Website comparison

In comparing the websites for Departure and Rubberier, the biggest difference I noticed was that one was geared more for selling their product and the other was aimed at acquiring their customers to sell for them. When viewing Rubberneck's website I noticed that it is very user friendly. If you are looking to purchase their products, there is a link for that. Inside this link is every type of solution you are looking for, from bathroom to kitchen to garage and even outside storage. It's all very accessible.Once you click on the product you are looking for it gives you the price and allows you to buy It right then and there. They also have links for â€Å"Tips and Solutions†. This gives you Ideas on how to better organize yourself and what other people have done. Now as for promotions, they do have a link but you have to first register. This is a good tactic to keep you informed on all things Rubberier. They get you to sign up to receive a coupon or special deal, but they will continue to send you emails with news of anything Rubberier has to offer. It keeps Rubberier fresh in your mind.I think that Rubberneck's target market is the consumer and how they can best serve them. When rating Rubberier on a mouse click scale of 1 TTT, I would give them a 4. Also on a personal consumer level I would stick with that 4. They had everything you were looking for and made it easy to find the next product or promotion. It even made me want to continue shopping for things I didn't need. Overall I would say that Rubberier has done a great Job at implementing the racketing mix and trying to incorporate all of their customers' needs and wants.It was very easy to maneuver through their site and I constantly wanted to search for more things and see what products I could use. While reviewing Departure's website, I came too much different conclusion. The site seemed more geared to getting me to sign up to be a consultant and/or host a party then to actually sell me the Depart ure itself. It is definitely a different approach. I was still able to look and buy their product, but it wasn't as easy. I had to mind the right catalogue and once I did that It wasn't where I could purchase their product.Once I found the link to buy It still seemed like a cluster of products. It was barely broken down Into sections but more based on catalogue end times and sales. It was a lot easier to â€Å"Host† a party and find a consultant or even to become a consultant then to actually buy their product. They do however offer nice benefits for hosting a party. Depending on how much people would spend on your behalf would determine how much free product or discounted product you would receive.Free always sounds like a good number. However I don't think Departure reaches as many potential consumers as they could. Besides being able to sign up to be a consultant I didn't see a place to register for new promotions or get email notifications, or if there was a place it wasn 't easy to access. They are depending on new recruitment to spread the word. Even though Departure has been around for a long time, I have had very few interactions with its products.In giving a Departure a rating for mouse clicks I would have to give it a 4 because I did try to investigate more of the company and product but my overall rating would have been Overall I think that Departure targets the entrepreneur instead of the consumer. They still implement the marketing mix approach but in a very different way than Rubberier. They want the consumer to sell the product for them and spread the product by word of mouth and in home sales, whereas Rubberier focused on conveniently selling and mostly from local stores. Departure was interesting but I think Rubberier did a better Job.

