Researching Cancer Essay Example | Topics and Well Written Essays - 500 words - 1

Researching Cancer - Essay Example The part next to the vagina is the  exocervix (or ectocervix).  The 2 main types of cells covering the cervix are  squamous  cells (on the exocervix)  and  glandular  cells (on the endocervix). The place where these 2 cell types meet is called the  transformation zone. Most cervical cancers start in the transformation zone (Cancer.org. What is Cervical Cancer, 2012). The American Cancer Society estimates that more than 12,000 women develop cervical cancer each year in the United States and about 4,200 die from it. Worldwide, it continues to be the second most common type of cancer in women (after breast cancer). Each year, about 500,000 women are diagnosed with cervical cancer and approximately 250,000 die from it (Labtestsonline: Cervical Cancer, 2012). Most cervical cancers begin in the cells lining the cervix. These cells do not suddenly change into cancer. Instead, the normal cells of the cervix first gradually develop pre-cancerous changes that turn into cancer. Doctors use several terms to describe these pre-cancerous changes, including cervical intraepithelial neoplasia (CIN), squamous intraepithelial lesion (SIL), and dysplasia.  There are 2 main types of cervical cancers:  squamous cell carcinoma  and  adenocarcinoma. About 80% to 90% of cervical cancers are squamous cell carcinomas. These cancers are from the squamous cells that cover the surface of the exocervix. Under the microscope, this type of cancer is made up of cells that are like squamous cells. Squamous cell carcinomas most often begin where the exocervix joins the endocervix (Cancer.org, 2012). Most of the other cervical cancers are adenocarcinomas. Cervical adenocarcinomas seem to have becoming more common in the past 20 to 30 years. Cervical adenocarcinoma develops from the mucus-producing gland cells of the endocervix. Less commonly, cervical cancers have features of both squamous cell carcinomas and adenocarcinomas. These are called  adenosquamous carcinomas  or mixed carcinomas

Healthy life Essay Example for Free

Healthy life Essay Many of the views associated with a healthy lifestyle, but it is not appropriate that we take for granted about this healthy lifestyle . 1 . Caring for Daily Nutrition ( menJaga keseimbangan makanan) Among healthy lifestyle is keeping our daily diet . Therefore, we should adopt a balanced diet . Balanced diet allows our bodies healthy and not overweight. Poor diet causes our body to get a variety of diseases such as hypertension , heart disease and diabetes. Exercise or Play ( bersenam atau beriadah) In addition, we also must diligently work or play. By doing physical activity , the heart will be healthy and strong. Toxic waste in the body will come out through our sweat during exercise . Exercise we are doing will allow the blood to flow properly and strengthen the muscles of the body . 3 . Environmental Cleanliness and Environment Home Practice a healthy lifestyle is keeping the house clean next and the environment. Places that allow mosquitoes to breed must be eliminated. All refuse shall be dubuang to Famous Spots: Yoy reserved . Do not throw garbage into the river or dibaar outdoors because it can cause environmental pollution . 4 . Health Inspection (pemeriksaan kesihatan) In addition, we need to make health checks. Health checks can be made public or private hospital . By knowing our health , we can already taken measures to ensure our health continues to be in good keaaan . Checks can be made two one-year time . 5 . Avoid Doing Affect Health We must also avoid actions that could affect health. Among the things that can affect health is cigarette smoking , alcohol and drugs. The habit of smoking cigarettes can ause a lung disease and heart disease. While drug addiction can lead to social and community causes disease , an obstacle to the progress and development of the country , so let us increase our awareness and understanding of the dangers of drugs , and trying to control and prevent the occurrence of these adverse events . In conclusion , there are some practices that we need to do to enable us to live a healthy life . Practice a healthy lifestyle should be nurtured since we were little where parents and family members to play their role in a healthy lifestyle . So prevention is better than cure. healthy life.

Thomas Nagels Moral Luck

Thomas Nagels Moral Luck The concept of moral luck has been assessed by many forbearers, It is the idea that that the actions people make depend on factors out of their control, yet we continue to treat them as the object of moral judgment. In Nagels Moral Luck, Nagel identifies the problem moral luck as a conflict between our actions and principles that most share about mortality. He brings up a plausible idea that people cannot be morally judged for what is not their fault, or by factors that are out of their control. Although we know that there are certain things in life we cannot for see, we do make moral judgments about people based on factors out of their control. Suppose a drunk driver kills a child, we would call him a murderer but if the little girl had not been playing on the road at the wrong time we would call him a fortunate driver. On the other hand, when someone tries to do something noble like save someone from a burning building but drop them which causes them to land to their death, the act was still good in and of its nature but people will not give him the same admiration if he would have saved the person successfully. The unfortunate rescuer could not have for seen any obstacles in her rescue. Nagel sees this as, the problem of moral luck. A persons moral standing should not be affected by luck or chance, and the fact that luck plays such an essential role in determining whether a person is good or bad, morally, in the eyes of his peers is an inaccurate judgment. We may wonder if the problem Nagel presents is better thought of as a problem of luck or if its really about control. Nagels concern is whether luck plays a role in determining a persons moral standing or things that are out of ones control are affecting her moral standing. The answer is both. Luck should be present where control is lacking; they are one in the same. This is significant because although we may call it luck with lack of control there are times when we have some idea of what will happen. For example, if the sun rises tomorrow, it will be completely of anyones control but we wouldnt go so far as to say we are lucky that it happened, there is a likelihood that it would happen regardless of anyone having control over it or not. The problem with moral luck is that there are times when luck does, in fact, make a moral difference. Two kinds of differences discussed in Nagels essay. The first is the case of the unfortunate driver, (the driver who killed a child) is no worse a person than the fortunate driver. Likewise, as we cannot hold the fortunate driver responsible for the death of a child we cannot hold the unfortunate driver responsible for the death of the child since they were just made different by luck. The question of moral worth then comes into play. Does luck make a difference in a persons moral worth, or in what one is morally responsible for? It is not quite clear which side Nagel is taking. He briefly refers to the problem of moral luck as a fundamental problem of moral responsibility, but mostly, his worries are about blame. Will the unfortunate driver himself be rated morally worse than the fortunate driver? Nagel indulges in both ideas, asking if the unfortunate driver is more to blame and if he is a worse person than the fortunate driver. Although these questions are asked inseparably, we cannot make sense of the idea of holding someone morally responsible of killing when they have not and lowering their moral rating. Essentially, there is very little that occurs in our lives that we have full control of the outcome so how can we place an accurate moral judgment on an individual that has no complete control of the outcome of their decisions. Nagel points out that there are four different types of luck that play into our moral decisions. The phenomenon of constitutive luck is what kind of a person you are, not only what you do deliberately but what you are inclined to do and what is in your nature. Another is luck of circumstance which is the kinds of problems and situation one encounters. The last two have to do with causes and effects of actions. Luck in the way ones actions and projects turn out and luck in which how one is determined by past experiences.

The involvement of the International Brigades in the Spanish Civil War :: European Europe History

The involvement of the International Brigades in the Spanish Civil War On the 18 July 1936, leading Generals of the Spanish Army led a revolt against the democratically elected Popular Front government of Spain. Within days the country was plunged into civil war with the Republicans fighting the insurgent Nationalists for control of the country. The various democracies of the world turned their backs on Spain's plight and even hindered the Republicans by supporting non-intervention in the conflict. However, many people came to help the Republic. Las Brigades Internacionales, the International Brigades, would eventually include almost 40,000 men and women from 53 different countries, from all around the world. The International Brigades began as an idea in July and August of 1936, but soon its formation became the main work of the Comintern (the body with the responsibility of fostering the world-wide spread of Communism). Each Communist party was instructed to raise volunteers who would be sent to Spain by train or boat. Around 60% of the volunteers were Communists, but non-Communists were also welcomed. The first group of recruits came to Spain by train from Paris, and arrived at their base in Albacete, halfway between Madrid and Valencia, on the 14th of October. It was there that the 500 French, German and Polish recruits began training. The theme of the recruitment propaganda was based on the slogan that Spain should be "The grave of European Fascism", and with this in mind volunteers continued to flow into Spain from France. One of the organisers of recruits in Paris was the future Marshal Tito - Joseph Broz. In Albacete the volunteers were organised into language groups and the base was put under the command of Andre Marty. The Brigades were to be led by General Emilio Kleber and intensive training was to take place in the base before going to the front. The International Brigades baptism of fire came on the 8th of November 1936, when the XIth and XIIth Brigades went to the Madrid front. They numbered about 3,500 men altogether, and were extremely important to the defence of Madrid. The fighting in Madrid eventually reached stalemate and the Brigades were transferred to other fronts. The XI, XIII and XV Brigades fought at the Brunete offensive of July 1937, where losses were very high, and where Oliver Law, the Afro- American commander of the Lincoln Battalion was killed. The Brigades also played a major part in the Aragon offensive of August 1937, and were formally incorporated into the Republican Army around this time.

