The novel Oliver Twist Essay Example for Free

The novel Oliver Twist Essay The novel Oliver Twist was written in 1867 by Charles Dickens, a social reformer and also a philanthropist. Dickens had a particular aim in writing the novel. He wanted to show the reality of underclass criminals, traditionally glamorized in fiction. He was motivated by writing such personal experiences as his obsession with grinding poverty was intense. Dickens was middle lower class. His father was jailed for debt and with know one to maintain him, he was sent to work in a blacking factory. The labour force incorporated urchins and rough working class lads, here he was forced to accept the reality of poverty. Bill Sikes is one of the main characters in Oliver Twist he is essential to Dickens aim because he illustrates criminality and poverty. Critics stated that Sikes had no redeeming features, but the truth is he has. it is TRUE every man who has watched these melancholy shades of life must know it to be so. And because it is so unrealizable that people like Bill do exist Dickens offers the reality to poverty, hypocrisy, crime and hunger. Dickens use of superlatives shows us how he tries to paint a picture of the exactness of underground criminals. To paint them all in their deformity and wretchedness. Bill is the archetypal villain in Oliver Twist, his actions ruin the life of prostitute Nancy who saves Oliver because she doesnt want Fagin and Sikes to corrupt his life just like they corrupted hers. Sikes is manipulative and he knows what he is capable of. Dont speak to me its not safe. When we first meet Bill, Dickens describes him as a stoutly built fellow of 35 with a bulky pair of legs and large swelling carves. This automatically gives the reader an impression of Bill Sikes power. It looks as if he intimidates people with his body size, he not only uses his body but his eyes also give a sense of extortion two scowling eyes. Although Sikes has a subdue attitude, he tries to impress people by wearing expensive clothes that dont quite make the grade. A black velveteen coat, a brown hat and a dirty belcher handkerchief around his neck, his solid drab breeches remind people of his criminal dealings. Sikes often wipes the beer from his face on to his velveteen coat and it is distinctly confirmed in the quote that his handkerchief is filthy. This shows us that in spite of the fact him wearing costly garments he doesnt meet the standards by reason of grubbiness. Dickens characterizes Sikes as a ruffian, his voice is griff due to him not speaking proper standard English. Growled his engaging ruffian.

The Concept Of Civic Education

The Concept Of Civic Education The concept of civic education had its origin in the ancient Greek city-states. Citizen is the agent who react the state politically. In Platos ideal state, there are three classes of citizens: rulers, soldiers, and the people. Citizen of the different levels should accept different civic education. Duties of good citizen are depend on their abilities and role in life. They should do what their best suited to do, and they should create value for society. For example, ruler must have the virtue of wisdom; soldiers should have the virtue of courage. And the rest of the people, such as merchants and farmers must exhibit the virtue of moderation. In my opinion, the organization of Platos ideal city, every classs responsibility is clearly stated; it makes them know their place and cultivates their civic patriotism. After World War II, some countries are aware that such a narrow view of the civic education leads a lot of contradictions. Therefore, patriotism begins to fade. It is not just talk about rights and obligations, but more emphasis on universal values, such as equality, freedom, justice, and aims to train students to become citizens of the world. In the contemporary scholarship on civic education J. Mark Halstead believe that civic education should be analyzed according to three aspect, namely the about citizenship, the good citizenship and the active citizenship. In about citizenship, civic education cultivate well-informed citizens. The good citizenship emphasis students socialize in society, such as obedience, commitment, patriotism and authority of citizenship. In active citizenship, children should have active participation in the political, civil and social life of the community. Davison and Arthur (2006) further stated that citizenship can be divided into passive citizenship and active citizenship. In passive citizenship, as the member of society, citizen performs ones obligations, such as obey laws, be polite. Also, citizen develops the ability to participate in society individually. The development of the critical thinking, and enable an individual to participate in society are necessary for active citizenship. In Hong Kong, according to Leung, civic education cultivates the sense of belonging to China and the sense of pride of being a Chinese in One Country, Two Systems policy. According to the Basic Education Curriculum Guide of Moral and Civic Education, there are five priority values and attitudes that are essential to students personal and social development, such as Perseverance, Respect for Others, Responsibility, National Identity and Commitment. The aim of civic education in Hong Kong is to help students to become knowledgeable and responsible citizens and committed to the well-being of their fellow humans. In