charlotte bronte

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How Does Charlotte Bronte create sympathy for Jane Eyre in the first two chapters of the novel?


How does an author go about creating an air of sympathy for a fictional character? In Jane Eyre the author, Charlotte Bronte, uses several different devices in order to achieve this aim.


She uses the ‘social context’ of Jane’s time to help the reader respond to what is written. Jane Eyre is set in the early to mid nineteenth century and we see clearly through reading the text how different life today is compared with, the time when Jane lived.


In Jane’s period it wasn’t unusual for the males of the house to be dominant and be the ‘stronger’ sex. Women were seen as the ‘weaker’ sex and frequently were made to entertain guests and take care of the house. Women were more vulnerable in those days too, and the fact Jane was an orphan as well meant that she was seen as a ‘burden’ to society.


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Charlotte also includes different types and styles of unique language throughout her expressive writing. She uses the household’s view of Jane to capture the reader emotionally. For example;


“You are less than a servant for you do nothing for your keep”


This shows us clearly how the family views Jane.


Charlotte Bronte cleverly uses words and imagery to ‘set the scene’ in her story. In the very first paragraph she sets the miserable, cloudy scene by including words like; “Sombre” and “Grey”


These words help set the scene in the reader’s mind and give them a ‘feel’ of what the novel is about.


One other technique she uses is the structure of the novel. It is structured in a linear style and follows Jane’s life from when she was a small child to when she eventually grows to be an adult.


In this assignment I am going to look at SETTINGS, LANGUAGE, STRUCURE and SOCIAL CONTEXT in greater detail to be able to see how Charlotte Bronte creates sympathy for Jane Eyre throughout her novel.


At the very beginning of the first chapter we see that Bronte already is beginning to create sympathy for Jane Eyre. She does this emphatically by using the setting of the story to reflect how her character, Jane is feeling.She uses depressing and dull words to describe the atmosphere around her. Adjectives like, “Sombre” and “Grey” in particular stand out to the reader and reinforces the harshness in Jane’s environment.


I think that Charlotte Bronte uses this idea to ‘connect’ with the reader in an emotional way so that they become interested in the very fist paragraph- this works very well as it encourages the reader to read on.


She speaks of, “Cold winter” “Rain” and “Chilly afternoons”


The way Charlotte describes in great detail the surroundings, tells us that she is trying to involve the reader and make them ‘feel’ the strong and vibrant setting that she has vividly created. I feel that the adjectives that have been included in the first paragraph have been brilliantly and carefully selected by Bronte. This technique helps her achieve the outstanding effect that she needs to ‘capture’ the audience’s sympathetic awareness at the beginning of her novel.


Another main setting that Bronte establishes is that of the red room.


This room to Jane symbolizes death and blood. After all, her uncle had died in this room. I think Bronte creates a sort of ‘gothic’ feel going in this room. I get this impression as Jane speaks of “spells” “spirits” “blood” and “superstitions”. All of these types of words help persuade the reader’s feelings towards Jane.


Jane is petrified being in it as she is constantly “Shaking her hair from her eyes” and feels somewhat “Suffocated” with the red room door closed. This intense scene Bronte creates for the reader, urges us to feel sympathetic towards Jane because of the cruel environment she is living in, also because she is so young and na├»ve.


The metaphor and emotive language Bronte uses to describe her environment only adds to the sadness and sorrow that the reader is manipulated into feeling.


The red room seems to me as being the main setting, persuading the reader to feel sorry for Jane. Bronte expresses Jane’s emotions clearly and effectively throughout the second chapter so that her language ‘captures’ the readers imagination.


As well as cleverly using the ‘settings’ of the story to create sympathy for Jane, Charlotte also uses language to describe Jane herself. Through looking at language used we can see that Charlotte Bronte uses “How others view Jane”, “How Jane views herself” and “Physical description of Jane” to make the reader feel sympathetic towards her.


We can see clearly from reading the text that, Jane is not respected by others in the house. Bronte portrays her as an ‘outcast’ and uses the bitter and cruelness that gets inflicted on her by John and the rest of the household to create sympathy and sorrow for Jane.


John bluntly informs Jane, “You are less than a servant for you do nothing for your keep”


This strong, definite statement informs us that Jane is not respected in her social environment. John believes she is “Less than a servant” as she is completely dependant on the family. Although he is only two years older than Jane, he considers himself to be the man of the house.


It wasn’t uncommon though, for a woman in the nineteenth century to be thought of as the ‘weaker sex’ compared to a man. This was because in Jane’s time, women didn’t have the right to do the things that women today take for granted. Things like the public vote could only be taken by men. Women had no voice and little rights in the 1th century and so were seen as ‘inferior’ to men.


Here, John tells her she is “less than a servant” and just shows how little he respects her. Charlotte Bronte includes remarks like this to show how Jane’s cousin sees his role within the family. He says that she is “Like a mad cat” and tells her “You’re a dependant” “You ought to beg”


This makes the reader feel sorry for Jane and makes them become, ‘emotionally involved’ in how she is treated by others.


It seems here we notice two contrasting characters (that of John and Jane) Jane is physically and mentally weaker than John and it is noticeable from the text that their characters are totally different.


I think Bronte has included this to create more sympathy for Jane as she is compared by the reader against the strong, possessive John.


The household regards Jane as a burden to society and punishes her for being there, even though it wasn’t her fault that she was orphaned and ended up living with them.


There are certain aspects of Jane’s character that the household view negatively but that the reader sees from a positive point of view.


“Did you ever see such a picture of passion?” was the rhetorical question Bessie asked.


-This was viewed negatively by the household but could be viewed in a totally opposite way to the reader.


I would say that here, Bronte has used irony to suggest two meanings. The reader would believe that Jane is a picture of passion as she is a strong willed, courageous girl but the household sees this ‘picture of passion’ in a completely different light as they see her as being wild, naughty and disobedient!


Different language is used to describe how Jane views herself.


“Mysterious” “Rebel slave” and “Like nobody” are words Bronte uses to describe Jane.


Charlotte Bronte excellently creates sympathy here for Jane by using figurative language to describe Jane herself. It is clear that Jane sees herself as somewhat different from other women and even though she is humiliated, depressed and has low self esteem she is incredibly strong willed and Charlotte gets this across to the reader effectively by her intense choice of elaborate sentences and extended vocabulary.


In addition to these things, Charlotte Bronte uses Jane’s ‘physical description’ to make the audience feel sympathetic towards her.


“My physical inferiority to Eliza, John and Georgiana” and “Glittering eyes of fear moving” Show how Jane feels small and unimportant compared to her cousins.


-Sentence’s like these have been included in the novel by Charlotte to offer the reader an insight as to what Jane is like, physically.


The fact that Jane has been portrayed as being, white, weak, small and young makes the reader feel rather sympathetic towards Jane.


By physically making Jane sound unhealthy and inferior to the rest of the children as well as mentally unhealthy it encourages the person reading even more to feel sorry for her.