Adventures of Huckleberry Finn Essay

Characters: Huckleberry Finn – The protagonist and narrator of the novel. Huck is the thirteen-year-old son of the local drunk of St. Petersburg, Missouri, a town on the Mississippi River. Tom Sawyer – Huck’s friend. Tom serves as a foil to Huck: imaginative, dominating, and given to wild plans taken from the plots of adventure novels, Tom is everything that Huck is not. Widow Douglas and Miss Watson – Two wealthy sisters who live together in a large house in St. Petersburg and who adopt Huck. Jim – One of Miss Watson’s household slaves. Jim is superstitious and occasionally sentimental, but he is also intelligent, practical, and ultimately more of an adult than anyone else in the novel. Pap – Huck’s father, the town drunk and ne’er-do-well. Pap is a wreck when he appears at the beginning of the novel, with disgusting, ghostlike white skin and tattered clothes. Plot: The story is all about a young boy named Huck, and a slave named Jim. Huck had faked his death and left town and then met the runaway slave,Jim.The two of them travel on a raft up the Mississippi river and meet and have to overcome many obstacles which bring them closer together as they both learn lessons all the way through to the end. Conflict: When Huck’s dealings with Jim, as Huck must decide whether to turn Jim in, as society demands, or to protect and help his friend instead. Climax: When Huck considers but then decides against writing Miss Watson to tell her the Phelps family is holding Jim, following his conscience rather than the prevailing morality of the day. Instead, Tom and Huck try to free  Jim, and Tom is shot in the leg during the attempt. Denouement: When Aunt Polly arrives at the Phelps farm and correctly identifies Tom and Huck, Tom reveals that Miss Watson died two months earlier and freed Jim in her will.  Ending: When Jim is free, Tom’s leg is healed, Huck still has his $6,000, and Aunt Sally has offered to adopt him. Lesson learned: I learned that I learned that we should never judge people by their appearances. Adventures of Huckleberry Finn Essay The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the novel’s satirical aspects requires a certain amount of intellectual maturity. Students below this level of aptitude may misconstrue the novel’s vulgar comments as racist, rather than an ironic portrayal of slavery. Some people feel that the elementary and secondary school students that read the book will only recognize the prominent issues of the novel and will overlook Mark Twain’s depiction that slavery is morally wrong. It is a fallacy that junior high students would be blind to Twain’s underlying references. The renowned literary work should be used as a way to educate students about the cruelty that occurred in our nation’s past. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school to familiarize students with important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that its advanced material is not suitable for children of those ages. At this point, they argue, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and students should not hear it used so frivolously. This word not only has a negative connotation, but it is a reminder of the inequality that once existed and alienates blacks. Furthermore, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the novel’s conclusion. Jim’s character starts out as an enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim gains confidence and the reader sees his true intelligence and compassion for Huck. Only shortly later, Jim gets drawn into Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being far too advanced for young children to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other ethnicities may have not yet had experiences that teach them the effects of this chauvinistic mentality and may see this behavior as acceptable. The Adventures of Huckleberry Finn uses language that is offensive and contains subject matter that illuminates the separation between races. Twain purposely shares these truths in order to denounce and ironize the entire institution of slavery. The belief that elementary and secondary school students cannot understand Twain’s underlying intentions completely underestimates their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors that can guide each student to an understanding of the evolution and importance of human rights. Descriptive Outline Proposition: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Plan: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. Paragraph 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 introduces the topic. Sentences 2 and 3 further develop the issue. Sentence 4 gives one view of the argument. Sentence 5 disproves the previous sentence. Sentences 6 and 7 support the latter side of the argument. Sentence 8 is the proposition of the essay. Paragraph 2: Says: Elementary and secondary school students will misinterpret the purpose of the racial slurs in Huckleberry Finn. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. Paragraph 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentences 1 and 2 acknowledges the opinion in the former paragraph as a transition into the opposing view point. Sentence 3 challenges the concession in the preceding paragraph. Sentence 4 gives a general reason supporting the first sentence. Sentence 5 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 6 explains the quotation. Sentences 7 and 8 state two benefits of adhering to the proposition. Kaila McDonnell Concession Essay Second Draft February 19, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon controversial racial issues that many people believe are not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent moral value that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it educates students about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curricula claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are susceptible to negative influences. Reading Huckleberry Finn would expose students to acts of prejudice and belittlement of the black population. For example, the repeated use of the word â€Å"nigger† is disrespectful and is not something students should hear used so frivolously. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the black protagonist of the novel, is ridiculed and reduced to less than human by the end of the novel. Jim’s character starts out as a typical enslaved black man oppressed by the white population. As he and Huck travel down the river, Jim loses his slave persona as he gains confidence and the reader sees his true intelligence and compassion for Huck. Shortly after, Jim is involved in Tom Sawyer’s extravagant plan to â€Å"free† him, where he is once again at the mercy of others’ cruelty. This vicious degradation of a human being is far too advanced for children of a young age to comprehend. Black students specifically may find this material embarrassing and discomforting. Young students of other races may have not yet had experiences that taught them the effects of this chauvinistic mentality and may see this behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. Discussing these issues could shape students’ ideas and thwart any preconceived derogatory notions. Leslie Fiedler, an advocate of Huck Finn praises the novel for, â€Å"enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery† (Fiedler, 1984, Huckleberry Finn: The Book We Love to Hate, p. 6). He sees the novel as a way to objectively address slavery and free our nation of its lasting burden. In a classroom setting with the help of an instructor, every element of the story would be explained. Teachers are important mentors with their guidance each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentences 6 and 7 state the other side of the argument. Sentence 8 is the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what it’s worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3 says the ultimate reason for this position. Sentences 4 and 5 state one reason that backs up this claim. Sentences 6, 7 and 8 state another reason for this claim with specific evidence from the novel. Sentence 9 connects these reasons to the proposition. Sentences 10 and 11 explain further the effects of this side of the argument. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 gives a general reason supporting the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentence 4 explains the quotation. Sentences 5 and 6 say exactly why the proposition is true. Kaila McDonnell Concession Essay Draft February 16, 2010 Moral Education through Literature The Adventures of Huckleberry Finn touches upon many racial issues that many people believe is not appropriate for young children. Understanding the satirical aspects of the novel require a certain level of intellectual maturity. While the book is read in many elementary and secondary school classrooms, some people feel that these students will only recognize the prominent issues of the novel and will overlook the inherent subject matter that Mark Twain wishes to convey. If only the immediate context of the novel is interpreted, the book could be perceived as a sanction of racism. However, now over a century since the first emancipation of slaves, the enactment of slavery should not be forgotten. Students should be aware of the cruelty that occurred in our nation’s past. It is a fallacy that students in junior high would be blind to Twain’s underlying references that denounce slavery and discrimination. Confronting these deep racial issues could enlighten students and ease existing race relations. Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. Those that oppose Huckleberry Finn’s presence in elementary and secondary school curriculums claim that the advanced material in the novel is not suitable for children of those ages. At this point, students have not matured enough to form their own views and are still susceptible to negative influences. Reading Huckleberry Finn would expose students to situations that are prejudice and belittling to the black population; for example, the repeated use of the word â€Å"nigger† in reference to blacks. This word not only beholds a negative connotation, but it is representative of blacks’ entire brutal struggle with inequality. Further, Jim, the symbol of the black community in the novel, is ridiculed and reduced to less than human by the end of the novel. This subject matter is far too advanced for children of a young age to understand its significance. Black students specifically may find this material embarrassing and discomforting, while students of other races may see this chauvinistic behavior as acceptable. The belief that students in elementary and secondary schools cannot handle the messages present in Huckleberry Finn is a complete underestimation of their mental capacity. At a young age, students should not learn to be blind to important issues, such as race relations. Leslie Fiedler, an advocate of Huck Finn says that he would have parents, â€Å"prize Twain’s dangerous and equivocal novel not in spite of its use of that wicked epithet, but for the way in which he manages to ironize it; enabling us finally—without denying our horror and guilt—to laugh therapeutically at the ‘peculiar institution’ of slavery. † Prior to high school is when students are developing their own opinions and need to be guided to proper moral judgment. Huckleberry Finn addresses many relevant moral issues. In a classroom setting with the help of an instructor, every element of the story would be explained and each student could reach a full understanding of the evolution and importance of human rights. Descriptive Outline PROPOSITION: Huckleberry Finn should be read in schools prior to high school because it is informative about important social issues. PLAN: Present the argument. Take a position. Provide a concession to my position. Confirm my position with specific reasons. PARAGRAPH 1: Says: Huckleberry Finn is a complex novel, yet young children would be able to understand and benefit from reading it in a classroom setting. Does: Sentences 1 and 2 introduce the topic. Sentences 3 and 4 give one view of the argument. Sentence 5 serves as the link to the next idea. Sentence 6 states the other side of the argument. Sentences 7 and 8 state and verify the proposition of the essay. PARAGRAPH 2: Says: Some believe that students are not mature enough at an elementary or secondary school level to see Huckleberry Finn for what its worth. Does: Sentence 1 states the topic of the paragraph. Sentence 2 supports clarifies the preceding sentence. Sentences 3, 4 and 5 say why this position is plausible with specific evidence from the novel. Sentences 6 and 7 state the importance and relevance of the prior examples. PARAGRAPH 3: Says: Students are entirely capable and should read Huckleberry Finn in schools at an age before high school. Does: Sentence 1 disproves the concession in the preceding paragraph. Sentence 2 expands upon the first sentence. Sentence 3 is a direct quote from an advocate of Huck Finn that supports the proposition. Sentences 4, 5, and 6 say why in fact the proposition is true. Adventures of Huckleberry Finn Essay Ernest Hemingway probably summed it up best when he said, â€Å"All modern American literature comes from one book by Mark Twain called Huckleberry Finn† (source). We’re dealing with quite a book here. Published in 1885, Adventures of Huckleberry Finn, Twain’s follow-up to the Adventures of Tom Sawyer, carved new territory into the American literary landscape in several ways. As one of the first novels to use a specific region’s vernacular in its narration, the Adventures of Huckleberry Finn set a precedent for many other distinctly American works to follow. Some readers didn’t exactly â€Å"get† this new colloquial style, however. Accustomed to the proper prose of Hawthorne, Thoreau, and Emerson, some readers didn’t know what to do with Huck’s particular way of storytelling. Aside from the novel’s new style of writing, Twain’s decision to use thirteen-year-old Huck as the narrator allowed him to include certain content that a more civilized narrator probably would have left out. At first, Twain’s novel was labeled crass by some readers. The book was even banned in schools for its use of the n-word which is ironic, given that the novel is up in arms over slavery. Even today, the Adventures of Huckleberry Finn makes â€Å"Banned Books† lists. Look more:  social satire essay Twain’s novel jumped head first into one of the biggest issues of its day: racism. Although the Emancipation Proclamation had been signed over two decades before Huckleberry Finn’s original publication date, African-Americans everywhere were still victims of oppression and racism. They were technically â€Å"free,† but often by name only in Reconstruction-era America. Many southerners were bitter about the outcome of the Civil War. By guiding his characters through several states of the Confederacy, Twain was able to reveal the hypocrisy of many pre-war southern communities. As a southerner himself, Twain had first-hand experiences to draw on, and he was able to walk the fine line between realistic depiction and ironic farce. Not to mention, Twain created the now-iconic character of Jim, a runaway slave who convinces Huck that African-Americans are deserving of freedom, and that equality is a goal for which we all should be fighting. The Adventures of Huckleberry Finn is now considered to be one of the Great American Novels, mostly due to how it so heartily champions the American ideals of freedom, independence, and rugged individualism. Huck’s dedication to his own moral standards and his bold sense of adventure and self-sufficiency have earned him a place in the All-American Hall of Fame. In addition, Twain is a hilarious storyteller, and the plot of this novel is a roller-coaster ride of moral dilemmas – so trust us when we say that if you haven’t taken the ride yet, you probably should. Why Should I Care? Mark Twain wrote Adventures of Huckleberry Finn twenty years after the American Civil War. Slavery had been abolished, and the North and South were making up (albeit with some residual anger). So why publish a highly moralistic tale about a system that was no longer in place? Weren’t race issues a moot point once slavery was out of the picture? Hardly. Freedom didn’t mean equality by any means – not legally, socially, or practically. (See Shmoop History’s â€Å"Jim Crow in America† for more.) Actually, come to think of it, this isn’t an outdated notion at all. Rules and laws often don’t accurately reflect what’s really going on. From a legal standpoint today, we have equality of race; yet racism is still a problem. Men and women are equal, yet many still see a â€Å"glass ceiling† for women in the workplace, meaning they often have invisible boundaries to advancement. That doesn’t mean laws are useless. Laws may not immediately effect change, but we’ve seen that they do precede change. While laws can affect how people act, it takes more to change the way we think. We can’t rely on laws alone. That’s where The Adventures of Huckleberry Finn comes back into the picture. We need people like Mark Twain to remind us not to be self-congratulatory for starting a process in motion, but instead to realize that greater change is always necessary. Adventures of Huckleberry Finn Essay What Huck finally realizes is that life’s questions should be answered from the heart. He also decides that humanity has evolved into a corrupt species whose ideas aren’t worth the â€Å"headache†. His answer is to flee society and all of it’s constraints and live in nature where he is free from civilization. Holden has a tougher decision to make since he must completely reverse his thinking. The first step is to realize his hypocrisy which he was able to do. Even though he was able to achieve this, it couldn’t truly solve his problem and he was forced to seek professional help in the end. Fortunately, both characters ultimately progress onto the next step by some means outside the conformity of normality. The Journey towards Maturity and Identity Life itself is a journey full of bonding and experiences which lead to wisdom and understanding. Without maturity one may never have these life teaching experiences. This leads to an empty shell of a person never truly feeling passion, love or peace. In the â€Å"Adventures of Huckleberry Finn† by Mark Twain, Huck Finn is trying to find purpose and identity through his moral battle with society, while Holden Caulfield in The Catcher in the Rye by J. D. Salinger is an adolescent struggling to mature into manhood. In comparison they are both on a journey towards maturity and identity. