The Story of an Hour

The Story of an Hour: Discuss three examples AND kinds irony used in â€Å"The Story of an Hour. † Make sure to have one example of verbal irony, one of situational irony, and one of dramatic irony. One example of verbal irony in â€Å"A Story of an Hour† is the last sentence in the story which says â€Å"When the doctors came they said she had died of heart disease—of joy that kills† (DiYanni 41) This is verbal irony because it is written that she died of too much happiness to see her husband, whom she thought was dead, alive. However, it was because she was incredibly distressed to see him. One instance of situational irony in â€Å"The Story of an Hour† is when Mrs. Mallard learns of the death of her husband. At first, she reacts as any person would at the news of losing someone close to them by crying and isolating herself. However her real feelings about her husband’s death are shown later when she thought to herself, â€Å"There would be no one to live for during those coming years; she would live for herself† (40) However this feeling of freedom did not last long. Towards the end of the story her husband appears at the door unharmed. She then realized that she was not free from her unhappy marriage at all. Dramatic irony is also used in â€Å"The Story of an Hour† through Mrs. Mallard's realization that she is free from her husband and with her death. While Mrs. Mallard was alone in her room she realized that she would no longer be bound to her husband but rather free to do whatever she should choose. However, no one else in the story knew this; they all believed that she was very sad and depressed. Josephine, a woman in the house, even thought Mrs. Mallard was making herself sick. She said, â€Å"I beg; open the door—you will make yourself ill† (40) However, Mrs. Mallard was doing quite the opposite by â€Å"drinking in a very elixir of life through that open window† (40). The Story of an Hour The possibilities of freedom for women were unlikely for women living in the late nineteenth century. Women were confined and overpowered by men. Kate Chopin, a women of the late nineteenth century herself, was a writer living within such a society. In â€Å"The Story of an Hour† (1894), Kate Chopin uses elements of settings–windows and door–in order to highlight the possibilities of freedom and the threat of confinement for women in late nineteenth century American society. Chopin uses figurative language of symbols and imagery to conflate the possibility of freedom with the physical setting outside the window. Chopin uses the â€Å"open† window as a symbol to suggest freedom: She juxtaposes the comfortable, roomy armchair with the window to demonstrate Mrs. Mallard's feelings of freedom and comfortability within her own home now that her husband is dead. Mrs. Mallard looks out of her window into the endless opportunities she is now able to dream of:†There stood, facing the open window, a comfortable, roomy armchair†(Chopin  147). She uses the â€Å"tops of the trees† as symbolic imagery to describe how Mrs. Mallard is now feeling free. The spatial relation between Mrs. Mallard and the trees outside is used to suggest that freedom has become more tangible than before: â€Å"She could see in the open square before her house the tops of trees that were all aquiver with the new spring life† (Chopin 147). Chopin uses taste imagery to suggest that Mrs. Mallard has become more aware of her own senses and perception of freedom:†The delicious breath of rain was in the air†(147). Chopin conflates the patches of blue sky–a symbol of hope–to emphasize the unbounded prospects Mrs. Mallard now has facing her. Color imagery is used to suggest positive emotion: â€Å"There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window† (Chopin 148). Chopin uses onomatopoeia–twittering sparrows–to evoke new life. The spatial relation between Mrs. Mallard and the eaves suggests she is closer to freedom and the outside world. â€Å"Countless sparrows were twittering in the eaves† (Chopin 148). The conflation of symbols and imagery with the possibility of freedom suggests Mrs. Mallard is beginning to feel independent as a women in the late nineteenth century. The possibilities of freedom are becoming more of a reality for Mrs. Mallard. Chopin conflates the spatial relation between Mrs. Mallard and the outside world with sensory imagery to make the possibilities of freedom concrete. Chopin conflates the spatial imagery –â€Å"something coming at her†Ã¢â‚¬â€œ between Mrs. Mallard and the  unknown to suggest that freedom is something new to her: â€Å"There was something coming to her and she was waiting for it, fearfully†(148). Chopin uses animal imagery–â€Å"creeping†Ã¢â‚¬â€œ to suggest that freedom, once distant, has now become concrete and close. Sense imagery is used to portray new life: â€Å"She felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air† (Chopin 148). Chopin uses the color of Mrs. Mallards white hands as imagery to conflate and compare with heaven; the unknown. â€Å"She was striving to beat it back with her will–as powerless as her two white slender hands would have been†(148). The reality