Critical Analysis of a Published Article Essay - 1272 Words

APPROACHES TO STUDY WITH ENGLISH LANGUAGE SUPPORT (INTENSIVE) Assignment 1: Critical analysis of a published article (1000 words) Saturday 10th October 2009 By Joana Wong This critical analysis is about an article that argues whether drugs should be legalized or not. It was published in The Observer, on Sunday the 6th of September 2009 and it is entitled Latin Americas backlash against US war on drugs by Ed Vulliamy in Tijuana, Rory Carroll in Caracas, Annie Kelly in Buenos Aires and Tom Phillips in Rio de Janeiro. It is a lengthy article, written in a Sunday newspaper for a well-educated and informed audience. It is evident that the reporter has researched the subject well, for example he starts the article with and†¦show more content†¦He states that South America is demanding a partnership instead of the subjugation that hallmarked former US presidencies, saying that not only is their interdiction policy failing, but it is also a pretext for Washington interference. At th e same time he highlights reasons for scepticism such as: some drugs are addictive after one single hit; if possession is legal, it will enhance the domestic market, and above all, drugs kill and destroy lives and legalizing them will make them more accessible to people. I was impressed by this article mainly because of the emotive terminology used throughout by the author such as murderers, serious heroin and crack users, destroyed, incarcerated, brutal, catastrophic, bloodshed, etc., secondly, the factual content is indisputable drawing on a wide range of examples of escalating violence in different countries in Latin America, like the killing of 40 people over three days in Juarez,... take the death toll to about 1,400 this year and thousands of people die every year in Rio de Janeiro in clashes between police and traffickers. 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A Practitioner’s Guide to Ethical Decision Making Free Essays

Holly Forester-Miller, Ph. D. Thomas Davis, Ph. We will write a custom essay sample on A Practitioner’s Guide to Ethical Decision Making or any similar topic only for you Order Now D. Copyright  © 1996, American Counseling Association. A free publication of the American Counseling Association promoting ethical counseling practice in service to the public. — Printed and bound copies may be purchased in quantity for a nominal fee from the Online Resource Catalog or by calling the ACA Distribution Center at 800. 422. 2648. ACA grants reproduction rights to libraries, researchers and teachers who wish to copy all or part of the contents of this document for scholarly purposes provided that no fee for the use or possession of such copies is charged to the ultimate consumer of the copies. Proper citation to ACA must be given. Introduction Counselors are often faced with situations which require sound ethical decision making ability. Determining the appropriate course to take when faced with a difficult ethical dilemma can be a challenge. To assist ACA members in meeting this challenge, the ACA Ethics Committee has developed A Practitioner’s Guide to Ethical Decision Making. The intent of this document is to offer professional counselors a framework for sound ethical decision making. The following will address both guiding principles that are globally valuable in ethical decision making, and a model that professionals can utilize as they address ethical questions in their work. Moral Principles Kitchener (1984) has identified five moral principles that are viewed as the cornerstone of our ethical guidelines. Ethical guidelines can not address all situations that a counselor is forced to confront. Reviewing these ethical principles which are at the foundation of the guidelines often helps to clarify the issues involved in a given situation. The five principles, autonomy, justice, beneficence, nonmaleficence, and fidelity are each absolute truths in and of themselves. By exploring the dilemma in regards to these principles one may come to a better understanding of the conflicting issues. 1. Autonomy is the principle that addresses the concept of independence. The essence of this principle is allowing an individual the freedom of choice and action. It addresses the responsibility of the counselor to encourage clients, when appropriate, to make their own decisions and to act on their own values. There are two important considerations in encouraging clients to be autonomous. First, helping the client to understand how their decisions and their values may or may not be received within the context of the society in which they live, and how they may impinge on the rights of others. The second consideration is related to the client’s ability to make sound and rational decisions. Persons not capable of making competent choices, such as children, and some individuals with mental handicaps, should not be allowed to act on decisions that could harm themselves or others. 2. Nonmaleficence is the concept of not causing harm to others. Often explained as â€Å"above all do no harm†, this principle is considered by some to be the most critical of all the principles, even though theoretically they are all of equal weight (Kitchener, 1984; Rosenbaum, 1982; Stadler, 1986). This principle reflects both the idea of not inflicting intentional harm, and not engaging in actions that risk harming others (Forester-Miller Rubenstein, 1992). 3. Beneficence reflects the counselor’s responsibility to contribute to the welfare of the client. Simply stated it means to do good, to be proactive and also to prevent harm when possible (Forester-Miller Rubenstein, 1992). 