Opportunities for you and your organization in the maintenance of a blog to address customer issues Essay

Blogs can be fun and very informative. Blogs could have a major impact on students, faculty, and staff. The opportunities for students, faculty, and staff are endless. Most students are fit within an age group that grew up with networking and social technology. They are familiar with blogs and social networks such as Facebook and Twitter. For some, it is their primary means of getting information and learning. With 36,000 students, blogging can be a means of communicating security concerns, major impacts to the university operations, and crisis management. As mention in McNurlin and Sprague (2006), Dan Farber suggests â€Å"One corporate use of blogs is for crisis management. A blog can be more appropriate than e-mail in managing a crisis (such as a fire or a security breach). All the postings can be on one site, in journaling style, rather than passed as disconnected e-mails, notes Farber. † (p. 292) Students and faculty also like to voice their opinion about the way the university is run. Blogs would give them a voice to express those opinions due to the nature blogs. McNurlin and Sprague went on to say that â€Å"What readers seem to trust about blogs, that they do not trust about conventional media, is their opinionated and personal nature. † (p. 293) Blogs would also be a valuable marketing tool for the university. Blogs hosted by students could give direct advice and opinion to prospective students. According to Laudon and Laudon (2006), â€Å"Blogs provide a more personal way of presenting information to the public and prospective customers about new products and services. † (p. 123) Finally, blogs are a way to manage customer relationships. Faculty, staff, and students are considered customers of the information technology department. It is important to communicate changes, outages, and useful information that help to make the customer experience with technology more enjoyable. The more tips and helpful advice IT can give to end-users, the better the experience. In turn, IT can learn the needs, wants, and opinions of their customers. According to Haag, et, al (2005), â€Å"Customers interact with companies in many ways, and each interaction should be easy, enjoyable, and error free. †

What do you think the significance of the witches is in Macbeth?

The witches within Shakespeare’s ‘Macbeth’ can be interpreted as providing a number of roles within the play which add not only to the plot but also to the atmosphere and fear evoked within the audience. Within the Jacobean period in which ‘Macbeth’ was first performed, witches were the subject of much public hysteria and superstition, with the King’s own beliefs being based on a long history of Christian paranoia about witchcraft. As a result, the witches can be seen as a supernatural influence within the play, linking them to the devil and other dark forces and playing on the real and current fears of what may have been a dominantly Christian audience. In this respect, a modern Gothic reading can be applied to the novel. The supernatural power of the witches is one of the first elements highlighted within the play, as in Scene 3 Banquo states they can ‘look into the seeds of time/And say which grain will grow and which will not. Therefore, from the outset the witches are highlighted as the fortune-tellers within the story, who hold an otherworldly power to see into the future. This gives them a greater level of power than the surrounding humans, and such power in the wrong hands may have created a sense of unease and unpredictability within the audience. Additionally, it is this power to tell the fortune which creates the catalyst for the play and leads to Macbeth’s moral deterioration: ‘Al l hail, Macbeth! That shalt be King hereafter! ’ Thus, the witches can be seen to play the role of the typical villains through their manipulation of Macbeth, turning him from a ‘worthy gentleman’ into a brutal murderer. However, there is also contradictory argument that in reality, the witches do not hold any true superiority of power and that it is instead the planting of the idea in Macbeth’s mind which leads him to commit murder through the growth of his own ‘dark desires. This is exemplified further as Banquo suggests ‘oftentimes, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betray’s in deepest consequence. ’ Following this interpretations, the witches may be interpreted as having less power as they merely suggest an idea, and it is the desire and drive of the human mind which instead leads to Macbeth’s downfall. This interpretation may also be considered particularly frightening both to a Jacobean and a modern audience as it follows the modern Gothic stereotype of playing on the realistic fears of humans, such as the power of our deep and potentially repressed desires. Furthermore, the witches can also be seen to play a part in destabilising the typical gender roles of men and women within Jacobean society. Banquo states: ‘You should be women, And yet your beards forbid me to interpret that you are so. The ‘beards’ of the witches bring about confusion as to whether the witches are female or male, and deconstruct the opposition between both genders. This ambiguity leads to the witches failing to fall into either category, which further highlights the unnatural nature to them as they do not fit within the realms of human and social convention. Not only does this ambiguity create further unpredictability, but it also reflects the later attempts of Lady Macbeth to be rid of her femininity: ‘Come, you spirits, That end on mortal thoughts, unsex me here. The parallels between the witches and the actions of Lady Macbeth work to similarly convey her as increasingly monstrous, perhaps suggesting a criticism of the lack of social role and responsibility which leads to her own deterioration. Thus, our ability to categorize ourselves and others into gender roles and abide by the social expectations linked to these is seen as a distinctly human attribute and one which Shakespeare may have deemed important for the successful function of a patriarchal society. Lastly, the witches may also be considered significant in adding a grotesque nature to the play which further exemplifies their sinister nature: ‘Eye of newt and toe of frog, Wool of bat and tongue of dog. ’ The repeated references to mutilated body parts of animals within the witches chants further depicts their unnatural nature as they are interfering with the natural state of animals. Additionally, further reference to ‘Liver of blaspheming Jew†¦Nose of Turk, and Tartar’s lips’ highlights a taboo element as it plays on racial stereotypes and victimizes groups which contextually may be considered the ‘other’. Perhaps most significantly, however, is the additional parallels which run between the witches and Lady Macbeth, as they incorporate ‘finger of birth-strangled babe’ into their spell. This line instantly incites the previous recognition of Lady Macbeth’s own statement that she would have, whilst breast-feeding, removed a baby and ‘dashed the brains out. ’ A similar taboo element is highlighted through the suggestion of infanticide, as well as the idea of going against nature as breast-feeding is considered a tender and natural human act. Such clear similarity between the witches and Lady Macbeth can thus be seen to suggest an argument which underlies the whole plot of the play – who are really the ‘monstrous’ characters within the play; the witches or the humans? Such ambiguity and deconstruction of the opposition between supposed evil and good as an overarching theme of the novel is one which incites great fear into the plot and the audience, as it implies that, under specific circumstances, even the most moral of us can deteriorate into evil and sin.

