leading renewable energy producer in North America is Ontario. This renewable energy is beneficial since it does not bring about environmental degradation or pollution. Different methods of producing such energy include harnessing of wind energy through the use of windmills, harnessing of biogas or through the harnessing of solar energy. Electricity harnessed through solar energy directly depends on the energy from the sun and its intensity. Hence, different states that rely on solar energy try to determine solar insolation annually in order to optimize their electricity production during high insolation periods and subsidize their electricity during low insolation periods. There are different methods of

“To Kill a Mockingbird” by Harper Lee as teaching material Essay Example for Free

â€Å"To Kill a Mockingbird† by Harper Lee as teaching material Essay There have been plenty of opinions and discussions around the statement if the well-known novel â€Å"To Kill a Mockingbird† by Harper Lee should be used as teaching material. A number of teachers have decided to use the book in classes but there are likewise several strong arguments for banning it in the education. Some claim that this is a novel that â€Å"every adult should read before they die†; while others prefer to say â€Å"this is a dangerous book†. Due to the somber, mighty but significant themes that the book brings up have resulted in that people have got an eye-opener if â€Å"To Kill a Mockingbird† is proper to occur in children’s hands. But the advantages weigh out the disadvantages. To kill a mockingbird should not be banned from schools since the novel reflects and includes the American segregated history in a trustworthy way that students can understand and as lively discussions likely will occur, possible repetitions from the past will be prevented. Since the release in the 1960s, the book has become a part of classroom study due to the instructive themes brought up in the book. Examples of these themes are racial injustice, courage, compassion and the destruction of innocence. However, due to the controversial nature of these themes, some schools have chosen to ban the book from education. Amongst these are the schools of the Canadian province Nova Scotia who defends their point of view with following statement quoted from the book â€Å"Bloom’s Guides: To Kill a Mockingbird – new Edition†: â€Å"The terminology in this novel subjects students to humiliating experiences that rob them of their self-respect and the respect of their peers. The word ‘Nigger’ is used 48 times [in] the novel†¦We believe that the English Language Arts curriculum in Nova Scotia must enable all students to feel comfortable with ideas, feelings and experiences presented without fear of humiliation †¦ To Kill a Mockingbird is clearly a book that no longer meets these goals and therefore must no longer be used for classroom instruction.† To not enlighten and discuss the true history may result into speculations around the not comfortable students and pointed them out because the school â€Å"is not able† to read the book because of them. Lately, ideas how to censor the novel has been presented. The author, speaker and public policy expert Anthony Jerrod discussed in the article â€Å"Should Huck Finn and To Kill a Mockingbird be Censored?† if the â€Å"n† word should be replaced with â€Å"slave† in the book â€Å"To Kill a Mockingbird† to be more adapted to today’s modern society. Jerrod claimed that critics mean that a modern copy â€Å"will result in more people being able to truly enjoy these narratives†. The risk with modifying the past can replace the emotions and the truly message Harper Lee wrote. Instead of erasing the history the society should focus on how, to in an accurate, way bring up the book’s content in a way black people can feel comfortable with. What we have done in the past can not be changed however we learn and comprehend from it. The book focuses on many sensitive themes that pupils may feel uncomfortable to read about. The fact that people in the novel are separated based on the skin color is upsetting in the modern society. In the book black people are discriminated which may lead to consequences as discomfort and pointed out while reading about it. Feelings, thoughts and ideas from the olden times become current once again. By realizing the surprisingly fact that it was only seventy-five years ago the occurrences took place in the society and not in an imaginary book, feels frightening. The elder perhaps remember how the segregation reflected their days in the past but the younger generations have not experienced it in the same extent and by removing the disrespect details it will result in further forgetfulness. â€Å"To Kill a Mockingbird† has become one of the world most famed books by a reason. The novel counts both as a fiction and a lesson in history and is therefore the remarkably accurate school material. When the class discusses the book the pupils might understand the segregation heightens and realize why this is a sensitive topic. The novel will not go in one ear and go out the other. The plot facilitates the reader to identify itself with the central figures leading to a greater understanding and empathy for the happenings. We have a responsibility to declare the inaccuracies we have committed. To use the original â€Å"To Kill a Mockingbird† in classes moves the discussion and development of equal rights, in several aspects, forward and increases the awareness of how we do not want our society.

The Reality of Political Realism Essay -- What is Politics?

