Tess Of The Durbervilles Essays (2857 words) - Literature, Film

Tess Of The D'urbervilles Tess of the d'Urbervilles Oral: Structure, point of view and narrative techniques in Tess of the d'Ubervilles. Ok well this isn't really an essay as such it's a an oral that I had to give on Tess, but still it took ages and I guess I could be kind of helpful. -veronica Narrative techniques - Chance and coincidence, symbolises the forces working against Tess. Coincidence as a means to an end - Irony- social laws brought into account with the natural law. Ironies are also paralleled by separate ironies throughout he novel. Irony is enforced by omens - Technical words, jargon to add authenticity (local farming terms, musical, artistic or architectural) - Classical allusions. - Folk-law and folk magic. - Seasonal background as an accompaniment to emotions - Uses the microcosmic (Tess) to demonstrate the general - Tess shown in relation to the work she does, Tess is a natural women compared to Mercy. - Relies on change of place and the idea of pilgrimage - Insight into character - Sharply drawn visual and sensory descriptions - Exploits contrast and comparison of place and character - Letters Structure - Title, division into phases - Coherence and real life timing in regard to the length of the phases - Realism is not impaired by the controlled structure because of the coherent but however not entirely coinciding events, such as her successive journeys home - Final chapter as demonstration of Hardy's complete control - No sub-plots - Hardy's fluctuating fatalistic and determinism. - Double meanings - Symbolism, Tess as an animal Point of View - Written in third person - Omniscient narrator. - Different stand points of narration, Narrative: distinguished from descriptions of qualities, states or situations and also from dramatic enactment of events. Narrative technique is the method of telling stories. Narrative technique is a broad term to describe anything Thomas Hardy does to communicate his message and ideas. Under this umbrella of narrative technique also fall such things as structure, style, point of view, imagery and so on. To understand many of the narrative techniques Hardy adopts we must have some understanding of his background, the audience and the times he was writing in and why he would have wanted to broach such controversial issues. Hardy was a poet, he intensely read and studied poetry and literature from his early twenties. Prose fiction was his temporary profession out of economic necessity. This serves to explain the symbolic, metaphoric, poetic nature of his writing and also the many references to Shakespeare, other literature and the bible. In order for Hardy to convey his ideas he had to not only consider the needs of his current audience but also pursing his greater literary and personal obligations. To do this he had to include his insights indirectly and evasively, adopting symbolic meanings that reached beyond the superficial social actions of the time. It is also important to note how the novel was released and the ?censoring? that was in place to control controversial or ?inappropriate? morals, values and issues. The serialized format of realize also contributed in a large way, somewhat dictating the story line and affecting the general lay out. This is evident when you notice that there are several series of rising action, climax and denouement, generally towards the end of phases. Examine the explanatory note to the first edition - ?form a true sequence of thing?, talks of the Victorian expectations of a true story. Possibly why Hardy paid such attention to the surroundings and the use of local terminology. - ?Piece the trunks and the limbs of the novel together? The effect of the serialization and censoring had on the novel. It is not in its true form until can be read completely and together. - Artistic form?in respect of the book's opinions and sentiments? Hardy struggling to be true to his greater literary and personal values and morals. He had to entertain his current audience but his language was used in such a way that the general story lines transcends the ages, and elevates it beyond the story. The quote he reflects on is obviously appropriate and intended to the orthodox Victorian expectations, ?If an offence come out of the truth, better is that the offence come than that the truth be concealed? St Jerome's. Letters ? - They provide a different insight into the characters: - Altered level of narrative - Different character voices