The Color Purple Essay Example

The Color Purple Essay Example The Color Purple Paper The Color Purple Paper Essay Topic: The Color Purple The Winters Tale Compare how Celie and Jeanette deal with the influence of Mr. ____ and Mother in The Color Purple and Oranges Are Not the Only Fruit. Refer to the way structure and language demonstrates their resilience. Both protagonists seek others for the comfort they are lacking from Mr. ___ and Mother, yet neither Shug nor Melanie or Katy are able to truly compensate for what they have lost. Shugs abandonment of Celie appears to hurt her more than Mr. ____s physical abuse ever did: My heart broke. Shug love somebody else. Celie does not need to be well educated, and Walkers language does not need to be sophisticated to show the pain that Celie is feeling. These two short sentences create enormous impact, particularly as they open one of the letters/prayers. It also evokes more sympathy here from the reader because of how much Shug means to Celie, My life stop with Mr. ___ but start up again with Shug. Celie, like Jeanette, loses little when her primary caregiver is insensitive, yet loses everything when her soul mate is, I feel my heart begin to cramp I cover it with my hand. This gesture is so achingly poignant because of its simplicity, and because it is so child-like; Celie has not been taught any other way to cope. Wintersons description, though more detailed, describes a strikingly similar reaction to loss from Jeanette: We cried each other to sleep sweating and crying with mixed up bodies and swollen faces. It is unsurprising that both characters react almost identically when suffering, due to not receiving the physical comfort they deserve from those that should provide it. There is no doubt, however, that finding this comfort from another source does help Jeanette and Celie, even if it is only temporary, I was delighted. She was my friend, and I wasnt used to that. This is particularly true in The Color Purple: Shug, throughout the novel, gives Celie passion, confidence, and reassurance, For the first time in my life, I feel just right and is everything that Mr. ____ is not. Walkers novel is so powerful because of the development we see in Celie, essentially because of Shugs support. At the beginning, Celie is fragile, with little optimism, yet after Shug, Nettie and Sofia act as inspiration, she is able to confront Mr. _____: Your dead body just the welcome mat I need. This is such a contrast to Celies earlier behaviour, but shows resilience rather than reluctant acceptance. Although not to the same degree, Jeanette finds similar physical comfort in Melanie that she lacks in her mother: We never usually touched except in anger. Melanie, Katy and Miss Jewsbury however, are not inspiration for Jeanette, but merely figures in her life that will offer comfort. Celie and Jeanette differ in terms of confidence, yet not in their need for support: Knowing Melanie was a much happier thing I needed that kind of friend. Here, Winterson could be suggesting that Jeanette even recognised that she was lacking that kind of friend, which is not unlikely, as Jeanettes language displays a certain wise, tolerant quality throughout the novel. The use of the adjective much happier clearly shows the positive influence Melanie has, and that Jeanette still believed that their relationship, in hindsight, was worthwhile. Escapism forms a large part of Celie and Jeanettes ability to be resilient; through faith or fantasy, both characters find a way of distracting themselves from their undesirable reality: Most times I pretend I aint there. Celies letters/prayers are evidence enough of her frequent escapism, and writing to God or Nettie is used as a release. Jeanette however, uses fairy tales and symbolic stories to express herself. The enormity of Mothers influence on Jeanette is shown in the way even the fictional characters she creates are based on reality. Even in fantasy, she cannot truly escape. The novel contains several references to accounts of Sir Perceval leaving King Arthur, as well as a princes quest to find the perfect woman. The latter is clearly representative of Mother wanting Jeanette to be a saviour: She would get a child, train it, build it, dedicate it to the Lord. This language is not typical of a mothers to a child, but rather describing some construction project; the child is not described as human, with specific and specialised needs, but instead an object to be put through a process. The verb train is not usually associated with motherhood, but has more military connotations, suggesting a definite lack of affection from Mother that is acknowledged by Jeanette. Jeanette also refers to characters in literature as role-models, something Celie is unable to do because of her lack of education, So I was alone. I thought of Jane Eyre, who faced many trials and was always brave. Similarly to the unrealistic expectations her mother has of her, Jeanette is basing her behaviour on a fictional character, expecting too much of herself: I want a woman who is perfect. This is unusually nai ve of Jeanette, a typically objective character who seems far wiser than her years at times, but does show how her Mother has influenced her in terms of striving for something impossibly out of reach, It must exist because I want it. The desperation for perfection shown with the use of the modal verb must fully conveys the pressure Jeanette is under to conform to her mothers ideals. Escaping into a fantasy world is her only real opportunity to attempt to remain resilient. One significant difference between the narrative voices in the two novels is the pressure they face to rebel or conform. While Celie is constantly being berated for not standing up to Mr. ____, Jeanette faces harsh criticism for straying from the strict boundaries of her religion: Youre a disgrace. Both protagonists eventually concede to this pressure, and Celie grows in strength while Jeanette accepts that arguing achieves nothing: No mum, I replied, its not like that at all. But she wasnt listening. This significant lapse in communication is disappointing in a relationship that should be as close and supportive as that of a mother and daughter, and evokes sympathy from the reader towards Jeanettes character, as well as hostility for the character of Mother. Even Jeanettes fantasies reflect her reluctance to argue with Mother: anyone who disagrees with the Prince, her fantasy parallel, is beheaded. Unlike Celies feelings for Mr. ____, Jeanette does not speak about being in fear of her mother, but rather accepts that confrontation is not effective: Well thats that then, I thought. And it was. The fact that Jeanette, as the narrative voice, can confirm that her earlier thoughts were correct, shows how often she must experience this. It also reflects a certain maturity at being able to assess a situation, and walk away if it cannot be resolved. Her explanation of Pastor Finchs whereabouts even shows wit at such a young age: playing with the fuzzy felt, adding this embarrassing detail purely to show her maturity and eye for humour over the Pastor. The use of first person narrative allows us to clearly see how Jeanette and Celie are finding ways of coping. Surprisingly, there is almost no use of denial by either protagonist: a typical coping technique. They are both very honest, and this narrative structure allows the reader to see their genuine feelings, with no reason to hide anything. Jeanettes reaction to Pastor Finch is not truthful; she does not tell him that she was just beginning to enjoy a rewrite of Daniel in the lions den, but instead acts as if it was a mistake, putting on my best, blessed face. The adjective best could even suggest that she is so used to these situations that she has been practising, and now knows which one is the most effective. She is used to the behaviour of the adults in her life, and has learnt that protesting will only get her into more trouble. One key contrast between Celie and Jeanette is their self-confidence. Jeanette, although defeatist at times, does seem to realise her potential, and is rarely self-pitying: I cannot recall a time when I did not know that I was special. Celie, however, has a clear association between women and oppression, one that is only reinforced by the appalling treatment of Sofia, and one that doesnt ever seem to truly leave her. Her perceptive observation of Harpo emphasises this association: He strong in body but weak in will. He scared. His eyes be sad and thoughtful. His face begin to look like a woman face. The detail of this description suggests that Celie recognises so much of herself in Harpo, the last line being particularly moving. It implies that through her experience, and Mr. ____s influence, sadness has been inextricably linked to being a woman, particularly through the use of the verb begin. Harpos fear and dejection is only one aspect of the emotional isolation that Celie feels, making the reader question exactly what a woman face looks like to Celie, if fear and sadness form only the foundation. The protagonists love interests are both rude when they are first introduced, yet neither Celie nor Jeanette are discouraged by Melanies Ive said no and Shugs You sure is ugly, despite their blunt and abrasive tone. Mr. ___ and Mothers constant emotional abuse leaves them expecting a lack of emotional support in a relationship, and results in them accepting that society will always treat them like this: There was nothing for me to do but contemplate my fate and lie still. The use of the verb contemplate links to Jeanettes reliance on prayer, and the fact that there is nothing for her to do but be passive, emphasises that this is all she knows, and is the only comfort she can receive. Religion plays such a significant part in both novels, as both an explanation for the behaviour of many of the characters, and a form of escapism for the two protagonists. Celie turns to God for comfort, whereas Jeanette turns because she is forced to: [I had] enrage[d] my mother because I had abandoned biblical themes. There rarely seems to be a sense of real therapy or enjoyment from Jeanette when reading the Bible, or learning about biblical stories, and instead she often adapts them, making her own versions. This could be showing that she doesnt want to conform to one idea of coping with their emotional abuse, or one set of beliefs: I had all kinds of variations, but usually I drowned it. The use of casual violence connected on more than one occasion with these innocent biblical stories is humorous in places, yet conveys the stark message that Jeanette feels some sense of anger towards the people who are forcing her to believe these tales, and base her life around them. Pastor Finch even turns something as insignificant as Jeanettes age into a religious warning: The demon can return SEVENFOLD. Similarly, the incident with the fuzzy felt is evidence of how religion stifles Jeanettes imagination, and because her mother follows it so closely, she is as afraid as Pastor Finch is of over-crossing the boundaries, But thats not right Lets put it right shall we? He puts the importance of copying the exact biblical image before the actual enjoyment for Jeanette, emphasising how patronising and controlling she views them as. Celie, however, is able to appreciate the value of faith because it is never imposed on her: All this week I suffer. I turn to prayer. The verb turn emphasises how it is an escape for Celie, and that she is turning from something that is distressing. There is also no self-pity from her here, but simply I suffer in the description of her pain, without any detailed melodrama. This conveys a real resilience from Celie: that she is able to move on without dwelling on the past. Unlike Jeanette, she finds a life without religion difficult, and needs faith to struggle through, But it aint easy trying to do without God. Even if you know he aint there, trying to do without him is a strain. One technique Celie certainly uses to deal with Mr. ___s influence is to deflect her pain by ensuring she is not the only victim: Beat her. I say. When she tells Harpo to beat Sofia, the reader sees an unfamiliar Celie, one with malice. However, her inability to allow it to leave her conscience stops the reader from ever really altering their respect or admiration for Celies character, particularly when she justifies her behaviour: I say it cause Im a fool, I say. I say it cause Im jealous of you, I say it cause you do what I cant. Fight. At this point in the novel, Celie is not strong enough to fight Mr. ____, and so uses Sofia as a proxy. The repetition of I say shows Celies anxiety and evident uneasiness with being this cruel, though her behaviour is not unforgivable, given the trauma she has suffered, and her hasty change in attitude: You still bothering Sofia? Sofia love you. I dont know what more you want. Like her mother, Jeanette begins to enforce religious ideas on the people around her, and instead of being praised like she would be at home, she is criticised at school: You have been talking about Hell to young minds. It seems to be saying that despite this very Christian idea of hell, telling young children about it is wrong for fear it might corrupt them. The phrase, young minds implies this, in the way that they could be moulded, perhaps suggesting a fear of Satanism within society, which is certainly reflected throughout the novel: Parents, watch your children for the signs. This is also ironic in that a religious idea is not fit for exposure to a young, pure, mind, and contrasts with so much of Mothers behaviour, Whatever it is, its not holy. There is the sense, with both novels, that society plays a major part in Celie and Jeanettes lack of freedom: All my life I had to fight. The two protagonists are not the only ones experiencing this kind of oppression, nor are Mr. and Mother the only ones enforcing it. In Jeanettes case, it is her religions boundaries that restrict her, and with Celie, it is the social ones. Mother and Mr. ____ are merely representative of the figures in society that are so controlling, and are certainly not rare. This explains, in part, why there is so little abhorrence felt by the protagonists towards Mr. ___ and Mother. They are not used to being treated any differently, and so ultimately, instead of trying to physically escape, both characters learn to be resilient: Im pore, Im black, I may be ugly but Im here.