that Mrs. Mallard is beginning to feel freedom is something she would have never of dreamed for herself as a women living in her time. Chopin begins to manipulate the temporal setting by conflating the past and the present. Chopin is able to manipulate the temporal setting, symbolically, by foreshadowing the future. She conflates the present, new life and freedom, with the future, death: â€Å"She knew that she would weep again when she saw the, kind tender hands folded in death; the face that had never looked save with love upon her, fixed and gray and dead†(Chopin 148). Again, Chopin manipulates the temporal setting by conflating the present, a bitter moment, with Mrs. Mallard’s future freedom: â€Å"But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely†(148). Chopin juxtaposes the â€Å"open window† with magical medicine, an â€Å"elixir† to portray the remedial feeling of freedom Mrs. Mallard is  experiencing:†She was drinking in a very elixir of life through that open window† (Chopin 149). Chopin manipulates the temporal setting of the present to suggest a positive future for Mrs. Mallard: â€Å"Spring days, and summer days, and all sorts of days that would be her own† (Chopin 149). Chopin conflates Mrs. Mallard’s past feelings of infinite confinement, with her present feelings of everlasting freedom suggesting there may be a long lived future for Mrs. Mallard. â€Å"She breathed a quick prayer that life might be long. It was only yesterday she had thought with a shudder that life might be long†(148). The manipulation of time allows Chopin to takes us into the future where endless possibilities await. Chopin conflates the physical setting–doors–with the possibility of freedom and confinement. Chopin uses the locked door as a metaphor to show that Mrs. Mallard is now in control, something that hasn’t happened before: â€Å"Josephine was kneeling before the closed door with her lips to the key-hold; imploring admission†(149). Chopin juxtaposes the idea that Mrs. Mallard was confined and ill before she was in control of her own confinement with the idea she is getting better at last with newfound freedom: â€Å"Louise, open the door! I beg; open the door–you will make yourself ill†(149). Chopin conflates Mrs. Mallard standing up with the action of opening her own door to demonstrate how the possibility of freedom has given her a newfound confidence: â€Å"She arose at length and opened the door to her sister’s importunities†(149). As the door is opened by a man, Chopin uses the  latchkey as a symbol of confinement to suggest that there is still an inequality between men and women:â€Å"Some one was opening the front door with a latchkey. It was Brently Mallard who had entered†(149). Chopin has brought the reality of confinement and inequality back to life as Mrs. Mallard dies as a women in the late nineteenth century locked in her house. In â€Å"The Story of an Hour† (1894), Kate Chopin uses elements of settings–windows and door–in order to highlight the possibilities of freedom and the threat of confinement for women in late nineteenth century American society. The possibilities of freedom for women were unlikely for women living in the late nineteenth century as women were confined and overpowered by men. The Story of an Hour The Story of an Hour: Discuss three examples AND kinds irony used in â€Å"The Story of an Hour. † Make sure to have one example of verbal irony, one of situational irony, and one of dramatic irony. One example of verbal irony in â€Å"A Story of an Hour† is the last sentence in the story which says â€Å"When the doctors came they said she had died of heart disease—of joy that kills† (DiYanni 41) This is verbal irony because it is written that she died of too much happiness to see her husband, whom she thought was dead, alive. However, it was because she was incredibly distressed to see him. One instance of situational irony in â€Å"The Story of an Hour† is when Mrs. Mallard learns of the death of her husband. At first, she reacts as any person would at the news of losing someone close to them by crying and isolating herself. However her real feelings about her husband’s death are shown later when she thought to herself, â€Å"There would be no one to live for during those coming years; she would live for herself† (40) However this feeling of freedom did not last long. Towards the end of the story her husband appears at the door unharmed. She then realized that she was not free from her unhappy marriage at all. Dramatic irony is also used in â€Å"The Story of an Hour† through Mrs. Mallard's realization that she is free from her husband and with her death. While Mrs. Mallard was alone in her room she realized that she would no longer be bound to her husband but rather free to do whatever she should choose. However, no one else in the story knew this; they all believed that she was very sad and depressed. Josephine, a woman in the house, even thought Mrs. Mallard was making herself sick. She said, â€Å"I beg; open the door—you will make yourself ill† (40) However, Mrs. Mallard was doing quite the opposite by â€Å"drinking in a very elixir of life through that open window† (40).

