A Womans Struggle Captured in The Yellow Wallpaper -- Yellow Wallpape

A Woman's Struggle Captured in The Yellow Wallpaper       Pregnancy and childbirth are very emotional times in a woman's life and many women suffer from the "baby blues."   The innocent nickname for postpartum depression is deceptive because it down plays the severity of this condition. Although she was not formally diagnosed with postpartum depression, Charlotte Perkins Gilman   (1860-1935) developed a severe depression after the birth of her only child (Kennedy et. al.   424).   Unfortunately, she was treated by Dr.   S. Weir Mitchell, who forbade her to write and prescribed only bed rest and quiet for recovery   (Kennedy et al.   424).   Her condition only worsened and ultimately resulted in divorce   (Kennedy and Gioia   424).   Gilman's literary indictment of Dr.   Mitchell's ineffective treatment came to life in the story "The Yellow Wallpaper."   On the surface, this gothic tale seems only to relate one woman's struggle with mental illness, but because Guilman was a prominent feminist and social thinker she incorporated themes of women's rights and the poor relationships between husbands and wives   (Kennedy and Gioia 424). Guilman cleverly manipulates the setting to support her themes and set the eerie mood.    Upon first reading "The Yellow Wallpaper," the reader may see the relationship between the narrator and her husband John as caring, but with examination one will   find that the narrator is repeatedly belittled and demeaned by her husband.   On first arriving at the vacation home John chooses the old attic nursery against his wife's wishes and laughs at her when she complains about the wallpaper (Kennedy et al.   424,425).   In Charlotte Bronte's novel }{plain ul J... ... treatments of   Dr.   S.   Weir Mitchell, but contains much more than one expects. The short story not only studies the complications within a marital relationship, it examines a woman's struggle with mental illness and the hardships of inequality between the sexes.   The setting plays an important role to strengthen the themes and also makes the reader question the innocence and simplicity of what is related to him.    Works Cited Bronte, Charlotte.   Jane Eyre.   New York:   Signet Classic, 1960 Kennedy, X.J. and Dan Gioia.   Literature: an Introduction to Fiction, poetry, and Drama. Sixth   Edition.   New York:   Harper Collins College Publishers Inc.,   1995. Twentieth Century Literary Criticism.   Vol.   9.   Detroit:   Gale Research Inc., 1983. Hodges, Elaine R.   Short Story Criticism}.   Vol.   13.   Detroit:   Gale Research Inc.,   1993. A Woman's Struggle Captured in The Yellow Wallpaper -- Yellow Wallpape A Woman's Struggle Captured in The Yellow Wallpaper       Pregnancy and childbirth are very emotional times in a woman's life and many women suffer from the "baby blues."   The innocent nickname for postpartum depression is deceptive because it down plays the severity of this condition. Although she was not formally diagnosed with postpartum depression, Charlotte Perkins Gilman   (1860-1935) developed a severe depression after the birth of her only child (Kennedy et. al.   424).   Unfortunately, she was treated by Dr.   S. Weir Mitchell, who forbade her to write and prescribed only bed rest and quiet for recovery   (Kennedy et al.   424).   Her condition only worsened and ultimately resulted in divorce   (Kennedy and Gioia   424).   Gilman's literary indictment of Dr.   Mitchell's ineffective treatment came to life in the story "The Yellow Wallpaper."   On the surface, this gothic tale seems only to relate one woman's struggle with mental illness, but because Guilman was a prominent feminist and social thinker she incorporated themes of women's rights and the poor relationships between husbands and wives   (Kennedy and Gioia 424). Guilman cleverly manipulates the setting to support her themes and set the eerie mood.    Upon first reading "The Yellow Wallpaper," the reader may see the relationship between the narrator and her husband John as caring, but with examination one will   find that the narrator is repeatedly belittled and demeaned by her husband.   On first arriving at the vacation home John chooses the old attic nursery against his wife's wishes and laughs at her when she complains about the wallpaper (Kennedy et al.   424,425).   In Charlotte Bronte's novel }{plain ul J... ... treatments of   Dr.   S.   Weir Mitchell, but contains much more than one expects. The short story not only studies the complications within a marital relationship, it examines a woman's struggle with mental illness and the hardships of inequality between the sexes.   The setting plays an important role to strengthen the themes and also makes the reader question the innocence and simplicity of what is related to him.    Works Cited Bronte, Charlotte.   Jane Eyre.   New York:   Signet Classic, 1960 Kennedy, X.J. and Dan Gioia.   Literature: an Introduction to Fiction, poetry, and Drama. Sixth   Edition.   New York:   Harper Collins College Publishers Inc.,   1995. Twentieth Century Literary Criticism.   Vol.   9.   Detroit:   Gale Research Inc., 1983. Hodges, Elaine R.   Short Story Criticism}.   Vol.   13.   Detroit:   Gale Research Inc.,   1993.