other hand, national education can be divided into five forms: cosmopolitan nationalism, civic nationalism, cultural nationalism, anti-colonial nationalism and totalitarian nationalism'(Leung, 2002). First, cosmopolitan nationalism is the all human ethnic groups are who on his mind believe that people are equal and show respect, deep concern and love, in disregard of race, gender, nationality, religion, class and believe that the improvement of mankind is the responsibility of individuals. Second, civic nationalism defines the nation as an association of people with equal and shared political rights, in disregard of race, color, creed, gender, language of ethnicity. Citizens participation in governing and policy of the nation is not limited. Third, cultural nationalism is a form of nationalism in which the high cohesion of nation by a shared culture. Cultural nationalism builds up a national identity by the same cultural traditions, historic territory, and the unity and national consciousness of the nation. Fourth, Anti-colonial nationalism defines the nation stand against oppressive, imperialist and colonial regimes. Citizen has strong desire to fight against foreign rulers of political and economic independence and racial equality. Parmenter (2005) had proposed that national unity and national identity can be developed through national education. National education systems inevitably co-exist with nationalism. A nation can be unified by the administrative systems of national education systems. And become a sense of the imagined community of the nation (Anderson, 1991). The aim of National education feels they are take part in the national sense of belonging. Through National education, citizens are educated to see themselves as part of the nation, and educated into ways of behaving and thinking appropriately as a member of the nation (Reicher and Hopkins, 2001). The Minister of Education in the Peoples Republic of China, Yuan Guiren claims that all nationals should receive national education. And the former deputy director of the Hong Kong and Macau Affairs Office, Chen Zuoer said that national education is essential in every nation, so Hong Kong people should have responsibility to contribute to the country. But some scholars refute the argument that why Hong Kong people have to accept to receive national education as a citizen. It showed the problem that there is a contradictory relationship between civic education and national education. Parmenter (2005) holds that National unity and national identity thrive on difference with outsiders, and this is where national education can come into conflict with cosmopolitan identity and citizenship, which is based on the premise that all people are equal and similar citizens of the world. First, National education is too much emphasis on increasing sense of belonging. If national education emphasize on increasing sense of belonging in a large part, national education fosters patriotism. According to Leung, identity is a two-edged sword, it can build up national patriotism of citizens, but it can also lead to serious consequences. Totalitarian nationalism represents the term patriotism. It emphasizes the loyalty and absolute obedience to the state and the ideology of the party and its leaders. The love for the country is equivalent to the love for the ruling political party and its ideologies, and the citizen firmly believed that the ruling political party is the savior of the nation. Hong Kong people definitely reject education for totalitarian nationalism, because all related concepts communism, communist party, socialism and the politics in Mainland China. It very alien to people and political culture of Hong Kong people and they were afraid of the politics of Mainl and China. Also, Leung criticizes the education bureau discarded civic education and change into national education. National education excludes the universal value of civic education. Leung criticizes national education only focuses on emotional recognition, establish sense of identity through glory of nation. It will cover up all the faults of the party of nation, lack of criticism of the party, and ignore the civil and human rights. It not helps thinking about the discussion of human rights of the nation. The core values of Hong Kong is freedom, democracy, human rights and the rule of law etc., is also known as the universal values of human rights, democracy, freedom. It is not expedient that Democracy and human rights is the value of belonging to the world of the country. Leung points out that the National domain of national education does not mention national issues from the point of view of the world. It may limit the horizons of the students, and narrow space of interpretation, lead the universal values change into the Chinese characteristic values National education emphases on patriotic rituals like flag raising ceremonies. The flag-raising ceremony of national flag and SAR flag is raised every morning once a month. According to Fairbrother, patriotic rituals such as the flag-raising ceremony are formalities that have no educational purpose but indoctrination. Leung believes that national education emphasize the Emotion and national identity, it ignore the critical thinking. According to Cheng, positive teaching materials of national education cannot nurture a critical thinking attitude on the part of students. Worries about the essential areas