Jane tells us, “I was but ten”


Again, this shows us just how young and vulnerable Jane is. Despite her age though, we can see that Jane has a very mature outlook on life and is not afraid to stand up to what she believes.


Persuasive language is also another teqnique that Charlotte has used to enhance the overall quality of her work. She has persuaded the reader to feel sympathetic towards Jane by use of language, imagery and style-she does this through all the language aspects I have mentioned.


The way that the chapters are structured throughout this novel, are rather unique.


Charlotte Bronte, uses the ‘linear’ style of writing and it has been used in this particular case to show how Jayne grows from a small, weak but strong willed child to a stronger, open minded young woman.


The style follows Jane from when she was a small girl at the beginning of the story to the end, where she is a woman.


We are aware that the story starts when she is young as Jane says;


“I was but ten”- this quote can also be referred to when talking about the language section and how Jane was vulnerable as a child.


Charlotte Bronte is attacking the social injustices that were present in the 1th century. Bronte successfully does this and vividly portrays what life was like at the time the book is set.


If we look into the period of time when the book was actually written (1th century) we can see that life then was different to life today.


Charlotte Bronte uses the social context of the novel to help the reader feel emotional towards Jane Eyre.


For instance, today both women and men are treated equally- this wasn’t the case in Jane’s lifetime. Women were seen as inferior to men and the fact that Jane was a dependant as well meant that she gained little respect in her social environment.


In the 1th century, women’s place was in the home where they would serve for their master as well as carry out housework and entertain guests.


Because Jane has no social standing anymore after her parents died it means that she is a ‘dependant’ and has to depend on her aunt to look after her.


We can see that unlike stereotypical women of her time, Jane possesses a mind of her own. She has ‘a brain’ and a wild imagination. I think this is because of all her reading. She sees reading as a way to get out of what is happening around her.


Jane has nobody around her that loves her anymore and the only comfort that she finds is in the characters in the books she reads. Charlotte Bronte uses Jane’s “half imp” character to create sympathy for her.


As Jane has no money her biggest fear is of the poorhouse (a place she would have to go to if her aunt didn’t take her in) She understands that she should be grateful that she has been taken in as she knows that life in the poorhouse would be unimaginably painful and hard. Unfortunately, Jane was never taught that poor people shouldn’t be treated as outcasts and that you can still be happy as well as poor. Jane sees these two things as completely unlinked.


I think that Jane’s later life is how Bronte would have liked her own to be. The character Bronte has produced is rather ‘spirit like’ and is like a character from a fairy story. It’s almost as though Jane is angel-like as it seems know one notices her presence.


In conclusion, after studying in greater depth how Charlotte Bronte creates sympathy for Jane Eyre using structure, social context, language and settings we can see that Bronte manages to get the reader to feel sympathetic towards Jane.


Bronte does this effectively by the use of figurative, emotional and persuasive language to create an effect on the reader. We can see that the fact that Jane is orphaned, so young and vulnerable, unwanted, bullied etc makes the reader feel sorry for her.


Maybe though, we have been slightly manipulated by Bronte’s intense use of language into feeling “too sorry” perhaps, for Jane. It could well be that Jane was occasionally naughty!


Also the settings that Charlotte Bronte creates, like that of the red room, contributes to making the reader feel sorry for Jane.


My personal impression of Jane has been created through Bronte’s use of emotive and imaginative language. I am made to feel sympathetic towards Jane as she is orphaned, young, afraid of the red room etc and I believe that throughout this novel, Charlotte Bronte has impressively managed to persuade the reader into feeling sorry for Jane Eyre.


I think that the way she talked about the red room and Jane’s fear of it was both imaginative and moving.


The moral of the story suggests that even though Jane had a distressful and uneasy life, she still managed to pull through and that it is possible to grow from a weak, vulnerable child to a strong, courageous woman. Bronte brilliantly gets this powerful message across to her reader.


By expressing Jane’s thoughts and feelings Charlotte Bronte, has successfully created an air of sympathy by using various linguistic techniques to emotionally ‘touch’ the reader from start to finish.





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leadership

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If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on leadership. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality leadership paper right on time.

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The Essentials of Leadership


Leadership is the art of guiding others toward attainment of critical goals. Leaders demonstrate their own commitment to a vision, communicate that vision clearly, and enlist their followers as partners in that vision. Simply put, leadership is getting people to follow you. If you don’t have any followers then by definition, you aren’t leading. Effective leaders, whether they lead a country or a gang, a sports team or a corporation, must posses and demonstrate the following core critical competencies. Effective leaders know how important it is to be a resource not an authority. They understand how communication leads to focus and focus leads to results. Leaders naturally and without hesitation, invest in and develop their people. Lastly, leaders are asked and allowed to determine strategy and make major decisions with regard to creativity and risk. Let’s review in detail.


To be an effective and competent leader, you need to gain respect and develop a relationship of trust with you staff, your colleagues and your supervisors. One of the most important ways you can gain the respect and build the trust, is through communicating with your fellow employees. Therefore, developing good communication skills is mandatory to becoming a great leader.


The ability to communicate with people at all levels is almost always named as the second most important skill by project managers and team members. Leadership calls for clear communication about goals, responsibility, performance, expectations and feedback. There is a great deal of value placed on openness and directness. The leader must have the ability to effectively negotiate and use persuasion when necessary to ensure the success of the team and project. Through effective communication, project leaders support individual and team achievements by creating explicit guidelines for accomplishing results and for the career advancement of team members. (Barry, 000, Good Communicator, 1)


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Almost all problems that occur in any type of organization, be it business or personal, are the direct result of people failing to communicate properly. Poor communication seems to be the culprit in most problems. Faulty communication causes confusion, can cause arguments and can cause a good plan to fail. On the other hand, effective communication occurs only when two or more individuals completely achieve a shared understanding of the information being communicated. Communication plays a huge role in our daily lives and it is very important to know how to communicate effectively. There are two different ways of communicating effectively, non-verbally and verbally.


The first is nonverbal communication, which is probably the most basic form of communication. I think the easiest way to understand and recognize nonverbal communication is by watching either a baby or a dog. A baby communicates by using a lot of gestures and expressions; when he or she is happy he/she will smile and when he/she unhappy he/she will always cry. With a dog you can tell it is friendly if the tail is wagging, and if the dog is not friendly, it will snarl and show its teeth. No one teaches a baby to cry or a dog to wag its tail, but these are all forms of self-expression and are almost universal. Like a baby or a dog, we use gestures and expressions to communicate nonverbally, and a lot of times we may not even know we are doing it. For example, when we roll our eyes or blush, we may do those things unknowingly.


Although you can express many things nonverbally, there are some things you can not communicate without using language. That is exactly what verbal communication is, to communicate in a written or spoken form. The most convenient way of communicating verbally is by speaking or by oral communication. An important verbal skill to have and to learn to help you communicate more effectively, is to build your vocabulary. The English language contains around 75,000 words and most people in the United States are only able to recognize about 0%, or 0,000 words.