Biography of Niccolo Machiavelli :: essays research papers

Niccolo Machiavelli - Biography Niccolo Machiavelli was born on May 3, 1469 in Florence , Italy. He is known for being a political philosopher, historian, writer, statesman, and diplomat. Machiavelli is best known for his famous, influential work, "The Prince" (1513). This brought him a reputation of: amoral cynicism, being associated with corrupt government, diabolical (Showing the cunning or ingenuity or wickedness typical of a devil). Machiavellian and Machiavellianism are two concepts coined from Machiavelli's views as stated in The Prince. Machiavelli is misunderstood because people judge him purely on the prince and because they do not read his Discourses as well. Many people criticize Machiavelli's drastic suggestions in The Prince. These people do not consider the state Italy was in when The Prince was written. Machiavelli wrote The Prince to help save Italy from frequent foreign invasions. According to those that knew Machiavelli, he was a religious and moral man. The Prince The prince was written in a time of large-scale blackmail, violence and political conflicts. political instability, fear, invasion, intrigue, Italy was repeatedly won and controlled by foreigners. The prince was Machiavelli's practical guide to Lorenzo Di Medici to act in this environment. In the final chapter of the prince, Machiavelli calls for an end to this choas, by suggesting Italy stand together with an army of their own against foreign invaders. Machiavelli wrote The Prince to help Lorenzo the Magnificent Di Medici to stay in power. He also wrote it to get back an advisory position in the Medici government. Unfortunately, Lorenzo did not agree with the suggestions in the book, so Machiavelli did not get a job. The Prince was different from the other documents of the time in that the prince had practical suggestions on how to deal with the current, existing problems of the period. The other documents were much more theoretical. There is a difference of opinion by readers of the prince, whether Machiavelli is essentiallly a good, religious person or someone that is bad and cruel. For example, Machiavelli praise Caesar Borgia , a cruel, vicious, dictator - hated and despised by many. Does this mean Machiavelli agrees that Ceasar's actions are justified? Machiavelli thought that Caesar's quick and deliberate qualities were just what is required to unite Italy. Machiavelli admired the qualities, not Caesar as a person. The Prince was written in 1513 but only published in 1532 after Machiavelli's death.

Learning: Online Versus the Classroom Essay

Which would you prefer, learning online or sitting in a physical classroom? With the advent of technology the question of which is better has become difficult to answer. However continuing education has become much more accessible due to online classrooms. Focusing on the benefits and drawbacks between learning online and the traditional classroom will provide valuable information to make an informed decision. It is obvious that each method of learning has its own benefits and drawbacks. One example is the traditional classroom provides face to face instruction with immediate feedback, while online is less formal and individualistic. Web-based learning has a dynamic nature that allows for near instantaneous sharing and updating of information. (Thrasher, Coleman & Atkinson, 2012) The traditional classroom is a more static learning environment, only able to update information less frequently. Understanding online learning versus the traditional classroom requires some definition. The traditional classroom is defined as a physical setting at a college campus or other area that students gather to receive teaching and instruction. Typically this is a classroom with seating for students with an instructor giving a daily lesson. An online classroom is a virtual location of the designated school where students discuss topics in a forum. Individual lessons are studied and submitted to a designated location within the online environment. An instructor is assigned to provide feedback, guidance, and instruction in each lesson. The traditional classroom is still highly valued as a teaching method for the benefits it provides. Having and instructor on site provides an immediate interactive learning environment. Depending on the course, there is hands-on learning with lab work and experiments. There is also peer  review within the classroom and interactivity among the students. John Higgins of Accenture Learning cites a study from ITtraining consultancy stating that traditional training approaches are more popular today than in 2004. (â€Å"E-learning versus the,† 2007) Drawbacks to the traditional classroom include lag times in feedback on homework assignments. There are students who don’t participate in classroom activities due to shyness and do not fully benefit from the classroom environment. After class help is not available after a certain timeframe. The classroom setting is not designed for the working individual. As a full time employee, it is very difficult to schedule classroom activities into a full day of employment, family time, children’s activities, appointments, and other responsibilities. Online learning has many benefits, yet it is not for everyone. In the business perspective it is cost effective and easy to align with the business needs. It also includes reduced employee turn-over and a more highly motivated staff. (â€Å"E-learning versus the,† 2007) Online learning is designed for the working individual to schedule into a busy life. Since classes are online there is no specific time that students need to be in class. Students are able to attend classes on their own time, be it in the morning, after work, or even throughout the day. Class materials, sometimes, are provided electronically within the virtual classroom, eliminating the cost and weight of multiple books. For every benefit there is a drawback and online learning has its fair share. Online learning requires a high level discipline that not everyone is able to maintain. Distractions in the home abound ranging from children needing help with homework to cooking meals. Internet connectivity can be an issue when the internet goes down or during power loss. Online learning can also suffer from computer problems, viruses, data loss, even hardware failure. Everything in life has its benefits and drawbacks. It is up to each individual to determine personal needs and wants in life and how to best  achieve those goals. It is very important to research online learning and traditional classroom learning to determine which method best suits individual needs and goals. Which would you prefer, learning online or in the classroom? That is a question that only you can answer. References E-learning versus the classroom. (2007, March 12). IT Week, Hernandez-Julian, R. & Peters, C. (2012, April). Does the medium matter? online versus paper coursework. Southern Economic Journal, 78(4), 1333-1345. Thrasher, E., Coleman, P., & Atkinson, J. (2012). Web-based versus classroom-based instruction. Journal of Instructional Pedagogies, 7, 1-9.