of civic education, such as human rights, democratic education were neglected because the national education is in high priority between national education and civic education. Choi Po King pointed out that if the national education emphasized instill identify with the political consciousness of the country, it violate the principle of civic education, such as independent and critical thinking, emotional and irrational (Choi Po King, as cited in Leung, 1995). The model of national education in China is outdated. Morley claims that a nations shrinking national boundaries are shirked and blurred through travel, media and electronic networks. The concept of territorial identity and citizenship is not necessary. Also, the concepts of place, and specific place of their location, are changing (Morley, 2000). Parmenter (2005) holds that there is no theoretical reason why there are conflict between national education and civic citizenship because the coexistence of state and world citizenship are accepted in the ancient Greek. Individuals should realize that they have of multiple identities and they are in various territorial spheres of life. The concept of multiple identities is based on the notion of as a composite of multiple, often contradictory, self-understandings and identities.They think that they are the I fluctuate among different and even opposed positions (Hermans, Kempem van Loon, 1992). There is no contradiction between national identity and citizenship on the one hand, and cosmopolitan identity and citizenship. The co-existence of the two identities and citizenships is recognized to some extent in reality as well as theory. Cosmopolitanism is a way of viewing the world that among other things dispenses with national exclusivity, dichotomous forms of gendered and racial thinking and rigid separations between culture and nature. Such a sensibility would be open to the new spaces of political and ethical engagement that seeks to appreciate the ways in which humanity is mixed into intercultural ways of life. (Stevenson, 2003) The aim of such national education would be cosmopolitanism. It is because a critical and balanced national identity and sense of national citizenship can be achieved by the stimulation of the right of cosmopolitan identity and citizenship. Peoples horizons can widen through national education. Peoples identities not only focus on the nation, they can take a board view of the world. The development of National education in Hong Kong is special, the identity of Hong Kong changes from a British colony into a Chinese Special Administrative Region. As early as in 1985, the Education Department Guidelines on Civic Education in Schools require students to understanding China Affairs, patriotic and proud of being Chinese. Due to the political Environment, Hong Kong peoples understanding of national identity is not clear, national education commenced in the absence of clear national concept. Although schools teach Chinese language and Chinese history, but only focus on knowledge of subjects. Civic education focused on understanding of the society, and the practice of the citizens in the world, not stressed explicitly to develop students sense of national identity. The Guidelines on Civic Education in School (DCC, 1996) published in 1996 also emphasized education for human rights, democracy, education for the rule of law, and national education, global education of critical thinking (Leung, Chai Ng, 2000). But this guideline is just policy documents, it avoids the contradiction between national education and Civic Education, national education should not simply bring into Civic Education. The guidelines stressed democracy, the rule of law, human rights education and critical thinking. But in other side, it emphasizes students positive values and attitudes and identity-building, and builds up a sense of closeness and belonging with the motherland. In my opinion, the aim of Civic Education, national education is different; it makes contradiction and confusion of identity. The promotion of national education has become a central element in curriculum development since 1997. Soon after 1997, government circulars were issued to remind schools to raise the national flag on significant occasions and to use national symbols (Lee, 2008). Tung Chee-hwa , the first Chief Executive, highlighted national education and patriotism to develop a nation identity and called on the community to work together to foster patriotic Chinese citizens. In 2001 report on curriculum development, students should know their national identity; do their utmost to contribute to the country and to society. But still labeled as civic education and was promoted gradually through practice participation. A National Education Center was also established under the management of a pro-China education body, the Federation of Education Workers, in 2004. I participated in a tour in A National Education Center about celebration of the sixtieth anniversary of the victory in the Second Sino-Japanese War. One of the aims of the tour is strengthen the national identity of motherland. I visited lots of historical sights about the Second Sino-Japanese War and attend the seminar that titled three years and eight months, the period of the Japanese occupation of Hong Kong. I listen seriously the history of Second Sino-Japanese War and her personal experiences. I am impressed with what she said about