A Brief Analysis of Kafka’s The Trial

On his thirtieth birthday, Joseph K. is arrested even though he has done nothing wrong. Naturally Joseph K. is angry and annoyed. On the day of his thirty-first birthday, Joseph K. is taken to a nearby quarry by the warders and killed. Joseph K. does nothing to stop them from killing him. The Trial is the story of the intervening year between Joseph K.'s two birthdays. This novel treats many subjects, but this paper will examine only three: the mystery of the bureaucracy in the novel, sexuality during the process, and the economic and social point of view of The Trial.The bureaucracy in The Trial is large, impersonal and frightening. Prior to the beginning of the book Joseph K. is a successful businessman working in a bank apparently on the fast track for advancement and even greater success. After his arrest he and his life decline until his execution. Although Joseph K. â€Å"is accused of crimes he did not commit . . . [he] still feels guilty about these unnamed offenses† ( Meyers, 329). This guilt plays an important role throughout the novel. Joseph K. is mentally and emotionally paralyzed by his guilt of having been accused of the unknown crime.As Boa writes, the experience of being arrested has taken Joseph K. out of his comfort zone and he is unable to operate; he doesn't know what to do. â€Å"What is the nature of the court, what is the law, what should the individual on trial do?† (1). The paralysis Joseph K. suffers appears to be psychological rather than due to a physical threat. The parable told to Joseph K. by the priest provides an accurate description of the state Joseph K. is in. In the parable a man from the country comes to have access to the law however the doorkeeper will not admit the man.The doorkeeper steps aside from the doorway and offers no physical resistance, but the man is paralyzed by what might be done by the institution. â€Å"‘If you are so strongly tempted, try to get in without my permission. But note that I am powerful. And I am only the lowest doorkeeper. From hall to hall, keepers stand at every door, one more powerful than the other . . .'† (Kafka, 267-8). Rather than confront these possibilities the man sits on a stool by the door and waits. This is precisely what Joseph K. does. He tacitly accepts the non-accusation of the court and submits to its jurisdiction. One cannot help but feel that if he were refuse to comply with the court that he would be free to continue living his life. The mystery of the bureaucracy of the court appears to be a psychological threat of the unknown combined with a man's natural inclination to obey the institutions that govern the locality where he lives.The second area this paper will address is sexuality during the process. During the year of the trial, Joseph K. has a brief flirtation with Fraulein Brustner but she later refuses his advances. It is interesting that â€Å"Brustner† is very close to the German word â€Å"brusten† meaning breast. The desire to dominate a woman has considerable Freudian implications that suggest that Kafka was greatly influenced by his mother, the source of his life and breastfeeding, and not always in a positive manner.During this encounter Joseph K. kisses her â€Å"all over the face, like some animal lapping greedily at a spring of long-sought fresh water† (Kafka, 38). This is an interesting foreshadowing of his execution where he dies â€Å"[l]ike a dog† (Kafka, 286). After kissing her Joseph K. returns home, â€Å"[h]e fell asleep almost at once, but before doing so he thought for a little about his behavior, he was pleased with it, yet surprised that he was not still more pleased† (38).This appears to be an example where a man dominates a woman to get his will without regard to her desire. This strength is uncharacteristic of Joseph K. particularly in regard to the affair he has with Leni, Huld's nurse. Leni appears to like men who are vulnerable. S he has considerable control over her employer who must accept her care because of his heart condition and because she is unaccountable attracted to Joseph K. who is vulnerable because of the accusation against him.From an economic and social point of view The Trial is particularly interesting. The Trial â€Å"moves beyond the household to explore the interlocking of social power and psychic structure in urban society at large† (Boa, 133). Adler suggests that Kafka is writing about â€Å"[t]wo defining factors stand out in this period.Firstly, the conflict between Czech, German and Jewish traditions; and secondly, the struggle between Prague's history and modernisation [sic]† Kafka appears to have had trouble reconciling these three worlds in his own life and feels he is unable to successfully struggle against the enormous, looming presence of the government and his religious background. It is interesting that Joseph K. actually has considerable impact, although