Classical Art Remakes Preserve Cultural Heritage for Future Generations Essay

I. Introduction Hook: New idea – it is well forgotten old (Geoffrey Chaucer) Thesis: I strongly belief that classical art remakes preserve cultural heritage for future generations, and the purpose of this paper is to prove it. II. Body A. Topic sentence: First, until further arguments, it is important to give the correct meaning of the word â€Å"remake. † 1. â€Å"Translation† classics art into the language of the modernity. 2. Newer version or interpretation 3. Not a parody B. Topic sentence: Second, the remake allows the younger generation to encounter with deep knowledge that has been embedded by great creators in their artworks. 1. Bottomless meaning 2. The remake is a lifebuoy 3. New life to long-forgotten artwork C. Topic sentence: Finally, main goal of remakes is not only the preservation of cultural heritage, but also are to preserve historical heritage and to immortalize the names of great and talented people. 1. A sign of ultimate fame of the original art 2. Highest prevalence 3. â€Å"Absentee† readers are always more than â€Å"confrontations. † III. Conclusion New idea – it is well forgotten old (Geoffrey Chaucer) Classical art is a moral category, which is carrying the â€Å"eternal† content. Unfortunately, the classics, such us literature, cinematography or painting, is losing its relevance under the influence of time. Only remakes of classic art-works are evidence of their immortality. Someone thinks that remake is just another way to extract money, for example, from viewers, which wanted to see their favorite movie in the new interpretation. However, I strongly belief that classical art remakes preserve cultural heritage for future generations, and the purpose of this paper is to prove it. First, until further arguments, it is important to give the correct meaning of the word â€Å"remake. † Definition of the remake is quite simple: it is â€Å"translation† classics art into the language of the modernity. In other words, the remake – it is a newer version or interpretation of previously published work. It is not a parody and does not quote a source, moreover remake fills classics with new and relevant content, but â€Å"with caution† on the sample. The author of remake does not look like parodist; he is not looking for â€Å"weak spots† of classical artwork to expose their murderous ridicule. On the contrary, remaker finely and carefully refers to the words, of which was woven the old fabric of the novel. Remeyker reflects on every character, every plot turn, stares at the familiar line, Remaker may be repeated passages of the original plot, types of characters, but he or she depicts them in a new historical, social and political conditions. Remakes chosen as the new heroes, the new women, centerfold, mental retardation, AIDS, drug users, and hackers. All of these characters for the most part – people are good, spiritually rich, suffer reflection, ready to sacrifice, etc. Second, the remake allows the younger generation to encounter with deep knowledge that has been embedded by great creators in their artworks. Classical art is full of bottomless meaning, useful for our youth, but it is very difficult to reach them through stall of misunderstanding, because of the difference between modernity and the past. I take the example of classical literature remake to verify it. If the young book reader is looking for models for answers to the vexed questions – Who I am? How to survive in the world? – it is unlikely that the classic book will not be able to help him, because it is written in inaccessible and incomprehensible to him language. The reader is looking for the book, which speaks directly, without allegory. In this cause, the modern detective story-remake about official corruption and criminal fraud will touch the reader more alive than the â€Å"Dead Souls,† written about the same thing, but on the â€Å"outdated† language. Consequently, due to a remake, the classics artwork remains indestructible. The remake is a lifebuoy, which was thrown to drowning classical art. For example, a reader would pick up the new-â€Å"Idiot,† a colorful mix of photo models, expensive cars, luxury suites, black criminals would fascinate him. The reader had read to the end of the novel, and it was not about our time, it still would be Dostoevsky’s immortal creation. Due to remake, the reader was acquainted with the great writer Dostoevsky. If it was not interesting remake, adapted for modern times, I do not think that the idea of reading Dostoevsky’s books came to the modern reader’s head, because it seemed to him too boring. Another example to proof that remakes give new life to long-forgotten artwork. There was very popular film of Vera Storozheva â€Å"Heaven. Aircraft. Girl. † This picture is a remake of the Soviet film â€Å"Once again about love. † The younger generation is unlikely to have seen the original, but the storyline and drama, as reflected in the film, which starred Renata Litvinova, many have seen. Therefore, a remake – it is â€Å"second youth† of the old classics. Perhaps remakes creating of the same classical can be every ten years. For the reason that, â€Å"terminology† is aging faster than the artwork is goes around the world, and it proves that remakes preserve the art and sneaked it through