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. The threshold crossing is the place or the person that the character crosses over or through into the zone unknown, being the place where journey into self discovery begins. Many times the call to their adventure includes going by desire, chance, abduction, or by being lured by an outside force. In the Adventures of Huckleberry Finn, Huck is forced with the dilemma of whether to stay with his father and continue to be abused or to leave. Huck leaves because he desires to begin his journey. He also realizes that he will be forced to choose between his morals and his conscience, and will have to decide which of these morals to hold true. Huck also witnesses a symbolic death. He sets up his fathers cabin to look like he was brutally murdered. He emerges from this as a runaway child and now must be careful of what he does so that he does not get caught. He tells people false aliases for himself so that no one knows his true identity. Every time Huck does this, he is symbolically dying and re-emerging a more experienced person. At this point, Huck is now on his way to begin his journey into self discovery. Just like Huck, Holden also crosses over into the zone unknown, but starts his journey in a different way. Holden Caulfield is a very privileged kid. Throughout his life, his parents were able to send him to wealthy private schools hoping he would mature and begin to learn more about his own self. His call to adventure comes because he is mentally torn between experience and innocence. It would seem to him that an outside force is luring him to do something, but in actuality he is beginning his journey because of his desire. It is evident that Holden cares nothing about school and about his own education. He wants to leave so he can begin the journey of self discovery and escape the phoniness that surrounds him. Holden’s symbolic death is very similar to Huck’s. Holden also uses fake names, but he symbolically dies through fainting, changing the position of his red hunting hat, and his association with bathrooms. The bathroom motif, or the reoccurring appearance of the bathroom, symbolizes death for Holden because he enters bathrooms with a neurotic and pragmatic frame of mind and exits with a cleared mind. The symbolic death is what gets Holden and Huck onto their journeys and into the road of trials, where they experience many things that will change them forever. The road of trials is where most of the characters journey takes place. It is on the road of trials that the character begins to experience different obstacles that will change his life forever. For Huck Finn, his learning adventure takes place on the Mississippi River. Huck finds freedom on the river and it is here that he truly learns about himself. However, he still faces problems with moral decisions of right and wrong and helping a runaway slave to achieve freedom. Huck’s companion’s in travelling is Jim. As anti- society that Huck is, you would think that he would have no qualms about helping Jim. However Huck has to have feelings that slavery is correct so we can see the ignorance of racial bigotry. Huck and Jim’s journey begins as Huck fights within himself about turning Jim over to the authorities, but he decides not to. This is a monumental decision because it shows that Huck has decided to turn his back on everything home stands for, and that his true moral identity is slowly shining through. Even though Huck has made his decision about Jim, early in the voyage we see Huck’s attitude change towards Jim as racist. Eventually Huck plays a mean trick on Jim, It was fifteen minutes before I could work myself up to go and humble myself to a nigger; but I done it, and I wasn’t ever sorry for it afterward, neither. Again, we see Huck’s attitude changing when later in the story Huck saves Jim from two slave catchers by tricking them to think Jim is Huck’s small pox ridden father. What is going through Huck’s mind as he alters his attitude on Jim, is unknown, however, his own identity is one that is truly caring and just. When Huck encounters the Grangerfords and the Shepardsons, he becomes aware of the hypocrisy of the family’s feud with each other. When attending church with them, he is amazed that while a minister preaches about brotherly love, both the Grangerfords and the Shepardsons are carrying weapons. When the feud erupts, Huck hides in a tree wishing he never came ashore. The river allows Huck the one thing that he wants to be, and that is Huck. It is the river and what Huck encounters on the river that helps him to mature and to find purpose behind his own true identity. As Huck learned his identity on his adventure, Holden does much of same on his, so as to mature and to accomplish the journey of self discovery. Holden Caulfield’s road of trials takes place from Pencey Prep to New York City. Holden deals with his own mental hallucinations, cognitive disotience, and his desire to stay innocent. At the start of Holden’s journey, he appears to be a very irresponsible person. When he is assigned to look after his schools fencing equipment, he leaves the equipment on the train. He does not care about what he has done and does not even want to go back and look for it. Also, his attitude towards learning are atrocious, and when he finally flunks out of school, he does not bother to tell his parents. Instead, he escapes to New York City where he begins to learn things about himself and about others. However before he goes, he decides to visit his social studies teacher, who flunked him, to say good-bye. Also, he visits his previous English teacher to tell him he has flunked out of yet another school. Maturity is evident because he is trying to persevere relationships with people he cares about. Along his journey, though, small changes suggest that Holden is growing up. He was once very selfish and did not like to share. However when he encounters two poor nuns travelling to another church, he gives them a large portion of his remaining money. This is a major step in Holden’s own self discovery. Holden requires much help to come to terms with his maturity. Even though he constantly speaks as if he is experienced in connection and bonding, they were always just facades. Even when in the city Holden feels he is superior to his environment because he has a false knowledge of it and it’s workings. This is shown when he wants to have a meaningful relationship with his old friend June but does not know how to come to grips on how. Despite of all he thinks he knows he is really only the faker he despises. While in the city Holden finds much comfort when with his sister Phoebe. When Holden first checks into the hotel, he is depressed and wants to call Phoebe but doesn’t because its too late. But I certainly wouldn’t have minded shooting the old crap with Phoebe for a while. In comparison, Holden and Huck in their adventures show that they choose to live in a decadent society in order to help other live as they wish to live rather than to withdraw in order to preserve their own scruples or force their own brand of salvation on others. The road of trials that both Holden and Huck experienced helped them to mature and find their own true identities. What Holden went through helped him to grow, and what Huck experienced helped him to mature. This now brings way to their flee and return where both Huck and Holden are forced to make decisions with where they want to go. The flee and return comes after the character completes his obstacles and is allowed to return to reality, the real world. At this point, the characters have now mentally grown and have shown new signs of maturity. Huck and Holden are both social misfits and want to escape civilization. After Huck frees Jim, he chooses to set out for new territory. He has arrived at maturity and self sufficiency and he is poised at the end in a delicate balance. So many things Huck witnessed like the cheating of the King and Duke, the lack of caring by the townspeople for Boggs, the naive of the Wilks’ sisters, and the lack of common sense by Tom Sawyer guided him to making the right moral choices. Throughout the adventure you have Huck Finn trying to find the one thing he could only find on the river, freedom, but a person can only stay on the river for so long, and so you have to go on land to face the injustices of society. As harsh as it seems its true. Huck may never understand why society is the way it is, but his flee is from all that’s wrong. However Holden Caulfield has nowhere to set out to. Consequently he is placed in a mental institution where he is forced to accept his own problems. Holden is fated at the critical age of 16 years, to fall from innocence, to experience the death of the old self and to arise a new Holden to confront the world afresh. The flee and return for both characters comes at the end of their journeys because now they have grown and have understood more about the society’s they each live in. Huck wants to just set out and find new territory. He wants to flee to nature where he is free from civilization. In Holden’s case, he has to realize his hypocrisy and accept that his problem forced him to get professional help in the end. Holden and Huck are similar in their threshold crossing, road of trials, and flee and return. Both Holden and Huck completed their own journeys to become more complete individuals. Children have an innocent perception of the world around them, but as adults we realize the world is not black and white but various colours. Huck and Holden’s journeys can be compared to the metamorphosis which a caterpillar goes through. The caterpillar starts out innocent (black and white) and goes through stages or obstacles to become a butterfly. In the end the caterpillar emerges colourful as well as more complete and experienced. Salinger has embodied in his novel a dream of innocence, of a sincere subtlety in the characters and has made it during general aiming at success and enrichment, and consequently, and on moral indiscriminateness. Holden Caulfield has become a kind of common noun, a person possessing the thinnest sense of what he called â€Å"falseness†, artificiality, a pose, self-deception and narcissism. And his hero was ready to leave school, lose privileges and material security in order to keep this granted to him the god vigilance to the truth. America has easily forgotten a moral climate of war. But Salinger with his military experience did not want to give in to vanity. In his works there are no absolutely any political implied senses. But his heroes always are in obstinate, though and not demonstrative opposition to authorities, including authority of opinions accepted by all. If this authority too presses on the hero, he runs away from it. Holden Caulfield has remarkable predecessors in the American literature – Huckleberry Finn in the XIXth a century and the hero of Hemingway – Jack Barns in the XXth. When Huck felt that he can’t bear any more the close frameworks of public establishments, he ran away on the river, in a wood, in the places which were yet not habitable by people. And Hemingway’s Barns left abroad – for France. But the uninhabited grounds are not present more. The abroad is inaccessible to the teenager, and for Holden Caulfield there is no place to leave, except for how to leave in itself. † Salinger’s works belong to the old American cultural tradition revealing discrepancy of the validity to democratic ideals, the contradiction between material progress and spiritual impoverishment of the person. The aversion of the world around is combined by Salinger with searches of strong values on which it is possible to build, as he said, a life which is† beautiful and peaceful†. The novel â€Å"The Catcher in the Rye† rejected the conformist like-mindedness and consumer way of life. Teenager Holden Caulfield sharply feels the dissonance in a society, school and family relations through the false world of adults. To a certain extent the novel has expressed moods of the writer and sociologist P. Goodman who has referred a phenomenon of public immaturity to that part of youth which did not wish to mature. The society is deprived of worthy purposes. However the writer did not become isolated in self-sufficing negativism. Freedom for Caulfield – it doesn’t not end in himself, and society seems to him hostile, first of all, because it does not allow make disinterested, kind businesses. The impossibility to reconcile with the existing causes confusion in Caulfield’s soul. Salinger accents infantilism of the hero that is not a tribute to a literary fashion, but conscious author’s reception. Defects of the bourgeois world are especially evident if to take a pure, natural glance from the country of the childhood. The generality of Caulfield’s picture of the world with a vital position of other â€Å"natural† people of 50th is doubtless. Honesty and freshness of a sight, and also the constant Caulfield’s â€Å"aspiration for revolt † (fighting, runaway from school, etc. ) gave to Salinger’s to narration a strong conflict background what made his novel rather popular. Huckleberry Finn of the Bilberry and Holden Caulfield undertake trip to self-opening. Huck also tries to find the worthy purpose and identity among inconsistent morals. While Holden Caulfield in â€Å"the Catcher in the Rye† is the teenager who is trying to find a maturity and courage. On comparison, both of them are on their way maturity and identity as the life is a long trip as well. Huckleberry Finn – a young boy deciding which of morals to follow. Searches of what way is correct are long and confusing. During his adventure he is compelled to choose between his moral and his conscience. When he faces hunters of generosity, he is compelled to make one of these decisions. He should choose whether to turn in his impetuous friend to the slave. Fortunately, his desire is strong, and he resorts to a complex lie in order to prevent Jim’s capture. Huck searches for a refuge in area where the lie does not exist and the beauty of a life will be what is really important. Bibliography 1. Salinger, J. D. â€Å"The catcher in the rye†. Little, Brown & Co. : 2002. 2. Christopher Brookeman, â€Å"Pencey Preppy: Cultural Codes in The Catcher in the Rye,† in New Essays on The Catcher in the Rye, Ed. Jack Salzman, Cambridge: Cambridge University Press, 1991, 57-76 3. Pinsker, S. , Pinsker, A.. Understanding The Catcher in the Rye. Greenwood Press, 1999. 4. Constant, P. Just Like ‘The Catcher in the Rye’. Seattle’s Only Books Section. 2006. Adventures of Huckleberry Finn Essay The name comes from the Biblical phrase â€Å"casting pearls before swine†. This shows how Hester felt about the people in town who judged her based on her mistakes. She never tried to hide Pearl. In fact, she did quite the opposite by dressing her in elaborate dresses. Hester basically cast her â€Å"pearl† before the â€Å"swine† of the community who condemned her for her wrong-doings. The author used several other symbols in his novel that all could have been and are seen differently in each person’s eyes. Mark Twain, much like Nathaniel Hawthorne, uses many different symbols in his Adventures of Huckleberry Finn. Huck and Jim travel along the river on a raft which symbolizes something like a utopian world. Before their journey began, their lives were hard. Jim was a slave, as he is a Negro; therefore he was treated as property, which is rather self-explanatory. Huck was living very unhappily as an orphan with the Widow. He felt somewhat â€Å"trapped† because he was being raised an entirely different way than he was meant to be. He wanted to be â€Å"free†, an impossible idea due to the way he was being raised. As they begin their journey along the river, the raft gives them a sense of hope. On the raft, Huck and Jim can be whoever they want to be. There is no one to tell them how to act or what to do. In their eyes, the life on the raft is perfection, in itself. The Mississippi River begins as the ultimate symbol of freedom for Jim and Huck. Literally, Jim is searching for freedom from his being enslaved. Figuratively, Huck is searching for freedom from living with fear of his father and from becoming civilized. They find this freedom as they float along the river. As time passes, however, the river becomes more of a symbol of life, in general, and all its misleadings and injustices. Despite their newfound freedom, they find they are not completely free from the evils and influences of the towns and the river’s banks. The river also brings them into contact with criminals, wrecks, and stolen property. This is the breaking point at which reality intrudes upon them and their raft paradise. The Mississippi River truly represents a false sense of freedom and the reality of life. Uncertainty of the future is seen in Jackson Island. On one hand, it symbolizes a life in which Huckleberry and Jim can live exactly the way they’d like to – free of scrutiny and judgment for the way they are. On another hand, however, life on the island would mean living in fear of being found and sent back to the wretched lives they escaped from. Again, like Hawthorne, Twain’s novel contains numerous other examples of symbolism and each can have a different meaning, depending on the examiner. There are so many forms of symbolism in today’s world and novels. Life, itself, can even be considered a symbol for something. However, no matter how many different types of symbolisms you come across in your lifetime, there will always be someone who sees their meanings differently than you. The old saying goes along perfectly with this idea. â€Å"Beauty is in the eye of the beholder. † Symbolism is in the eye of the beholder. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section. Adventures of Huckleberry Finn Essay Growing up, children are often told things that grown ups would question, as people grow they learn to question those things too. In the book The Adventures of Hucklberry Finn written by Mark Twain. Huck faces the challenge of either following what everyone is telling him is right, but he knows is wrong, or going against the grain and standing up for what he knows is right. Throughout the book Huck is unsure in what he believes and struggles to determine if what he is taught is wrong. The widow took over the role as guardian for Huck since his father and mother are both out of the picture. When Huck was being raised by his father he wasn’t taught any morals or values, so the widow took this as an opportunity to make Huck into a person whose life was all about morals. In the book the widow tells Huck that hell is bad and that heaven is good, but Huck is unsure that he should believe everything that she is telling him. Huck decides that going to â€Å"hell,† if it means following his gut and not society’s hypocritical and cruel principles, is a better option than going to everyone else’s heaven. â€Å"All right then, I’ll go to hell! (245). † This is Huck’s true break with the world around him. Huck faces the moral conflict of whether or not to turn Jim in because it is what society dubbed as the right thing to do. â€Å"I was paddling off, all in a sweat to tell on him; but when he says this, it seemed to kind of take the tuck all out of me (89). † Right off from the beginning, Huck wanted to turn Jim in because it was against society’s rules to help a slave escape and Huck knew it. But when Jim said that, â€Å"Huck; yous de bes fren Jims ever had; en you is de only fren; ole Jims got now (89). † helped Huck to grasp the concept that there is a friendship in the making. Even though Huck didn’t turn Jim in, he is till troubled by his conscience when the slave catchers were leaving because he knows it is wrong to help a slave. Still Huck cannot bring himself forward to tell on Jim, thus showing that his innate sense of right exceeds that of society. The con-men’s attempt to pose as the brothers of the late Peter Wilks is an important part of Huck’s moral development. The Duke and King try to take Peter’s estate, however, Huck decides to return the money to Peter’s three daughters. This action demonstrates further moral growth, as he does choose to abandon the two con-men. Huck learned that people can be nice and show each other that they care about one another. Women would walk up to Peter’s daughters and â€Å"kiss their foreheads, and then put their hand on theirhead, and looked up towards the sky, with the tears running down, and then busted out and went off sobbing and swabbing, and give the next woman a show (159). † Huck has never seen anything â€Å"so disgusting. † When Huck Finn sees one of the daughters crying beside the coffin, it makes a deep impact on him. Hucks religious beliefs and moral standards cross pathes as he handles the situation. When Huck says, â€Å"All right then, I’ll go to hell! (245). † He has decided to go against what society tells him to do by freeing Jim. Throughout the entire book Huck struggles with separating his own moral beliefs and what society tells him is the right thing to do. From the beginning of the book Huck showed that he did not always believe what people told and went against the grain when he said he wanted to go to hell instead of heaven. The moral development that Huck shows throughout the book causes Huck to develop other traits as well, such as compassion and sincerity towards others. Huck really came out of his shell and fully developed his moral beliefs when he gave the money back that the con-men stole to the three girls. It allowed Huck to get in touch with his emotional side of his moral beliefs and it told him what th right thing to do was.