it appe ars is unaware of it.In fact, the Court even follows his requests and confirms his assumptions. Although K. tells himself what time he should arrive for his first interrogation, this turns out to be the same hour mentioned by the Examining Magistrate. K. decides that he will attend only one interrogation, instead of the series of short interrogations planned by the Court, and the Court complies K. accuses the warders, and the Court promptly punishes them . . . . (Lasine, 34).It is this lack of awareness of the capabilities that Kafka seems to warning the reader about. The Trial is not to be viewed as a plan or even a call to change society, but an examination of authority intended to help people think for themselves about the issues in the book (Boa, 186).The Trial is a haunting frightening book in the same genre as the later books Orwell's 1984 and Huxley's Brave New World. However, it is more subtle and thought provoking. Given the multi-leveled layers of bureaucracy both governme ntal and in business one wonders if The Trial is not more relevant today that when it was written near the beginning of World War I. Given the excess of administrative law with its great power that is not subject to many of the protections of due process, it is easy to empathize with Joseph K.Works CitedAdler, Jeremy. â€Å"What Was Lost? The Czech Jewish Community.† European Judaism. 38, 2 (2005) 70+. Boa, Elizabeth. Kafka: Gender, Class, and Race in the Letters and Fictions. Clarendon Press: Oxford, 1996. Kafka, Franz. The Trial. Alfred A. Knopf: New York, 1957. Lasine, Stuart. â€Å"Kafka's Trial.† The Explicator. 42, 3 (1985): 34. Meyers, Jeffrey. â€Å"Swift and Kafka.† Papers on Language & Literature. 40, 3 (2004): 329.

Scope of Edusat

SCOPE OF EDUSAT Dr. R. SIVAKUMAR INTRODUCTION The pivotal role of education as an instrument of social change by altering the human perspective and transforming the traditional mindset of society is well recognized. The universalisation of education has become the top priority, especially for the developing countries. But the extension of quality education to remote and rural regions becomes a Himalaya task for a large country like India with multi-lingual and multi-cultural population separated by vast geographical distances and in many instances, inaccessible terrain.Since independence, India has seen substantial increase in the number of educational institutions at primary, secondary and higher levels as well as the student enrolment. But the lack of adequate rural educational infrastructure and non-availability of good teachers in sufficient numbers adversely affect the efforts made in education. EDUSAT is the first Indian satellite built exclusively for serving the educational s ector and it was launched successfully by GSLV-F01 on 20-9-2004.It is mainly intended to meet the demand for an interactive satellite based distance education system for the country. It strongly reflects India’s commitment to use space technology for national development, especially for the development of the population in remote and rural locations. EVOLUTION OF EDUSAT The concept of beaming educational programmes through satellites was effectively demonstrated for the first time in India in 1975-76 through the Satellite Instructional Television Experiment (SITE) conducted using the American Application Technology Satellite (ATS-6).During this unique experiment, which is hailed as the largest sociological experiment conducted anywhere in the world, programmes pertaining to health, hygiene and family planning were telecast directly to about 2400 Indian villages spread over six states. Later, with the commissioning of INSAT system in 1983, a variety of educational programmes a re being telecast. With the success of the INSAT based educational services, a need was felt to launch a satellite dedicated for educational service and ISRO conceived the EDUSAT Project in October 2002.EDUSAT is to be launched on board ISRO's Geosynchronous Satellite Launch Vehicle, GSLV, in September 2004. EDUSAT was developed by ISRO Satellite Centre, Bangalore. The payloads were developed by Space Applications Centre, Ahmedabad. Master Control Facility at Hassan is responsible for all post launch operations of the satellite. It is specially configured to meet the growing demand for an interactive satellite based distance education system for the country through audio-visual medium, employing Direct To Home (DTH) quality broadcast.The satellite will have multiple regional beams covering different parts of India. EDUSAT FOR RURAL STUDENTS The main purpose of this is to provide education to all people primarily children from remote areas of the country who cannot go to schools or c olleges. The classes would be conducted by various State Education Boards, NCERT, CBSE, Universities etc in a studio environment using power point presentations as well as the common