There Ought to be a Law essays

There Ought to be a Law essays THERE was an interesting article in our Metro section last week. That was the one that said movie fans might no longer see Vilma Santos and Lito Lapid on the silver screen. Not unless they want to give up being mayor of Lipa City and governor of Pampanga province, respectively. Apparently, there's a provision in the Local Government Code that says mayors and governors "are prohibited from practicing their profession or engaging in any occupation other than the exercise of their functions as local chief executives." But for this to happen, the group that has raised this issue must first win its case in court. Happily, that group, the Social Justice Society, is composed mostly of lawyers. They have cited Joey Lina as respondent for allowing Santos and Lapid to appear in movies. I'm rooting for them. I've been arguing this for a long time now, and for all categories of public officials. The usual justification for senators in particular the Senate now having the dubious distinction of harboring the biggest number of fugitives from the silver screen, the hard court and television is that there is no law against it. Well, at the very least, there is no law against people defecating in public too. Or at least there is no law specifically citing it, though there's one reproaching, and penalizing, scandalous behavior. There is no (explicit) law against it because none is needed. It is common sense. You do not normally expect anyone to relieve himself gleefully, or disconsolately, against the wall. As it turns out, however, there is a law against public officials doing sidelines. If there's a prescription against local government officials reverting to their previous roles, in more ways than one, there should be one as well against national officials doing so. The principle applies equally, if not more so, to them. The principle applies as well to senators and congressmen who continue to host shows on television or do c ...