Should government be involved in sports Essay Example | Topics and Well Written Essays - 750 words

Should government be involved in sports - Essay Example There are key variables in sports, each of which plays a fundamental role given the desired outcome of the industry. There are arguments for or against government’s involvement in sports. However, the determining factor of government’s involvement in sports lies within the relationship between the stakeholders involved. Since time immemorial, governments have always had an upper hand in promoting sports. My position is that government should actively be involved in sports. Government involvement is a usual activity across different components of the nation. There are different roles played by the government in the light of promoting social welfare, thus, the need for interventions from time to time. The government operates under set goals and objectives with the primary principle being to maximize benefits to the population that puts it in place (Houlihan, 2007). For this reason, the government cannot concentrate on some components of its governance and ignore others. Sports are equally important to every direct or indirect participating person. The importance of sports is felt across all levels of different states. These are social, economic and political levels. The need for rules, regulations and laws in sports necessitates government’s involvement. Sporting activities are set in the context of rules and regulations. Numerous sports agencies are set up every now and then. There is a need to regulate and control such bodies in order to maintain an orderly society. The formulation and implementation of bills purely rely on the government. Such law making processes are not limited in scope, and therefore rules and regulations that pertain to sports lie in that docket. On the same note, the occurrence of disputes in the sports industry cannot be refuted. Responsible departments set to deal with these disputes may not always resolve them. The government therefore comes in through its instrumentalities and provides a resolution. Stewardship is

Military attack strategies in Singapore Essay Example | Topics and Well Written Essays - 1250 words

Military attack strategies in Singapore - Essay Example Singapore’s military force (Singapore Armed Forces) was actually formed with the help of Israel. The state then adopted â€Å"the Israeli model of a national conscript defense† (Singh 16). Conscription was done by requiring the male citizens who were able-bodied and at least eighteen years of age to serve a term in the armed forces of the country (â€Å"Conscription†). During this period, they were taught the basics of military training, the laws of war and the commitment to defend the country in case of invasion. For the following years, Singapore has successfully built â€Å"an impressive defense capability† (Singh 16). However, this defense concept was changed, the â€Å"poisonous shrimp† strategy was transformed into â€Å"porcupine strategy† (Singh 16). Accordingly, the former Chief of Operations, Singapore Armed Forces, Lee Hsien Loong justified such change by contending that â€Å"the Republic needed to adopt a defense posture that wa s capable of inflicting intolerable costs on potential enemies as well as to outlast attacks in actual combat† (qtd. in Singh 16). He said: â€Å"So we need a policy which says, if you come, I’ll whack you, and I’ll survive / This is a workable strategy / I may not completely destroy you, but you will have to pay a high price for trying to subdue me and you may still not succeed† (Loong, qtd. in Singh 16). Obviously, this statement is practically a warning to any group or country which has a plan to invade Singapore. It is violent indeed but is strong enough to erase plans of attack by invaders.