black board. There could be interactive as well as non interactive sessions offered.Classes would be conducted in a studio environment eliminating the need for a large number of competent, qualified teachers and televised to the entire nation. These classes would be beamed to pre-destined areas using the EDUSAT similar to regional TV programs on ‘Doordarshan'. It will be in the form of TV programs Students attending the classes will be able to ask questions to the teachers conducting classes through SMS, email or other mode of communication, something similar to a TV talk show.To enable this, schools/colleges should have an interactive receiving terminal which is currently being supplied free by ISRO to selected schools/colleges as the whole program is at an experimental stage. In addition these c lasses would be recorded on a CD and converted into a computer file and made available on the net without the interactive session. They will be available from the archives at any later date in the future. The Government is trying to achieve in the education field using space technology.The wider picture is that, this will give a thrust to distance education. Education will be available at a fraction of its cost to a large number of students in higher education. A large number of students can be educated by a very few extremely efficient teachers who can reach them from the studios located in the universities or education boards. Education can be taken to the students rather than students walking long distances to schools as in the case of rural India.Students can receive education at their own pace and at their own convenience especially those who are employed. This technology can be used to eliminate illiteracy in other parts of the globe. Already there are talks about providing ed ucation to neighboring countries like Bangladesh, Sri Lanka. , and Afghanistan etc. using the EDUSAT. This is going to revolutionize education in the country. It would be necessary to have proper infrastructure such as communication facilities, power etc. in remote areas for this to work. Power can be supplied using solar power.EDUSAT IN DISTANCE EDUCATION EDUSAT is primarily meant for providing connectivity to school, college and higher levels of education and also to support non-formal education including developmental communication. The quantity and quality of the content would ultimately decide the success of EDUSAT System. Satellites can establish the connectivity between urban educational institutions with adequate infrastructure imparting quality education and the large number of rural and semi-urban educational institutions that lack the necessary infrastructure.Besides supporting formal education, a satellite system can facilitate the dissemination of knowledge to the rural and remote population about important aspects like health, hygiene and personality development and allow professionals to update their knowledge base as well. Thus, in spite of limited trained and skilled teachers, the aspirations of the growing student population at all levels can be met through the concept of tele-education. EDUSAT – IMPLEMENTING AGENCIES MINISTRY OF HUMAN RESOURCES DEVELOPMENT (MHRD)The Ministry of Human Resources Development (MHRD), Govt. of India has been promoting actively the open and distance learning systems in the country. The launch of the Gyan Darshan bouquet of satellite based TV channels and Gyan Vani FM Radio Network are recent examples. The launch of EDUSAT marks a major milestone in the country and poses enormous challenges as well as offers excellent potential for the ministry. They have proposed to use the ICT capabilities of the EDUSAT satellite for Elementary Education, Literacy, Vocational Training and Teacher's Training.A later phase w ill expand to include Agriculture, Health, and Community Development Programmes etc. INDIAN SPACE RESEARCH ORGANIZATION (ISRO) ISRO provides the space segment for EDUSAT System and demonstrate the efficacy of the satellite system for interactive distance education. EDUSAT is the first exclusive satellite for serving the educational sector. It is specially configured for audio-visual medium, employing digital interactive classroom and multimedia multi-centric system. ISROs EDUSAT would help reach content to remote areas. The content could be for primary schools, high school or colleges.The same satellite transmission facility could be used to reach lectures and study materials from special educators and experts to inaccessible areas where quality education did not reach. The satellite has multiple regional beams covering different parts of India INDIRA GANDHI NATIONAL OPEN UNIVERSITY (IGNOU) Indira Gandhi National Open University (IGNOU), a pioneer in Distance Education and Open Lear ning in the country, was established to provide cost-effective, quality education to large sections of our population including