The west nile virus essays

The west nile virus essays A West Nile (WN) virus was first isolated in 1937 from the peripheral blood of a woman in the West Nile province of Uganda in Central Africa. Since then, WN viruses have been reported from North Africa (Egypt, Israel), East, Central, and South Africa, Asia (India, Pakistan), Borneo, Europe (Cyprus, France, Romania) and, most recently, the northeastern USA. Tests for antibody to WN suggest it has also been present in Thailand, the Philippines, Malaysia, Turkey, and Albania. West Nile viruses are members of the virus family Flaviviridae and are closely related to Japanese encephalitis viruses from the Old World and St. Louis encephalitis (SLE) viruses from the New World. In addition, WN cross-reacts in a variety of serological tests, including the plaque reduction neutralization test, with Murray Valley encephalitis (MVE), Usutu, Kunjin, Kokobera, Stratford, and Alfuy viruses. It was this cross reactivity of the New York City (NYC) WN with SLE serologic reagents that initially confused this virus with SLE. Additional tests that used direct examination of the gene sequence of the NYC virus identified it as a WN-like virus, not SLE. West Nile is represented by at least 2 distinct antigenic groups. One, the African-Middle Eastern group, contains WN isolates from the Congo, Egypt, Israel, Uganda, South Africa, Pakistan, France, and Eastern Europe. The second antigenic group contains WN isolates from India and South Africa. The earliest reported epidemics caused by WN were in Israel. The first involved more than 500 clinical cases in 1950. Additional epidemics were reported from Israel in 1951, 1952, 1953, and 1957. The 1950 and 1957 epidemics were reported from a site 40 miles north of Tel Aviv, while the 1951 epidemic occurred at a site 15 miles southeast of Tel Aviv. In 1952, 1953, and 1954, cases were reported from both areas, indicting the ability of this virus to be extremely focal in its epidemic transmission patterns. Epidem...

Accused of witchcraft Essay Example for Free

Accused of witchcraft Essay The Crucible (395) , John Proctor (276) , Mary Warren (139) , Elizabeth Proctor (106) , Witch (2) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Parris : Why not? Now there are no spirits attacking her, for none in this room is accused of witchcraft. So let her turn herself cold now, let her pretend she is attacked now, let her faint. (He turns to Mary Warren.) Faint!  Act 3, Page 85  This is when the court first has the idea of getting Mary to prove the other girls are frauds by getting her to pretend to faint. She will not because she is afraid of what the girls will do to her. Or cannot, for fear of the court  This is one of the highest points of tension in the whole play because everything and everyone is focused on Mary, relying on her in one way or another to either tell the truth or to lie. But there is so much pressure on Mary that she can’t say anything. The pressure builds and builds until Mary cracks then Abigail launches a perfectly timed attack. Just when people are confused about whom to believe Abigail turns on Mary and makes them believe her.  The girls turning on Mary is a dramatically effective part in act three. This is because when the girls turn on Mary you feel sorry for her due to the fact she is torn between telling the truth to the court or joining the girls again to prevent them from accusing her.  Ã¢â‚¬Å"Mary Warren, do you witch her? I say to you, do you send your spirit out?† Danforth, Act 3, Page 87  When Danforth asks her this question Mary snaps and pushes herself away from Proctor.  Mary Warren, Act 3, page 88  This is when Mary’s delicate relationship with Proctor breaks down and she will no longer cover for him and put herself at risk from being accused by the rest of the girls.  Abigail : (Looking about the air, clasping her arms about her as though cold): I – I know not. A wind, a cold wind, has come. (Her eyes fall on Mary Warren.)  Mary : (Terrified, pleading): Abby!  Mercy : (Shivering): Your Honour, I freeze! Proctor : They’re pretending!  Hathorne : (Touching Abigail’s hand): She is cold Your Honour, touch her!  Mercy : (Through chattered teeth ): Mary, Do you send this shadow on me?  Act 3, Page 87  This is when the girls first start to turn on Mary, she is a very fragile person and when they start to turn on her she doesn’t know what to do. She was used to pointing the finger of accusation not having it pointed at her and on her own she can’t cope. So she betrays the truth and goes back to the safety of the girls and being the accuser not the accused. Mary finally breaks down and accuses Proctor of witchcraft. Fearful for her own life, Mary realizes that the only way to save herself is to accuse Proctor of coercing her into attempting to overthrow the court. In this case the accusation contains some truth: Proctor did force Mary Warren into testifying, yet in this case the purpose is to promote true justice rather than to dispute it.  Elizabeth lying to protect Proctor is a dramatically effective part in act three because there is a lot of tension when Elizabeth is brought into the court. Miller uses dramatic irony when Elizabeth doesn’t know that Proctor has confessed to lechery and that they are testing her to see if Proctor was telling the truth. Elizabeth doesn’t know that it is Abigail that is being tried and so she lies to protect her husband but in fact by lying she is in the eyes of the court proving that her husband is a liar. Miller uses the frustration of Proctor as his wife is lying but there is no way he can tell her that by trying to protect him she is actually getting him into more trouble â€Å"Look at me, to your own knowledge, has John Proctor ever committed the crime of lechery! (In a crisis of indecision she cannot speak.) Answer my question! Is your husband a lecher!†Ã‚  Danforth, Act 3, page 91  You can see by this, that Danforth doesn’t give Elizabeth much choice and practically puts the words into her mouth. By saying is your husband a lecher he leaves her no choice but to say â€Å"no†. What kind of woman would call her husband a lecher in front of a court? â€Å"(There is a knock. He calls to the door.) Hold! (To Abigail.) Turn your back. Turn your back. (To Proctor.) Do likewise. (Both turn their backs- Abigail with indignant slowness) Now let neither of you turn to face goody proctor. No one in this room is to speak one word, or raise a gesture aye or nay. (He turns towards the door, calls.) Enter!  Danforth, Act 3, Page 90  The Audience feel frustrated because all that Elizabeth has to do is tell the truth and Abigail’s ruthless revenge will be stopped and the truth will be brought to light but there is no way Elizabeth could know this so she does what she thinks is the right thing and tries to protect her husband. In this scene Miller uses dramatic irony very effectively. Danforth makes the trial look fair but in fact gives Elizabeth no choice  but to lie.  Danforth : â€Å"Answer my question! Is your husband a lecher!  Elizabeth : (Faintly): No, sir.  Danforth : Remove her, Marshal.  Proctor : Elizabeth, tell the truth!  Danforth : She has spoken. Remove her!  Proctor : (crying out): Elizabeth, I have confessed it!  Act 3, Page 91  This point is the dramatic climax of the whole scene because it is the point where Elizabeth finally finds out what she has done, and she is distraught. Hale tries to reason with Danforth when he says, â€Å"Excellency it is a natural lie to tell† this shows that Hale is the voice of reason but for most of the time he is not listened to, like Proctor who spoken sense throughout – both are shut out in their ways. To save her husband from accusations of witchcraft, Elizabeth must condemn him for lechery. Miller establishes that Elizabeth is an honest woman who never lies, yet at the moment in which her honesty is most critical she chooses the noble yet practical lie that she believes will defend her husband. As Hale notes, it is a natural lie for Elizabeth Proctor to tell, yet an incredibly ill timed one; Elizabeth Proctor chooses dishonesty at the precise moment that her integrity matters the most. Act 3 of ‘The Crucible’ is so effective because Arthur Miller uses a wide variety of emotions for his characters and a good variety of action. One minute the scene can be rather quiet with just simple conversation and the next minute it can be very chaotic with characters hurling accusations and abuse at each other. The reason this play is so effective is because Miller uses moments of calm as well as moments of extreme action, if it was just action, action, action all the time the audience would become immune to it and the really important parts wouldn’t stick in your mind as much. Act 3 is relevant to the play as a whole because it is the Act where a lot of important things happen and it is the most dramatic, with a lot of tension and anger between different characters. It is what the first two acts have been building up to and you could say it is the climax of the whole play.  When Arthur Miller wrote the play, â€Å"The Crucible† in 1953 the contemporary audience could relate to the play due to the media coverage that was occurring at the time. This era was concerned with the political movement of communism; the McCarthy trials. The contemporary audience saw Miller’s play as relevant because of the effects of mass hysteria- the destruction of the community in Salem. Miller felt that the play had relevance although he didn’t write it for that.  The reason why the crucible is still so widely liked even though the witch trials are long gone is because it demonstrates the terrible effects of mass hysteria and what it can do to normally rational people.  The story reminds its readers of an ugly blemish on human history. It reminds us that man is not perfect, and that we can make mistakes. However, even with these mistakes, we can cleanse ourselves and purify ourselves by making right what is wrong. Accused of witchcraft. (2017, Nov 01).