the difficulties in war and she thinks what she does in the war or giving seminars to primary and secondary school or public is a blessing for her, because she can do for the country. It makes me understand the truth of loving country, just pay, without asking for anything in return. In 2007 Policy Address, The HKSAR Government promotes grow to love our motherland and Hong Kong, aspire to win honor and make contributions for our country. The SAR government starts to promote National education from schools to communities. Nurturing awareness of national identity and national self-Sense of pride and a sense of responsibility there is interest in the implementation of one country, two systems, to maintain Hong Kong and the country held continued development and prosperity. In school, Teachers and students are sponsored to visit the mainland through exchange programmes in order to gain a better understanding of the current development of China and to develop a sense of national identity through personal experience. In 2004, the Education and Manpower Bureau (EMB, later renamed EDB, the Education Bureau) launched a national education programme as part of the youth leadership award scheme, arranging for one hundred and seventy student leaders to enroll in an 11-day programme in Beijing (Lee, 2008). Teachers, school middle managers and principals have also been invited to subsidized training programmes co-organized by local universities and mainland universities every year in the last decade (Lee, 2008). According to the Policy Address 2008, the government has injected additional resources to provide more extensive mainland exchange opportunities for pupils, including upper primary and junior secondary students. The Tonggen Tongxin (same root, same heart) programme, first introduced in 2008-9 by the EDB, is specially organized for upper primary and junior secondary students. In the school year of 2010-2011, the said programme provides 16 itineraries with designated themes accommodating 27,000 places for participating local teachers and students. In addition, a consultation paper on the Moral and National Education Curriculum (EDB, 2011) was released early this year suggesting Hong Kong students to receive further political socialization in the primary and secondary school, with national education as an independent subject. The guidelines on patriotic rituals from the EDB put great amount of resources into schools, communities and media to promote nationalistic education, the elements of citizenship education become unbalanced and not included in the mainstream curriculum, such as human rights, democracy and social justice(Tse, 2007). In my school, my music teachers teach students singing the national anthem in music lessons and school assemblies. The British national anthem God save the Queen was regarded as the anthem for Hong Kong before reverting to China in 1997. After 1997, March of the Volunteers, the anthem of the Peoples Republic of China became Hong Kongs anthem, it boosts teenagers sense of belonging to their country. Although I dont have Liberal Studies lesson, my History teacher likes to tell us the current news and analyze the pros and cons of opinions. Also, my school invited some scholars for seminar, such as Allen Lee Peng Fei. In communities, the international competition and events can foster Hong Kong peoples sense of belonging of China. The HKSAR government invited some famous national sportsmen, who succeeded winning in the Beijing Olympics attend the reunification celebration events in Hong Kong Stadium. The first spacewalk by a Chinese astronaut also heightened the sense of belonging of being Chinese, because Hong Kong people take pride in the athletes. It tightened links between Hong Kong and China. Television announcements in public, an anthem plays in Our Home Our Country before 6:30 news report; it shows the pictures of different classes of Chinese people, it means the Chinese people should stay together. The TV broadcasting programs A Bite of China is a Chinese documentary television series about the traditional Chinese cuisine all around China in 2012. But it just show the positive way of China, such as Chinese culture. If Hong Kong people ignore the negative site of China, it limits the thinking and become political indoctrination because the ultimate goal of civic education is to cultivate rational, independent, critical thinking and active participation of citizens. National Education cultivates students agree with the identity of the Chinese and enhance the students awareness of Chinese identity by participation and contribution of local, national and world affairs. There are the things that can enhance citizens identity and a sense of belonging. In my opinion, I dont think that patriotism can be taught just like you cannot teach someone how to love somebody or something. I think every Hong Kong people should have a right to choose whether he or she love his or her country and agree or not with the culture of China, and a feeling that they are part of China. To make these decisions, Hong Kong people should understand more about their country China in three different ways. If most of the Hong Kong people have high standard of critical thinking, a mature civic society can be appear. In conclusion, citizenship education could contribute to the development of open-minded national education for cosmopolitan and liberal cities like Hong Kong.