You can see how important effective communication is to becoming a great leader. Whether you are speaking, writing or listening, you have to understand the process of communication and use as many means as possible to get your message across. People learn in different ways, so a combination of written, oral and non-verbal communication, may be necessary to convey your message.


Effective communication is also important to developing people. There are many ways that a leader can help people develop. A leader knowing the different methods of development, motivation and empowerment ensures for a successful leadership.


The methods that a leader can use are hands-on, visual and the traditional classroom method. The hands-on method allows the leader to tell the person what needs to be done and the person performs that task why the leader is present. For example, a trainer is teaching a computer system to a new employee allowing the employee to use the computer while the trainer is present. Another method is the visual approach. In this approach, the leader would show the person how to perform a task and give a few job aides to assist them. These job aides would also be used for future references and allows the person to retain that information. The final method is the traditional classroom approach. The classroom method is where is an instructor teaching the various tasks to a group of people and give them different options to complete these particular tasks.


Motivation is critical to the development of people. The leader’s job is to keep the motivation alive. One way to keep the motivation alive is to ensure the focus on the “vision” or “mission’ of that organization or institution. A leader must show interest in the team to increase their motivation. According to the article, Steps You Can Take to Hire, Keep, and Inspire Generation Xers, “Spending time with Xers to help them gain skills, insight, and experience will yield great dividends for mangers and their organization” (Hessen (001) p.,4) . Another way to increase motivation is to empower people.


Successful leaders empower people by giving them the authority to make decisions. As a result, ownership is created and the work conditions and productivity improve. Involve Xers in business or strategic plans let them help determine goals and the steps that must be taken to achieve them. “Their involvement will not only add to your plan, it will also lead to valuable buy-ins on their part” (Sandler & Troy (00) p 1-16). Another way to empower people is to let them develop their skills and competencies. For example, there was company that developed a program that increased their employee’s skill and competencies. They did this by having their employees take other workshops that would cross-train them into other areas of the company making each more valuable and motivated.


Developing people requires many different strategies. Using different methods of development, motivation and empowerment will increase productivity and success of that leader.


Decision making; it has been my experience that using sound judgment is, for the most part, making sound decisions. In today’s business world, making fast decisions are expected. Sometimes making sound decisions can be difficult. Let’s briefly go over some Decision Making Styles. You can decide alone without discussing the situation with anyone. You can solicit information from others, which can allow employees a greater involvement in the decision making process and consider their feelings, opinions, and information. The last style is group decision making, which gives others full participation in the decision making process. I have found that the people I work with have great ideas and make great decisions.


Leaders are also creative in their decision-making. Sometimes “thinking outside of the box” has helped me in making good decisions. Try to do things that you have never seen before. On that note that will lead me to the following topic.


Thinking “outside the box,” experimenting and taking chances. I have experimented and have taken chances and, for the most part, it has helped me in my career. Also, admit your mistakes. Just because you think “out side the box” and you feel that you have made a good decision, always try to be open to others and their ideas. A good leader will let others experiment and take chances. As a result, experimentation and risk taking can often lead to positive creativity.


I have found that there is no single or easy way to make good decisions. However, I try to live by some guidelines that have helped me in my decision-making processes;


• Use good judgment


• Be creative in decision making


• Think “outside the box”


• Experiment and take chances


If you apply these guidelines when making decisions, your leadership skills will be improved.


Phil Quigley (Pac Bell) once said “I don’t think of leadership as a position. I don’t think of leadership as a skill. I think of leadership as a relationship.” The cohesive relationship that exists between these attributes and the collective relationship a leader has with each of these competencies.





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Animal Farm

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If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on Animal Farm. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Animal Farm paper right on time.

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Animal Farm by George Orwell is a novel that takes place on a farm in the


English countryside. Animal Farm is a novel that presents angry animals rebelling against man so that they can all be equal, free, and live a good life. Two themes that apply to this novel are be careful what you wish for and do not be a follower.


Old Major, an old wise pig, had a dream. The dream was about animals rebelling against man so that they would be free and all equal. Old Major taught the animals a song called “Beasts of England.” The song is about all animals being free and equal. When Old Major died the pigs were immediately accepted as the leaders because pigs are supposed to be the smartest and cleverest animal. The pigs made seven commandments for all animals to live by that reflected off of what Old Major said in his dream. When the pigs became leaders they got to do what ever they wanted to do. While the animals worked in the harvest, the pigs did not, they watched and supervised. Boxer was the hardest working animal; he always tried to please the pigs. Boxer’s slogan was “I will work harder.” Snowball and Napoleon never agreed at the meetings on Sundays. Napoleon took Jessie’s puppies away to “educate” them. The pigs were always cheating the animals. The pigs would always get more food than the other animals. Squealer would always come up with some way to explain to the animals that the pigs needed it. The pigs would always tell the animals that if they didn’t do their duties then Jones would come back. Messages were sent by pigeons that Jones, men from Foxwood, and men from Pinchfield were going to attempt to take over Animal Farm. The battle was called the Battle of Cowshed, and the animals were victorious. A brass medal was given out to Snowball and Boxer for military decorations. At the Sunday meetings Snowball and Napoleon couldn’t agree on anything and were having violent debates. Napoleon and the nine dogs drove snowball off the farm. The animals decided to build a windmill, which Snowball was in favor of. Soon Sunday meetings came to an end after Snowball was driven off the farm.


The animals were being treated worse as time went on. On Sundays it was strictly voluntary to work, but those who didn’t had their food rations cut in half. Napoleon announced that he was going to start trading with other farms. The pigs moved into the house and slept on beds, which broke a commandment so Squealer changed the commandment. When the windmill was half built it was ruined by a storm, which was blamed on Snowball. The animals decided to rebuild the windmill but this time build it with thicker walls so it would not fall down. During the Battle of Cowshed, the windmill was destroyed again but by Jones and some men instead. Lots of animals died in the battle. While Boxer was working he hurt himself by splitting one of his hoofs. Napoleon sent Boxer to a “hospital” but it was really a place where he would be slaughtered. On Sundays pigs were now aloud to wear green ribbons on their tales. Napoleon now taught the sheep to say four legs good, two legs better. The pigs now walked on two legs just like humans. At the end of the novel there was no difference between the pigs and humans.


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Boxer is a strong horse. He is caring but not very intelligent. All the animals respected him. Boxer believed whatever Napoleon told him. Boxer got up extra hours early to work to get the windmill done. When Boxer got hurt he was killed for extra money so that Napoleon could buy whisky.


Old Major was a wise old pig. He was an award winning pig. Old Major was well respected by all the animals. He came up with the term animalism. He shared his dream with the other animals but died before the rebellion took place. Old Major wanted all animals to be free and happy.


Snowball was a pig that got driven off the farm by napoleon and nine dogs. Snowball was a very clever animal. He could read, write, and climb a ladder. He had many good ideas. He was blamed for every bad thing that happened to Animal Farm by Napoloen.