When discussing whether or not a nation-state should enter a war and when to do so, three beliefs on foreign policy and war exist. The three different diplomatic stances are that of pacifism, just war theory, and political realism. Political realism, or realpolitik as it is often referred to, is the belief war should only occur when it is in the national interest of the particular nation-state. Henry Kissinger, a political realist, in his book Diplomacy argues that realism is the only logical answer. Just war theorists, along with pacifists, on the other hand oppose these arguments and therefore critique of this form of diplomatic action. To construct a valid understanding of the realist perspective the arguments Kissinger puts forth in his book Diplomacy will be examined, and then a critique of those arguments will be offered through a just war theorist perspective. Policy differences between Woodrow Wilson and Theodore Roosevelt lead to different actions and desires. These differences were substantial, and so were their different views on foreign policy. Roosevelt became a president more determined to lead the United States (US) by its national interests. Roosevelt was the first president to insist it was America's duty to make its influence felt globally. Although, Roosevelt only intended to relate the US to the rest of the world through the US's national interests. Roosevelt envisioned the US as a power like no other and felt obligated to draw on its strengths to prevail against other countries as necessary if their interests collided. Whether those strengths be that of embargo, diplomatic actions, or hostile confrontation, Roosevelt believed if it was in the nation's interest to attain this particular goal then so be it. I... ...on-states that held the same religious beliefs. Europe maintained peace through a balance of power from the nineteenth century to the early twentieth century. This balance of power was enacted following the conclusion of the thirty years war. For as perfect as realpolitik is the reoccurring problem of it is the fact you cannot separate humans from morality. Inevitably making political realism impossible as a form of diplomacy that could be widely accepted. To support the United States in an occupation against Canada because it would widely help American economics, offer resources, etc. would evidently be the right thing to do according to realpolitik. Yet, moralistic Americans view Canadians as their allies and neighbors. There is no just reason to wage war with Canada. A just reason based on morals will be more widely supported than that of just national interests.