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Schizophrenia What You Need to Know Schizophrenia is a serious disorder which affects how a person thinks, feels and acts. Someone with schizophrenia may have difficulty distinguishing between what is real and what is imaginary; may be unresponsive or withdrawn; and may have difficulty expressing normal emotions in social situations. Contrary to public perception, schizophrenia is not split personality or multiple personality. The vast majority of people with schizophrenia are not violent and do not pose a danger to others. Schizophrenia is not caused by childhood experiences, poor parenting or lack of willpower, nor are the symptoms identical for each person. What causes schizophrenia? The cause of schizophrenia is still unclear. Some theories about the cause of this disease include: genetics (heredity), biology (the imbalance in the brain’s chemistry); and/or possible viral infections and immune disorders. Genetics (Heredity). Scientists recognize that the disorder tends to run in families and that a person inherits a tendency to develop the disease. Schizophrenia may also be triggered by environmental events, such as viral infections or highly stressful situations or a combination of both. Similar to some other genetically-related illnesses, schizophrenia appears when the body undergoes hormonal and physical changes, like those that occur during puberty in the teen and young adult years. Chemistry. Genetics help to determine how the brain uses certain chemicals. People with schizophrenia have a chemical imbalance of brain chemicals (serotonin and dopamine) which are neurotransmitters. These neurotransmitters allow nerve cells in the brain to send messages to each other. The imbalance of these chemicals affects the way a person’s brain reacts to stimuli--which explains why a person with schizophrenia may be overwhelmed by sensory information (loud music or bright lights) which other people can easily handle. This problem in processing different sounds, sights, smells and tastes can also lead to hallucinations or delusions. What are the early warning signs of schizophrenia? The signs of schizophrenia are different for everyone. Symptoms may develop slowly over months or years, or may appear very abruptly. The disease may come and go in cycles of relapse and remission. Behaviors that are early warning signs of schizophrenia include: Hearing or seeing something that isn’t there A constant feeling of being watched Peculiar or nonsensical way of speaking or writing Strange body positioning Feeling indifferent to very important situations Deterioration of academic or work performance A change in personal hygiene and appearance A change in personality Increasing withdrawal from social situations

Patient Visit Summary Report Essays -- Patient Interview Report

Confidentiality Disclaimer - This essay uses patient initials only. No identifying features are included within this essay. Patient: BA Patient’s age: 63 years old 1. Medical conditions (active) : After taking the patient’s medical history, I found out that the patient experiences several active medical conditions. She was diagnosed having rheumatoid arthritis, diabetes type II, sleep problem, high blood pressure and high cholesterol. She got rheumatoid arthritis when she was 49 years old, and has been having this for 14 years. She will feel the pain at places involving joints like the hands, knees and hips. She also feels the pain in the area around her head and neck, which contributes to headache. This is actually a condition where our immune system which is supposed to fight infection, attacks the cells lining our joints, causing them to be swollen, stiff and painful, and in process, damaging the joint, the cartilage and our nearby bone1. The sharp pain she feels usually radiates from her heels to her hands. Walking is really painful for her due to the inflammation of the joints. This condition is worsened during hot weather and if she feels stress, where it triggers pain most. Not only that, she feels exhausted and tired easily after doing any activities and thus, she tends to sleep a lot due to this illness. The patient also has a condition called fibromyalgia, which is a disorder that causes muscle pain and an extreme feeling of tiredness (fatigue)2. Patients will experience chronic fatigue syndrome and achy muscles, and this is treated with anti-inflammatory medications. Fibromyalgia affects her lifting ability, which limits movement and activities such as shopping. According to the patient, this bothers her ... ...guide/penicillin-allergy-topic-overview 9. National Heart, Lung and Blood Institute. What is COPD? [Internet]. United States : U.S. Department of Health & Human Services; 2013 [updated July 31]. Available from : http://www.nhlbi.nih.gov/health/health-topics/topics/copd/ 10. World Health Organization Europe. The Solid Facts (Second Edition). Denmark : World Health Organization; 2003. 11. Cleveland Clinic. Occupational and physical therapy for arthritis [Internet]. Ohio : Cleveland Clinic; 2012 [updated September 17]. Available from : http://my.clevelandclinic.org/disorders/arthritis/hic_occupational_and_physical_therapy_for_arthritis.aspx 12. MedlinePlus. Type 2 diabetes – self care [Internet]. United States : National Institutes of Health; 2013 [updated October 31]. Available from : http://www.nlm.nih.gov/medlineplus/ency/patientinstructions/000328.htm