“The animals attempted to create a utopia for themselves, a perfect world where they could rule themselves. In trying to do so, the world they created made their lives worse off than being ruled by humans.” It’s true because the animals worked much harder, longer, and got less food than when Jones was there. When work on Sundays was strictly voluntarily and the animals did not work they would half reduce their rations because they did not work. Mr. Pilkington congratulated Napoloen on the “low rations, the long working hours, and the general absence at pampering which he observed on Animal Farm.


I though Animal Farm was a great book. The novel was easy to read and understand. I think it is amazing that the author could put so much meaning into a book.





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A Case in Business Ethics:She Stoops to Conquer

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1.If you were Jean Fanuchi, how would you feel about your decision to order the installation of the viewing and listening devices?


What other options did she have?


Did she overlook any moral considerations or possible consequences?


If I were Jean Fanuchi, I would feel bad about my decision. I wouldn’t want my every move and word being monitored so I assume my employees wouldn’t either. After all people are prone to do a lot of things when they’re alone which they wouldn’t otherwise do. Knowing someone has witnessed you doing something in private is embarrassing for both parties. And if only the viewer knows, it can still create uncomfort and tension. Furthermore it is possible for words and actions to be misconstrued since although one can see and hear what people are doing, one can never know what they’re thinking. For example one employee on his way out the door may say to another ‘I really hate that Fanuchi!’ but once they’re outside clarify it with ‘I don’t really hate her, I’m just not happy about all the work she’s dumping on us.’ Unfortunately, Fanuchi would just assume that the person really hates her and will probably start treating him differently.


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The first decision (not to install) would have been the right one. As Fanuchi mentioned, how would the public and employees react if they found out? Installing the viewing and listening devices brings up many ethical issues among which include privacy and informed consent. Privacy is held to be a fundamental human right and so it is immoral to violate anyone’s privacy. Even when there seems to be a good reason, this does not justify it. Since the workers were unaware of being monitored, they couldn’t have consented to their privacy being invaded. By not informing the workers and allowing them to choose whether to be monitored or not, Fanuchi robbed them of their freedom of choice. Her first choice was the right one but she bowed under pressure from Katwalski and the continued shrinkage.


Fanuchi had other options she could have taken. She could have called a general meeting, explained to the employees what was happening and asked them to come forward with any pertinent information. Alternatively the security people or plainclothes officers could have interrogated the employees. Or she could have told the employees they were being monitored without actually installing the devices in order to deter the culprit. Even if she did install the devices she could have simply told the employees about it and asked for their consent. Of course it is highly unlikely they would agree just as she would balk at the thought of having a hidden camera at her office. Alternatively since the security department knew they were looking for a thief already, they could have just installed the video and not the listening devices. After all a microphone is not required to catch a thief red-handed.


If any of the employees were to find out Fanuchi could find herself losing employees, dealing with low morale and resentful employees or even worse, being slapped with a lawsuit. These scenarios are all likely and will have a negative impact on the company both internally and publicly. The question arises of the way the information about the culprit was obtained. If Fanuchi fires the person without giving the real reason, he/she could sue her for wrongful dismissal. If she does reveal the reason the employee might spread the word and turn others against her or still sue for invasion of privacy. The same holds true of the consequences of using the information obtained through the microphones. It is a moral dilemma, for if the information gotten is used against the employees, it may lead to the problems mentioned above but if nothing is done, there will still be a negative effect on the company and they might even be liable to be charged with aiding and abetting a known criminal since they are aware of an employees drug abuse.


The best action would be for Fanuchi to not use the information directly but instead monitor the employees’ work closely and try to find a legitimate reason for letting them go. If they intend to keep the devices, all employees should be informed that they are being monitored. This will serve as a deterrent to all employees and may even encourage the already revealed employees to leave the company on their own.


.Do you think Fanuchi acted immorally? Why or why not? Evaluate her actions by appeal to ethical principles.


I believe that Fanuchi did not act morally according to Kant’s ethics and prima facie principles but according to utilitarianism she could be morally right. Utilitarianism is concerned with the action that can bring about the greatest happiness for all, in the long run. It cannot be conclusively proved that installing or not installing the devices would bring more happiness to all in the long run. Indeed it is possible that by not installing the device and just letting it go, Fanuchi’s company would suffer, the problem would spread to other departments as Katwalski suggested, the department’s shrinkage would continue to rise and the public and employees could charge Fanuchi with negligence. These may all have a greater adverse effect than that of installing the devices. If that is the case or Fanuchi believed it, then her actions could be morally justified. On the other hand it can be argued that since Fanuchi did not consult the employees, she couldn’t obtain a proper measure of their happiness or lack thereof so she wasn’t practicing ‘true’ utilitarianism in the workplace.


Fanuchi’s action can be said to be morally wrong according to Kant’s categorical Imperative. The categorical imperative states that an action is morally right if and only if we can will that the maxim (principle) represented by the action be a universal law. In other words the person performing a action should be willing to have that action done to him/her as well. So Fanuchi’s action of installing the devices leads to the maxim ‘Although everyone has a right to privacy, I can violate that right whenever I feel justified in doing so without having to inform the people concerned’. This is very difficult to make universally acceptable and indeed it is unlikely Fanuchi would agree to it if situations were reversed.


A Prima facie obligation is an obligation that can be overridden by another more important obligation. Ordinarily it could be argued that Fanuchi felt that finding the culprit was more important than protecting her employees’ privacy. The problem is that freedom of privacy is a moral right (specifically a human right) that every human is entitled to. So taking away that right cannot be justified without the permission of the individuals concerned or at the very least, their knowledge of it.


Many organizations disregard their employees right to privacy and informed consent. They monitor their phone calls, e-mails and some even snoop in desks after office hours. If employees give their consent, then there is no problem but if they are simply informed of it or not even told, this can great a lot of moral dilemmas and risks for the company concerned.


WORKS REFFERED TO


Business Ethics-Shaw, H.William, Canada Wadsworth, 00


Ethics Reading and Cases in Corporate Morality-Hoffman, W.M. and Frederick, R.E.


New York McGraw-Hill, 15


http//www.ethics.ubc.ca


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a dolls house

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A contributing factor to the story The Dolls House by Katherine Mansfield is the characterization of Kezia as she travels in her innocence through the symbolic world of experience. Kezia is essential to the plot because she represents a taboo, offering opposition to common ways of thinking. Through the portrayal of Kezia, as she interacts as the symbolic eccentric, Mansfield emphasizes the powers and blind justification of conformity within a society.


The story commences with the arrival of the dolls house sent to the Burnell children. The Burnells take a great liking to this new acquisition. As the two older children admire the red carpet, red plush chairs, and gold frames of this highly ornamented house, Kezia, the youngest of the girls, takes an interest in the rather simple lamp. In fact, what she liked more than anything, what she liked frightfully, was the lamp. This infatuation symbolizes her impeccability in comparison to the others as she is drawn to the unadorned lamp. Kezia proceeds to find fault with the state and proportions of the dolls house and perfection with the lamp in its simplicity. As others take interests in the gaudy nature of the house, Kezia rebels But the lamp was perfect. It seemed to smile at Kezia, to say I live here. The lamp was so real.