A Comparative Essay between “Disabled” and “An Unknown Girl” Essay

Moniza Alvi reflects on India as her hand is hennaed by â€Å"an unknown girl† â€Å"in the evening bazaar†. The predominantly upbeat mood of this poem contrasts with the pessimistic mood in â€Å"Disabled† written by Wilfred Owen, a soldier in the First World War, stating his anti-war view through a poem on the life of a young soldier â€Å"sewn short at elbow†, crippled by war. In his poem, the difference between past and present allows Owen to reveal the regret and disappointment felt by the persona whereas, although Alvi portrays India as a magical, beautiful place where she experiences freedom, the ending reveals she will never be completely included. As such both poems illustrate longing but Alvi is longing for her identity whereas Owen is longing for his past life. To begin with, there is a difference in mood between â€Å"An Unknown Girl† and â€Å"Disabled† as Alvi creates an optimistic mood whereas Owen creates a predominantly depressing mood. Owen creates this by suggesting a theme of isolation felt by the persona which is implied in the first stanza when Owen says â€Å"mothered them from him†. The word â€Å"mothered† has caring, kind connotations but when used with â€Å"from†, it implies that he is not given the love and is actually an outcast which creates a strong negative mood as we can feel his seclusion. Similarly, â€Å"Espirit de corps† is said in an ironic tone which emphasises the fact that he is an outcast and that war does not leave you with glory or pride. This inspires pathos as everything has been taken away from him and he is no longer included, an idea which is further emphasised by the iambic pentameter in the first stanza, communicating the dull monotony of his life due to the isolation as he has no one to share anything with. Finally, the question at the end of the poem â€Å"Why don’t they come?† shows that he is literally waiting for someone to â€Å"put him into bed† as he is not able to do this himself. We can tell that he is waiting for night and the cyclical routine that repeats each day although he could be waiting for death as he has â€Å"a few sick years in Institutes† left which creates a powerful sorrow as he is still young. As this is the end of the poem, we are left with the image of him isolated and abandoned which is very striking. Owen further creates the pessimistic mood by suggesting the disappointment and lack of pride the persona has been left with after the war. Owen declares â€Å"no fears of Fear came yet† describing the persona before the war which groups all the fears and makes them seem overwhelming. This may suggest the persona is afraid of being a coward as he must appear strong and the personification of â€Å"Fear† makes him seem weak inside. This is emphasised by the use of â€Å"yet† as the persona now feels these fears after the horror of war. Later in the poem, the long stanza of hopes such as â€Å"For daggers in plaid socks; of smart salutes; And care of arms† contrasts with the short stanza for reality such as â€Å"Only a solemn man offered him fruits† revealing that his hopes for war were not met and he has been left with very little. This contrast is emphasised by the reaction of the people as he is â€Å"thanked† by â€Å"a solemn man† showing us that this â€Å"pity† makes him feel mocked. A miserable mood is portrayed as he has not received the celebratory â€Å"cheer† or â€Å"giddy jilts† he was expecting instead men â€Å"inquired about his soul† which portrays that the persona feels that these â€Å"cheers† are wrong therefore the man is making a mockery of him. The phrase â€Å"carried shoulder-high† depicts a glorious image to the reader as the persona recalls the excitement after a game of football. This excitement must have been similar to his expectations of war and when contrasted with the inglorious impression of life during and after war, the reader once again is forced to feel the sorrow and regret felt by the persona as Owen has effectively provided us with images and emotions. Furthermore, the persona appears bitter about going to war as he says â€Å"Smiling they wrote his lie† indicating their deception as they dropped â€Å"hints for young recruits† which is an exaggerated glorious image which Owen portrays as a lie. â€Å"Smiling† gives this a sinister feeling which emphasises the fact that he has been tricked and lied to in a bitter, uncaring way. We feel pathos as we can feel how powerful his bitterness is. Alternatively, to create an optimistic mood in â€Å"An Unknown Girl†, Alvi creates a theme of the magic that surrounds her in India. The repetition of the word â€Å"hennaing† emphasises the fact that it is external and decorative like a â€Å"shadow-stitched kameez†. This implies a beauty and since both objects are traditionally Indian, Alvi shows the reader that this is the overwhelming impression of magic she feels in India. The repetition of the word â€Å"neon† appeals to the visual sense as well as making the image it is used to describe seem more extreme with brighter, more defined colours. It seems almost too bright and colourful which creates a surreal and dreamlike atmosphere which portrays to the reader how enthralled Alvi is by the beauty of India she is witnessing. By describing her hennaed hand as â€Å"soft as a snail trail†, Alvi creates a magical mood by showing her astonishment. The word â€Å"soft† makes us feel comforted which is what the persona feels when in India. The sibilance in â€Å"soft† and â€Å"snail† creates a mysterious feeling which contrasts to the beauty of India, creating the longing Alvi feels for her identity. This is effectively emphasised by the childlike innocence portrayed to the reader through the words â€Å"balloons† and â€Å"icing†. In general, balloons are vividly coloured and could be used to symbolise the happiness and colour in the persona’s surroundings. The connotations we associate with â€Å"icing† are sweet and decorative which strongly suggests the happiness that Alvi is trying to portray. A â€Å"bazaar† is usually busy and crowded but Alvi foregrounds the colours and vibrancy to create a magical impression of the setting. This forces the reader to feel the magic Alvi is indicating. The image of a â€Å"peacock† is repeated as well as an â€Å"amber bird† which seems both magical and also beautiful and these are thing Alvi relates to India and the reader is forced to relate these as well. This is an intense image but could also be used to show that as a peacock can spread its tail, Alvi wishes to reveal a deeper truth about her identity. This very striking image is effective. Furthermore, the words â€Å"hushed†, â€Å"sleep† and â€Å"soft† subtly suggest to the reader the tranquil calm that Alvi feels while in India. This is contrasted with â€Å"firm† and â€Å"furious† to suggest exhilaration and happiness felt by Alvi as India has many different levels that we have been shown effectively throughout the poem. In contrast to the theme of isolation in â€Å"Disabled†, Alvi creates the impression of inclusion and reassurance that contribute to the upbeat mood. Alvi has written this poem to portray her search for personal identity as she was taken from her home in Pakistan while she was young so reassurance allows her to reconnect with the country of her heritage. The persona indicates her reassurance by creating a soft mood through the phrase â€Å"curtain cloth and sofa cloth canopy me† which is emphasised by the repetition of the word â€Å"cloth†. We