Presidential Pets of the Past

Presidential Pets of the Past Animal lovers savour that moment when a pet runs up to greet them at the end of the stressful day. Few jobs are probably more stressful than the U.S. presidents position. Thats why it is no surprising that presidents and their families have always been fond of animals. Dogs seem to be first in line, but creatures from mice to alligators have also been presidential pets in the White House. List of Presidential Pets George W. Bush President George W. Bush carries Barney to the South Portico of the White House Monday, Sept. 3, 2001, after disembarking Marine One. Photo by Tina Hager, Courtesy of the George W. Bush Presidential Library â€Å"Barney was by my side during our eight years in the White House. He never discussed politics and was always a faithful friend.† President Bush remembered his little friend with these words when he died of lymphoma in 2013 at the age of 12. Barney, a Scottish terrier, was a gift to George W. Bush after the 2000 presidential election. He was always polite and liked to greet prime ministers, queens and heads of state in the White House. Barney was even a media star, he had his own website where his fans could watch videos from the dogs perspective about visiting celebrities and White House staff. â€Å"Barney and I enjoyed the outdoors,† Bush said. â€Å"His favourite activity was chasing golf balls.† However, Barney could also lose his temper. Once he bit the Reuters news reporter and the Bostons Celtics public relations director. Among other presidential pets were a Scottish terrier Miss Beazley, an English springler spaniel Spot, a cat India, and a longhorn cow Ofelia. Bill Clinton Socks, a black-and-white stray cat, became a presidential pet in 1991 when he jumped into the arms of Chelsea Clinton. Once the Clinton family took the cat, he took place in the Americas heart. He was a subject of a popular TV comedy, Murphy Brown, a cartoon book and a song, he appeared with the President on a series of stamps in the Central African Republic. Socks was so popular, that a Clinton family even asked the photographers to leave this poor cat. In 1997 a Labrador retriever Buddy joined the presidential family but Socks wasnt a fan of a new dog. Hillary Clinton said that Socks â€Å"despised Buddy from first sight, instantly and forever.† When Socks died in 2009, Bill Clinton admitted: â€Å"Socks brought much happiness to Chelsea and us over the years, and enjoyment to kids and cat lovers everywhere. We’re grateful for those memories† George H.W. Bush Millie is among the most notable pets in the White House. The English springer spaniel â€Å"wrote† Millies Book: As Dictated to Barbara Bush that describes a day in her life at the White House. In 1992 it was at the top of the New York Times bestseller list. Millie was depicted in several TV shows, including Whos the Boss and Murphy Brown. She even appeared in the episode of The Simpsons. The 15-acre Millie Bush Bark Park on the west side of Houston is named after her. Millie took active part in re-election. â€Å"My dog Millie knows more about foreign affairs than these two bozos,† Bush claimed, mentioning his opponents Al Gore and Bill Clinton. Millie was even a mother of two other presidential pets: Ranger and Spot. She died at the age 12 of pneumonia. Ronald Reagan    Lucky, a large black dog, was said to â€Å"to be a size of a pony. † And not for reason. His breed Bouvier des Flandres originated in Belgium for the purposes of pulling carts and herding kettle. Bouviers are known as fearless dogs useful as both family friends and guard dogs. They require a lot of room to exercise and wander about, and the Reagans soon found that out. Lucky was named in the honour of Mrs. Reagans mother, Edith Luckett (â€Å"Lucky†) Davis. A small â€Å"ball of fluff,† a nine-year-old puppy, turned into a large dog just in several months. Lucky enjoyed running in the halls of the White House. However, despite the efforts at training, she didnt really adjust to live there. Thats why the president and his family decided to send her to their ranch in California in 1985. She died at the age of 10 in January 5, 1995. Ronald Reagan had a few other dogs: Rex, Cavalier King Charles spaniel; Victory, golden retriever; Peggy, Irish setter; Taca, Siberian husky; and Fuzzy, Belgian sheepdog. Jimmy Carter When Jimmy Carter and his family moved into the White House, they didnt take no pets along. Grits arrived at the White House on June 8, 1977. The dog was named in honour of the Carters family Southern roots. A handsome border collie mix was a present to Carters daughter Amy from her school teacher, Verona Meeder. Visitors admitted that Amy â€Å"sure loves that dog.† She enjoyed petting Grits on the steps of the White House. However, the Carters decided to return the dog to the Amys teacher. Some sources report that one of the reasons was that a dog had behaviour problems. Moreover, Grits didnt get along with the Carters cat, Misty Malarky Ying Yang. But it also may be because Amys teacher lost her own dog, and the girl wanted to ease the sadness. Gerald Ford The Fords have always been fond of dogs. Long before they moved to White House, they had golden retrievers. Their daughter, Susan, asked their family friend – a photographer David Kennerly to help them get a new dog. Kennerly contacted a breeder about a puppy. Susan surprised her father with a cute dog she called Liberty. Liberty became famous when Gerald Ford and his wife decided to breed her with a golden retriever. The press became crazy when Liberty gave birth to nine cute puppies. Mrs. Ford didnt let them to be photographed before they were 2 months old. The photos were made by Kennerly and was in high demand as well as puppies themselves. Liberty died at the age 11 in 1986. The Fords also had a Siamese cat Shan and a dog Lucky.    Richard Nixon Checkers is probably the most famous candidate in the list of presidential pets. Nixons cocker spaniel never lived in the White House, but he became a celebrity when Sinator Nixon mentioned him in his speech in 1952. It became to be known as the Checkers speech when the politician for the first time used TV to appeal to the voters. Nixon loved Checkers a lot. He always had dogs biscuits in his desk and enjoyed watching him to play. The cocker spaniel lived with Nixon until he died in 1964 at the age of 13, four years before Nixon was elected a president. Three other dogs lived with Nixon in the White House: poodle Vicky, terrier Pasha and Irish setter King Timahoe.    Lyndon B. Johnson Lyndon B. Johnson loved dogs and they loved him a lot. The presidents beagles, Him and Her, became celebrities when the Life magazine published a photo portraying how Johnson was peaking up the dogs ears. Hundreds of calls and letters came from the dog lovers. They wrote â€Å"If someone picked you up by the ears, you’d yelp, too.† However, dogs seemed to like that a lot. They were treated very well and enjoyed swimming in the White House pool and riding along in the presidents car. Sadly, both Him and Her died at a young age. Him was hit by a car when he was chasing the squirrels in 1966, and Her died after swallowing a stone in 1964. After Him and Her died, Lyndon B. Johnson had two other dogs – collie Blanco and a mixed-breed dog Yuki. John F. Kennedy Charlie was a Welsh terrier the Kennedy family brought with them when they moved into the White House. Kennedy loved animals despite his allergy to animal hair and wanted his children to have experience of taking care of them. Jackie Kennedy gave Charlie to her husband as a gift during Kennedys campaign for president and he became a part of their family. However, John F. Kennedy didnt like one Charlies habit: He loved nothing more than to fetch a stick. He always brought the stick and drop it on the lap. The First Couple enjoyed walking outside the gates of the White House and playing with Charlie. They resembled two students taking a dog for a walk. They looked so happy,† told their son Bryant. Among other Kennedys pets were ponnies, hamsters, a cat, a rabbit, a horse, a canary, and seven dogs of different breeds. Dwight D. Eisenhower Heidi is probably the only dog banned from the White House. A beautiful female Weimaraner was born on the 9th of May, 1955. She had an accident on the expensive rug in the diplomatic reception room. Its cost was about $20,000 at that time. Because of the Heidis weak bladder, the Eisenhowers decided to send her to their farm in Pennsylvania. Heidi was protective of her owners. She was wary of photographers and always tried to prevent the First Lady from having her picture taken. Heidi just jumped between the Mamie Eisenhower and the camera. Weimaraners are great family dogs, known for their hunting abilities and loyalty. Heidi liked to sleep in the basket on the third floor and run in the White House. During the day, she napped in the presidents private office where Eisenhower gave her head scratches. After she left Washington she had four puppies and enjoyed life on the farm.