Conflict intensifies as Kezia remains the odd ball. The appreciation of the lamp is a metaphor for the actions to come. Kezia likes the lamp because she does not know any better. Thus, she decides to befriend the Kelveys because she doesnt see anything wrong in doing so. The Kelveys are a family that are shunned because of their economic status. Throughout the town, Many of the children, including the Burnnels, were not allowed even to speak to them. Without a second thought, school children and their families followed in the consuming tradition of looking down upon these unprivileged people. Kezia offers offset to this common path of thinking and questions such a blind following. She asks her mother, Cant I ask the Kelveys just once? To which, the response is, Run away, Kezia; you know quite well why not. Mansfield successfully expresses the enveloping and controlling nature of conformity through the juxtaposition of Kezias innocence to the prejudiced views of those who live in the world of experience. While others remain to push Kezias nonconformist qualities down, she pursues contact with the Kelvey girls. She states in her actions that she is strong enough to engage in war against conformity when she invites the Kelveys to see the dolls house despite her mothers unjustified demands. When the Kelveys have their visit, they hardly get to take in the full effect of the dolls house before they are shooed out as if they were chickens. However, they overlook the embellished details of the house and have, like Kezia, a tendency to be drawn to the simplistic lamp. Thus, Kezia and the Kelveys are drawn together in the purity of heart of the light to battle and ignore things based upon blind faith.





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crucible

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“The Crucible”, written by Author Miller, is a play that takes place in Salem, Massachusetts in 16. Author Miller revisits the accounts and happenings of the Salem witch trial within this complex storyline.


In 16, Salem was struggling and going through a difficult and confusing time. At this point Salem was under British rule. Total power was given to the church and to its representatives. The people of Salem were waiting for a new governor general and no one was appointed to enforce the laws.


People living in Salem were very religious. They all had a strong belief in the devil and witchcraft. They believed all sins should be punished and that when someone would suffer misfortune, such as getting sick, they saw it as God punishing them and therefore they did not help. The people also believed that if you were to sin against God, then you therefore were sinning against the society. This meant that it was very hard to be forgiven. This resulted in anger, resentment and guilt. There was no room in this sort of society for mistakes.


Because of this community’s strong faith, that certain people living in Salem became very jealous, fearful and superstitious of others. It didn’t take long for this superstition to turn into accusations, and from accusations into witch-hunts. The whole community began to turn on itself and accusations were being thrown at everyone. People living in Salem at this time were very angry and wanted these so called witches removed from their society.


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By the time a new governor had been selected, the jails had already been filled with accused witches. Nineteen of the alleged were judged guilty and were hung, plus another person was crushed to death for not pleading guilty. Most of the others who were judged not guilty, eventually died as a result of mistreatment because the were “witches.”





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Macbeth Essay

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Appearance versus reality is a major theme in Shakespeare’s Macbeth. The opening scene of the play reveals this theme when the three witches proclaim the statement “fair is foul, and foul is fair.” This statement foreshadows many of the events in the play. Lady Macbeth and Macbeth are forced to use this tactic after killing the king. When Macbeth learns that Malcolm, not him will be appointed king, Macbeth demonstrates appearance versus reality. Lady Macbeth also uses appearance versus reality when she welcomes Duncan and his men at Inverness.


When Macbeth and Banquo meet the three weird sisters, they hail Macbeth as the Thane of Glamis. They also tell him that he will be king. When Macbeth and Banquo arrive at Duncan’s castle, Duncan appoints him the Thane of Glamis. After hearing this news, Macbeth starts to think about what the three witches were saying about him being the king. Moments later Duncan announces that his son Malcolm will be the heir to the throne of Scotland. Macbeth pretends to act happy upon hearing this news and even invites all of the kings men and Duncan to his castle at Inverness. Aside from everyone, however, he exclaims that he will hide his murderous plans. He even hopes for the kings death although he doesn’t want to witness it. This is one example of appearance versus reality. In the opening of scene 5, Lady Macbeth receives a letter from Macbeth explaining what happened and his plans to assassinate the king. This further solidifies the evidence that even though Macbeth acted happy for being appointed heir to the throne, he had a murderous plan from the time he heard the news.


Another example of appearance versus reality occurs in scene 6 of Act 1, when Duncan and his party arrive at Inverness to be greeted by Lady Macbeth. In scene 5, Lady Macbeth has made up her mind that Duncan will be murdered. She tells Macbeth to act like a good host when Duncan arrives, but act like a serpent under his smile and generosity. When she welcomes Duncan to the castle, she smiles and tells him that there is nothing that her and Macbeth can do to match his generosity toward them. She also says that she can only repay Duncan with prayers. After Lady Macbeth cooks dinner for the king and his men, she talks to Macbeth about her plan to give Duncan’s servants too much to drink and frame them for the murder. When Macbeth tells her that he is having second thoughts about killing Duncan, she calls him a coward so that he will change his mind. The whole time that Lady Macbeth was acting nice toward Duncan and his men, she was plotting on a way to kill Duncan, therefore, appearance versus reality is demonstrated once again.


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When the kings men find Duncan slain in his bedroom, they bring the news to the Macbeths who proceed to act surprised knowing the whole time that they were the ones who murdered him. Lady Macbeth even goes as far as fainting to ensure that they were innocent. Macbeth proclaims that he wished he would have died an hour earlier so that he would have lived a happy life because the death of the king had taken all goodness out of his life. With the Macbeths hiding their emotions upon hearing the news of the kings death, another example of appearance versus reality is demonstrated in the play.


Appearance versus reality was a major theme in Macbeth. Most of the story is based around this theme. Lady Macbeth and Macbeth were masters of using this tactic. Throughout the play appearance versus reality was used over and over again. Using this tactic made the play much better because it foreshadowed some of the events that were going to occur.


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coonardoo

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Question 1 Fiction


a) Critics have commented on the absence of love in Australian fiction. Even though most novels include heterosexual relationships, these are usually secondary to other relationships and are rarely a novels central concern. Discuss in relation to two of the novels studied this semester.


Coonardoo and My Brother Jack


Both Australian fictional works; Coonardoo, by Katherine Susannah Prichard and My Brother Jack, by George Johnston deal with the idea of love. It is however said that Australian fiction is mainly absent of love, apart from the typical heterosexual relationships which are usually secondary to other relationships that are the novels central concern. I find that this statement is quite true, in regard to the previously mentioned works. The love theme running throughout the works is strongly marginalised by the more prominent and profound ones such as that of the racism, cultural and social boundaries in Coonardoo and the theme of displacement in My Brother Jack.


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Both novels do contain as the statement confirms, heterosexual relationships but these are secondary to the main concern of the stories. In fact both novels seem to use the absence of love to their advantage, heightening the feelings of unhappiness and hardship, which are common themes in Australian literature.