Favourite Brand Paper Essay

The brand that I identify with is tide laundry detergent. I love tide laundry detergent because there are 5 people in my house and a lot of laundry being done with Tide I am able to use less detergent for a large amount of cloths. It keeps the colors of the cloths bright and even if you have been using cheap detergent when cloths are washed with tide the colors bright. Tide also gets hard to remove stains out of cloths without having to pretreat the sting and soak cloths for a long period of times. I can also save money by using Tide because when using a less effective brand I have to pour more than the required amount to wash and the cloths deteriorate faster. When cloths deteriorate and look dull I have to spend more money to purchase cloths in a shorter amount of time. I do believe Tide Company has built a successful relationship with loyal customers because even during the recession Tide created a cheaper detergent called Tide Basic in order to accommodate its loyal customers dur ing these hard times. The company has created a Tide detergent that can be used with cold water which saves on the energy bill. Loyal Tide customer has a lot of variety to choose from which helps maintain the relationship with the brand. This brand is focused on groups of all ages because it is efficient and has been around since 1946. The Tide brand for the younger generation helps them remember home and for the older generation it is familiar and a brand they can trust. Tide has a variety of detergent product such as tide pods eliminate odor and are pre-measured, Tide ultra-stain release removes 99 percent of stains, Tide to go instant stain remover to go it’s a pen that is small and can be carried around if you get a small stain on your cloths, Tide boost duo packs it has stain removing power without any dyes or scent, Tide total care for high efficiency washers, Tide ultra clean plus downy gives same clean feeling and soft cloths, Tide cold water great cleaning and save money no hot or even warm water needed, Tide alternative bleach wash whites without the need of using bleach, Tide Free provide ge ntle on skin, Tide febreze for individuals who play sports, all of these also come in powder form for those who do not like liquid detergent. This is another reason Tide caters to all  age groups there is something for everyone. The two competitor brands Whisk and Kirkland Signature Ultra. These two detergents are numbers 2 and 3 on the list of competitor detergents which was done by ABC news. I have tried both of these brands. In my opinion these brands are good but the stain fighting power is not as effective as tide. When using tide on my chef uniform which has food and oils from cooking kitchen smell was gone. I used both brands to wash my nephews chef uniforms and they were not as effective at removing dirt, grim and most of all the smell of food. Tide has also been featured in good housekeeping magazine. It was also named one of the must steal products because in recent years there has been a surge of theft with tide detergent. In conclusion Tide laundry detergent is a brand that has been around for decades. It maintains and brightens colors. Tide also has over 15 varieties from one that can be used on sensitive skin to cold water Tide that helps save money. Tide is a trusted brand and caters to their customer’s needs. They also have helped maintain the relationship by offering a lower priced detergent when the recession affected all individuals around the world. Tide does have some competition but it does not have all the varieties or report that Tide has with their customers. References http://nymag.com/news/features/tide-detergent-drugs-2013-1/index2.html /www.nytim http:/es.com/roomfordebate/2013/01/14/why-would-drug-dealers-use-tide-as-a-currency/tide-is-the-must-steal-product-of-the-season http://www.goodhousekeeping.com/product-reviews/home-products/laundry-detergents/best-laundry-detergent#slid

Katherine Mansfield stories “Prelude” and “At the Bay” Essay