Summary of the Article Example | Topics and Well Written Essays - 250 words

Summary of the - Article Example One of the absences is the absence of historical context that makes the painting mysterious and unchanging (35). She stresses that, in reality, the late 1860s, the period of the painting, is the period of French colonization of the Near East, which means that there is nothing mysterious or unchanging in the context of the painting. The other absences in the paintings are the presence of Westerners and art. Nochlin emphasizes that Westerners are present in The Snake Charmer by being the ones gazing at the painting. She notes that Westerners create meanings through projecting their ideas and feelings about Orientals on the painting. As for the absence of art, Nochlin criticizes Gà ©rà ´mes realism because it only appears logical and objective as an artistic approach, but it actually hides the reality of how Westerners perceived Orientals as lazy and decadent, by showing how they allow their cultural icons to decay. Moreover, Nochlin contrasts the success of The Snake Charmer over Eug à ¨ne Delacroix’s Death of Sardanapalus. She argues that Gà ©rà ´me was successful in allowing male Westerners to identify with power over women and the darker-skinned without giving them moral responsibility for these thoughts and actions unlike Delacroix. Hence, Nochlin shows that Orientalist paintings represent Western ideas and beliefs about Near Easterners where their main goals were political and physical domination and exploitation over the

Pediatric Palliative Care Essay Example | Topics and Well Written Essays - 1000 words

Pediatric Palliative Care - Essay Example From that point of view, implementation of pediatric palliative care would need to involve palliative care networks and all children's services (Carroll et al., 2007). The key feature of pediatric palliative care is involvement of the adults, in many cases who are parents. The right for families to have their views heard is of prime importance. This right extends to research, and the research should incorporate an adequate representation of the reality of lived experiences of both the children and their caregivers. Small-scale research findings on their own are unlikely to play a crucial role in policy-making or provision. It has been expected that the impact of the evidence may gradually enter into the thinking of policymakers and practitioners (Rallison and Moules, 2004). Palliative care nursing that support the life-limited children and their families must draw on the findings from the relevant recent research. In this assignment, the palliative care nursing and its role will be d escribed followed by an examination of best practices as evidenced in recent literature. Palliative care services have rich opportunities to support children and their families through living out their stated ethos in practice. Pediatric palliative care with its broad approach to symptom management, psychosocial, spiritual, and practical care has the potential to help enormously in the care and relief of suffering of these children and their families, particularly as it is relatively inexpensive. In other words, pediatric palliative care embraces a philosophy that attends to the psychological, physical, spiritual and social needs of the child and their family (Maunder, 2006). This care has been described as a concept where there is a shift of emphasis from conventional care that focuses on quantity of life towards a commitment to care which enhances quality of life. It has been recommended that palliative care should be an integral part of clinical practice, available to all child patients. Such a philosophy presents a major challenge both clinically and culturally, dem anding that all providers including nurses work together to ensure seamless care that will meet the needs of medically vulnerable young people and their families (Powaski, 2006). Increasing numbers of very sick children are surviving as a result of advances in medicine and nursing. Many children die in a year as a result of progressive conditions needing palliative care. Some have a life-limiting condition with some palliative care needs, for half of whom the needs will be substantial. Evidence suggests that while some undergraduate medical and nursing educational programs provide a general overview of palliative care, they often include only a brief review of the pediatric specialty. A model for structured reflection on palliative care nursing has been described that focused on exploration of the challenges of palliative care nursing. The model was based on 6 types of knowledge or ways of knowing, scientific, personal, socio-political, spiritual, ethical, and aesthetic. The model required nurses to reflect on the aims of the professional interactions, and the sources of the knowledge used for specific types of practice in palliation. It also included questio ns focused on whether actions were consistent with beliefs of patient autonomy, promotion of quality of life, compassionate care, family involvement, and symptom control (Souter,