those living in remote and far flung areas.Today IGNOU has emerged as the world’s single largest university. It has an efficient and effective networking of 32 Partner Institutions, 48 Regional Centers, 5 Sub-Regional Centers and over 1133 Study Centers, all over India. IGNOU expands the educational facilities in the remote areas of the country through EDUSAT. The University has been working to develop satellite based educational network dedicated for education since 1993. Extensive teaching learning using these networks has been growing fast.Through such a network IGNOU conducted induction programme for new students through teleconferencing during September 25-26, 2004 which was attended by thousands of students spread over more than 150 receiving stations across the country. UNIVERSITY GRANTS COMMISSION (UGC) The University Grants Commission (UGC) was formally established only in November 1956 as a statutory body of the Government of India through an Act of Parliament for the coordination, determination and maintenance of standards of university education in India.The UGCs is Country Wide Classroom (CWCR) programmes were started to be broadcast from August 15, 1984. The commission is at present supporting 7 Educational Media Research Centers (EMRC / EMMRC) and 8 Audio-Visual Research Centers (AVRS) are being supported for training of personnel and production of software. In order to make distance learning more effective and bring best teachers in the country within the reach of all section of students including semi-urban and rural students.Through EDUSAT the University Grants Commission (UGC) expands the educational facilities to Universities and Colleges located in remote areas, Academic Staff Colleges, Media centers etc. GURU NANAK DEV UNIVERSITY Guru Nanak Dev University is the first University of India to have EDUSAT net work at University campus with 120 interactive terminals at receiving stations to set up at different instruments. The special feature of EDUSAT being installed at this university would have two-way communication. Both Video and Audio would make virtual class-room a real life situation.This university was established on 1st may 1981 under UGC scheme. NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING (NCERT) The National Council of Educational Research and Training (NCERT) was set up by the Government of India in 1961 as an autonomous organization registered under Societies Registration Act (Act XXI of 1860) to advise and assist the Ministry of Human Resource Development, Government of India and Departments of Education in States / UTs in formulation and implementation of their policies and major programmes in the field of education, particularly for qualitative improvement of school education.In addition to research, development, training, extension, publication and disseminatio n activities, the NCERT acts as a major agency for implementing the bilateral Cultural Exchange Programmes with other countries in the field of school education. The NCERT also interacts and works in collaboration with international organizations, visiting foreign experts and delegations and offers various training facilities to educational personnel from developing countries.NCERT expends its reach through EDUSAT to NCERT centers across the country, Central Tibetan School, National Institutes of Open Learning, Kendriya Vidhyalayas, Jawahar Navodaya Samitis and etc. ALL INDIA COUNCIL FOR TECHNICAL EDUCATION (AICTE) The statutory All India Council for Technical Education (AICTE) was established for proper planning & coordinated development of technical education system throughout the country.AICTE was sent up under an ACT in 1987 – To provide for establishment of an All India council for Technical Education with a view to the proper planning and coordinated development of the technical education system throughout the country, the promotion of qualitative improvement of such education in relation to planned quantitative growth and the regulation and proper maintenance of norms and standards in the technical education system and for matters connected therewith.AICTE plans to cover Engineering Colleges and Institutes of Technology across the country under EDUSAT. CONCLUSION The scope of EDUSAT is to make distance learning more effective and bring best teachers in the country within the reach of all section of students including semi-urban and rural students. REFERENCES Balachandra Bhandigadi, (2005), Impact of EDUSAT on school students and teachers, NCERT. Harifa Menakath (2007), EDUSAT as a source of information for the Academic pursuit of Teachers.University News, Vol. 45, No10. Madavan Nair, G. (2005), EDUSAT: Heralding a New Era in Distance Education, University News, 43 (39). Marmar Mukhopadhay (2006), Story of EDUSAT, Shipra publication, New Delhi. WE B REFERENCES http://www. edsatindia. org http://www. indiatelevision. com http://www. isro. org http://www. ncert-nic-in http://www. aicte. ernet. in http://www. icar. org. in http://www. ignou. ac. in http://www. ugc. ac. in