also feel the inclusion Alvi is portraying as â€Å"canopy† gives the persona somewhere to hide and be protected so she is embraced. We feel this powerful yet soft inclusion throughout the poem. Alvi accents her inclusion with â€Å"I have new brown veins† as the verb â€Å"have† creates a tone of certainty. The implied pride allows us to feel that she does feel embraced by India and the reader feels embraced as well which allows us to join the lively mood. While having her hand hennaed, the persona depicts a â€Å"satin-peach knee† which relates to the skin or clothing of the Indian girl. The soft â€Å"s† sound in â€Å"satin† forces the reader to feel the calm, gentle atmosphere as well as depicting it as luxurious. Alvi implies that she relates these things to India which we then do and we feel a striking sense of her reassurance. Lastly the persona describes having her hand hennaed as â€Å"a peacock spread its lines† which shows that the India part of her identity is spreading itself too and she is becoming more at home. Although we do not feel at home, the reader can see the stunning beauty and can understand Alvi’s inclusion. Another difference in mood is the freedom created by Alvi contrasted with the dull gloom portrayed by Owen. Alvi displays a sense of freedom that originates from the beauty of India. There is no clear structure throughout the poem which to the reader may seem wild and chaotic but Alvi is powerfully trying to portray that this is part of her freedom. The short sentences create a fast pace which can be used to emphasise the emotion such as longing or desperation attached to longer sentences but also portrays a lively, excited feeling almost suggesting a sensory overload especially which is very effective as the reader too feels excited by the descriptions of India. The persona is trying to take in and communicate as much as possible. This is emphasised by the unequal line lengths which allows images such as â€Å"I am clinging† and emotions such as â€Å"are hushed† to be forced on the reader. These images and emotions are all subtly different as Alvi shows her freedom in India. The contrast between these further emphasises the freedom Alvi is portraying subtly. The dummies â€Å"tilt and stare† which contrasted with the dummies we consider normal creates the impression of disorganization which relates to all of India. Alvi feels this is her freedom and in this case, it is effective. On the other hand, Owen portrays the dull gloomy mood through the enjambment in the third and fourth line of the first stanza. It indicates how long the personas empty days are and is contrasted with the simple â€Å"play and pleasures† enjoyed by the young boys to create a dull atmosphere surrounding the lonely persona. This is very effective as the reader can feel this mood themselves. In the same stanza the phrase â€Å"saddening like a hymn† is used to create a gloomy atmosphere. In addition to the obvious connotations of saddening, Owens use of â€Å"hymn† suggests a solemn and mournful mood almost as though a part of him has died. By forcing the reader to feel these emotions, Owen has powerfully portrayed the persona’s melancholy. Due to his injury, the persona must now do what â€Å"the rules consider wise† which shows the persona no longer has freedom as â€Å"rules† have connotations of being strict which contrasts to the freedom and fun he experienced in the past. The word â€Å"wise† could also reflect on the fact that he has gained wisdom from the war due to bad decisions but this wisdom has come at the price of his happiness. This contrast shows the boring nature of his current life and the reader can feel his regret more powerfully with the image of his past happiness. The persona is described as wearing a â€Å"ghastly suit of grey† so the word â€Å"ghastly† forces the reader to think of a terrible image of the lonely man and then used with â€Å"grey† to make that image dull and lifeless. Overall this creates a gloomy visual image which is emphasised by the lack of emotion attached to the words creating an image which inspires sympathy from the reader. Finally Owen uses â€Å"shivered†, â€Å"cold and late† and â€Å"queer disease† to show how the despair is affecting the persona. He is literally cold although he may also feel cold inside as he has nothing left and is now isolated and alo ne. We can feel his sorrow which allows these words to effectively portray the dull mood to the reader. Owen also reveals a contrast inside â€Å"Disabled† as an alternate lively mood is portrayed in the past. The persona has â€Å"lost his colour† which is literally referring to the colour of his skin as he is now pale and he would have been flushed after playing football but additionally he has lost the bright glow of his youth during the war. The superficial meaning gives us a physical contrast between past and present but the alternate meaning allows the reader a glimpse at how his soul was affected. Owen distinguishes between this past excitement and the present day gloom. The persona is â€Å"waiting for dark† which is contrasted with the bright, colourful excitement felt in the past, portrayed in the second stanza. The word â€Å"waiting† implies that he is lonely because he has nothing left in his life which contrasts with â€Å"girls glanced lovelier† and romantic excitement from his past and is emphasised by the use of â€Å"dark† to suggest that he is waiting for night and the continuation of the cyclical routine that happens each day. The persona could also be waiting for death as this is a connotation of â€Å"dark†. These effective contrasts show his longing for the past and his dull life which inspires pathos from the reader. The reader also feels pathos because of the extreme contrast between past and present. Owen says â€Å"Town used to swing so gay† and the personification of â€Å"Town† gives it human emotions such as happiness that the reader is allowed to feel briefly. This creates a lively and upbeat mood in the past which is emphasised by â€Å"gay† but â€Å"used to† show the reader that this was in the past as it is written in past tense. This powerful contrast between past and present forces the reader to suffer the emotions the persona feels. Owen creates the impression of the excitement felt by the persona in the past through the contrast between leaving for war with â€Å"drums and cheers† and returning from war with â€Å"only a solemn man†. This contrast between his expectations and reality makes his past life seem exciting as he was popular but upon return, the persona feels bewildered by the lack of celebration. The difference between past and present shows us that this excitement was strong but short-lived and more pathos is inspired by that fact he feels pitied. Finally Owen says â€Å"Now, he is old;† which shows that the energetic past has gone. The word â€Å"old† is used to show that although his body is still young, the persona has physiologically aged and, in his current state, he is ancient. This contrast to his bright youth effectively makes us feel significant amounts of pathos. One of the main contrasts between these poems is within the theme of longing as Alvi portrays her persona longing for her identity whereas Owen suggests regret and longing for the past. Having been taken from her home whilst she was young, Alvi reveals that she longs for a home and to discover her personal identity in India through the repetition of â€Å"unknown†. Alvi implies that she needs to discover or recover the