Personal Nursing Philosophy Essay Example for Free

Personal Nursing Philosophy Essay We often hear that nursing is an art and a science, and I firmly believe that. The way a nurse blends those aspects of care defines the nurse. As nurses, our roles in our patients’ lives vary depending on their needs. We are teachers as well as technical experts, and our ultimate goal is to ensure our patients and families are ready to take over when the patient no longer requires our care. Why I Chose Nursing I have known that I wanted to work with children since I was a young child myself. Before the age of ten, I thought I might be a teacher. As I enjoyed math and science, several of my aunts, nurses themselves, encouraged me to consider nursing. As a sibling of a disabled child, I was probably exposed to more medical knowledge than average, and I took my first CPR class when I was eight years old. I liked the nurses and therapists that worked with my sister, but I also had respect for the teachers that worked so tirelessly with her. I can pinpoint the moment I decided that nursing was for me, though it was a long time before I could act on that decision. My sister had contracted hepatitis A at school. That lowered her seizure threshold enough that she ended up in the intensive care unit. As it was winter, I was not allowed to visit her. At ten, I didn’t understand the concept of RSV restrictions. I only knew that she’d been hospitalized many times and I’d always been allowed at her bedside. Somehow I interpreted that to mean she must be dying, and no one wanted to tell me. I was in the waiting room outside the ICU while my mother was in with my sister, crying my heart out. A nurse walking by stopped to ask me what was wrong, and I spilled out my fears to her. She escorted my into the unit, telling me that she was going to find a supervisor to see if she could get permission for me to visit my sister. In the meantime, there was a room where I could wait for her†¦. which turned out to be my sister’s room. After failing to get permission for me to visit, the nurse returned to escort me back to the waiting room. Before we left, she took the time to explain the monitors and what they meant, and went over my sister’s plan of care and discharge criteria with me. Hugely reassured, I was content to wait in the waiting room. More than thirty years later, that nurse’s compassion still sticks with me. The Core of Nursing If compassion is at the heart of nursing, knowledge and skill must be its head and hands. Since the earliest days of nursing, the patient’s environment has been a consideration in their care. Florence Nightingale’s theory that hydration, nutrition, rest, and a clean environment were necessary to healing (Black, 2007) is a basic principle of nursing today. The world has changed since then, and nursing has changed with it. With every technological advance or new treatment modality, nurses have been called upon to be more than caretakers. It requires skilled hands to provide the treatments our patients need. Throughout a patient’s stay, teaching is a primary responsibility of the nurse. Patients cannot make informed decisions on their care without adequate information. Whether teaching the relatively simple task of taking medications, or the more complex management of a chronic condition, it is a nurse’s duty to make sure the patient and family are trained and prepared to assume care once the patient goes home. The teaching required necessarily varies from patient to patient, and often from day to day in the same patient as he or she moves on the continuum between health and illness. Finally, patients need to be able to count on nurses to be authorities in their field. Nurses must be accountable for remaining competent in their practice, and for continuing their education throughout their career (Killeen Saewert, 2007). Beliefs and Values Patients have needs unrelated to their illness or injury. Having spent my entire career in pediatrics, often my focus is on developmental needs and what activities can be provided that support normal development. Some needs, however, seem to be universal. The need for play, learning, and social contact are not restricted to children. Meeting the emotional and psychosocial needs of the patient without compromising the physical needs demanded by the illness or injury is occasionally a delicate balancing act, and is where the art of nursing meets the science of nursing. By collaborating with our patients and families and respecting their values, a plan can be reached that both supports their needs and involves them in their own care. From a pediatric perspective, the family is an integral part of the healthcare team. Parents are the primary ally and resource in providing individualized care for their child. Even in adult patients, who they are is impacted by the relationships that they have. Serious or chronic illnesses and injuries affect the entire family. The family, then, becomes the patient, particularly when it is necessary to make lifestyle changes. I have been fortunate enough to work in a teaching hospital for over a decade, on a unit that has a strong sense of teamwork. I have watched residents grow from unsure medical students to capable attending physicians, and have been gratified to precept and mentor new nurses into colleagues that can be relied on. Through we have a varied mix of skill levels, values, and talents, as a team we manage to form a cohesive whole. I count on my nurses to provide outstanding care to their patients, to hold themselves and each other accountable for maintaining high standards, and to support each other as needed. I also count on them for holding me accountable when the minutia of providing care for patients or my nurses gets in the way of my seeing the big picture. In my own life, it has taken me a long while to take charge of my health. I am currently working hard to quit smoking, and have recently lost fifty of the extra sixty or so pounds I’ve been carrying. Like a lot of nurses, I put off preventative care, and wait too long before seeing a physician when I need to. This disconnect between my professional values and my personal behavior baffles me. I cannot expect my patients and families to view me as an authority on health if I am unhealthy. This year has been one of trying to bring my own lifestyle into line with my beliefs. Vision for the Future In two years, I will have completed my BSN. At that point, I want to take a clinical instructor position while I pursue my MSN. I seem to have come full circle in what I want to be when I grow up, and combining my love of nursing with my love of teaching seems to be the best of both worlds. In five years, I hope to have completed my MSN. By that time I will have been a clinical instructor for long enough to know if I want to translate that to the classroom or perhaps become a nurse educator in an acute setting. I know I love teaching new nurses in my current setting, however I’m unsure of whether I would enjoy teaching in an academic setting. In ten years, my goals are much more nebulous and largely depend on whether I have chosen to move to an academic setting or remain in acute care. In either setting, there are always things to learn and opportunities to explore. Someday, I would like to open a medical foster care facility, though I have doubts about that happening in that time frame. Summary The pursuit of my professional goals is a long-term plan. I enjoy learning, have the support of my family, and the path to my goals are clearly defined. I am detail oriented, and hope that will help me to reach my goals. As I continue on this path, each success will pave the way to the next. Time management is an obstacle in my path, as I am currently working two jobs and trying to take care of my family while pursuing my degree. I am still learning how to manage all the demands on my time without stretching myself too thin. In addition, I sometimes get bogged down in the details and lose sight of the big picture, and then tend to procrastinate until I find my way again. Fortunately deadlines are effective in making me take a step back and rethink my approach.