CFO mod 1 case Essay Example | Topics and Well Written Essays - 750 words

CFO mod 1 case - Essay Example This is done in orderto enable them to take better developmental and progressive steps. The title is equivalent to finance director, commonly seen in the United Kingdom. The CFO typically reports to the Chief Executive Officer, and is frequently a member of the board of directors. CFO is a very diverse field. It is basically the back bone of all organizations and institutions. An effective and well equipped administrative department is what ensures that a company reaches its maximum potential and keeps growing bigger and stronger. CEO on the other hand is a field which require well educated and highly motivated, vigilant staff. CEO's are responsible for hiring all personnel, ranging from the janitorial staff, right up to the vice president of any organization. The CEO is a very vital part of the company he follows and keeps updates on all aspects of a company and its staff right from the time they apply for a job till the time they get hired. They keep checks on any and all training and development that is necessary and make all necessary amendments. The question these days has come about regarding the necessity of separate CFO and CEO. And the similar curiosity as to whether there is actual need for a separate training department or not It is also common wondering whether the role of the CFO is a specialist role or can it and should it be fulfilled by a CEO and vice versa. CFO is a very vital part of all organizations. They are responsible for the efficient and effective management of the Human capital. The main functions of CEO's are tracking the data points of each and every employee and staff member. Along with tasks such as selection, placement payroll and evaluation. In order to make a reduction in the excessive work load of these activities organizations started to employ individuals to handle these specific areas and thus there came the admistrative departments. And these days with technology at its peak these tasks are also being taken care of by automated computer based programs. Making it possible for the work of three separate organs of a company the human resource The CEO and the CFO to be done by one person that too with the click of a mouse key. This is the reason that the questions stated earlier regarding the need for separate individuals have started coming up. CONCLUSION: However like it has been mentioned above that both roles are very different from one another and there fore to think that they can be done by one person is not a wise thing. The Chief Financial Officer (CFO) of an organization has responsibilities that include internal financial control of the organization, financial reporting (external financial accounting), financing the organization, assessment of the capital budgeting process and an array of additional responsibilities. The CFO must have an external orientation and they must know all ways in which they can gather knowledge about the market with which their company deals and also the kind of investments the investors and share holders are making in order to give proper advice for future investments. There

Reflective Log in Social Work Practice (FOUR Reflective Logs 750 Words Essay

Reflective Log in Social Work Practice (FOUR Reflective Logs 750 Words Each) - Essay Example Through my own prerogative, I was able to develop, implement and introduce troubleshooting strategies that made my friend re-consider taking an abortion. These strategies can also be used in other case scenarios. I realised the value and need to equip myself with technical information and methodologies in handling more complex tasks like teenage pregnancy. Young people like me should be aware of such social work concepts to be able to analyse these social problems with young people who are experiencing such concern. I should have approached her boyfriend in a more informal way rather than in an accusing manner, especially in the idea of having an abortion. Being the father of the unborn child, he should be man enough to face his responsibilities. He should have been more supportive in this critical moment of her life. I would call my friend’s parents, who are working abroad, and inform them of their daughter’s current situation. It is possible that my friend is somehow not getting the attention that she needed from her parents so instead relied on the presence of her boyfriend and friends. Although she has friends and guardians to support her, my friend would still need the support of her parents that would assure her that despite what happened they still love and would take care of her and her unborn child. There is a need to have a community-based institution or â€Å"teenage clinic† that could handle the growing need number of local teenage pregnancy. A school nurse, health visitor or youth worker might be able to help give ideas for setting up the clinic. Young people like me should be encouraged and involved in this kind of social work endeavour. There is a need to increase the youth’s awareness on teenage pregnancy. Schools, healthcare institutions and the local government should educate adolescents the effects of teenage pregnancy, means to which it can be avoided and how this issue can be disseminated. Five years ago, my neighbourhood

Great Famine in Ireland Essay Example | Topics and Well Written Essays - 2000 words

Great Famine in Ireland - Essay Example Political life for the Irish before the famine had already been considered deplorable.1 According to Dudley Edwards, author of the book 'The Great Famine,' the Penal Law effected on the Irish population in the 18th century 'kept them poor' as more than half of the country's revenues were taken out of Ireland. The novelist Jonathan Swift commented that the Irish 'live[d] worse than English beggars.'2 Farmworkers and their families had to pay exorbitant rents and lived in filthy environment devoid of even a shoe or stocking to protect their feet. 3 This was brought about by the abolition of the Irish Parliament in Dublin and in turn, England administered the country4 whose population live in dire misery of 'poverty and insecurity.'5 Historians contend that reform of the social system could have been instituted during that period so as to advance political and economic security. It is clear therefore that the failure of the British government to introduce legislation, as for instance on , hindering emigration, land reform measures and agricultural improvement only showed the indifference of the British government on the plight of the Irish people. English reformists merely observed in dismay Ireland's doubling population before the advent of the famine. Harvests that were very productive and bountiful showed that people had enough to eat, yet employment opportunities were scarce. The Act of the Union caused Ireland's integration into the British economy as the England utilised Ireland as its 'dumping ground' for it surplus products. The hastening of industrialisation in Britain also resulted to the breakdown of certain industries which used to generate employment. Surveys at that period conducted by the English on the loves of the Irish people depicted a harsh reality of the Irish life. The survey revealed that around 75 percent of Irish laborers were out of regular employment and many begged on the the streets in order to live.6 Moreover, the dominance of the landed elite composed of the Anglo-Irish and the English families asserted their power and authority over their tenants. However, most of these landowners employed middlemen to manage their land for them. Appropriately called absentees, they showed no interest in the development of the land and agricultural areas they owned. The rental fees accrued from the the lands supported and kept the landed elites on their status. The rest of the population meanwhile, all 3 million of them, were left without regular employment.7 The struggle for tenant rights came later when the country trembles on the verge of the famine. Yet these were likewise not easily achieved. Many historians argued that the problem of poverty in Ireland in the 18th and 19th century was the outcome of land tenancy.8 However, Joel Mokyr proposes that neither the land tenure issue nor the issue of population could explain the economic and political failures Ireland had experienced. For Mokyr, violence and lawlessness constituted a major part of the Irish experience in the 19th century, including the period before the famine.9 Mokyr adds that the 'conflict and social unrest' which ensued during the aforesaid centuries could be held responsible for the economic turmoil and

The Pleasure of Eating by Wendell Berry Essay Example | Topics and Well Written Essays - 1500 words

The Pleasure of Eating by Wendell Berry - Essay Example Urban dwellers mostly rely on fast food and processed food because they find it easier and faster. So what is the importance of food and do people eat with pleasure? People are supposed to rediscover the pleasure of eating as the author claims. Then how is this possible? The question, of finding pleasure in what you eat, is what Berry answers in his book. Berry illustrates the pleasure of eating by empowering consumers to be involved in agriculture and the food they eat. Being an active participant in deciding the kind of food to eat and how it is production takes place makes the consumer more knowledgeable. Knowledge, as we know equals power and freedom of choice as passive consumers do not enjoy the freedom of choosing between healthy foods and unhealthy foods. Eating healthy makes one feel energetic, and end up appreciating food. Berry’s purpose in his book, Pleasure of Eating is to make the audience find pleasure in eating healthy meals. Most city people are passive participants when it comes to deciding the food they eat. Berry tries to stop this by offering solutions to the consumer on the choice of food they consume. He asks, â€Å" How do you get out of this problem?†, is an illustration to the audience to finding the solution to the unhealthy eating problem. The target audience of the author is the passive, uncritical and dependent person who does not care about food production. Food production has been industrialized, and a few individuals get in contact with the product directly. The patron of the food production thought that it was helping the consumer by making their work easier. The food production industries have tried so hard to convince consumers that processed food is what they need because it is easier that way. The industries will grow and prepare your food for you and even beg you to eat it. The industries only do this because they are benefiting from it.