Indian part of her identity but additionally it is implied that she wishes to find her Indian blood so that she can reveal her full identity. This is powerful as we too feel the longing for her unknown identity and it is revealed further by the change in pace of â€Å"Now the furious streets are hushed† from fast to slow showing that she can’t hold onto the ever-changing India and her identity. This is emphasised by the use of â€Å"clinging† as this shows her desperation and the fact that India is constantly eluding her. This is very effective as we can feel her longing and have images to help. The â€Å"Dummies in shop-fronts† are described by Alvi using a tone of admiration illustrating a simple thing that clearly shows the intensity of her emotions and we too feel this intensity and passion for India. Lastly â€Å"float up† is implying a positive mood with â€Å"up† and a sense of freedom but it also shows that her identity keeps escaping and India keeps eluding her. Alternatively, Owen expresses the feeling of regret that comes from his longing which is emphasised by his realisation that his injury is his own fault although Owen depicts the persona’s anger towards the military which is similar to his own as Owen wrote most of his poetry whilst injured from war. Owen articulates â€Å"He thought he’d better join – He wonders why† and the pause after â€Å"he’d better join† shows that he is struggling to remember why he decided to fight in the war so therefore he is questioning his reasons. The phrase shows the insignificance of his reasons and leads to the persona regretting his decision. Similarly, the asyndeton in stanza five focuses on all the glorious things he briefly considered and indicates that he didn’t think about the effects of war, effectively portraying the impression of regret. Owen forces the reader to contrast the short time taken to make the decision with the lifetime he will have to suffer the consequences which evokes pathos as he does regret his choice. Owen describes the war as a â€Å"hot race† which provides a sense of chaos and disorder associated with the war by the reader. This gives the reader the strong feeling of exhilaration felt by the persona whilst fighting but the reader also gets the impression that this is different from the excitement and glory that the persona was expecting from war. This difference in emotion emphasises that the persona feels regret and the word â€Å"race† shows that although he will live with the consequences, the war was over quickly. This is very effective as we are forced to feel these emotions such as regret and exhilaration. The phrases â€Å"Poured away† and â€Å"threw away† show that the persona considers the choice he made wasteful sacrifice which emphasises the fact he feels regret for the foolish decision. The word â€Å"Poured† is foregrounded so he feels that he has done this to himself. This is very effective as we feel his regret strongly. Owen associates â€Å"giddy jilts† with going to war therefore showing that he was drunk and disorientated when he made the decision so he did it for foolish reasons and he now lives with regret. Ultimately the rhyme pattern that continues regularly throughout the poem could suggest that his decisions, made in the past, will carry on like the lines even after they have been made. Owen emphasises this regret by the longing created for the past. Owen contrasts â€Å"One time, he liked a blood smear† with the persona’s real injury to emphasis the fact that the persona is now â€Å"legless† but in those days he enjoyed the glorious side of injuries. This shows the powerful longing for the past but also indicates that the persona was more naà ¯ve in those days from the ironic tone. This is emphasised by â€Å"in the old times† as the tone is happy and warm but the use of â€Å"old† shows us that this was in the past and he no longer has these caring feelings. This illustrates the longing for the past although pathos is also created. The phrase â€Å"younger than his youth, last year† indicates that the persona wishes to have his past life back as his youth was the time of excitement and happiness and he no longer feels these things in the present. The pause shows he is struggling to compare the past and present which emphasises the fact the he wishes he could have his previous life back. This is a strong emotion and inspires much pathos from the reader. Finally the persona sees how the women’s eyes â€Å"Passed from him to the strong men that were whole† showing his longing for the past as he is comparing the way they look at him now to how they used to â€Å"glance lovelier†. This contrast shows how incomplete the persona feels as well as portraying to the reader that he is alone and deserted. This direct contrast between past and present allows the reader to feel precisely how strong the persona’s longing for the past is and how lonely he now feels. Although both Owen and Alvi both create an excited mood, there are different emotions created by the different types of excitement. The contrast between excitement and calm especially in the phrase â€Å"longing for the unknown girl in the neon bazaar† in â€Å"An Unknown Girl† allows Alvi to see both sides of India which makes her feel at home. The yearning showed by â€Å"longing† and â€Å"unknown† creates a calm atmosphere which is contrasted with â€Å"neon† to show both sides of India and give Alvi the feeling of her full identity. Alvi manages to force us to feel both the calm and excitement and we can almost feel the sense of belonging. In contrast, all the excitement in â€Å"Disabled† such as â€Å"he’d drunk a peg† and â€Å"he was drafted out† is used in the past tense which is then contrasted within the poem with the gloomy mood in the present to create a longing for the past and regret as well as the isolation of the persona. This inspires pathos as the images allow us to see how lonely the persona is and feel his regret. So therefore we can tell that the sensory overload that causes Alvi to feel such excitement and allows her to included in India contrasts with the past excitement making the persona in â€Å"Disabled† feel alone. But another way of looking at it is that this excitement pushes both persona’s away from the thing they desire; Alvi who desires to find her identity but is eluded due to the excitement in India and Owen who wishes for past enjoyment but now has a lack of vitality due to foolish excitement. However, one of the most striking differences between â€Å"An Unknown Girl† and â€Å"Disabled† is the persona’s choice and control of the situation. In â€Å"Disabled† Owen says â€Å"he asked to join† showing that not only was the persona given a choice but he chose to do the wrong thing although he was in control. This illustrates to the reader that it was the persona’s own fault and his decisions lead to his injury. He can’t blame the military for being â€Å"legless† although â€Å"smiling† and â€Å"lie† indicate his bitterness towards the commanders. Alvi portrays an image of the persona â€Å"hands outstretched† which shows that she is longing for this and is not in control although she is fighting from having her identity evade her again. She was not given a choice. This contrast makes Owen’s persona appear wasteful as he threw away his youth whereas Alvi has lost something she cares about. Alvi creates a subtle amount of pathos throughout the poem whereas we feel pathos for the persona in â€Å"Disabled† as he is having the realisation and it is already too late.