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Factors Which Led To The Origins Of Agriculture History Essay

Factors Which Led To The Origins Of Agriculture History Essay The transition from a hunter-gatherer lifestyle to that of an agriculturist, is considered by some, to have been inevitable as part of the natural evolutionary progression and development of man (Rindos 1986: 6). It is in our nature as humans to be progressive and, as such, we automatically follow a sequence of pre-ordained (Harris 1986: 12) and invariable steps in order to achieve higher levels of social development (Westropp 1872, cited by Barker 2006: 8). A lack of knowledge was the only factor that prevented the transition from hunting and gathering to farming; before the Holocene, man had simply not reached the cognitive nor cultural level required to formulate the concept of agricultural subsistence (Richerson et al. 2001: 394). Bender agrees, noting that the mental capacity and physical dexterity of the humans that were responsible for the origins of agriculture, in contrast to hunter-gatherers of 4million years ago, were significantly more advanced, which in turn enabled the development of more complex societies (Bender 1978: 209). This suggests that the accumulation of knowledge regarding their local environment and resources, led eventually to experimentation and ultimately domestication. At the Cave of Diaotonghuan in the Jiangxi province of China, there is a gradual growth in the number of rice phytoliths of domestic form in relation to those of wild form (Higham 2005: 242). This indicates a gradual assimilation of domesticates into their subsistence base following the acquisition of appropriate knowledge in regards to domestication of their local resources; this eventually led to total reliance on intensive agriculture. Similarly, at Abu Hureyra in Northern Syria, the percentage of gazelle bones decreases over the sites period of occupation, whereas the number of bones belonging to domesticates gradually increases, eventually becoming the dominant component in the villagers subsistence base (Watkins 2005: 214). This was not a rapid, single event, b ut a more gradual process in which the villagers steadily became more dependent on domesticates. These examples demonstrate how knowledge was the limiting factor and how the gradual accumulation of knowledge (Zvekebil 1986: 9) and the resulting familiarity with potential domesticates resulted in their manipulation (Braidwood 1960, cited by Cohen 1977: 8), and, ultimately, domestication. The varying rates at which different cultures adopted agriculture can also be explained by this model; it took different societies different amounts of time to acquire the required level of knowledge and familiarity with their local resources (Braidwood 1960, cited by Richerson et al. 2001: 399); until this was achieved, progression to domestication could not occur. It is a common assumption that the lifestyle that is concurrent with agricultural production is significantly superior to that associated with Hunter-Gatherer communities. It has been suggested by some that if the adequate level of knowledge and cultural readiness had been achieved in favourable ecological circumstances, then the advantages of agriculture would have appeared so discernable as to make the transition to a domestic mode of production axiomatic (Zvelebil: 1986(b): 8). It is wrong to make this assumption, however, as it is not inevitable that agriculture will bring with it an easier and more reliable lifestyle; indeed, it has been adduced that the emergence of agriculture bought with it a number of disadvantages. These include chronic malnutrition the consequence of an instable subsistence base and resultant famine increased labour input and reduced leisure time. Furthermore, the appearance of widespread stress does not occur until reliance upon intensive agriculture is well established (Rindos 1986: 38). The Kung!-San Bushmen of the Kalahari Desert provide an interesting illustration of a modern hunter-gatherer group that has no need or desire to transfer to an agrarian way of life. Their subsistence base consists of varying wild materials, including both preferential and contingency resources; they operate on a schedule of strategic seasonal movements in order to exploit particular resources at specific times and locations throughout the year (Lee 1968, cited by Barker 2006: 29). Various mechanisms, including infanticide, allow population levels to be kept low and well within the capacity of the available food supply (Lee 1968, cited by Scarre 2005: 186) as well as enabling them to maintain their ubiquitous lifestyle. The Kung!-San do not suffer from any Puritan Ethos (Bender 1978: 206), and therefore the number of hours per day spent collecting food is kept to a minimum, relinquishing the majority of their time for leisure purposes. It can be s een, therefore, that the hunter-gatherer lifestyle can provide a reliable and varied subsistence base, as well as a more relaxed style of living; the incentives for transition to an agricultural lifestyle are not obvious. Because of this, it is possible that hunter-gather communities did not willingly accept to abandon their lifestyle of choice, but were instead forced by some external factor. Stark identified such factors as Push Models people were coerced into farming by some common factor or stress (Stark 1986, cited by Barker 2006: 36). Bellwood agrees, stating that there are no compelling reasons why hunter-gathers would have adopted agriculture, unless pushed (Bellwood 2005: 41). The origins of agriculture are often attributed to climatic variation, a significant push factor in the process of achieving intensified domestication (Moore 1986: 626). The study of ice cores, deep sea cores, and pollen profiles has revealed that the Post-Glacial period was characterised by a cold, dry and extremely variable climate. The transition into the Holocene, however, saw a shift to a more stable climate, with warmer and wetter conditions (Bellwood 2005: 20). It is this important climatic transition that is thought to have enabled the conversion to agriculture and is the foundation of a number of important hypotheses regarding agrarian development. An example of such is Childes Oasis Theory; he promotes that the melting of the European ice sheets at the end of the last glaciation would have forced rain bearing depressions north, promoting desiccation in the Near East. This in turn would have forced animals and humans into closer proximities around the ever decreasing number of water side locations. This allowed humans to develop a greater understanding of their local resources, and further to this, enabled them to realise the benefits of establishing a symbiotic relationship with the local fauna, as opposed to exploiting them using hunting strategies (Childe 1936 cited by Scarre 2005: 188); the advantages of this would simply have become obvious to them given the stress they were under from post glacial desiccation (Barker 2006: 14). An example of how desiccation can affects the subsistence base of a society can be found at Abu Hureyra. During the Pleistocene the villagers were dependent on a wide range of resources; they hunted wild cattle, sheep and gazelle, but also gathered a number of different plant species. With the onset of the Younger Dryas, the colder and more arid climate made gathering more difficult. The people of Abu Hureyra instead turned to intensive cultivation of rye, a robust cereal that could withstand the more difficult conditions (Watkins 2005: 214). Although this supports Childes idea that it was desiccation that caused the transition to agriculture, his theory in general is flawed and cannot be universally applied. Pollen analysis in the Near East confirms that the Early Holocene was indeed characterised climatically by a warmer, wetter regime and not by desiccation. The climatic transition in this region progressed from dry to moist, rather than the reverse, which devalues the foundation of Childes hypothesis (Wright 1977 cited by Rindos 1984: 15) due to the unsatisfactory environmental data which is the basis of his claims. The emergence of domesticated rye at Abu Hureya between 10800-9600BC, or during the Younger Dryas, is very early in contrast to other sites. For the most part, agriculture in the Near East was not adopted under desiccated conditions, but in the warmer and wetter conditions of the Holocene. The recovery and study of rice phytoliths at the Cave of Diaotonghuan in the Jiangxi province of China has revealed a correlation between climate change and the development of the domesticate. Within Zone G, which correlates to a period of more favourable climate, there is relatively high number of rice phytoliths. This number severely depreciates within Zone F, however, which is reflective of the colder and more arid climate of the Younger Dryas. The quantity of phytoliths once again increases significantly within Zones D and E due to a longer period of warmth between 8000-6000BC; the phytoliths here are evenly split between wild and cultivated forms. By Zone C, the phytoliths are entirely cultivated in form, and remain abundant, due to the continuing warm climate. This sequence reveals a correlation between fluctuations in climate and the quantity of rice phytoliths present. During colder periods, the amount of phytoliths decreases, whereas, they increase with more favourable climates. Ever increasing quantities of phytoliths of domestic form relative to the quantity of wild is also observable during the warmer periods (Higham 2005: 241). This demonstrates that it was during better climatic conditions that domesticates began to be more widely utilised, and not during periods of desiccation. Although Childes theory is, in general, flawed, there is evidence to support the claim that climatic variation did indeed have an effect on the origins of agriculture. One of the most interesting theories regarding the origins of agriculture considers the relationship between sedentism, population growth, and the availability of local resources; the transition to agriculture occurred, simply, because of disequilibrium between the number of available resources and swelling population numbers (Zvelebil 1986 (a): 9). Increased sedentism brought with it relaxation of mechanisms and birth controls previously used to keep population levels low (Rindos 1984: 19), which resulted in a significant increase in population numbers. The favourable, coastal, resource rich areas, that could previously support these smaller, hunter-gatherer populations, could no longer cope once the population had expanded beyond the regions carrying capacity. This led to expansion into more marginal zones (Binford 1968, cited by Bellwood 2005: 22 and Scarre 2005: 189), until further territorial extension became undesirable or untenable (Cohen 1977: 12); the populations of these ar eas were then forced to turn to agriculture as a means of subsistence intensification, allowing them to feed their growing numbers. This theory is particularly desirable as it not only accounts for why agriculture was adopted, but for why it occurred at differing rates at various different loci Population pressure had simply not yet reached the point where reliance upon agriculture was called for (Rindos 1984: 33). Unfortunately, there is an underlying problem with this hypothesis. As mentioned above, climatic change cannot be used as a globally extendable explanation for the change in subsistence base; climate, by nature, is regionally specific and the effects of it are therefore hugely diverse (Rindos 1984: 16). The favourable coast line habitats, which, according to Binford, were the areas where people first turned to sedentism, flourished with increasing sea levels. However, increased sea levels would affect differing coastlines in a number of ways (Cohen 1977: 7) the creation of superior habitats is just one of these. This would not have been a universal or uniform effect, and therefore cannot be a globally applied theory for the origins of agriculture. It still seems tenable, however, that population growth would have brought about a necessity for agriculture in order to provide a more stable food supply for an ever increasing population. Alternative views consider the origins of agriculture to be the result of social factors. Bender in particular promotes this idea, claiming that other factors, such as demography, are often considered to have played a much greater role than is realistic, whilst social structure is significantly over looked (Bender 1978: 204); ultimately it is the social relations that articulate society and set the evolutionary pattern'(Bender 1978: 218). In other words, it is social factors that bring about the most significant transitions and cause the greatest change. Competition between social groups is often considered to have led to the development of intensified food production in order to provide the specifically valued kinds of food deployed in competitive strategies and acts of reciprocity (Scarre 2005: 187). Feasting and the accumulation and distribution of prestige items were common mechanisms for achieving wealth, status and power. They are, however, expensive in terms of subsistence and require surplus resources (Zvelebil 1986(a): 10); hunting and gathering can only supply limited resources. This is why agriculture was developed in order to fund such reciprocal mechanisms via a more stable and consistent subsistence base. Alternatively, for Hodder, the domus the location of production and reproduction which constitute society and social relation (Hodder 1990: 39) was the social mechanism which drove the transition to agriculture. As a concept, it acted as a metaphor for the desire to control and transform nature; the individual experience of domestication led ultimately to intensification and domestication (Hodder 1990: 41). In summary, for economic domestication to be successful, it must be preceded by social domestication. Both of these examples illustrate how social pressure provided a positive incentive for hunter-gatherer societies to transfer to an agricultural lifestyle. Bellwood, however, considers an alternative view on how social pressures had an effe ct on the transition to domestication in certain landscapes, from the perspective of how hunter-gatherer communities were put under pressure from agriculturalists moving into their territories looking for regions of high agricultural potential. The relationship between the native hunter-gatherers and invading agriculturalists would have initially been one of exchange, and would have been mutually beneficial to both parties involved (Bellwood 2005: 41). It is often considered that contact with the agriculturalists would eventually lead the hunter gatherers to realise of the benefits of domestication, encouraging them to switch to this lifestyle. Bellwood suggests, however, that this may not have happened; he argues that as pressure on resources increased, along with increasing attempts by the agriculturalists to dominate the hunter gatherers, this would only have dissuaded them to change their lifestyle (Bellwood 2005: 41). This form of social pressure therefore acts only a deterrent to the adoption of agriculture. It can be seen therefore that no one explanation for the origins of agriculture is entirely satisfactory. This is to be expected, however; these factors are conceived at level that is too general to account for local distinctions (Moore 1986: 622). Domestication would have been adopted for a number of distinct and differing reasons, due to the diverse nature of the various loci where agriculture originated (Zvelebil 1986(b): 167). The origin of agriculture was not brought about by one driving factor it was not a monocausal phenomenon (Scarre 2005: 186). It was a combination of factors most importantly climatic variation, demographic change and social pressure, as well as the accumulation of necessary knowledge which would have combined in various ways to ultimately bring about a shift to food production.