Why Security Base Lines Are Important Essay Example for Free

Why Security Base Lines Are Important Essay Introduction: A Security Baseline defines a set of fundamental security goals which must be met by any given administration or framework. The goals are decided to be realistic and finish, and dont force specialized means. In this way, subtle elements on how these security targets are satisfied by a specific administration/framework must be archived in a different Security Execution Archive. These points of interest rely on upon the operational environment an administration/framework is sent into, and may, accordingly, innovatively utilize and apply any significant security measure. Disparagements from the baseline are conceivable and expected, and must be unequivocally checked. The procedure of building a frameworks security state is called baselining. The ensuing product is a security pattern that permits the framework to run securely and safely. When the procedure has been finished, any comparable frameworks can be arranged with the same baseline to accomplish the same level of security and insurance. Uniform baselines are basic in expansive scale operations. Creating a benchmark for your data security system will help you and your staff more successfully prioritize and coordinate your data security effort and showcasing exercises. Before you know which direction you need to take your information security program and your outreach and marketing efforts, you need to dig around to see where you are in the big picture. By understanding at the onset which capabilities your program possesses, you can ensure better use of both your staff and stakeholders’ time and resources, more easily replicate successes, understand where improvements need to be made, and demonstrate growth to your leaders and managers. It also assists all involved parties in making informed decisions based on thorough research, established priorities, and a common vision. The best place to start is with research. Regardless of  method used to collect information about your baseline, you should pilot the process with a sample audience to assess the clarity of the questions and determine if they need any revisions to elicit useful responses. A survey is often used as one tool to collect information. You want to use a survey designed to give you actionable results. Before you know which bearing you have to take your data security program and your effort and advertising deliberations, you have to burrow around to see where you are in the master plan. By understanding at the onset which abilities your system has, you can guarantee better utilization of both your staff and stakeholders opportunity and assets, all the more effectively repeat victories, comprehend where changes need to be made, and exhibit development to your pioneers and supervisors. It additionally aids all included gatherings in settling on educated choices focused around exhaustive examination, secured needs, and a typical vision. The best place to begin is with exploration. Notwithstanding system used to gather data about your standard, you ought to pilot the procedure with a specimen group of onlookers to evaluate the clarity of the inquiries and figure out whether they require any amendments to evoke helpful reactions. An overview is regularly utilized as one apparatus to gather data. You need to utilize a review intended to provide for you significant results. References: Impact And Issues Of Physical Security | Researchomatic. (n.d.). Retrieved from http://www.researchomatic.com/Impact-And-Issues-Of-Physical-Security-153570.html#buytopicstep Retrieved from http://www.sans.org/reading-room/whitepapers/physical/implementing-robust-physical-security-1447 Security Issues and Solutions Part 4: Physical Security and Auditing | Physical Security | Inform IT. (n.d.). Retrieved from http://www.informit.com/articles/article.aspx?p=25850

Rationalism - Reason Essay Example for Free

Rationalism Reason Essay The debate about truth upon two schools of thought, rationalism and empiricism has existed for long time. Although, they have played important role as contemplated for answering the proposition, their view on obtaining truth, epistemology, and nature of knowledge is different. How do these different philosophies explain and prove the nature of reality will be clarified in this paper. My reflection as a writer also present in this paper upon the truth in my view. Rationalism is the process of reason, which a priori knowledge is the bases of human knowledge (Markie, 2013). The understanding’s priori forms become in human mind before any experience is conveyed to the human. It means that true phenomena can be known by the knower without the matter of experience. Rationalists share the vision that there is innate knowledge; they differ in the different objects of innate knowledge such as the ability to use language is innate (Markie, 2013). The remembering of perfect forms happens from when a human is born and it is the source of knowledge. For the rationalism, the mind, it can be compared with a computer which the hardware already has some functions before the software is loaded onto it. By the way, some functions mean the innate idea and the software relate to experiences or specific knowledge. However, the mind’s perception was a lie and the influence of reason, lacking of the sense was the only way to disruption through the lies. This philosophy disagrees with the sense because they cause of false realities. For the rationalists, it can be stated that when something became true, a reason that why it is true always illustrate. The Empiricism represent that a posteriori knowledge is origin of the theory of knowledge. It means that there is no thing as innate knowledge but knowledge is developed from  experience. When a human was born, there is no content or there are no ideas in the mind but when human learn or experience things, it is being written on. This experience achieves through sensed via the five senses (Abbott, 1977) and including reasoned via mind or brain. To gain an understanding and knowledge in the world, the past experiences are compulsory because a priori knowledge cannot be used to describe the worldly- mind phenomenon. To justify anything is true or false; it depends on what human experiences here and now, or can remember. All human knowledge goes beyond what is present to their senses or memory. The ways to understand the world, all ideas come from experience which is divided in term of simple and complex ideas (Markie, 2013). For example, the whiteness of a flower, the taste of salt, the smell of tea, the sensation of coldness or the sound of guitar are represented as the simple ideas. Thereafter, complex ideas are formed to understand the truth of phenomenon by using those ideas as the basic for reflecting, linking and comparing. An example, when human has the simple ideas about a balance and pleasure they can compound and involving to the idea of beauty as the complex idea. In other words, anything human knows that is not true by definition, every fact, human must learn and test through their senses. For example, human believes that there is an angel or there is a soul is not true by definition but they based on sense experience in each individual. However, sometime empiricists accept that some proposition could be the innate ideas which are true by the definition of term and independent of experience (Markie, 2013). External world truths can and must be known a priori, that some of the ideas required for that knowledge are and must be innate (Glanzberg, 2014) and that this knowledge is superior to  any that experience could ever provide. The full-fledged empiricist about our knowledge of the external world replies that, when it comes to the nature of the world beyond our own minds, experience is our sole source of information. Thus, I support the idea of empiricism that truth can be obtained from our own experience through five senses. I also not agree that all priori knowledge can be absolute truth. For example, we intuit that a person who loses their coule might experience grief. This cannot be warranted in all situations. A person who had bad feeling  toward their couple, being abuse, might not be grief to lose him /her partner. It needs a particular causal condition. We will know that it is true or not until we experience it by observing through our senses. As a scientist, scholar and nurse, I could not rely on knowledge without proper explanation. Reason is a form of relation of information in our own idea. Priori also lets somebody lack of skeptical because they were taught to believe in some phenomenon without doubt. Furthermore, empiricism, it proves a theory because empiricism is the assertion that only real knowledge is empirical. We can learn from experience and observation. The best way to know something is to have seen it with our own eyes and to be able to demonstrate it with repeatable observation or experiments. In fact someone interested in gathering knowledge in a scientific mode of thought, he can come up with ideas for observation and experiments to answer his questions. An example of this is if nurses represent the exercise is most effective in older adult with osteoarthritis, they could pursued those older people to learn and train to exercise and evaluate the effective of exercise. Meanwhile, empiricism gives experimental reasoning which as well as observation and past experiences are the sources of knowledge. It is not unconditionally and concretely true in experimental reasoning depending on cause and effect. This can be said that all things can be revised when we doubt or require the answer. However, it is also important to note that both the rationalism and empiricism are not suitable to be a good source of knowledge in all situations. It depends on view of individual to select to be way of knowing in specific situation. For example, each religion has its god;sometimes we could not doubt whereas, some phenomena can be experienced and observed by using our five senses. References Abbott, E. A. (1977). Flatland: A romance of many dimensions. Trade Publication. Glanzberg, M. (2014). Truth. In E. N. Zalta (Ed. ), The Stanford Encyclopedia of Philosophy (Fall 2014 ed. ). Retrieved from http://plato. stanford. edu/archives/fall2014/entries/truth/ Markie, P. (2013). Rationalism vs. Empiricism. In E. N. Zalta (Ed. ), The Stanford Encyclopedia of Philosophy (Summer 2013 ed. ). Retrieved from http://plato. stanford. edu/archives/sum2013/entries/rationalism-empiricism/.