Two of Katherine Mansfield’s most famous stories are â€Å"Prelude† and â€Å"At the Bay†, both of them portraying a New Zealand family. Both stories, are revolving around the female characters, but the one link that connects all of them is Stanley Burnell, member and provider of the family. The New Zealand critic Carl Stead affirms that Stanley Burnell is a ‘benevolent despot’ meaning that he is a kind person, and a tyrant in the same time. I agree with Stead affirmation, but as it seems somewhat incomplete, I would want to add a few words to it: Stanley character is benevolent but unconsciously despot. Stanley is dynamic and doesn’t like to rely on other people; he is eager to put down roots and settle down. He has no inherited wealth or special education; only his own intellect on which to rely. He is not only responsible for Linda and his children, but he has assumed responsibility for her mother and unmarried sister, Beryl. He works hard and makes sacrifices to support his family. For example, when they are all on holiday in â€Å"At the Bay†, Stanley catches the bus in to work .To have such a busy life, Stanley demands constant support from everyone else into covering his insecurities. He is not only looking for support, but he also expects for other people to try and achieve something on their own as he does. Because Beryl lacks money, Stanley expects her to try and work hard: ‘By Jove, if she can’t do a hand’s turn occasionally without shouting about it in return for†¦Ã¢â‚¬â„¢. Stanley does not finish his sentence, being not sure exactly what it is Beryl owes him. This shows that it became a routine for him to financially take care of everybody in the family, and that he does not expect a material reward, even though he wants to see people try. In ‘At the Bay’ there is a moment when all the women seem to enjoy Stanley’s departure: ‘Oh, the relief, the difference it made to have the man out of the house. Their very voices were changed as they called to one another; they sounded warm and loving as if they shared a secret’. But Katherine Mansfield uses this passage to highlight how much they all depend on him. Anyone in Mansfield’s fiction who uses slang or truncated sentences, such as Stanley is suspect of having controversy in the character. Usually, in  Stanley’s dialogs, Katherine Mansfield uses short sentences as trying to prove that he speaks fast. Stanley also seems to use slang and to swear in front of the kids: ‘†What the hell†¦ Damnation take it†Ã¢â‚¬Ëœ. All this demonstrate that he is a voluble and an action men, as he does not have time to fix his language. There is a tension in Stanley’s life: he is controlled by the need of always to be on time; he can rarely relax. In â€Å"At the Bay†, even going for an early morning swim, he flung, cleared, rushed staggered, raced, swooped, in order to be first in, and once in, he can not stop to enjoy it: â€Å"I have no tie to fool about†. This is a good example of life authenticity (a recreation of life) that Mansfield achieves. The scene happens in early morning, to highlight that Stanley was used to getting up early. Mansfield uses a very subtle mixture of precision and action, to portray exactly his enthusiasm. She has run every step behind him and she slows down the motion by using the word ‘staggered’ – ‘staggered up the sandy hillock’. Mansfield intends to slow down Stanley’s race not because he was tired, but because his feet were sinking into the sand. This race might represent the symbol of his life. Stanley’s life is a race in which he wants to be the best. But just as his feet sink in the sand, in real life he meets obstacles and becomes insecure, needing the family support to give him the strength to keep going, ‘racing for dear life’. In the passage the atmosphere seems to be filled with excitement, even joy, which shows that Stanley is happy with his complicated life. Mansfield uses lots of words like â€Å"exulting†, â€Å"swoops† and â€Å"souse† to convey his thoughts and feelings. He wades out ‘exulting’. He ‘swoops’ to ‘souse’ his head and neck, delighted with himself for being first in the water again. Then he hears Jonathan Trout’s voice and he realizes that he is not first after all and small explosions occurring inside his head. ‘†Great Scott! Damnation take it! Why the dickens didn’t the fellow stick to his part of the sea?†Ã¢â‚¬Ëœ To escape from Jonathan conversation, which he thinks of as ‘piffle’ and ‘rot’, he turns over on his back and kicks with his legs till he is ‘a living water-spout’. Stanley seems ridiculous as we witness his confidence, delights and disappointments because he is acting like a child and is hard to understand that he is the same person that is very successful in business. This is why I added the word unconsciously to Carl Stead affirmation that Stanley is a benevolent despot. He pushes people to work hard and be like him, but he does not realize that this might be harder for some people than he thinks. If he would know that he is hurting his family, especially Linda, he would stop bullying them. He loves Linda too much and would never want to hurt her. He thinks he will punish her by going off in the morning without saying goodbye, but he regrets he did that and he suffers all day â€Å"I’ve been in