the years, but the remakers had to modify the original. Finally, main goal of remakes is not only the preservation of cultural heritage, but also are to preserve historical heritage and to immortalize the names of great and talented people. The  remake, it’s a sign of ultimate fame of the original art, its highest prevalence in the general cultural refinement of the horizon of the nation – even as a folded â€Å"label†, the most general idea of the plot. I do not think that â€Å"Anna Karenina† – Tolstoy’s novel – was reading by millions, but millions know that the heroine of this novel, committed suicide under the wheels of a train because of unrequited love. According to the article â€Å"Remakes or expansion of the classics† written by Marina Zagidullina and published in journal â€Å"UFO† in 2004, â€Å"absentee† readers are always more than â€Å"face to face. † The fame of the text is not only measured data forms libraries and sales†¦Ã¢â‚¬  The above given arguments witness in favor of my opinion that classical art remakes preserve cultural heritage for future generations. In conclusion I want to emphasise that classic is like a queen, and a remake is her true servant – even involuntarily, but he exposes his back, so she stepped through him in the future. Remake is a dialogue with classical artworks; it makes today’s mass audience to feel involved in the great history of our past.

Stopping by the Woods On A Snowy Evening, Commentary

This poem was composed by Robert frost in 1922. It is narrative in style and consists of four stanzas, each stanza having four lines. Each verse is constructed in the iambic tetrameter, with eight syllables – one stressed and one unstressed syllable, alternately. As the title suggests, the poem features a journey through the woods. Frost is said to have composed this after a long night of work on another poem, ‘New Hampshire'. In the morning, when he stepped out of his cottage, it is said that he was so taken in by the scenic beauty of his surroundings that he was inspired to compose this poem there and then. Critics have marveled at the beauty of the poem, it required little thought and came to Frost in short bursts of revelation. He composed it in a matter of a few minutes. Though the language or diction used by Frost is simple, it suggests at an altogether deeper meaning. Frost's philosophy on life is reflected in this poem. The poem commences with an easy note and gives rise to wisdom later along. The persona and the author are clearly separated from each other into two different entities. The speaker is depicted at another time and place from that of the writer. The persona is a way-farer who journeys through the woods which offer him temptations which he wants to indulge in but ultimately resists. There is a mysterious quality about the woods, and the persona wants to observe and explore it further but is held back by social constraints. The line ‘I have promises to keep,' echo the obligations he has and he is forced to choose between nature and return to civilization. The title of the poem is apt and introduces the reader to the setting of the poem. Assonance can be seen in the title which gives it a soft tone, the ‘s' sound in words like ‘stopping', ‘woods' and ‘snowy' reiterates this. The poem starts off with the persona plainly stating a fact, it makes the reader wonder on the persona's acquaintance with the owner of the woods since he appears to know where he resides. The fact that the owner wasn't there to watch how beautiful his woods looked at that particular time seem to concern the persona, his tone is that of credible surprise. The ownership of the woods attributed to another person reveals his longing for a place of such beauty. The ‘w' sound is repeated in line 1, ‘Whose woods these are I think I know,' the ‘h' sound also creates a hushed effect. It is as if the persona is addressing the reader about the owner of the woods in hushed tones. This indicates the persona's appreciation and expression of feeling for natural beauty as seen in the lush woods. In this stanza, Frosts' tone becomes matter-of-fact, and it is ironic that the persona who is just a passerby while the same appreciation cannot be sensed on the owners part. The last line of this stanza, ‘to watch his woods fill up with snow' has visual imagery. It conveys a sense of distance from civilization. The ‘snow' signifies purity, an innate quality of nature. The second stanza deals with the persona halting in mid-journey. This brings on a reaction from his horse. The horse symbolizes a trained and habituated mind, stopping abruptly through the woods had brought a shadow of doubt, the horses' sense of direction was at play. ‘Without a farmhouse near' conveys a picture of the persona's earlier doings, due to force of habit the persona had always sought shelter in an enclosed space like that of a ‘farmhouse'. But now it seemed that he had simply stopped in a patch of clearing just to enjoy watching the sight of the woods. Lines 7 to 8: ‘Between the woods and frozen lake The darkest evening of the year', convey the particular time period when the persona records his halt in the woods. ‘Darkest evening of the year' refers to winter solstice which normally occurs around mid-December. The persona and his horse are so isolated that nothing stands between them and the ‘frozen lake'. The ‘frozen lake' indicates the bitter cold and hardship they had had braved just so that the persona could revel in the tranquility of the woods for some time. This stanza also echoes how the persona marvels at his own marvel of the silent, still uninhabited sanctuary of nature which had taken him in, the speaker emphasizes this oddity by how his horse found it ‘queer'. The poem's rhyme scheme is in order: AABABBCBA, and so on. The verses are almost uniform in length and open-punctuation has been used. Each verse starts with a capital letter indicating the beginning of a new line and there are no instances of enjambment. The third stanza starts off with the horses' objection, ‘to ask if there is some mistake'. The horse's reasoning ability and intelligence has been brought out, it is a best of habit and also of considerable intelligence. Through his narration of the horse Frost has also brought to light his appreciation of animals in particular. The penultimate line of the stanza emphasizes the stillness of the woods. Sensory imagery has been used in ‘easy wind' and ‘downy flake'. A hyperbole or an exaggeration on the nature of snow has been employed. It is worthy to note that snow doesn't make any sound. The last stanza expresses the persona's desire to explore the woods further. He's held back by unfinished business (‘promises') and knows that he can't afford leisure. ‘Lovely, dark and deep' calls attention to the fact that he can't afford to indulge in the awaiting pleasures of the woods. There is a sense of purpose in the persona's life, the persona gathers himself and sets off towards his destination. He knows that he can't allow himself the luxury of exploring the mysterious depths of the woods and stray away from his goals. The last two lines are direct repetitions of each other, ‘sleep' can connote two different meanings. The first mention of ‘sleep' can refer to rest and relaxation, while the latter can also refer to the ‘sleep' of death. This meaningfully signifies that he has many things left to do and that he can't afford to be held back by the penetrating beauty of the woods no matter how tempting they get. This firm denial brings him back to reality and he recollects everything. This poem alludes to another one of Frost's poems, ‘The Road Not Taken' where Frost places the persona in a similar situation where the persona is forced to make a choice between two paths. One of the paths is lush, green and very welcoming but he takes the one ‘less travelled by'. His mental struggles can be seen in both of these poems. This poem also bears a similar moral message as that of ‘The Lotos-Eaters' by Tennyson, in which the soldiers decide between their chance at bliss and their responsibilities and aims in life.

Dubliners: Escape And Paralysis Essay

James Joyce captures the social realities of early nineteenth century Ireland in the set of short stories that comprise Dubliners. Many of the stories have parallels as Joyce overlaps themes in his effort to define the conditions in Ireland. Joyce develops the themes of paralysis and the desire to escape via the protagonists’ experiences in Eveline and Little Cloud. Confronted with the opportunity to escape Dublin, Eveline is unable to board the ferry because she is paralyzed by memories of her past and home. Little Chandler is overwhelmed with a feeling of paralysis as he reflects upon Gallaher’s good fortunes after escaping Ireland. â€Å"Now she was going to go away like the others, to leave her home.† In Eveline, Joyce attends to the Irish lower class as he depicts a young girl’s attempt to escape Dublin. The narrator describes the circumstances of the story through Eveline’s thoughts. Eveline ponders the benefits of leaving her home and the life she has in Dublin. She feels that her duties at home and at work are a little overbearing. Eveline is unhappy with the way Miss Gavan behaves toward her at work, â€Å"especially whenever there were people listening.† In relation to the abuse she endures at work, Eveline believes, â€Å"in her new home, in a distant unknown country, it would not be like that.† The idea of escaping fills her with hope because she desires to be appreciated. Eveline insists that she will not be treated the same way her mother was treated when she was alive. According to Eveline, â€Å"she would be married – she, Eveline. People would treat her w ith respect then. She would not be treated as her mother had been.† Escaping Dublin and starting a new life for herself motivates Eveline to except Frank’s invitation to go to Buenos Ayres. The narrator makes it known that Eveline is very conscious of the contrast between the way things were when she was young and her life now. When her mother was still alive, Eveline insists that â€Å"her father was not so bad then.† It was a long time ago when these memories of her father took place. She remembers when children from different families played together in the field, when her family was still together, and when her mother was alive. But now Eveline and her siblings have all grown up and her mother has died.  She also reflects that Tizzie Dunn has died and many of her friends have moved away. All of Eveline’s thoughts represent the death and stagnant atmosphere of her home. Eveline is also aware of the changes that have occurred in the relationship she has with her father. Despite the fact that she is over nineteen years old, the narrator reveals, â€Å"she sometimes felt herself in danger of her father’s violence.