Macbeth is a monster – In the light of this comment consider Shakespeares presentation of Macbeth in the play

The idea of man as monster is one perpetually peddled not only by Gothic writers, but throughout literature; Shelley toys with the concept in Frankenstein, and Shakespeare himself explores the dark fringes of humanity in character such as Richard III. Yet Macbeth is not quite so simple – whilst he certainly possesses irredeemably features, it is difficult to bracket him with the Duke of Gloucester; similarly, though he begins the play a hero, his descent cannot be easily compared to that of the archetypal tragic hero Othello. Rather, he is a complex hybrid, challenging audiences and critics to consider the nature and definition of monstrosity itself. Perhaps Macbeth's most ‘monstrous' feature is his ambivalence to his own tyranny; whilst the natural order of Scotland is turned upside down, he acknowledges that he is ‘in blood stepp'd in so far that should I wade no more, returning were as tedious as go o'er'. Here, Shakespeare summons a viscerally violent image of Macbeth wading in a river or lake of ‘blood' before having him casually dismiss it as ‘tedious'; the contrast of surreal horror and offhand flippancy highlighting what would appear to be Macbeth's complete lack of empathy. Combine this with the fact that, in the context of production, Macbeth's regicide would have represented one of the greatest possible breaches not only of judicial but of moral code, and his fate as a character seems sealed. It may even be argued that the play's archetypally Gothic conclusion: having the characters embark to meet ‘at Scone' – the traditional site of Scottish coronations representative of all the social strictures Macbeth flouts – would lose impact if Macbeth's evil was not absolute; if his downfall is to serve as a warning against the breaking of societal regulation, then the audience must surely be without doubt that his actions were irredeemable. Though this may be an easy argument to superficially impose in pursuit of a clear-cut moral message, we must not forget that Shakespeare was a dramatist, not a sermoniser, and that to impose definite meaning on his work is to undermine it. Throughout the text, there are suggestions that Macbeth is in fact a form of Renaissance man, bridging the gap between the Medieval and the modern. In Act I, Scene iii, Macbeth ascertains that the witches' predictions ‘cannot be ill, cannot be good'; a phrase not only reminiscent of the witches' chants of ‘fair and foul', linguistically linking him to the misty supernaturalism they represent, but also unintentionally echoing the literary debate which Macbeth is most famous for; whether the witches can or cannot be seen to have any direct impact on the events of the play. In this way, Macbeth inhabits a self-aware, meta-literary role in which his monstrosity makes up just one part; his Act V, Scene V speech in which he brands himself ‘a poor player who struts and frets' supports this idea, suggesting that whilst Macbeth may appear to be ambivalent to his actions, he in fact recognises their ‘poor' insignificance in the grand scheme of life. Though these metaphysical ponderings may not elevate him to the lofty philosophical heights with which critics regard Hamlet or Lear, they certainly lift him from the more simplified view of Macbeth as pantomime villain. Finally, Macbeth must be viewed in the context of the play's other characters; most notably that of his wife, Lady Macbeth. Before Macbeth has committed any physical crime, Lady Macbeth cries for dark spirits to ‘unsex [her]' – the use of a compound adjective such as ‘unsex' representing – in it's linguistic irregularity as much as in its meaning – a total betrayal of all that it means to be human; to have a predetermined biology. In breaking the bonds of gender, Lady Macbeth finds the ability to foster ambition in Macbeth with sexually provocative blackmail (‘When you durst do it, then you were a man! ‘); perhaps Shakespeare's suggestion is that Macbeth only acts as a vessel for evil, whereas the witches, and Lady Macbeth, both of whom actively embrace the supernatural, represent the seed of evil which can take root in a man even as ‘brave' and ‘noble' as the formerly heroic Macbeth. To brand Macbeth as a monster feels far too simplistic; though, if Macbeth is to be viewed as a pre-Gothic text, the interpretation of him as an archetypal villain is understandable, this is an aspect of the play in which the imposition of a stylistic code feels reductionist and irrelevant. Instead, Macbeth ought to be viewed as a complex character in his own right, whose actions and words throw up as many conundrums as the critic or audience member may hope to find.