The Special Relationship UK and US

The Special Relationship UK and US The term ‘special relationship is used to describe the Anglo-American relations soon after the Second World War when Britain and the United States developed a close working relationship and co-operated extensively in terms of military alliance, intelligence, diplomacy, nuclear affairs and also in cultural and intellectual life. The relationship between President Roosevelt and Prime Minister Churchill established the beginning of an extraordinary relationship in political history. The term ‘special relationship was coined by Winston Churchill in his Sinews of Peace Address (commonly called the Iron Curtain speech) at Westminster College, Fulton, Missouri, on 5 March 1946. Arguably, a period in which both Britain and the United States had a lot to gain from profound cooperation was the late 1940s.Britain had been weakened by the effects of the War and required financial assistance to restore its industries and rebuild its cities. The United States on the other hand was facing Soviet threat and was restricted by isolationist tendencies and domestic dissent on the domestic political front. Gallagher (2004:110) states that this period was a time when London and Washington recognized the need to maintain the kind of unity that had been so important during the fight against Japan and Nazi Germany. The Anglo-American relationship had several distinctive features. In the axis of intelligence, the United States and Britain shared a wide range of information than either does among its other allies; especially during the Second World War and thereafter restored under the 1948 UKUSA agreements of which Dickie (1994:260) describes as â€Å"the most fruitful joint venture of the Anglo-American partnership, with extraordinary dividends for both sides†. This agreement set up the signals intelligence (SIGINT) apparatus of the United States, Britain, Canada, Australia and New Zealand. In the same vein, British intelligence operatives worked with the Central Intelligence Agency (CIA) and functioned from the US embassy in London (Dumbrell, 2001). Britain and the United States also shared numerous bilateral defence links left over from the Second World War. Colman (2004) states that In December 1941, the cooperation between the British and American governments reached its peak with the signing of the Anglo-American Alliance and the creation of the combined chief of staff which is a collaborated British and American military command which presides over all Anglo-American operations. The NATO alliance, focused on the defence of Western Europe had Britain and the United States as its leading members. The formation of NATO in 1949 had the British Army of the Rhine (BOAR) as the Britains land force contribution with over 50,000 troops stationed in Germany in 1962 (Colman, 2004). The special relationship resulted in the Atlantic Charter of 1941, which is a set of guiding principles at the coming of peace targeted to govern relations between states. The Anglo-American relationship was furthered strengthened by economic connections, atomic and nuclear matters, and considering the fact that both countries share a common heritage and a common language. It is also pertinent to note the personal relationships that existed between some American Presidents and British Prime Ministers, significantly Churchill (whose mother was American) and Roosevelt and years later between Margaret Thatcher and Ronald Reagan. The extent of the unity of purpose and cooperation which existed between the British and American governments during the Second World War remains one of the most phenomenal aspects of that period. However, the special relationship was intensely strained during the Suez crisis of 1956 and raised questions as to how special the relationship really was in reality. This essay seeks to address how the Suez crisis impaired the UK, USA special relationship and to decipher if the relationship was really that special. The Suez crisis of 1956 greatly strained the relationship between Britain and America; the crisis exposed their differences to colonialism, communism and their contrasting stakes in the Middle East. Also, the Anglo-American Alliance and Britains position as a great power was in ruins during this period. The Suez Canal was a sea route of vast strategic importance to Britain. As the main significance of the British Empire; it connected Britain with India and the pacific. The major figures involved were Anthony Eden, Britains Prime Minister, US president Dwight D. Eisenhower, his secretary of state, John Foster Dulles and the Egyptian president Gamal Abdul Nasser. The Suez Canal was the focal point of Britains military presence in the Eastern Mediterranean especially since Britain domination of Egypt since the 1880s (Dimbleby and Reynolds, 1988). Eden, who was Churchills successor as prime Minister argued that the Canal was Britains great imperial lifeline, particularly for oil (The Economist, 27 July 2006). For the Egyptians on the other hand, the Canal Zone was a constant reminder of the despised British occupation and efforts to terminate Britains presence in the Canal Zone were escalated especially after the military coup of 1952 which ousted the luxurious king Farouk. It became somewhat difficult to operate the canal as Egyptians boycotted British employment and attacked British personnel. (Dimbleby and Reynolds, 1988) The British government came to a decision in 1954 to evacuate the Canal Zone by June 1956. Eden hoped that this decision would foster a new relationship with Egypt and also since the American and British government agreed to financially support Nasser with a loan of $70 Million towards the procurement of the Aswan High Dam to provide better irrigation and electric power to Egypt. (Dimbleby and Reynolds, 1988) However, despite the loan offered by Britain and America, Nasser was not forthcoming, he undermined the Baghdad pact, a regional defence organization which was British-led and rejected the Anglo-American peace treaty plans with Israel. His ambition was to politically resurrect the whole Arab world against colonialism and opposition of great powers exploitation of the Middle East. Dimbleby and Reynolds (1988) state that while accepting the loan from the Anglo-American government, Nasser ordered arms from the Soviet Union through Czechoslovakia. By March 1956, the Anglo-American governments could no longer put up with Nasser; Eden condemned and compared Nasser with Mussolini and Hitler of the 1930s, adding that the Egyptian leaders objective was to become a ‘Caesar from the Gulf to the Atlantic, and to kick us out of it all (Shuckburgh, 1987:327). Dulles the US secretary of state announced on 19 July 1956 that the Aswan loan offered to Egypt had been cancelled. Nasser retaliated on 26 July 1956 by declaring to an amazed world the nationalization of the Suez Canal, stressing that Egypt would be in charge of the canal and proceeds used to finance the Aswan dam. Britain placed economic and political sanctions on Egypt as the British interest was in severe jeopardy, the British government was ready to use force to bring Nasser down. Eden tried to convince Eisenhower on the removal of the Nasser government for a regime friendlier to the West. However, Eisenhower was as unreceptive to Britain, just as Britain had been to America at the peak of the Dien Bien Phu crisis in Vietnam in 1954 (Louis and Owen, 1989) America did not have much at stake in respect to the nationalization of the Suez Canal as Britain did and as such believed that diplomacy was the best option, Dulles on 2nd October told a news conference that under the North Atlantic Treaty, Suez was not a part of Americas obligations to her Allies. (Dimbleby and Reynolds, 1988) Britain sort alliance with France as co-owners of the canal. Israel was encouraged to escalate the border raids in Sinai and invade Egypt signalling another Arab-Israeli War thereby posing a threat to the Suez Canal. Britain and France would exploit the opportunity as a pretext to intervene and secure the Suez Canal (The Economist, 27 July 2006). The American government was completely kept in the dark concerning these preparations for action. Eden concluded that although the Americans were in principle not happy with Britains use of force against Egypt to recover the canal, they would not completely oppose Britain. Outright American antagonism was least expected and that is exactly what Britain was faced with. A twelve hours ultimatum was issued by London and Paris for Israel and Egypt to retreat from the canal which was to be taken over by British and French forces. Israel accepted this ultimatum while Egypt rejected it and on the 31st of October 1956, the British and French destroyed Egyptian airfields. Eisenhower was infuriated by the obvious deception of his closest ally and Britains unwillingness to revert to diplomacy. Eisenhower, who was completely kept in the dark, felt utterly betrayed by his erstwhile allies, he told his aides â€Å"Ive just never seen great powers make such a complete mess and botch of things† (Dimbleby and Reynolds, 1988:214). He was determined to bring the whole enterprise to a stop. The timing of Britains actions was further unfortunate for Eisenhower who was up for re-election on 6 November 1956 of which his intention was to win as the incumbent ‘peace president, and it was pertinent he showed his capability of controlling global diplomatic and military conflicts. As such, Eisenhower could not afford to get caught up in a foreign complicated situation of no direct interest to America. America proved adept working via the United Nations and introduced a resolution calling for a ceasefire and desists from the use of force by all UN members. This resolution was passed by a majority of 64 to five votes, Russia voting with the US (Dumbrell, 2001). Britain on the other hand was severely criticised from all around the world instigated by the Americans. Apart from publicly criticising Britain and giving her a cold shoulder, Rachman (2001) highlights that the Americans further used the diminishing value of the pound sterling as a weapon to evict Britain from Egypt. A run on the pound ensued under US pressure as foreign holders of the sterling began to back out their holdings. America attacked the fragile economy of Britain and prohibited the IMF to offer emergency loans to Britain until the invasion was called off. The British Treasury envisaged an imminent financial collapse and on 7th November, Britain declared a ceasefire, stopped the operation and gave in to America demands. The French though furious were obliged to agree as their troops were under British authority, many of Britains illusions about the special relationship was destroyed and undermined by the Suez crisis of 1956. This is not the first time the Anglo-American relationship was severely strained and certainly not the last; the Indo-China crisis and the difference of opinions over Formosa are some examples. In reference to the ‘special relationship in the Middle East, Ashton (1996:113) argues as to the reason why the Middle East proved to be ‘such a fertile ground for conflict between the two powers was simply that their interests here often failed to coincide. Indeed, the US Cold War aims of containing the Soviet Union clashed with Britains tendency towards the Middle East in terms of the protection of its imperial interest. This difference in Anglo-American relations produced conflicts following the nationalisation of the Anglo-Iranian oil company in 1951 by the Iranian Premier Mohammad Mossadeq. The Anglo-American opposition further resurfaced in 1955 when Britain adhered to the Baghdad pact. Dulles, discussing the pact with Eisenhower asserted that â€Å"the British have taken it over and run it as an instrument of British policy that has drawn down upon it a tremendous amount of criticism† (Foreign Relations of the United States, 1991). The Anglo-American dispute as a result of failure of interest to coincide was also apparent over the tension in the South-Eastern Arabia territory of Buraimi. Anthony Eden, in January 1957 the eve of his resignation as Prime Minister remarked â€Å"It may be that the United States attitude to us in the Middle East dates from our refusal to give up Buraimi† (Smith, 2008). As highlighted by Petersen (2000), Hoover the Assistant secretary of State responded to the Anglo-American crack over Suez by stating that â€Å"this cleavage had gone a great deal deeper than people imagined. It had Started a long time ago even before Suez and as far back as the Buraimi incident† (Petersen, 2000:72). Petersen further argued that the Buraimi crisis â€Å"presented Anglo-American diplomats with a conflict of interest which †¦ eventually contributed to the rupture of the Atlantic Alliance during the Suez crisis of 1956† (Petersen, 1992:72) The British was hurt the most by the Suez crisis, which resulted in a break down in relations between Britain and America, a near crippling of the Pound sterling and in the resignation of Eden the conservative Prime Minister, as his health wrecked. According to Freiberger (1992), the crisis further exploded the lingering imperial pretensions of Britain and quickened the independence of its colonies e.g. Ghana and Nigeria. Britain learnt from the Suez crisis that it would never be able to take actions independently of America again as British politicians are contented to play second fiddle to America. If there is a special relationship between Britain and America, then it is a one way street with Britain hanging on to the coat-tails of the United States. Suez showed the French that perfide Albion could not be relied on as Britain always places its â€Å"special† relationship with America above its European interests. Conclusion History shows that international relations vary with the strength and character of respective leaders and that applies to the relationship between the United States and Great Britain. In the aftermath of Suez, Britains position became somewhat untenable to act like a superpower, her position as a world power began to decline with the rise of America. The Suez crisis made it very clear to the US that it has to take more prominence in crisis of the Middle East. One could easily wonder if the United States actively developed a strategy to replace Britain as a dominant power in the Middle East or if the US sacrificed its allies with the ambition of gaining total domination of the region. However, there have been recent controversies regarding the existence of the special relationship. According to a recent report by the Commons foreign affairs committee, Americas relationship with Britain is not more special than its relationship with its other main allies, and the term ‘special relationship does not portray the ‘modern Anglo-American relationship. (Times online, 28th March 2010) In this report, a committee of influential MPs state that â€Å"Britains special relationship with the US—forged by Winston Churchill and Franklin Roosevelt in the Second World War—no longer exists† (Times online, 28th March 2010). Does this mean that the relationship is dead? Relying on the traditional model of bilateral partnership will certainly doom this relationship to obscurity. Strengthening Britains leadership within the EU and a renewed partnership within multilateral institutions are essential for a strong and vital special relationship in the 21st century. Burwell (2010) echoed that the fundamental element of the special relationship in the 21st century must be partnerships that surpass the bilateral UK-US relationships. The Anglo-American special relationship should work towards a partnership with multilateral institutions to take on global challenges through diplomacy and political influence.