† Lately he has been threatening her and suggesting what he would do to her â€Å"for her dead mother’s sake.† Eveline is scared because her favorite brother Ernest is dead and her other brother Harry is busy down in the country. The narrator expresses Eveline’s fear and anxiety, â€Å"and now she had nobody to protect her.† Eveline does not understand that her memories of the past are out of date. The people Eveline associates with the past have all died or moved away. She feels vulnerable and dreams to escape the place of childhood. Eveline perceives Frank as her only hope of escaping Dublin and making a new life for herself. Frank is symbolic of the excitement of the world outside of Ireland. He promises to take her away as his wife and live with her in Buenos Ayres in a home he has waiting for them. Eveline is intrigued by the idea of an exotic new land and she is ready â€Å"to explore another life with Frank.† When Eveline attended the Bohemian Girl with Frank, â€Å"she felt elated as she sat in an unaccustomed part of the theatre with him.† Eveline was also impressed with Frank’s interest in music and ability to sing. The narrator explains Eveline’s feelings towards Frank, â€Å"first of all it had been an excitement for her to have a fellow and then she had begun to like him.† Frank told her â€Å"tales of distant countries† and stories of his journeys around the world. Eveline is convinced that if she wants a life outside of Dublin it must be with Frank. One nigh t Eveline remembered the promise she made to her mother about taking care of the home for as long as she could. The narrator describes Eveline’s sudden realization about her future life in Dublin, â€Å"She stood up in a sudden impulse of terror. Escape! She must escape! Frank would save her†¦But she wanted to live†¦She had a right to happiness.† â€Å"Could she still draw back after all he had done for her?† Despite Eveline’s desire to escape Dublin, she is overcome by paralysis as she considers leaving her home and family. Eveline’s doubts are revealed as she questions, â€Å"She had consented to go away, to leave her home. Was that  wise?† Observing the objects that she has to care for in her home, Eveline is reserved when she considers leaving them. She is very attached to the things around her that represent the memories of her life at home. Eveline experiences feelings of sadness as she contemplates, â€Å"Perhaps she would never see again those familiar objects from which she had never dreamed of being divided.† Eveline is scared about the notion of adventuring out and trying to make a life on her own. She becomes unsure whether she can survive outside of Dublin and away from her family. As these emotions of uncertainty surround her, Eveline finds new security in her home despite her desire to escape. Eveline relates, â€Å"In her home anyway she had shelter and food; she had those whom she had known all her life about her.† Paralyzed by the concept of starting a new life with Frank, Eveline forgets about the reasons that she wanted to leave in the first place. In contrast to the dislike she had expressed towards her work, Eveline testifies, â€Å"It was hard work – a hard life – but now that she was about to leave it she did not find it a wholly undesirable life.† Confronted by her fear of leaving her family and being on her own, Eveline reconsiders the conditions of her home. The idea of leaving her father upsets Eveline, she confirms, â€Å"Her father was becoming old lately, she noticed; he would miss her.† Eveline expresses her affection for her father despite the threat of him mistreating her and her memories of the way he acted towards her mother. When she ponders the good qualities in her father Eveline compresses time to make his past actions seem more recent. Remembering the time she was sick and he had read her a story and made her toast, Eveline maintains, â€Å"sometimes he could be very nice.† She also has memories of going on a picnic when her mother was still alive and the way her father had made all the children laugh. The memory of her promise to her mother takes on new light, as she suddenly feels responsible for her father. Eveline confuses memories of her past with the realities of the conditions of her present life. The paralysis of leaving her family becomes too much for Eveline as she waits to board the ship with Frank. Eveline panics when she considers this major change in her life. When the departure bell rings Eveline feels â€Å"All the seas of the world tumbled about her heart. He was drawing her into them: he would drown her.† She is unable to board the boat and escape the place where she feels secure and at home. Little Cloud portrays the paralysis of the protagonist’s life as it is contrasted with the life of a friend who escaped Ireland. Chandler is overwhelmed with the idea of meeting his friend after years of being apart. As Chandler dreams of seeing Gallaher he remembers, â€Å"few fellows had talents like his and fewer still could remain unspoiled by such success.† Chandler is envious of the life Gallaher made for himself writing for a paper in London. But Chandler is not jealous of his friend, he comments, â€Å"Gallaher’s heart was in the right place and he had deserved to win.