Pre Marital Counselling Essay

Premarital Counselling is therapy with two people prior to their marriage, to help give them more realistic ideas of what to expect and how to cope with living with another person as a spouse; relating to each other as a committed pair. By taking the time to explore the reasons you came together, your similarities, your differences, your hopes and your dreams, as well as your expectations of one another, it is sometimes possible to avoid the disappointments that many couples face with the passage of time. Pre-marital counseling offers the opportunity to explore your differences in a relatively safe, supportive, constructive environment. And while some couples may choose to postpone their union until key differences can be resolved, most couples find that pre-marital counseling helps to prepare them for the kind of life they would like to build together. Premarital counseling can help ensure that you and your partner have a strong, healthy relationship — giving you a better chance for a stable and satisfying marriage. Premarital counseling can also help you identify weaknesses that could become bigger problems during marriage. Through premarital counseling, couples are encouraged to discuss a wide range of important and intimate topics related to marriage, such as: Finances, Communication Beliefs and values Roles in marriage Affection and sex Children & parenting Family relationships Decision making Dealing with anger Time spent together. The initial period of any relationship is called the honeymoon period; and after that fairytale, marriage can be a rude reality check. In most cases, quarrels over money, family and trust break a couple apart. A pre-marital session helps partners accept each other better and avoid future complications or conflict. † Contrary to popular belief, pre marital counseling isn’t only for couples who are going in for an arranged marriage. It is also very important for couples who have had long courtships or have been living together. In arranged marriages, the people going to spend their life together are perpetual strangers, with no idea of what lies ahead of them. In India specifically, arranged marriages are sealed with just one word of advice for the bride â€Å"you HAVE to adjust, and you HAVE to compromise. Premarital Counselling ensures that the couple do not just â€Å"fulfill† the responsibilities of marriage for their family, but also participate in it wholly as individuals. In india marriages are seen as a ‘union of two families’ and the individuals who are supposed to spend the rest of their life together, they get lost in the entire plan. Pre Marital Counselling ensures that doesn’t happen. People who have had long courtships and have been living together, need it perhaps more than than people who’re going in on for arranged marriages . Why? Because once you’re living in with someone ,you think you know everything that there is to know about that person and marriage cant spring any surprises. But guess what? You WILL be surprised greatly by what surprises pre marital counseling will bring for you. Marriage changes the set of expectations two individuals have from each other. More issues have to be dealt with, like children, financial planning etc. Most couples spend more time planning their weddings than their marriages!. If you think about the amount of financial and emotional investment that goes into preparing for the wedding itself, doesn’t it make sense to invest a little in strengthening the relationship at the onset? Many couples preparing for marriage honestly believe they are strong going into the union – and they probably are in a lot of ways. Being caught up with all the loving feelings and other feel-good stuff going on ahead of nuptials, couples often don’t consider the potential pitfalls. Those â€Å"pitfalls† are often times what leads them into a therapist’s office some time down the line. Here six great reasons to get pre marriage counseling: 1) Strengthen Communication Skills:  Being able to effectively listen, truly hear and validate the other’s position is a skill that isn’t necessarily a â€Å"given† for many people. Couples that really communicate effectively can discuss and resolve issues when they arise more effectively. You can tune up your talking and listening skills. This is one of the most important aspects of emotional safety between couples. 2) Discuss Role Expectations:  It’s incredibly common for married couples to never really have discussed who will be doing what in the marriage. This can apply to job, finances, chores, sexual intimacy and more. Having an open and honest discussion about what each of you expect from the other in a variety of areas leads to fewer surprises and upsets down the line. 3) Learn Conflict Resolution Skills:  Nobody wants to think that they’ll have conflict in their marriage. The reality is that â€Å"conflict† can range from disagreements about who will take out the trash to emotionally charged arguments about serious issues – and this will probably be part of a couple’s story at one time or another. There are ways to effectively de-escalate conflict that are highly effective and can decrease the time spent engaged in the argument. John Gottman’s (www. gottman. com) research has shown that couples who can do this well are less likely to divorce in the end. 4) Explore Spiritual Beliefs:  For some this is not a big issue – but for others a serious one. Differing spiritual beliefs are not a problem as long as it’s been discussed and there is an understanding of how they will function in the marriage with regards to practice, beliefs, children, etc. ) Identify any Problematic Family of Origin Issues:  We learn so much of how to â€Å"be† from our parents, primary caregivers and other early influences. If one of the partners experienced a high conflict or unloving household, it can be helpful to explore that in regards to how it might play out in the marriage. Couples who have an understanding of the existence of any problematic conditioning around how relationships work are usually better at disrupting repetition of these learned behaviors. ) Develop Personal, Couple and Family Goals:  It amazes me how many married couples have never discussed their relationship goals – let alone personal or family. I honestly think it just doesn’t cross their minds! This is a long term investment together – why not put your heads together and look at how you’d like the future to look? Where do you want to be in five years? Approximately when would you like to have children? How many children? There are many areas that can be explored and it can be a fun exercise to do together. Pre marriage counseling doesn’t need to be a long process, especially if you feel you’re starting out with a very solid foundation and only need some clarifications and goal-setting. For some people who are poised to start out the marriage as a â€Å"higher conflict† couple or have deeper issues to contend with, the process could take a bit longer. Regardless, be sure to take the time to invest in your marriage as you might in the event itself. The return on your marriage investment has the potential to be life long What you can expect Premarital counseling typically includes five to seven meetings with a counselor. Often in premarital counseling, each partner is asked to separately answer a written questionnaire, known as a premarital assessment questionnaire. These questionnaires encourage partners to assess their perspectives of one another and their relationship. They can also help identify a couple’s strengths, weaknesses and potential problem areas. The aim is to foster awareness and discussion and encourage couples to address concerns proactively. Your counselor can help you interpret your results together, encourage you and your partner to discuss areas of common unhappiness or disagreement, and set goals to help you overcome challenges. Your counselor might also have you and your partner use a tool called a Couples Resource Map — a picture and scale of your perceived support from individual resources, relationship resources, and cultural and community resources. You and your partner will create separate maps at first. Following a discussion with your counselor about differences between the two maps, you’ll create one map as a couple. The purpose is to help you and your partner remember to use these resources to help manage your problems. In addition, your counselor might ask you and your partner questions to find out your unique visions for your marriage and clarify what you can do to make small, positive changes in your relationship. Keep in mind that you bring your own values, opinions and personal history into a relationship, and they might not always match your partner’s. In addition, many people go into marriage believing it will fulfill their social, financial, sexual and emotional needs — and that’s not always the case. By discussing differences and expectations before marriage, you and your partner can better understand and support each other during marriage. Early intervention is important because the risk of divorce is highest early in marriage. In Pre marital counseling, as couples you become aware of so many issues that you never thought existed earlier between you two. Premarital counseling is a way to pull the darkness out from its hiding places so that you can turn it over in the light and see it for what it actually is. Remember, preparing for marriage involves more than choosing a wedding dress and throwing a party. Take the time to build a solid foundation for your relationship.