4. Justice does not mean treating all individuals the same. Kitchener (1984) points out that the formal meaning of justice is â€Å"treating equals equally and unequals unequally but in proportion to their relevant differences† (p. 49). If an individual is to be treated differently, the counselor needs to be able to offer a rationale that explains the necessity and appropriateness of treating this individual differently. 5. Fidelity involves the notions of loyalty, faithfulness, and honoring commitments. Clients must be able to trust the counselor and have faith in the therapeutic relationship if growth is to occur. Therefore, the counselor must take care not to threaten the therapeutic relationship nor to leave obligations unfulfilled. When exploring an ethical dilemma, you need to examine the situation and see how each of the above principles may relate to that particular case. At times this alone will clarify the issues enough that the means for resolving the dilemma will become obvious to you. In more complicated cases it is helpful to be able to work through the steps of an ethical decision making model, and to assess which of these moral principles may be in conflict. Ethical Decision Making Model We have incorporated the work of Van Hoose and Paradise (1979), Kitchener (1984), Stadler (1986), Haas and Malouf (1989), Forester-Miller and Rubenstein (1992), and Sileo and Kopala (1993) into a practical, sequential, seven step, ethical decision making model. A description and discussion of the steps follows. 1. Identify the Problem. Gather as much information as you can that will illuminate the situation. In doing so, it is important to be as specific and objective as possible. Writing ideas on paper may help you gain clarity. Outline the facts, separating out innuendos, assumptions, hypotheses, or suspicions. There are several questions you can ask yourself: Is it an ethical, legal, professional, or clinical problem? Is it a combination of more than one of these? If a legal question exists, seek legal advice. Other questions that it may be useful to ask yourself are: Is the issue related to me and what I am or am not doing? Is it related to a client and/or the client’s significant others and what they are or are not doing? Is it related to the institution or agency and their policies and procedures? If the problem can be resolved by implementing a policy of an institution or agency, you can look to the agency’s guidelines. It is good to remember that dilemmas you face are often complex, so a useful guideline is to examine the problem from several perspectives and avoid searching for a simplistic solution. 2. Apply the ACA Code of Ethics. After you have clarified the problem, refer to the Code of Ethics (ACA, 2005) to see if the issue is addressed there. If there is an applicable standard or several standards and they are specific and clear, following the course of action indicated should lead to a resolution of the problem. To be able to apply the ethical standards, it is essential that you have read them carefully and that you understand their implications. If the problem is more complex and a resolution does not seem apparent, then you probably have a true ethical dilemma and need to proceed with further steps in the ethical decision making process. 3. Determine the nature and dimensions of the dilemma. There are several avenues to follow in order to ensure that you have examined the problem in all its various dimensions. Consider the moral principles of autonomy, nonmaleficence, beneficence, justice, and fidelity. Decide which principles apply to the specific situation, and determine which principle takes priority for you in this case. In theory, each principle is of equal value, which means that it is your challenge to determine the priorities when two or more of them are in conflict. o Review the relevant professional literature to ensure that you are using the most current professional thinking in reaching a decision. o Consult with experienced professional colleagues and/or supervisors. As they review with you the information you have gathered, they may see other issues that are relevant or provide a perspective you have not considered. They may also be able to identify aspects of the dilemma that you are not viewing objectively. o Consult your state or national professional associations to see if they can provide help with the dilemma. 4. Generate potential courses of action. Brainstorm as many possible courses of action as possible. Be creative and consider all options. If possible, enlist the assistance of at least one colleague to help you generate options. . Consider the potential consequences of all options and determine a course of action. Considering the information you have gathered and the priorities you have set, evaluate each option and assess the potential consequences for all the parties involved. Ponder the implications of each course of action for the client, for others who will be effected, and for yourself as a counselor. Eliminate the options that clearly do not give the desired results or cause even more problematic consequences. Review the remaining options to determine which option or ombination of options best fits the situation and addresses the priorities you have identified. 