Hawksmoor :: English Literature

Hawksmoor - There are many puzzling features in this novel - Discuss three in detail, looking at the way they are communicated. 'Hawksmoor' as a novel is on the whole, puzzling. As it is a detective story, Peter Ackroyd uses different techniques of involving the reader in his plot so that even if the beginning is not fully understood, we have to go on reading it just to see what happens next. These different features, for example, the juxtaposition of the time periods between the chapters; the post-modernistic aspects of Ackroyd's writing; and the conflicts between reality and fiction all make the novel puzzling. Time in this novel is very confused, with two time periods (the modern day and the eighteenth century) being juxtaposed in alternate chapters throughout the novel. The theme of time is continued on this premise and there are many references to time by the characters themselves. For example at one point, Nicolas Dyer says: "..how do we conclude what time is our own." Nicolas Hawksmoor also asks: " 'Well, Walter, what do you make of that timing?' 'It's impossible, sir.' 'Nothing is impossible. The impossible does not exist'" Not only are there direct referrals to time, like this but also there are tenuous links and suggestions to it as a dominant theme. For example, Hawksmoor is looking for the zero meridian when he is in Greenwich and there are many others. The changes in time are highlighted by the interesting use of language for the chapters narrated by Nick Dyer. Many spellings are different from modern English, for example, corpse is spelt 'corse'. Ackroyd also uses capital letters for nouns in these chapters. The eighteenth century writing is a constant reminder to the reader of which time period is being read about and is particularly prominent when the chapter and therefore the time period changes. Furthermore, it means that the reader has to concentrate more and because of the different formation of sentences it is difficult for the reader to follow at times, which is consistent with the detective story theme. Ackroyd wants the reader to be actively involved in the plot and they need to pick up on any small threads that he drops. As the novel progresses, there is an increasing confusion with time, so much so that at points it seems barley present. Ackroyd highlights this with the abundance of flashbacks that both the main characters have and because of this the time is changing not only between the chapters but also within them. Dyer has many flashbacks to his past and they often come without warning or relevance to what was previously talked about.

An Analytical Essay on the Significance of the Players in Hamlet :: The Tragedy of Hamlet Essays

An Analytical Essay on the Significance of the Players in Hamlet       The significance of the players exceeds the sole purpose of entertainment, as each possesses the power to unveil the "occulted guilt" (3.2.75) and conscience of the King.   Hamlet assumes the responsibility to advise these players with precise and adequate direction so that a "whirlwind of passion" (6) may not effectively separate Claudius from personally identifying with the play.   Hamlet's enthusiastic approach toward direction may be so that he encourages the players to "suit the action to the word, the word to the/ action, with this special observance, that you o'erstep not/ the modesty of nature" (16-18).   However, this exercise of caution may justify Hamlet's too often delayed attempt toward the action of avenging his father's murder.   His direction confines him to the overflow of words as he experiences imprisonment within the truth of his own identity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet grants himself the opportunity to momentarily direct himself, yet it remains unknown as to whether he directs a representation of truth or a falsity.   He exemplifies madness so well, as the sight of "a damned ghost" (77) insanely induces his imagination and comfortably transforms his identity to one of lunacy.   This role he acquires is one he portrays so explicitly well as an actor that he easily utilizes it as the foundation for his players.   He instructs the players:    Nor do not saw the air too much with your hand, Thus, but use all gently, for in the very torrent, tempest, And, as I may say, whirlwind of passion, you must acquire And beget a temperance that may give it smoothness.   (4-7)    Abstinence from overly dramatizing the actions of the play may be reflective of Hamlet's character prior to his escape from true self: a once-lived life of normalcy focused more wholly on "smoothness" (7) rather than an uncontrolled "torrent, tempest, / ...whirlwind of passion" (5-6).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's direction of the players claims victory as Claudius abruptly arises and exclaims, "Give me some light.   Away" (254)!   Horatio's observation of the King's reaction confirms his guilt-inflamed conscience as he was forced to witness the reenactment of his brother's murder.   Hamlet, relieved, reveals, "I'll take the ghost's word for a thousand/ pound" (271-272).   The ghost is officially trustworthy as the King's reaction encourages Hamlet to journey further toward his mission of avenging the death of his father. An Analytical Essay on the Significance of the Players in Hamlet :: The Tragedy of Hamlet Essays An Analytical Essay on the Significance of the Players in Hamlet       The significance of the players exceeds the sole purpose of entertainment, as each possesses the power to unveil the "occulted guilt" (3.2.75) and conscience of the King.   Hamlet assumes the responsibility to advise these players with precise and adequate direction so that a "whirlwind of passion" (6) may not effectively separate Claudius from personally identifying with the play.   Hamlet's enthusiastic approach toward direction may be so that he encourages the players to "suit the action to the word, the word to the/ action, with this special observance, that you o'erstep not/ the modesty of nature" (16-18).   However, this exercise of caution may justify Hamlet's too often delayed attempt toward the action of avenging his father's murder.   His direction confines him to the overflow of words as he experiences imprisonment within the truth of his own identity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet grants himself the opportunity to momentarily direct himself, yet it remains unknown as to whether he directs a representation of truth or a falsity.   He exemplifies madness so well, as the sight of "a damned ghost" (77) insanely induces his imagination and comfortably transforms his identity to one of lunacy.   This role he acquires is one he portrays so explicitly well as an actor that he easily utilizes it as the foundation for his players.   He instructs the players:    Nor do not saw the air too much with your hand, Thus, but use all gently, for in the very torrent, tempest, And, as I may say, whirlwind of passion, you must acquire And beget a temperance that may give it smoothness.   (4-7)    Abstinence from overly dramatizing the actions of the play may be reflective of Hamlet's character prior to his escape from true self: a once-lived life of normalcy focused more wholly on "smoothness" (7) rather than an uncontrolled "torrent, tempest, / ...whirlwind of passion" (5-6).      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet's direction of the players claims victory as Claudius abruptly arises and exclaims, "Give me some light.   Away" (254)!   Horatio's observation of the King's reaction confirms his guilt-inflamed conscience as he was forced to witness the reenactment of his brother's murder.   Hamlet, relieved, reveals, "I'll take the ghost's word for a thousand/ pound" (271-272).   The ghost is officially trustworthy as the King's reaction encourages Hamlet to journey further toward his mission of avenging the death of his father.

Letter home nurse

My dearest Mother, I am missing you dearly and I hope everything is well. I am getting very home sick, life here is different than over there. I can hear sounds of the battlefield and it's very frightening. We also get very little sleep and It is so cold here. The food is so plain; we rarely eat meat. We eat mostly beans, potatoes and soup. I'm getting so tired of it. Many of the things I see are very disturbing but it feels good to help these men.Some of them have talked to me about their families or what they plan to do after the war. like to hear them being positive. I've started keeping a diary and I've even started writing poems. This helps me take all my emotions out. It feels really good, but you know what doesn't? Feeling to dirty all the time. I feel Ilke I feel this way most of the time. We have to take sponge baths with cold water, which doesnt help at all. Many girls have not been able to handle all of this and have gone home but that ont happen to me.Everything here move s so fast and the men come and go or we have to move and some are left behind. I get very sad when I think about those men and if they had families or not. Maybe that's why some girls are leaving, I don't blame them. I hope to see you and Father and sister soon, I hope this Is all over really soon. I miss you all so much It hurts. I've made some friends but I wish I was at home in my own bed, or having dinner with all of you. Ill be home soon! Love, Leslie