The Lives of Oprah Winfery and Malcolm X :: essays papers

The Lives of Oprah Winfery and Malcolm X The lives of Malcolm X and Oprah Winfery have some similarities's but mostly differences. The biggest similarities is that they are both very accomplished black American's. Malcolm X was a hustler, robber and a very messed up child. After going to jail he decided to turn his life around. In a few ways Oprah was the same way. She had struggled with her weight all of her life. Finally she decided to do something about it. When Malcolm was a child his family didn't have very much money. They lived in a run-down house with many brother's and sister's. To make matters worse, they were a black family. When he was about fifteen years old his father was run over by a cart. He was nearly cut in half! The police said it was an accident but, Malcolm and his family knew it wasn't. After his father died things went down hill. His mother was so upset by his death that she couldn't take care of her family. Malcolm started to hang out with the wrong people. He became a hustler, he would rob people for money and valuable things they owned. He also started to get into hard drugs during his teenage years. All of this led to him dropping out of school and his mom was put into a mental hospital. When he was seventeen years old he was arrested and put into jail. This was the start of his "new start". He started reading the dictionary! His speed increased incredibly. By reading the dictionary his vocabulary became much better so he started reading books. After serving 8-10 years in jail he got out and started to speak against racism. He was a very strong speaker, which many people, including some whites, listened to. He would always be talking about how the whites didn't treat them right and to fight against them. On February 21, 1965 Malcolm was speaking at a OAAU rally in Harlem and he was shot and killed. Oprah Winfery, a talk show producer and host, actress, and a very charitable person. She began her career in television when she was nineteen years old. She was the youngest and the first African-American woman to be a news anchor at Nashville's WTVF-TV. Nine years after her T.V. career took off she moved to Chicago to host a morning talk show, "A.M. Chicago" which became the number one rated talk show just a month after Oprah took over. In less than a year the show expanded into a hour long program and was renamed, "The Oprah Winfery

Dorothy Parker Essay -- essays research papers

*** "Inventory" 'Four be the things I am wiser to know: Idleness, sorrow, a friend, and a foe. Four be the things I'd been better without: Love, curiosity, freckles, and doubt. Three be the things I shall never attain: Envy, content, and sufficient champagne. Three be the things I shall have till I die: Laughter and hope and a sock in the eye.' *** Dorothy Parker became popular shortly after the first world war with her light verse and short stories. Although her works may not seem harsh and unwomanly today, they were labeled in this manner at the height of her popularity. Her cynical verses developed into something of a national frenzy, while giving the reader the impression that she recklessly stretched a woman's equal rights to include sexual relationships. It seemed that infidelity was included among these "rights." Her admirers culled quotations from her poetry that, while seeming to be among the most clever, were also among the least sincere. These epitomize the apparent lack of emotional range displayed in her verse. The techniques and topics that many of her verses tackle are as follows: "bitterness, humor, wit, and love" (Adams 519), together with an absolute foreknowledge of their futility. Love, especially, plays a major role as a theme of Parker's verse. Many poems are relating to love and loneliness or death as results of love. Parker once said of an actress in a review of a play that she "runs the gamut of em...