6. Evaluate the selected course of action. Review the selected course of action to see if it presents any new ethical considerations. Stadler (1986) suggests applying three simple tests to the selected course of action to ensure that it is appropriate. In applying the test of justice, assess your own sense of fairness by determining whether you would treat others the same in this situation. For the test of publicity, ask yourself whether you would want your behavior reported in the press. The test of universality asks you to assess whether you could recommend the same course of action to another counselor in the same situation. If the course of action you have selected seems to present new ethical issues, then you’ll need to go back to the beginning and reevaluate each step of the process. Perhaps you have chosen the wrong option or you might have identified the problem incorrectly. If you can answer in the affirmative to each of the questions suggested by Stadler (thus passing the tests of justice, publicity, and universality) and you are satisfied that ou have selected an appropriate course of action, then you are ready to move on to implementation. 7. Implement the course of action. Taking the appropriate action in an ethical dilemma is often difficult. The final step involves strengthening your ego to allow you to carry out your plan. After implementing your course of action, it is good practice to follow up on the situation to assess whether your actions h ad the anticipated effect and consequences. The Ethical Decision Making Model at a Glance 1. 2. 3. 4. 5. 6. 7. Identify the problem. Apply the ACA Code of Ethics. Determine the nature and dimensions of the dilemma. Generate potential courses of action. Consider the potential consequences of all options, choose a course of action. Evaluate the selected course of action. Implement the course of action. It is important to realize that different professionals may implement different courses of action in the same situation. There is rarely one right answer to a complex ethical dilemma. However, if you follow a systematic model, you can be assured that you will be able to give a professional explanation for the course of action you chose. Van Hoose and Paradise (1979) suggest that a counselor â€Å"is probably acting in an ethically responsible way concerning a client if (1) he or she has maintained personal and professional honesty, coupled with (2) the best interests of the client, (3) without malice or personal gain, and (4) can justify his or her actions as the best judgment of what should be done based upon the current state of the profession† (p. 58). Following this model will help to ensure that all four of these conditions have been met. How to cite A Practitioner’s Guide to Ethical Decision Making, Papers

A Psychological Study of the Strange Situation

Questions: 1. What is homeostasis? 2. How is body temperature maintained including why this is necessary for the organism? Water is important for homeostasis how are water levels maintained within the body and why it is important to do so? Insulin and Glucagon are homeostatic hormones how is this case and why are they necessary? 3. For each of the subdivision you have labelled above explain their functions within the nervous system and in the case of certain answers their relationships to each other Nervous system, central nervous system, peripheral nervous system. 4. Explain the relationship between structure and functions of the excretory system and what organs are involved in the excretory system and what structures do they carry out this role use annotated diagrams as part of your answer? Answers: 1. Homeostasis is a process of maintaining optimum conditions of all the biochemical and metabolic interactions in the body of any organism to sustain their lives in constantly changing environment. The body temperature and balance of acidity and alkalinity that is pH is also maintained by the process of homeostasis (He et al. 2012). When body encounters an imbalance in the normal range of any one of the important metabolites; it immediately activates its endocrine, nervous, renal and other associated systems to restore the normal body conditions. Homeostasis is a characteristic feature of all organisms from unicellular to multicellular organisms. The process enables different organs and systems of our body to work cooperatively in order to achieve the desired result (Hooper Macpherson, 2015). 2. Temperature regulation in the body is done by homeostasis. There are two different kinds of animal endotherms- those who generally maintain a constant body temperature and ectotherms- those whose body temperatures changes with eternal factors. In case of humans the body temperature is regulated by the hypothalamus. Hypothalamus is the thermoregulatory center of the human body which acts as a sensor and detects small variations in the body temperature (Forster, Hirst Atkinson, 2012). There are two different lines of thermo receptors beneath the skin which senses the change in the temperature and tranduces the signal to the hypothalamus. If it is too hot then the heat loss centre of the hypothalamus is activated but when it is too old then heat generating centre gets activated. The hypothalamus then sends response to the effectors of the autonomic nervous system. Temperature homeostasis is very important for animals to live in this constantly changing environment. Human body comprises of so many organ systems for performing specific works. The biochemical pathways performed by these systems involve active participation of a wide array of enzymes. Enzymes need an optimum temperature for their activity. The ambient temperature or the normal body temperature of humans generally serves as the optimum temperature for the enzymes to carry their normal funtion. So if temperature of the body changes then these enzymes will not function properly thereby hindering the