My Brother Jack is the story of Australian life as seen through he eyes of Davy Meredith, who grows up in the shadow of his older brother Jack. Davys displacement in society, his relationships with his family and his brother, are the main themes throughout the story. The idea of love or romantic love rarely seems to be brought up. It is through the absence of love that the feeling of the story is really brought to life. Each of the characters is made to lack in emotion, and this is what develops the story and Davys life. It may be said that the theme of hate or contempt would be much stronger themes throughout this novel than love.


The beginning of the story we learn that it is World War one and that Davys mother is absent; overseas nursing injured soldiers. Therefore the early years of Davys life are spent in the absence of his mothers care and love. When his mother returns, the family home is turned into a kind of hospital come invalid hostel, constantly filled with images of death and war.


Davys father is an emotionally absent and abusive character; he abuses both his sons and his wife. The relationship between both parents is therefore not one of love and happiness but of obligation and sadness. This is also true of the relationship that Davys father has with both sons, it is a bitter and vengeful one. This has a profound effect on the story and on Davys life. Davy grows up being uncertain of females because of his fathers treatment of his mother.


Davy is teased and taunted throughout his younger years for being different; he is smart, shy and unattractive, much more interested in reading and writing than sports and girls. Often contrasted to his typical alpha male brother Jack, he is made unmistakeably aware of his differences and therefore adapts his life to a socially displaced position, unaware of romantic love and the love of typical Aussie mate ship.


Because of his awareness of his differences and therefore his displaced position in society, Davy is uncomfortable with and wary of forming loving relationships with people, he seems to constantly question the motives of those around him. This is true in such instances as at Kliebendorff and Hardtt, the lithographic company; his ties to his workmates were insincere. The lithographic artists were generous and friendly towards Davy, but, he betrayed these relationships, by doing such things as passing off others works as his own, and failing to attend classes which he had promised to attend. This lack of love towards those around him seemed to lead into a complete selfishness. When the depression hits and those around him are suffering, his apparent sincerity in resigning from the lithographic studio seemed noble to those around him, but he had an agenda. The release from Kliebendorff and Hardt, which he disliked but was tied to under an apprenticeship agreement, and the bettering of his journalism career, at The Post.


Johnston uses the absence of love towards Davy to heighten his sense of suffering and hardship during his life, and this absence of love towards Davy, later in life becomes an absence of love from Davy to those around him.


During World War two whilst Davy is bettering his career as a war correspondent, his brother Jack is forced to stay at home which he cannot bear. When Jack asks Davy to pull some strings to help him be transferred overseas to fight the war, Davy originally agrees but does nothing to help. This lack of love/mateship is a result of the lack of love given to him as a boy and is a result of not being taught the moral boundaries of mateship.


When Davy finally did become aware of romantic love (with Helen), it is a relationship based on lust and safety (the safety of being married and therefore socially accepted), the marriage had little emotional love or connection. The absence of an emotional love/connection in this relationship is what causes its decay and the unhappiness of both parties.


With the complete lack of understanding and feeling of true love throughout this story comes the heightened sense of a life struggle, which is common with many fictional works of the time.


It can therefore be said that the absence of love is the theme replacing the typical love theme throughout the novel. The repressed love surrounding Davys life shapes the person that he becomes and makes him a stronger person. This idea of a repressed and absent love also surrounds and shapes Coonardoo in the like-named novel.


The context in which Coonardoo was written was one of strong racism and gender discrimination. It was not socially acceptable for an aboriginal to properly associate, let alone marry, or be in a partnership with a white person. Lack of love surrounded the Aboriginal people in general, and this is the focus of the story.


Prichard physically separates the aborigines in a camp from the whites in a house; the two opposing societies are dealt with, both with their social boundaries and ideals. This physical separation. Interchange between the two is limited to a working relationship. The difference is that a relationship forms between an aboriginal girl and a white boy, Coonardoo and Hugh. Whilst this is allowed at a young age, Hugh is eventually sent away to school and Coonardoo is once again faced with an absence of love. The relationship between Coonardoo and Miss Bessie begins as an emotionally absent one; Mrs Bessie has typical racist views of Aboriginals and their ceremonies, and conveys this lack of love toward Coonardoo. Each character is kept at a distance from true love and true emotion, maybe conveying the belief of the time that to love meant to have weakness. Coonardoo is married off to an Aboriginal man for whom she possesses no true love; however this forces the withdrawal of Hughs influence on Coonardoo upon his return. After his mothers death Coonardoo consoles Hugh who makes love to Coonardoo which results in a pregnancy and a child being born. The child and Coonardoo receive very little emotional love and support from Hugh due to the con᤺icting cultural values surrounding the relationship, and Hughs marriage to the slave driving Molli


When Coonardoo’s Aboriginal husband dies, Hugh, mainly to protect her from the unwanted advances of other black men, acknowledges her as his woman. Yet he does not invite her to live with him.


One time when Hugh is absent, Geary forces himself upon Coonardoo, and when Hugh returns he vents his fury on her by throwing her on a fire.


Although at times the romantic relationship of Hugh and Coonardoo seems loving and important, it is very much overridden and marginalised by the conventions of white society, and is definitely the secondary theme.


Coonardoo is seen as a material, sexual object to the male characters in the novel, there is little to no love, even with the Aboriginal men she is not safe.


The love that Hugh feels towards Coonardoo is suppressed and never fully acknowledged, through this both Coonardoo and Hughs lives are destroyed and rejected.


Coonardoo suffers for her love, and is cast out by her lover. Coonardoo’s suffering eventually causes her degradation. She is dis᤹gured by burns; she becomes the mistress of passing white men, contracts venereal and other diseases, and ᤹nally walks back to a deserted Wytaliba in a deranged state.


Hugh also has a downfall, the farm falls into disrepute and is forced to sell it to Geary, the man who raped Coonardoo. The farm also subsequently falls apart and becomes unsalvageable.


The absence of love, or just the marginalisation of love in the lives of the characters leads to their downfall and this is a main them of the novel.


I think that both novels typify the quote that there is an absence of love in Australian fiction, and although most novels include heterosexual relationships, these are usually secondary to other relationships and are rarely a novels central concern. The reason for this may be that the central concern of the typical Australian novel is the hardship of Australian life and the burdens faced by its inhabitants and therefore love is marginalised as it is seen as a somewhat trivial theme. By using the idea of the absence of love in Australian fiction, authors heighten this idea of a life of burden and unhappiness, love is suppressed and when feelings are suppressed they come out in other ways such as anger in the case of Hugh toward Coonardoo, and of complete self-centredness in the case of Davy in My Brother Jack.








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The only essay I currently have on me. It's a rebuttal paper on an excerpt of one of James Gleick's papers.

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James Gleick provides us a picture of a world in which security is much a bigger deal than it ever will be; and believes we live in it. He notes all the different companies and parts of government that hold so much information about us as if they were working together against us. And what slaughter are we being led to as sheep? (end of pg. 5) Let’s say in 100 years, everyone will have access to any information about anyone. So? If they use that information for evil, will they not also be in the spotlight for everyone else to judge?