imperfect perfection essays

imperfect perfection essays When the President does it, that means that it's not illegal.(Nixon Quotes). These immortalized words were uttered by one of the most criticized presidents in United States history. Richard Nixon committed many crimes and believed that just because he was the Commander In Chief he should not be held accountable for his actions. However, this created much public backlash. People were upset over the Watergate issue for their views on what a president should be. A president should be a morally strong man. A president should be impeccable in his actions. A president should be a perfect man. On the other hand, a president should compromise his morals. A president should be forgiven for his actions that are any but impeccable. A president should not be a perfect man. These views on what a president should or should not be are often contradictory. What do people want out of a head figure? Generally, the public of the United States wants contradictory principals from the President. The pres ident is expected to be firm yet wavering, perfect yet have faults, and be dominating yet submissive. A strong president always dazzles the American Public. They love to be led to the ends of the earth as long as the president is in the front. Petty obstacles should not bind the president if they stand in his way. A commanding president has always had the masses at the end of his fingers. However, another notion that the American Public has is that the president should follow their rules. He needs to be submissive. He needs to follow suit. He needs to be controlled. Take for example a case from the Presidency of Andrew Jackson. This man, once a general and a man for the masses, was praised for his policies. People loved his initiative. When he made treaties with the Creek Indians, people rejoiced at that action. When the State of Mississippi began to make laws to reign over these tribes, the Supreme Court declared those actions unconstitutio...

Lesson on Proverbs for English Learners

Lesson on Proverbs for English Learners Using proverbs as the starting point for a lesson can help open up many avenues for learners to express their own beliefs as well as discover cultural differences and similarities with their classmates. There are a few ways to go about using proverbs during a lesson. This article provides a number of suggestions for how you can use proverbs in class as well as how to integrate them into other lessons. There is also a list of 10 proverbs for each level to help get you started. Monolingual Class - Translation If you teach a monolingual class, ask students to translate the proverbs you have chosen into their own mother tongue. Does the proverb translate? You can also use Google translate to help. Students will quickly discover that proverbs usually do not translate word for word, but the meanings can be expressed with completely different expressions. Choose a few of these and have a discussion concerning the cultural differences that go into proverbs that get at the same meaning but that have very different translations. Whats the Lesson? Ask students to write a short story, much like Aesops fables, for a proverb they have chosen. The activity can start off as a class discussion of the meaning of a few level-appropriate proverbs. Once its clear students understand, ask students to pair up and create a story that will illustrate a proverb. Consequences This activity works especially well for advanced-level classes. Choose your proverbs and then lead a class discussion to check proverb understanding. Next, ask students to pair up or work in small groups (3-4 learners). The task is to think of logical consequences that might / could / must / cant happen if a person follows the advice the proverb provides. This is a great way to help students explore modal verbs of probability. For example, If a fool and his money are soon parted is true, then a fool must lose a lot of his / her earnings. Fools might have difficulty understanding real opportunities from those which are false. etc. Finding an Example in Class English learners that have been together for a longer period of time might enjoy pointing the finger at other students. Each student should choose a proverb they feel especially applies to someone else in class. Students should then explain, with plenty of examples, why they feel that particular proverb is so fitting. For classes in which students arent as familiar with their classmates, ask students to come up with an example from their own group of friends or family. To begin with, here are ten selected proverbs grouped into appropriate levels. These ten proverbs or sayings have been chosen for easy vocabulary and clear meaning. Its best not to introduce proverbs that take too much interpretation. Beginner Tomorrow is another day.Boys will be boys.Easy come, easy go.Live and learn.Never too old to learn.Slow but sure.One step at a time.Time is money.Eat to live, not live to eat.Theres no place like home. Intermediate Intermediate-level proverbs begin to challenge students with vocabulary that is less common. Students will need to interpret these sayings, but the allegories used are less culturally based, which can impede understanding. Any port in a storm.Blood is thicker than water.Dont count your chickens before they hatch.The early bird catches the worm.History repeats itself.A miss is as good as a mile.The more you get, the more you want.Many are called, but few are chosen.Still waters run deep.The tree is known by its fruit. Advanced Advanced-level sayings can explore the full gamut of archaic terms and meanings which demand detailed discussions of cultural understanding and shading. It is better to travel hopefully than to arrive.The company makes the feast.Discretion is the better part of valor.A fool and his money are soon parted.All that glitters is not gold.He who pays the piper calls the tune.From the sublime to the ridiculous is only a step.The opera isnt over till the fat lady sings.United we stand, divided we fall.Dont throw the baby out with the bathwater.