cascade of the biochemical pathway. In addition to that enzymes are denatured at high temperature that is their native structure gets destroyed and the enzyme no longer remains functional. The biochemical pathways are catalyzed by enzymes but if their native structure is lost then the metabolic pathways will be blocked (Culling, 2013). The ultimate result of this will be dysfunctioning of the organs and the systems. So temperature homeostasis is necessary to keep all the physiological and metabolic pathways of our body in their normal condition. Water is the important component of all cells because 55% of the cell comprises of water. Water activity is an essential feature of every cell. This term determines the percentage of water content in a cell. Water is the main component of blood too as it maintains blood volume. Water potential of blood needs to be regulated in order to prevent water loss from the cells. This regulation is also done by the hypothalamus which contains osmoreceptors. The osmoreceptors detect small change in water potential. A drop in the blood volume causes a sudden fall of blood pressure. The hypothalamus signals the brain to impart a feeling of thirst indicating requirement of water in the body. Hypothalamus also releases Antidiuretic hormone which opens the water channels of the endothelial cells of the collecting tubule of the nephrons (Ainsworth et al 2014). A hormone called rennin, released by the kidney activates another hormone Angiotensin II which constricts the blood vessels and in turn increa ses blood pressure. Water also receives the toxins from the cells and excretes them out of the body. Gaseous substances like oxygen and carbon-di-oxide are also carried by water. These two gases are carried by the blood and blood is mostly composed of water. Oxygen get dissolved in the watery portion that is the plasma of the blood and carried to the cells to meet the requirement of oxygen. On the other hand carbon-di-oxide, released due to excretion of the cells, get dissolved in the plasma of blood and forms carboic acid, a mild acid, and finally comes to the lungs (Hannon et al. 2012). There in the lungs the CO2 diffuses out of the blood and finally from the lungs. Body temperature is also regulated to some extent by water. Water provides an efficient mean of regulating the body temperature. During sweating, water is released from the sweat glands and evaporates from the skin; this in turn decreases the body temperature because when water evaporates it takes the heat from the bod y so the temperature lowers. Glucose is the principal carbohydrate which is transported in the cells. Glucose level needs to be controlled in all the cells. Generally glucose concentration should remain within 0.8 to 1 g/dm3 of blood. When glucose level in the blood rises up then the situation is called hyperglycaemia and when it falls then it is known as hypoglycaemia. Both the cases are fatal and even can lead to death. Glucose homeostasis is done by two hormones called insulin and glucagon. Both the hormones are released from the endocrine glands pancreas. Pancreas contains a region of hormone secreting cells called Islets of Langerhans. The hormones insulin and glucagon are secreted by the and cells of the Islets of Langerhans. Pancreas has receptors which sense the concentration of glucose in the blood. Insulin and glucagon have antagonistc effect on the blood glucose level (Trung et al. 2012). Insulin stimulates cells to uptake glucose for using in the cellular respiration process. Insulin turns on a sig nal transduction pathway that converts glucose into glycogen by the process called glycogenesis. This process causes polymerization of glucose into glycogen and thus concentration of free glucose in the blood decreases. On the other hand, glucagon cleaves glycogen polymer and produces glucose monomer by a process called glycogenolysis. After taking a full meal free glucose level in the blood increases. This high blood glucose stimulates the pancreas to release insulin from the cells. The insulin triggers the glycogenesis process to switch on and polymerize free glucose into glycogen. But when blood glucose level is very low then the endocrine system triggers the glycogenolysis process to turn on and break down glycogen into glucose rendering an increase in the free glucose level in blood. Both insulin and glucagon are essential for the cells otherwise blood glucose level will be disturbed. If insulin is not released during rise in blood glucose then free glucose will not be utilized by the cells. As a result hyperglycaemia will be caused. This situation is commomnly known as diabetes mellitus. High concentration of glucose often spills out in the urine causing a serious health problem. So diabetic patients commonly need insulin therapy in which insulin is given to the patient intravenously from outside. If glucagon is not secreted properly then a condition called hypoglycaemia occurs in which the blood glucose level suddenly falls. Hypoglycaemia can lead to coma and even death. So these two hormones need to be secreted properly otherwise diabetes or hypoglycaemia may lead to serious health concern (Cantley Ashcroft, 2015). 