See, the advancement of technology, though it creates a more complicated society, does not and cannot corrupt society. Only we, the people, can “poison the soul of (this) nation”(pg. 5). With the information age advancing at a steady rapidity toward the big ambiguous future, as does time, there is no reason to fear what may come. Things will naturally equal out. In the old days of the nineteenth century, people did have more of a “small-town civility”(pg. 7). And they knew everything about everyone in their town. Now, our reach is “thousands of times longer” (pg. 7), but the effects still are in a balance. Technology provides an ease in manual-labor, while increases the amount of mind-labor (longer hours studying whatever technology we put into play that makes our lives “easier”). Information about one’s self will not be as private, but it takes trust that the companies that have your personal information will do with it what they say, and no more. It also takes understanding and knowledge to know who to give it out to, and who not.


Everyone is under the same rule, when it comes to privacy. Though our personal information is up for grabs, so is everyone elses. Those who find it easy to find out all about you are, in turn, easy to find out about. Privacy only becomes a problem when you violate punishable laws or sociological laws. Everyone is faulty, and no one can hold you up to being perfect. So, even if a future comes when everyone can know almost anything about you, there is no need to fear, for you can know all you want about them.


There is no need to revive the old times when society was simple. Simplicity can be recreated in your life by having a balance in your life… time management of personal sorts. Life cannot get easier, but it then cannot get much harder. We are in control of our actions, and accountable for them. If society changes, we adapt. It’s our nature.


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Finding Myself

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Yo, Yo, Yo -- go girl! Hey, over here -- We here for you, girl! You look good! REAL GOOD! This is family and neighborhood pride at stake on the stage tonight. Sisters, mothers, boyfriends, husbands, cousins, and friends from the outer boroughs, Jersey, Philly, the deep South, and everywhere else have assembled in Manhattan on a cool, late November day to watch loved ones walk barefoot and nearly naked onto a wooden stage where they will display their physically perfected bodies to be judged by a panel of mostly white men. They will flex, pose, and strut back and forth as the crowd cheers them on. Throughout.... Every day we look out upon the night sky, wondering and dreaming of what lies beyond our planet. The universe that we live in is so diverse and unique, and it interests us to learn about all the variance that lies beyond our grasp. Within this marvel of wonders, our universe holds a mystery that is very difficult to understand because of the complications that arise when trying to examine and explore the principles of space. That mystery happens to be that of the ever elusive, black hole. This essay will hopefully give you the knowledge and understanding of the concepts, properties, and processes involved with th.... For now we see through a glass, darkly -Isiah 57 W.E.B. Du Boiss Souls of Black Folk, a collection of autobiographical and historical essays contains many themes. There is the theme of souls and their attainment of consciousness, the theme of double consciousness and the duality and bifurcation of black life and culture; but one of the most striking themes is that of the veil. The veil provides a link between the 14 seemingly unconnected essays that make up The Souls of Black Folk. Mentioned at least once in most of the 14 essays it means that, the Negro is a sort of seventh son, born with a veil....





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sex

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the way to have sex is to masterbate with yourself. if you like that alot you can try many other ways to do it. One way is to stroke it or flog the log. Can i tell you a story about a person i dont know and dont care about ok. I will tell you a story about little boe peep she lost her sheep and didnt know where to find them she went all through down and then shot them down and one said i wanted to find her. Little boy blue come blow your horn the sheeps in the meadow the cows in the corn. wheres that boy whos watching the sheep hes out picking floweres with little boe peep. OH no no dont say i told you dont go courting me cause if you do old mother goose would feel awful bad at me. one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty. twentyone twentytwo twentythree twentyfour twentyfive. on the way home i sawa sign that said i like girls and i said man thats good i want to something something i want this freakin essay to be over with please becasue i want another one off of this site i want it i want it i want it. a b c d e f g h i j k l m n o p q r s t u v w x y z. a b c d e f a b c d e f g h i j k l m n o p q r s t u v w x y z. a b c d e f whos watching the sheep hes out picking floweres with little boe peep. OH no no dont say i told you dont go courting me cause if you do old mother goose would feel awful bad at me. one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty. twentyone twentytwo twentythree twentyfour twentyfive. on the way home i sawa sign that said i like girls and i said man thats good i want to something something i want this freakin essay to be over with please becasue i want another one off of this. whos watching the sheep hes out picking floweres with little boe peep. OH no no dont say i told you dont go courting me cause if you do old mother goose would feel awful bad at me. one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty. twentyone twentytwo twentythree twentyfour twentyfive. on the way home i sawa sign that said i like girls and i said man thats good i want to something something i want this freakin essay to be over with please becasue i want another one off of this.


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white oleander

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White Oleander


Astrid is a young girl who hasnt had easy life. Ingrid, her mother, was never there for her daughter, concentrating on making art and leaving the free life. Things only get worse when Ingrid poisons her cheating boyfriend with a white oleander flower. This sends her straight to prison, leaving Astrid without a home. Sent to a care center, Astrid begins her trek from foster home to foster home, meeting some very interesting characters. Through it all, she maintains contact with her mother, who sits behind bars. Astrid changes emotionally and physically as she moves place to place, including the home of a hypocritical Christian woman and a Hollywood couple. By way of her journeys she learns about love through a unique friend, and comes close to losing her life.


White Oleander is one girls dramatic character development story. She witnesses more tragedy in a year then anybody should in a lifetime. With such a good introduction to the book, you might expect a movie adaptation with well-paced story of self-realization and determination. This is not the case however. After watching the movie, I realized that the director missed out some of the most important parts of the novel. The poetic meaning of White Oleander, the Relationship conflicts with her mother and peers, and the characters involved in the movie all seem incomplete compared to the book.


It might seem like a small detail, but in Janet Finchs novel, Astrid, the main character in the book is a poet, but in the movie she is an artist. I did not pay much attention to it at first. Books and movies are rarely identical. Soon however I realized that this small detail is the cause of the major differences in the feeling the reader and viewer get. The book is based on poetry and clever language while the movie is just a still image of that development. I found that there was not enough depth in her art work to represent the poetry the book incorporated.


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The novel tried to follow Astrids evolution from a needy young girl to a strong, independent woman. Overall I was happy with the performance of the actors. Ingrid, Astrids mother, had a very dynamic part in the movie. She did her part well making me believe she was dangerous and seducing woman. Astrid, on the other hand, was much different from the book version. It seemed like the director tried to incorporate the poetry concept in the movie without the poetry. Astrid was suppose to be a young girl struggling with her faith and feelings of insecurity. Instead she gave me the idea that she was reading her lines as a class presentation. There was no depth or character in her acting.


Plot omissions are imminent in a movie adaptation of a book. In this case though, I found it to be over done. Without reading the book the viewer would loose much of the intended story behind the novel. Two of her foster homes were eliminated; and with that, the base to her character development. In the book, Astrid is forced to go through garbage cans for food and experiment with drugs; in the movie, Astrids biggest rebellion is a new hair style with some unnatural colors.