Building a trusting nurse-patient relationship Essay

Building a trusting nurse-patient relationship - Essay Example As disclosed, there are various methods of collecting data pertinent to the patients’ history and current health condition; such as â€Å"interviews, observations, physical examinations, laboratory and diagnostic tests† (Cape Fear Community College, n.d., p. 74). There are explicitly identified subjective data that can only be solicited from interviewing the patients, such as: sensations or symptoms, feelings, perceptions, desires, preferences, beliefs, ideas, values, and personal information (Nursing Data Collection, Documentation, and Analysis, n.d.). In this regard, the current discourse aims to present interviewing techniques that seek to effectively develop trust during the complete nursing assessment and history taking process. Interviewing Techniques It was acknowledged that there are two main focuses of the nursing interview process: (1) to develop trust and rapport with the patients and (2) enable the nurses to solicit relevant and accurate information, as requ ired (Nursing Data Collection, Documentation, and Analysis, n.d.). ... It was explicitly cited that â€Å"to continue to build rapport with patients, nurses should introduce themselves, discuss the purpose of the interview and explain the nurse’s role to the patient (Jarvis, 2012; Kennedy-Sheldon, 2009). As emphasized, â€Å"your appearance, demeanor, posture, facial expressions, and attitude strongly in?uence how the client perceives the questions you ask† (Nursing Data Collection, Documentation, and Analysis, n.d., p. 30). From among the most appropriate behavior, the following are noteworthy: focus one’s attention completely to the patient; be aware of cultural disparities regarding distance and touch; apply the most appropriate facial expression; assume a non-judgmental stance in attitude; apply silence as needed to enable both the interviewer and the patient to recollect thoughts; and listen intently. b. Verbal Communication Techniques During Interview It was explicitly cited that â€Å"to continue to build rapport with patie nts, nurses should introduce themselves, discuss the purpose of the interview and explain the nurse’s role to the patient (Jarvis, 2012; Kennedy-Sheldon, 2009; cited by Victor, 2013, par. 7). During the application of verbal communication patterns, the interviewer should be able to ask the needed questions: open- or close-ended questions, depending on the information that needs to be responded to. For instance, open-ended questions are typically used when the nurse or interviewer needs to pry on subjective data, as noted above. Close-ended questions typically solicit facts and quick yes or no responses. Likewise, there are types of questions that list or enumerate the expected responses. This type of questioning is

The Barriers of Critical Thinking Essay Example | Topics and Well Written Essays - 500 words

The Barriers of Critical Thinking - Essay Example Some of these barriers are discussed briefly as follows: Self-serving bias refers to the tendency of individuals to elevate the perception of self in a manner that helps them in protecting their self-esteem. This concept entails that people do not always think about and perceive things as they since it results in self-criticism and viewing themselves in an unpleasant light (Kirby, Goodpaster, and Levine 1999). While self-confidence is a critical element for success, however over-confidence in one’s own abilities acts as a barrier to success since it prevents us from analyzing our weaknesses and overseeing our flaws, leading to disastrous results in the long run. Example: A strong sense of belief in one’s abilities and the perception that you are more intelligent and capable than others; tendency to shift the blame regarding any negative experiences or outcomes in your life on others and refusing to accept responsibility for own decisions or actions; a strong sense of belief in becoming a famous actor despite having absolutely no talent and being told so by those around you are some of the examples of self-serving bias. According to Glabraith (2004) hegemonic assumptions refer to the assumptions individuals embrace willingly in a bid to protect their best interests (p. 342) and safeguard them from any impending hurt or any other similar negative feelings such as guilt, anxiety, or fear. Such hegemonic assumptions prevent us from critically analyzing things as they are and blinds us from pursuing our best interests. Example: A strong belief in one’s friends or relatives and blindly following their advice without thinking or analyzing the intended purpose and expected outcome is one example of hegemonic assumptions. It refers to the tendency among individuals to perceive reality with a highly biased attitudes based on stereotypes and unwarranted