† It has been eight years since Gallaher had last been in Dublin and Chandler wonders how life in Europe must have changed â€Å"the friend whom he had known under shabby and necessitous guise.† On his way to the bar Chandler reflects on his life in the same city, â€Å"he watched the scene and thought of life; and (as always happened when he thought of life) he became sad.â⠂¬  Spoiling the excitement of his earlier thoughts, Chandler’s melancholy nature reflects â€Å"how useless it was to struggle against fortune.† But Chandler is very impressed by Gallaher’s invitation to meet at Corless’s, the bar where you can eat oysters, drink liqueurs, and where the waiters speak French and German. Though Gallaher used to drink freely and borrow money, Chandler insists, â€Å"now that he reviewed the past, Little Chandler could remember many signs of future greatness in his friend.† There was something about Gallaher that impressed Chandler in spite of himself. He admired his courage for leaving Dublin and also his ability to become â€Å"a brilliant figure for the London Press.† Chandler is encouraged by Gallaher’s success, the narrator explains, â€Å"for the first time in his life he felt himself superior to the people he passed.† The inspiration of meeting Gallaher moves chandler towards ideas of escaping Dublin and making a name for himself in London. Chandler believes that his missed opportunities are the fault of the stagnant environment of the city. He reveals, â€Å"There was no doubt about it: if you wanted to succeed you had to go away. You could do nothing in Dublin.† The books in Chandler’s house represent his hopes of beco ming a writer and expressing his ideas. He wonders if he could write something original and if Gallaher would help him get it into the London paper. Walking to the bar Chandler relates, â€Å"he was not sure what idea he wished to express but the thought that a poetic moment had touched him took life within him like an infant hope.† Escaping his life and writing has been a dream of Chandler’s for a long time. The narrator  describes Chandler’s emotions, â€Å"every step brought him nearer to London, farther from his own sober inartistic life.† Chandler looks inside himself and questions his ability to make it as a writer. He’s not too old to express himself and he believes â€Å"his temperament might be said to be just at the point of maturity.† The reader can see the irony in Chandler’s sense of himself and Dublin. The â€Å"different moods and impressions that he wished to express in verse† are products of the city’s conditions and his experience there. Chandler debates the qualities of his soul, he tells, â€Å"melancholy was the dominant note of his temperament, he thought, but it was a melancholy tempered by recurrences of faith and resignation and simple joy.† Chandler believes that if he wrote a book of poems certain men would listen and that â€Å"he might appeal to a little circle of kindred minds.† He speculates that English critics might recognize him for the Celtic tone of his poems. He even invents responses that might appear in the notices he book could recieve. He suggests, â€Å"Mr. Chandler has the gift of easy and graceful verse†¦.A wistful sadness pervades these poems†¦ The Celtic note.† Chandler can’t take his focus off of the idea of becoming a success in London. He even considers changing his name to make it more Irish-looking. Incorporating his mother’s maiden name into his own, Chandler is more pleased with â€Å"Thomas Malone Chandler† or â€Å"T. Malone Chandler.† Chandler feels that escaping Dublin is the only way he can satisfy his dreams of success. The narrator reveals the change in Gallaher soon after Chandler enters the bar. Unaware of the obvious national contrast in his friend’s appearance, Chandler describes Gallaher, â€Å"His eyes, which were of bluish slate-colour, relieved his unhealthy pallor and shone out plainly above the vivid orange tie he wore.† Gallaher’s blue eyes are representative of Ireland and the orange of his tie depicts a European influence. Chandler and Gallaher discuss the spoiled lives of their old friends. It becomes evident that Gallaher is the only person Chandler knows who has enjoyed success. Gallaher observes that Chandler has not changed in anyway since the last time he saw him. Suggesting that Chandler should â€Å"want to knock about a bit in the world,† Gallaher discovers that Chandler has never left the island. Chandler asks Gallaher to describe the beauty of Paris and the other exotic places he  has visited. Gallaher has a different impression of Paris, he exp lains, â€Å"It’s not so beautiful, you know. Of course, it is beautiful†¦.But it’s the life of Paris; that’s the thing. Ah, there’s no city like Paris for gaiety, movement, excitement.† Chandler is astonished by the corruption and immoral behavior that Gallaher exposes him to. But Chandler is still impressed with Gallaher’s foresight to escape Dublin. He acknowledges, â€Å"The old personal charm was still there under this new gaudy manner. And, after all, Gallaher had lived, he had seen the world.† The difference between the two friends is developed further as Gallaher describes the life of Paris. In contrast to Chandler’s melancholy nature, Gallaher shows, â€Å"Everything in Paris is gay†¦They believe in enjoying life†¦If you want to enjoy yourself properly you must go to Paris.