How Do You Actually Learn to Love Yourself Essay

5 ways to learn to love yourself more 1-Do something kind: There are lots of different ways to do something kind, but one of the best, long-term ways you can do something for someone else is by volunteering. For example, you could help out at a local swimming club, befriend an elderly person or use your marketing experience to promote a local charity. 2-Become your hero for the day: If you want to try this out for yourself choose someone that you can identify with, but who is also well known for his or her confidence. Then begin to act like them. Although you don’t have to speak in their accent, envisioning your hero can have a surprisingly positive impact upon your own body language and tone of voice. 3-Retrain your thoughts: How many times in a day do you think negatively about yourself? Now ask yourself how many times you compliment yourself during the day.A great way to alter your behaviour and learn to love yourself is to retrain the way you think. You can do this by following up every negative thought you have about yourself with a positive. For example, if you tell yourself that you are ugly, old or overweight, follow this bad thought up with something positive, like: ‘I have great skin, hair and a good smile’. Increasing the number of positive thoughts you have about yourself during the day will hopefully help you to enjoy being you and will help to boost your self-esteem. 4-Admit your flaws and take action: We all have flaws and that’s fine. It is just something that we have to accept. Yet some people’s flaws can interfere with their life and become an obstacle that stands between them and their happiness. If you have a flaw that is becoming a problem it is time to admit that you need to change. 5-Relationship analysis: There are some people in this life that are just no good for us. If you have friends, boyfriends, girlfriends or colleagues who undermine you, belittle you or are just plain mean, you need to have a thinking about confronting them about their behaviour. This can be extremely daunting, especially if they bully you. Remember though that no one has the right to put you down and the only way people will stop acting in this way is if they know you won’t accept it. Be brave, plan what you are going to say so that you can communicate clearly and then sit down and talk through your issue face to face. If the problem continues it might be time to consider cutting them out of your life altogether. Life is too short to waste on people that don’t make you feel good and hanging around with negative people will make it hard for you to love yourself.