Furthermore, Astrid does not learn any of the intended lessons that make up the whole point of White Oleander. By the end of the novel, she is ready to let go of her mother and have her own path in life. In the movie adaptation, she is still holding on to the past even with her mother. The director of the movie missed other important details such as the deep friendships in the book or the pain of loss of her foster mother. The people in the movie, whether they help her or hurt her, just come and go without teaching her anything like in the book. By the end of the movie, I felt that it was unfinished and missed out way too much from the novel.





Like many book to screen movies, half of the movie audience pays to see the movie because the read the book; and when the movie is over, half of them complain that it was totally different from the book. White Oleander is not different to this predicament. The book constructed its characters and Astrids experiences far better than the movie did. The acting was overall fine and the basic idea of the story was passed on to the audience, but we never really get to connect with Astrid the same way the book allowed. The characters fly by too fast without telling us enough information about the changes they caused in Astrid. The movie by itself was good but compared to the book it is disappointing.





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artificial pacemakers

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If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on artificial pacemakers. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality artificial pacemakers paper right on time.

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Keeping the Beat Artificial Pacemakers


Artificial pacemaker are electronic devices that act in place of the heart natural pacemaker (the sinus or sinoatrial node); that is they generate electrical impulses that initiate each heartbeat; controls the rate of the heart’s muscular contraction, enabling the heart to pump blood under the wide range of demands encountered in a daily life.


The heart’s natural pacemaker is the sinus node (SN), located in the upper right atrium near the point where blood returning from the head and limbs reenters the heart. Specialized cell in this node emit electrical impulses at the rate of about 70 per minute. These impulses spread throughout the atria and travel to the ventricles via atrioventricular node (AV node).





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Implantable electronic devices have been developed to treat both abnormally slow heart rates (Bradycardia) and excessively rapid heart rates (Tachycardia). Such rhythm disorders arise because of disruptions in the normal production or transmission of electrical impulses within the heart.


When the sinus node fails to generates impulses or transmission is blocked in some part of this electrical system, an abnormally slow rate can result.


If the patient is experiencing symptoms and the heart rate is extremely slow (below 45 or 50), the condition maybe markedly improved by an artificial pacemaker.


The job of the pacemaker is to maintain a minimum safe heart rate by delivering to pumping chambers appropriately timed electrical impulses that replace the heart’s normal rhythmic pulses.


Pacemaker consists of a power source about the size of a silver dollar (containing the battery), control circuits, and wires or “leads” that connect the power source to the chamber of the heart. The leads are placed in contact with the right atrium or the right ventricle or both. The allow the pacemaker to sense and stimulate in various combinations, depending on where the pacing is required.


An artificial pacemaker is implanted surgically after a local anesthetic is used to numb the insertion site, the wires that connect the pacemaker are inserted into the chest usually through the subclavian vein which is located bellow the collarbone and above the heart.


The pacemaker leads are then threaded through the catheter to the appropiate chamber or chambers of the heart.


Through a small incision, the impulse generator, which is about the size of a silver dollar, is inserted just under the skin near the collarbone and connected to the wires. The incision is stitched closed. Usually the procedure takes about 0 to 60 minutes.


The battery for a pacemaker usually last 10 to 15 years and should be checked regularly.


Checking the pacemaker system


It is possible to check the pacemaker by telephone. Patients enrolled in a call-in service will receive a special transmitter that relays an electrocardiogram and the pacer rate over the telephone line. Although telephone service is not appropriate for some patients (such as infant and some elderly people), it is very convenient for those who can use it. According to the current Medicare guidelines, pacemakers can be checked by phone every eight weeks for the first 7 months, the every for weeks for the life of the device.


Battery replacement is a quick procedure.


Complication related to implantation occur in only a few cases, and are typically those inherent in catheterization, such as bleeding, a punctured vein infection or a collapsed lung.


A problem sometimes found with dual-chamber pacemakers is an actual pacemaker-induced rapid heartbeat or tachycardia. The Tachycardia results when the pacemaker stimulates the ventricle too early in the cardiac cycle.


The premature electrical impulse can flow backward over the AV node to the atria, triggering an atrial tachycardia in the same fashion as a premature ventricular contraction. Most new pacemakers have specific settings designed to prevent pacemaker-mediated tachycardia.





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history notes

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If you order your cheap essays from our custom writing service you will receive a perfectly written assignment on history notes. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality history notes paper right on time.

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Basic Foundations of History 00


/


• Pluralism


• Absenteeism


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• Violation of Vows of Celibacy


• Competition/Conflict between church and state


Pluralism Holding more than one church or/and territory…meaning bishop or whoever could have more power and wealth.


Absenteeism People of power or rulers never went to all territories they were responsible for. This was due to decentralization and to the vast divided up land. The lord or Bishop or Archbishop would have monks and priests work below to maintain control of land.


Nepotism Giving a relative a position in the church


Violation of Vows of Celibacy


1- Bishops would instate their sons into church…Bishops and people of the church had to remain chaste; or so deemed by the religious rules.


Middle Ages were dominated by the Feudal System and the church


Feudal System


• Decentralized System


• Aristocracy 1-Lords -Manors -Serfs


• Based on Agriculture


• Based on a Hierarchy


Lord controls most of the land


Divided up unto other vessels


Those Vessels can divide the land up even more to more lords or manors


Those Manors can divide more land unto the working people


In conflicts, whether civil or foreign, the king depended on Lords to raise, maintain, and use military forces.


Schism in the church during the 14th century


Papas Dictae caused a lot of conflict in 1075


a. Written by the Pope declaring rules and regulations


During the Middle Ages in Germany, Princes were afraid of the current king trying to


centralize


Martin Luther


Augustinian Monk


1517


Wittenburg, Germany


1. Nailed a 5 page thesis on the courthouse door in Germany


a. This questioned authority


. Described the unimportance of Indulgences (Paying the church fees to skip purgatory and go straight to heaven) and what it was doing to the church


a. Preached that the church should give indulgences, if they truly have this power, to everyone out of Christian


. Luther also said it’s blasphemy to give the same power as the cross to papal arms and to put the papal arms beside the cross


4. Martin Luther gained support of the powerful German noble


a. Charles V


i. Owned territory in Spain, Germany, Netherlands


ii. Was already fighting in the middle east


iii. Later became Roman Catholic Emperor


b. Charles V wanted to centralize the government


i. German princes became concerned of losing their power is Luther succeeded


c. Charles V was underminded by the German Princes, b/c they gained Luther’s support and protected him


5. Sometimes in 150/151 Luther disappears into the wilderness and translates his own version of the Bible


a. 15-Printing Press invented and Luther’s Bible is in mass print


6. Towards the end of 15, Luther opened a school to educate his followers; letting them understand his beliefs more and helping him spread the word.


7. In this Protestantism was born


a. Protestantism is based on two main pillars


i. Grace Justification of Faith and Sheer mercy


ii. Bible is sole authority


8. The individual is now born


. Luther didn’t believe in all of the sacraments


a. Let go of all except Baptism and Communion


i. Kept them b/c god is present for them


b. Didn’t believe in them helping your salvation


c. Didn’t believe in the need for a church authority to give them








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