† Chandler feels that Gallaher must think Dublin is boring in comparison to the worlds he has seen. Chandler is even more inspired about leaving Dublin after he learns what kind of life exists off the island. The drinks and strong cigar of his meeting with Gallaher upsets Chandler’s sensitive nature. Chandler is displeased with his friend accent and way of expressing himself. The feelings he experienced before talking with his friend disappeared as the narrator explains, â€Å"there was something vulgar in his friend which he had not observed before.† Chandler is disturbed by Gallaher’s adventurous and successful life. Chandler has a realization about the opportunities his friend has enjoyed as the narrator offers, â€Å"He felt acutely the contrast between his own life and his friend’s, and it seemed to hum unjust.† It becomes evident to Chandler that he could be more triumphant than Gallaher, who he claims, â€Å"was his inferior in birth and education.† Chandler is confronted with a feeling of paralysis, â€Å"He was sure that he could do something better than his friend had ever done, or could ever do, something higher that mere tawdry journalism if he only got the chance.† But it all seems to late for Chandler when he dwells on Gallaher’s response to his inquiry about marriage. Chandler is overwhelmed with regret as Gallaher explains; â€Å"I’m going to have my fling first and see a bit of life and the world before I put my head in the sack – If I ever do.† The meeting with Gallaher changed Chandler’s feelings of inspiration into feelings of paralysis. Returning home, Chandler feeling resentment towards all the things that are symbolic of his trapped existence in Dublin. After observing a picture of his wife, Chandler remembers a time in which Annie reprimanded him for trying to please her. The narrator describes his revelation, â€Å"He looked coldly into the eyes of the photograph and they answered coldly†¦But he found something mean in it.† Everything around him was irritated by his inability to escape the home and city that repressed him. He is again taunted by his meeting with Gallaher when he studies his wife’s eyes. Chandler insists, â€Å"they repelled him and defied him: there was no passion in them, no rapture. He thought of what Gallaher had said about rich Jewesses†¦Why had he married the eyes in the photograph?† Looking upon the â€Å"pretty furniture† of his house, â€Å"A dull resentment against his life awoke within him.† In a state of panic Chandler questions whether it is too late for him to experience the same life as his friend. But once again Chandler feels paralyzed and unable to escape Dublin as he looks upon his family as obstacles keeping him from the things he wants. â€Å"He was a prisoner for life.† The experiences of the protagonists in Eveline and Little Cloud portray the themes of paralysis and the desire to escape. Joyce develops the social conditions in Ireland through the lives of Eveline and Little Chandler. Both characters desire to escape the environments of their surroundings. In the two stories, however, circumstances prevent their escape as they are paralyzed by the lives they have in Dublin.

Leadership in Health Care Organizations Practicum Assignment

Leadership in Health Care Organizations Practicum - Assignment Example However, managing people is the top of the list of the responsibilities that I must fulfil. Throughout the past two weeks, I manage nurses and provide leadership in terms of supervising their work, providing them with guidance especially new nurses at the unit. I also provide support to the nurses especially when facing challenges both at work and at home when they need professional support. When nurses have problems, they come to me as the first person before going to my superiors. I work under the director of the medical telemetry unit. He is my preceptor at the unit. I also contribute to his life in the sense that I help him to manage the nurses at the unit fill out the required forms and attend meeting when he cannot attend. I help to make his work easy by helping to make appropriate decisions for the unit and help implement those decisions. A part of my responsibility is to provide managerial assistance either as a subordinate or as a full manager when he is not around. I should also provide personal support to the director when he faces challenges and needs someone h e can talk to or help him to overcome the challenges. By doing the above responsibilities I contribute to the life of the director. Currently, I have completed 18 hours out of 150 hours. During these hours, I have engaged in different activities. In my line of work, I interact with different people that include nurses, my director and patients. During the two weeks, I have interacted with different people but I have interacted with three people the most. The first person I have interacted with numerous times is my preceptor. He has been attending a one-month seminar at the hospital on improving services at the medical telemetry unit at the institution. As such, he spends most of the day at the seminar leaving me to manage the unit most of the time and requires that I report to him every day about the activities and events at the unit. I have had meetings with