Characters in Macbeth and The Laboratory Essay

Macbeth is arguably one of Shakespeare’s most famous tragedies. Written sometime between 1603 and 1606, the play is strongly written with King James the first’s of England’s interests in mind; the supernatural. Because of this we are introduced to the idea of the paranormal and witchcraft straight way in the play with the three. This would have scared a Jacobean audience as they feared the supernatural; it also foreshadows the likeliness of disturbed characters to be introduced later in the play. In comparison, The Laboratory, a poem written by Robert Browning in the 1800’s and set in aristocratic France- before the revolution, when the old regime of the monarchy was still in place. This was a time of great diversity between the social classes, so seeing the narrator of the dramatic monologue, an affluent woman, liaising with a poor alchemist would have deeply shocked a 19th century audience, as they would believe her to be troubled, or maybe even disturbe d. Macbeth is Shakespeare’s shortest tragedy; this means that the play has no sub-plots and only concentrates on the story, and the disturbed mind, of the main character, Macbeth. The full focus on Macbeth himself emphasises his evil nature and thirst for power, portraying him as the ultimate tyrannical and disturbed character. â€Å"I have no spur to prick the sides of my intent, but only vaulting ambition, which o’erleaps itself and falls on the other† . The metaphorical language used as the reference to ‘spurs’, used to make horses go faster, shows that Macbeth feels his ambition to gain power is being limited by the king. Macbeth is shown to have great respect for the king and sees the king as almost a friend, so to describe him as a mere obstacle to overcome shows he has no moral boundaries, making him a disturbed character. Similarly, The Laboratory is a poem written in the form of a dramatic monologue, this means we hear everything that’s going on from the view of the narrator. In this case, it’s high class woman who is obsessed with getting revenge on her husband and his lovers. Her single-mindedness is shown by the poem only being about her thoughts and her fatal flaws, jealousy and revenge. These themes are shown in the poem right away. In the first stanza, the topic of poison and murder are mentioned quite blatantly. â€Å"Which is the poison to poison her, prithee?† The reader doesn’t yet know that there’s a revenge  plot, however Browning wants the reader look into the narrators disturbed mind early into the poem. He uses this fourth line like a hook to pull the reader into the poem and make them wonder why the speaker would want to kill someone. In Act 1, Scene 1 of Macbeth, we are introduced to the three witches, showing the audience that the play has a strong supernatural theme. This would have scared a Jacobean audience much more than a modern audience as witchcraft was feared much more intensely than it is today. Shakespeare used catalectic trochaic tetrameter and rhyming couplets to make the witches words sound like a spell, â€Å"Fair is foul and foul is fair: Hover through the fog and filthy air.† The oxymoron shows that the witches don’t know the difference between good and bad. This foreshadows a play of contrasts and disturbed minds. Macbeth’s words also echoes the witches in Act 1, Scene 3 â€Å"So foul and fair a day I have not seen.† We recognise the oxymoron from when the witches said it in the opening scene; this gives the audience the impression that Macbeth shares similar qualities with the witches, such as he doesn’t know the difference between good and bad, and therefore had no moral boundaries. It also foreshadows that Macbeth will have more to with the witches in the future. This makes Macbeth a disturbed character to the audience, particularly a Jacobean audience, because of his association with the supernatural. On the other hand, the subt itle to Robert Browning’s poem â€Å"The Laboratory†, â€Å"Ancien Regime†, tells us that it is set in France before the revolution, when the old regime of the monarchy was still in place. The narrator appears to be an upper class woman, a fact which is not apparent in the opening stanza, but becomes so as the poem develops; this is seen by the lexical field of wealth, â€Å"Gold, Kings, Jewels†, who is in a laboratory brewing up a poison to kill her rivals. For a 19th century audience this poem’s setting alone would be very bizarre. In aristocratic France, it was way rare for the social classes to mix, so seeing an upper class lady in the setting of a poor laboratory was very strange. The disturbance in the setting would have deeply confused the audience. The narrator even flaunts her wealth to the chemist when she begins to fantasise about what she will hide the poison in with the exclamatory sentence, â€Å"To carry pure death in an earring, a casket, A signet, a fan-mount, a filigree-basket!† This would have shocked a 19th century audience and they would have believed her to have been a very disturbed character. A Jacobean audience would think that  Macbeth is more of a tragic hero than a modern audience would. This is because a Jacobean audience would feel more sympathy towards Macbeth because of his fatal flaw, ambition. In the 1600’s the idea of succession and promotion would be much more topical than it is today, this is because one of the two main monarchs in Shakespeare’s time, Queen Elizabeth, remained the ‘Virgin’ Queen throughout her reign and therefore had no successor, creating great instability. Macbeth was promoted to Thane of Cawdor and the King called him brave â€Å"for brave Macbeth- well he deserves that name†. This would have been a massive compliment to Macbeth, so naturally he would enjoy it and want more, A Jacobean audience would have sympathised with his feelings because of the situation of their monarchy at the time. This makes him a tragic hero as he was once a great war lord that was brought down by his fatal flaw, ambition. Also, a Jacobean audience were much more likely to believe in the idea that the witches were taking over Macbeths mind. In Shakespeare time, witchcraft was a major issue as people fully believed that it was possible to be possessed by the supernatural and demonic natures as the knowledge that the women supplied was like a drug to Macbeth, and it is obvious he was fascinated by it at the start, â€Å"would they have stayed†- and continually wants more. His obsession with the witches would have made a Jacobean audience believed he had a disturbed mind, but they would have also have felt sympathy toward his as they believed he was being possessed, making him a tragic hero. However, a modern audience are more sceptical about the supernatural and would therefore see Macbeth as more of a disturbed character as we find it harder the feel sympathy towards him and see him more of a weak willed character as he frequently talks himself out of murdering his friends for his own gain, yet he does it anyway. â€Å"yet I do fear thy nature; it is too full o’the milk of human kindness/ To catch the nearest way.† It is shown that Mabeth doesn’t dislike Duncan as a king, in fact he sees him as a friend, but he is in the way of Macbeth’s fatal flaw, ambition, and so has to be killed. The upcoming murder is described as inevitable. The focus on his fall, as well as his rise demonstrates Shakespeare’s moral message th at tyrannical reins will come full circle and end in their demise. Shown also through the divine right of kings, as Malcolm finishes up on the thrown. However, in The Laboratory, as soon as we hear of the narrator’s motive we feel sympathy towards her. She is also a  victim as her husband has cheated on her, leaving her heart broken and distraught. However as we learn more of her fatal flaws, jealousy and revange, the audience realised that she does not only want to kill her emimies, but she wants to make them suffer too, â€Å"Not that I bid you spare her the pain! Let death be felt and the proof remain.† This quote from the 9th stanza shows that she wants her rivals to know that they are dying, and that she doesn’t care if she is caught to be the one responsible for their murder. A 19th century French audience would call this a ‘crime of passion’ because the persona has been wronged by the husband and would naturally want to take revenge. They wouldn’t believe that it was okay, however they would have understood why she wanted to do it more than a modern audience would, and would therefo re view her as a tragic hero. A modern audience would mostly see her actions as outright murder and would feel less sympathy to the disturbed mind of the narrator and so would see her as less of a tragic hero and more of a disturbed and jealous maniacal killer. In Act 1 Scene 5, Lady Macbeth, after being told what the witches told Macbeth about him become king, â€Å"and king here after!†, and upon receiving word that King Duncan of Scotland will be arriving that night, begins sharpening her talons. She isn’t sure there’s enough manhood to go around between herself and her husband, so she calls upon scheming spirits to â€Å"unsex me [Lady Macbeth] here.† This is her vivid way of asking to be stripped of feminine weakness and invested with masculine resolve. She imagines herself as a vessel which may be emptied out and refilled â€Å"from the crown to the toe.† One thing nobody, spirit or otherwise, has ever poured into her is â€Å"the milk of human kindness†. Lady Macbeth’s speech is very shocking to the audience as it shows the inner workings of her mind and what she really desires, power. This suggest to the audience that she may be the one with the ultimate disturbed mind as she has no d oubts that she I prepared to kill her king for her own gain. The narrator shows her power over the alchemist as she frequently dominates him and gives him orders, â€Å"Quick- is it finished? The colour’s too grim!† The idea of a woman telling a man what to do would have been unheard of in a patriarchal society such as then. However the alchemist doesn’t seem to mind as it is revealed that the disturbed woman who has come for his service is prepared to give everything, â€Å"Now, take all my jewels, gorge gold to your fill, You may kiss me old man, on my mouth if  you will!† The fact an upper class woman is prepared to let a poor alchemist kiss her shows how much this poison means to the narrator. However she pushes him away to avoid any repercussion of the poison, â€Å"but brush this dust off me, lest horror it brings†. Her quick change of mind shows the giddiness in the thought of killing her rivals. After Lady Macbeth strengthens her husband’s resolve by mocking his perceived weakness, she convin ces him that king Duncan will be murdered than night and explains her plan to him. In the beginning of Act 2 Scene 1 the setting is clearly dark (use of touch bearers) and â€Å"the candles are all out† metaphor, which is a reference to the heavens, suggests that with the physical darkness there is also a moral darkness. Shakespeare uses pathetic fallacy to set the dark scene. This foreshadows the likelihood of death and also likes with the darkness of Macbeth’s and his wife’s disturbed mind. Later on in the scene Macbeth’s soliloquy reveals for the first time the extent of Macbeth’s disturbed mind. He begins to see things that others cannot, a dagger. He asks if it is real or a â€Å"false creation/ Proceeding from the heat-oppressed brain?† This intensifies the atmosphere of evil but is also a symbol of the start of Macbeth’s mental torment and psychological breakdown. Just as inward debate and talk of murder is about to stifle his courage, Macbeth’s intense illusion is shattered by the bell, a signal from L ady Macbeth that Duncan’s chamberlains are asleep, â€Å"I go, and it is done; the bell invites me.† Macbeth races away to commit the heinous crime almost saying he has no choice since the â€Å"bell invites† him, taking the responsibility away from himself. This leaves the question in the audience’s mind of weather a few more moments of deliberation would have changed Macbeths disturbed mind. On the other hand, The Laboratory is written in anapaestic tetrameter, which is an upbeat rhythm that shows her calm and confident one track mind. This is also emphasised by rhyming couplets and regular quatrains, â€Å"..Tightly.. Whitely,†; â€Å"..Smithy†¦ Prithee?† However, Browning switches to dactyls on line 5, â€Å"He is with her, and they know that I know.† This change in rhythm emphasises her paranoia and makes the audience wonder whether her husband’s affaire is all just in her disturbed and paranoid mind In Macbeth’s eyes, the murder of Duncan has now made the murder of Banquo and his son a necessity and the witches predicted th at it would be Banquo’s children that end up on the thrown. Macbeth treats the murder of his best friend as a  facile task, which tell the audience that the trace of humanity under the â€Å"vaulting ambition† and the moments of reflection and regret are now gone. After the deed had been done and Banquo is now dead Macbeth sees his best friend’s ghost, ironically during his celebratory banquet after becoming king. This is the first time Macbeths friends and subjects see his disturbed minds and Macbeth begins to panic and shout at, what seems to them, to be nothing. â€Å"Prithee, see there! Behold! Look! Lo! How say you? Why, what care I? If thou canst nod, speak too.† The repetition of short exclamatory sentences and rhetorical questions shows Macbeths panic at the disturbing sight of his â€Å"gory† best friend’s ghost. To a Jacobean audience, this would be Gods punishment for committing murder and treason. The divine right of kings lead people to believe that the royal family is put there by God so to k ill Royalty is much worse than normal murder. So therefore god has sent the image of his dead friend to torment his disturbed mind for what he has done. On the other hand, a modern audience would argue that this is result of Macbeth’s guilt for ordering his best friend to be killed for no reason other than to keep his status as king for eternity. This shows his deluded and disturbed mind as there is no way that killing Banquo and his son would leave Macbeth on the thrown forever. It shows how is power hunger and disturbed character has poisoned his mind is his sub-conscious guilt has finally gotten too much. In contrast, in The Laboratory, because of her husband’s love affair with other women, â€Å"he is with her†, we can see the narrator’s mental state become more and more disturbed as the poem progresses. This can be seen through the pleasure that the speaker is feeling when talking about the imminent death of her two rivals; â€Å"grind away moisten and mash up thy paste†. These verbs show the pleasure the speaker is taking in plotting death. This is unsettling to the reader as we wouldn’t expect to see such evil thoughts in a society filled with luxury, portrayed by the lexical field of wealth â€Å"gold, kings, jewels.† The narrator frequently refers to poison with positive connotations â€Å"treasures†¦ pleasures†, this shows that she doesn’t know the difference between good and band and therefore (like Macbeth) had no moral boundaries. Browning also includes alliteration of plosives, â€Å"Brand, Burn up, Bite into its grace-â€Å" This makes the verbs sound violent and aggressive and also makes the narrator sound very disturbed when she says them. Finally, Macbeth who, by  Act 4, is far along the path of insanity becomes paranoid and feels the need to make the witches tell him more. He returns to the Witches and boldly demands to be shown a series of apparitions that tell his future. The first apparition is the disembodied head of a warrior who seems to warn Macbeth of a bloody revenge at the hands of HYPERLINK â€Å"http://www.cliffsnotes.com/literature/m/macbeth/summary-and-analysis/~/link.aspx?_id=D7760724761D4871B3541B0CC827B645&_z=z† Macduff. The second is a blood-covered child who comforts Macbeth with the news that he cannot be killed by any man â€Å"of woman born.† The third is a child wearing a crown, who promises that Macbeth cannot lose in battle until Birnam wood physically moves toward his stronghold at Dunsinane. Encouraged by the news of such impossibilities, Macbeth asks, â€Å"Shall Banquo’s issue ever reign in this kingdom?† The Witches present an image of a ghostly procession of future kings, led by Banquo. All this serves only to enrage Macbeth, who, trusting in his own pride reveals in an aside to the audience his determination to terminate Macduff as he is now a threat to Macbeths rein. Macbeth realises that he cannot kill Macduff at that moment in time as Macduff is off with his army in England. So instead he chooses to damage Macduff emotionally, in the hope that he would crumble in grief after hearing of the slaughter of his loved ones. This shows that Macbeth has now bee n completely in engulfed into his disturbed mind as he is now killing innocent women and children in his decent into ultimate tyranny. To both Jacobean and modern audiences his disturbing actions are unforgivable. However Macbeth’s actions do the opposite of when he intended- Macduff is spurred on by his anger and eventually takes Macbeth’s life for it. The focus on his fall, as well as his rise demonstrates Shakespeare’s moral message that tyrannical reins will come full circle and end in their demise. In conclusion, I think that Shakespeare uses the disturbed mind of Macbeth effectively to keep the audience engaged. Macbeth’s confused and disturbed mind is always flickering back on forth to what is right and what isn’t. Shakespeare presents this through his use of soliloquies and short sentences, keeping the audience fascinated and following every turn and twist of Macbeth’s disturbed mind. Contrasting to The Laboratory where Browning presents the character of the narrator as truly disturbed, yet not mad like Macbeth and she keeps a one track mind and urge to kill throughout most of the poem. This theme of  revenge leaves the reader able to sympathise with the narrator. They understand her motives and that she had been driven to this outcome. The relationship that browning builds between the narrator and the reader is effective because the reader can easily look into and understand the narrators disturbed mind, allowing the reader to stay engaged with the piece.