Sioux Indians Essay -- American History

Sioux Indians We're going to tell you about a tribe of Indians known as the Sioux Indians. The Sioux Indians lived on the great plains. The Sioux's tribe is partially and fully located in 7 states. The states are known as Nebraska, North Dakota, South Dakota, Montana, Iowa, Minnesota, and Wisconsin. Their natural resources include deer, beans, wild rice, and buffalo. The Sioux nation was divided into 7 groups. They were known as the 7 council fires. Each council fire had its own leaders and own group of families that always camped together. The largest Council Fire lived on the western plains. It was so big it was divided into 7 groups. It was called the Teton Sioux. They spoke the Lakota dialect of the Sioux language. Two councils lived on the middle plains, they were called Yankton Sioux. The language they spoke was the Nakota dialect of the Sioux language. The other Council Fires lived on the plains in the east. The name that they called themselves was Santee Sioux. The dialect that they spoke was the Dakota dialect of the Sioux language. The councils lived far away from each other, but they could understand each other's dialect. The families in each council fire met once a year , during the summer. When they met they shared news and traded things they had gotten from other tribes. They gave gifts away at special feats that were c alled giveaways. They also played ball games and raced horses. It was time to give thanks for the past year , and ask for help in the new year. They did this by taking part in a Sun Dance. The Sioux never camped in one place for very long. They were nomads and moved their camps to follow the buffalo and to find fresh grass for their ponies. Because of this they lived i... ... The plate was sometimes made out of buffalo horn hair pipes. The Sioux were also excellent riders. They trained their horses well and fast. The horses allowed the men to move quickly in battle and out of danger. As time passed, the Sioux traded with Europeans for guns. They became excellent marksmen. Sitting Bull was a well respected medicine man, and later became a chief. He led the Sioux through many battles. One of the most famous was called the Battle of the Little Bighorn. Sitting Bull believed the Ghost Dance would unite the Sioux. He encouraged his people to perform the dance. The U.S. government banned the dance and Sitting Bull was arrested and then killed. The Sioux Indians had very interesting traits and still live on reservations in North Dakota, South Dakota, Nebraska, and Minnesota. The reservations have about 106,500 members.