Not required Essay Example | Topics and Well Written Essays - 1500 words

Not required - Essay Example This cohesion between airline companies results to better perform in relation to customer service as well as the air transport. Although the extent of cohesion varies across alliances, it has been observed that they are more profitable to small airline entities. This essay will look at the three major airline airlines that are recognized on the international platform including Oneworld, Star Alliance and SkyTeam. Additionally, the essay looks into Alaska airline that is a key flyer in the US and other international destinations. Finally, the paper looks into the advantages and disadvantages of global airlines. This is the first airline global alliance that is discussed in the paper. First, it is the smallest alliance that currently has thirteen members; however, this number is expected to rise in the coming years. The alliance was established in 1999 by the airline companies that were competing with Sky Team (Weber and Sparks, 2004). Examples of these members include: Qatar Airways, Malaysia Airlines, American Airlines and British Airways. The alliance has 981 destinations and it operates in 151 countries. The yearly capacity is 475 passengers; it has a fleet of 3,283 aircrafts and 14,244 departures on a daily. The top five members elect airlines that have the highest number of flights include TAM, British Airways, Iberaia, US Airways and American Airlines (The Points Guy, 2014). It can be argued the alliance is undeniably the best in redeeming domestic and global cabin topnotch awards. Six carriers have well-established global first rate cabins including Cathay Pacific, British Airways, American, Cathay Pacific, Malysian Airline, Qantas and JAL. This is the second global alliance in the airline industry. Based on the recent statistics, the alliance has nineteen members. This alliance was formed in 2000. It operates in 178 nations across the globe and has 1024

'Information systems have revolutionised the way we work'. Critically Essay

'Information systems have revolutionised the way we work'. Critically discuss this statement using two concepts from the mod - Essay Example These are a few of the ways in which information systems have provided advantages to the regular activities (Morgan, 2006). Based on this aspect, the report describes how information systems have influenced and revolutionised the way people work. Furthermore, the report also illuminates two key aspects of information systems along with their impact on work. Defining Information Systems Information system is regarded as the technology which is used for storing, controlling, dispensing and generating information. This technology includes any mechanism capable of processing data of information systems. Information systems use certain tools in order to perform calculations, record information, manipulate data and communicate messages to people. On the other hand, the ways in which people work comprise procedures used for individuals and organisations. Individuals and organisations apply certain procedures in order to accomplish subjective task (Yu, 2004). Computer Have Revolutionised the Way We Work A vital example of information system is the development of computer. The work of every individual and organisation has completely changed with the advent of computer. Computer system actually arrived during 1930s and laid the foundation for numerous activities. The present world is completely revolutionised by computer systems. Computer is presently observed in every office of metropolitan areas and it is difficult to think about modern organisations without computers. Regular tasks would be extremely inefficient without using computers. For example, managing customer records in an organisation can be performed effortlessly with the use of computers. Computer systems have replaced manual management of customer records to electronic ways of management (Zammuto & et. al., 2007). In today’s information age, computers are regarded as a machine that can process information and provide the function of communication. The first thematic ritual in the history of computer took form with queries impersonated by experts and pioneers of digital computing. The second thematic tradition in the history of computer is shifting focus to historical roots of the information age and the third thematic tradition is pioneering machines that can be differentiated with the work of historians. The history of computing is a hybrid area that has increasingly drawn on diverse disciplines and methods. Researchers in the area of humanities and social sciences frequently demonstrate a form of hybrid vigour where a core area of discipline is invigorated by the exchange with neighbouring areas or disciplines. Historians of computing have positively looked outward to neighbouring areas and disciplines for conceptual inspiration. Various organisations, corporate cultures and industries have found importance of flow of information in order to carry out regular activities (Misa, 2007). Computer Revolutionised Workplace Activity Computer has changed the paradigm of

Importance of Theory Research Paper Example | Topics and Well Written Essays - 1250 words

Importance of Theory - Research Paper Example This paper will explore Nightingale’s theory which is based on systems, interactions and development, and to relate it to the nursing practice today. On a given day nurses utilize several nursing theories. Nursing theories are basic concepts that define the nursing practice and attempts to describe and explain what and why nurses do what they do (nursing). Nursing theory is important in differentiating nursing from other disciplines as its main purpose is to describe, explain, predict, and control desired nursing practice outcomes. These theories applied daily by nurses are guidance to how a nurse gives treatment to a patient, how nurses perform their tasks, complete their assessments, and establish interventions. By studying nursing theory, students are able to start thinking critically. For example, nursing theory can be termed as the foundation of good nursing and clinical practice. Even when building a house the foundation is the most important; a strong foundation means a long lasting house. Similarly when the foundation is cracked, the structure (nursing practice) is weakened. Therefore, having a good comprehension of the n ursing theories from the nursing education level topped up with intuition and compassion makes a strong nurse. Nursing theory is the foundation of nursing research which in return develops the nursing practice. It is essential in health care advancement, which allows patients to get the best possible nursing care. As medicine is trying to make a more multidisciplinary approach to health care, nursing has to aim at establishing a exceptional body of knowledge. For example, nurses are gradually increasing their practice scope by performing tasks that were previously carried out by doctors. It is therefore important for theory to define the position of nurses and their roles (Colley, 2003). By giving them this sense of identity,