tortures† . He arrives home ready to apologise for something that was unnoticed. Linda cares about him too but she keeps him away from getting to close by misinterpreting his actions on purpose. When he arrives home with ‘all the harvest of the earth’, expensive gifts for her – oysters, a pineapple, and cherries – she refers to them as ‘these silly things’; she drapes a cluster of cherries over his ear, knowing full well that he hates to appear foolish. She acts this way because Stanley is the antithesis with her. He has all the energy she lacks. He becomes more successful at business, more prosperous, and more secure in the home while she loses strength. His quick movements and rapid speech exhaust her. When he worries bout running to fat, Linda replies â€Å"You are far too energetic† and he interprets her answer as a reassurance, when it can also mean that he is to energetic for her, as when she wants to scream at him â€Å"You are killing me†. He seems to dominate her, like when she does not resist his sexual acts. Linda admires Stanley’s best qualities: his goodness, his reliability, and his honesty. She compares Stanley with Jonathan Trout, whom she finds attractive and whom she has much in common. Stanley doesn’t like a person like Trout, a person of dreams and impractical ideas, because he, Stanley is a man of action. Linda also cares about Stanley because she is aware of the fact that he is providing the money for the family, and admires his devotion. Katherine Mansfield, at first sight, seems to make Stanley Burnell look as if he is a tyrant, a despot, because he is pushing everybody to work hard, but he is actually a positive character, because he has the dignity and the morality to deal with his life and take the responsibility of looking after his family.

Workplace Discrimination Assignment Example | Topics and Well Written Essays - 2500 words

Workplace Discrimination - Assignment Example According to Aronsom, racial discrimination comes from the word â€Å"race† that implies one takes advantage owing to their own prejudice or stereotype of their supremacy. In taking advantage; they may harm the person from a different race in various ways. Many conclude this discrimination in the words â€Å"The fight between blacks and whites† – excluding the brown race. This may be a result of some negative past experiences or some stereotypes formed from the beginning. Many strongly belief it is due to lack of education that adds to this problem of Racial Discrimination. This Racial Discrimination can be seen all around the society; streets, schools, colleges, public places and professional organizations. Fryer states that racial Discrimination at workplace is a problem that is growing over the time span; it not only creates problems within the organization but poses hazard to governments and other stakeholders of that organization. Racial discrimination is seen as a reason for the collapse of many organizations and it stands out today as a major problem owing to which many theories and strategies have been adopted by many organizations to prevent them from the turmoil of racism. As a result, the committee on the elimination of racial discrimination has laid great emphasis on the topic.... In order for such motivation to take place, it is crucial to avoid conflicts, especially racial conflicts as these once ignited, are difficult to stop. Such was the case in the recent riots of United Kingdom (2011). If we are to follow the process of efficiency for corporate entities, motivation is the key element that will lead to success as stated by the above figures who have each given out a different theory for motivation of workers (example: F.W Taylor’s Piece rate policy) (Stimpson, 2010) Racial Discrimination acts as a hindrance for many employees to be motivated and work efficiently; this racial discrimination has its roots either through past experiences or certain stereotypes inbuilt since a long time. Hindrance in work can jeopardize the whole operation of a corporation. It can start off with very minuet exposure and result in violence and chaos for the world to see (example 2011 UK riots) (Regrosa, 2011). There are various ways in which racial discrimination can t ake place at organizations; it can start off from the phase when an employee has not even secured a job with the company. Discrimination on basis of ethnicity or race during interviews is a common problem in many workplaces, therefore, with racial discriminatory Human Resource personnels; inefficiency in the â€Å"hiring process† should be no surprise. In fact some journals go to the extent of verifying that fact that African-Americans (blacks) at times have to work harder for the same job when competing with whites in the United States of America (Mottley, 1993). Asking a black person tougher questions, trying to embarrass a black, putting behind tougher situations or degrading a black while a professional