3. Nervous system, central nervous system, peripheral nervous system Nervous system is the signaling centre of the body. It controls and coordinates different physiological, morphological and metabolic functions in the body. The main function of the nervous system is to respond to any internal or external stimulus of the constantly changing environment. Nervous system coordinates muscular activity as well as the internal relationship of the internal organs (Mathias Bannister, 2013). Function of the central nervous system: The three parts of the central nervous system performs three different functions. The forebrain helps in thinking, analyzing, learning, coordinating the activities of the motor nerves. The mid brain controls motor function, helps in visual and auditory functions. The hind brain transmits sensory information. It also helps to maintain body balance, movement, digestion, respiration and maintain heart rate. The spinal cord delivers information to and from the brain. The spinal cord is the main component of the reflex arc so it controls and coordinates reflex actions (Cantley Ashcroft, 2015). Function of the peripheral nervous system: Peripheral nervous system is involved in the voluntary actions by the skeletal musles. It contains three types of nerves-spinal, cranial and association nerves. Spinal nerves transmit signals to the spinal cord. Cranial nerves helps in smell, vision, taste etc. Association nerves help in coordinating motor and sensory functions. 4. The system which helps to remove waste products from the body is called the excretory system. The principal organs of the excretory system are two kidneys. Kidneys are bean shaped and composed of its structural and functional units the nephrons. The kidneys are located on the either side of the backbone. There are two regions in the kidneys- the outer cortex and inner medulla (Ransohoff Brown, 2012). Waste products from the cells enter into the kidneys through blood. Renal artery carries blood to the kidneys and renal vein carries blood from the kidneys. The blood containing waste products get purified in two kidneys. Figure: Excretory System (Source: My organ donation project, 2015) The waste formed in the kidneys then pass through ureters and stores in the form of urine in the urinary bladder. Urine is formed in the nephrons by reabsorption of water which is aided by a hormone called Anti-di-uretic hormone or ADH. Urine contains salts, organic compounds and most importantly uric acid and urea. Uric acid is formed due to nucleic acid decomposition and urea is the product of amino acid metabolism (Tortora Grabowski, 2003). Nephron is the structural and functional unit of kidney. It contains a capsule like structure called Bowmans capsule below which there is a tubular part called the proximal convoluted tubules. The proximal convoluted tubule is followed by a U shaped tube known as Henles loop and then another tubule called the distal convoluted tubule. The distant convoluted tubule ultimately opens in a wide tube known as collecting tubule. The collecting tubule receives the urine. Bowmans capsule contains a complex network of blood capillaries called the glomerulus. Blood enters the glomerulus by renal artery and gets purified over there. Due to the high pressure the plasma is separated from the blood producing glomerulus filtrate. Carbohydrate, protein and fat metabolism produces different toxic waste products in the body which should be washed off from the body. Excretory system of our body performs this task. Metabolism releases nitrogenous and non-nitrogenous wastes in the cells. These wastes are highly toxic for the cells and if not removed they will exert cytotoxic effects. Proper functioning of the excretory system eliminates nitrogenous wastes, toxins and all other metabolic wastes from the cells (Tindale, 2014). References: Ainsworth, M. D. S., Blehar, M. C., Waters, E., Wall, S. (2014). Patterns of attachment: A psychological study of the strange situation. Psychology Press. Cantley, J., Ashcroft, F. M. (2015). QA: insulin secretion and type 2 diabetes: why do -cells fail?. BMC biology, 13(1), 33. Culling, C. F. A. (2013). Handbook of histopathological and histochemical techniques: including museum techniques. Butterworth-Heinemann. Forster, J., Hirst, A. G., Atkinson, D. (2012). Warming-induced reductions in body size are greater in aquatic than terrestrial species. Proceedings of the National Academy of Sciences, 109(47), 19310-19314. Hannon, M. J., Finucane, F. M., Sherlock, M., Agha, A., Thompson, C. J. (2012). Disorders of water homeostasis in neurosurgical patients. The Journal of Clinical Endocrinology Metabolism, 97(5), 1423-1433. He, C., Bassik, M. C., Moresi, V., Sun, K., Wei, Y., Zou, Z., ... Levine, B. (2012). Exercise-induced BCL2-regulated autophagy is required for muscle glucose homeostasis. Nature, 481(7382), 511-515. Hooper, L. V., Macpherson, A. J. (2015). Immune adaptations that maintain homeostasis with the intestinal microbiota. Nature Reviews Immunology, 15(5), 329-329. Mathias, C. J., Bannister, R. (Eds.). (2013). Autonomic failure: a textbook of clinical disorders of the autonomic nervous system. OUP Oxford. My organ donation project,. (2015). Excretory System. Retrieved 4 July 2015, from https://bricenojoseorgandonation.weebly.com/excretory-system.html Ransohoff, R. M., Brown, M. A. (2012). Innate immunity in the central nervous system. The Journal of clinical investigation, 122(122 (4)), 1164-1171. Tindale, A. (2014). Biology: A Concise Revision Course for CXC. Nelson Thornes. Tortora, G. J., Grabowski, S. R. (2003). The endocrine system. principles of anatomy and physiology. 10th edition, New York. John wiley and sons Inc, 620. Trung, V. N., Yamamoto, H., Yamaguchi, T., Murata, S., Aimi, Y., Kuwahara, A., Tani, T. (2014). Intact neural system of the portal vein is important for maintaining normal glucose metabolism by regulating glucagon-like peptide-1 and insulin sensitivity. Peptides, 52, 38-43

Compare and contrast The Red Room by H G Wells, with opening chapters of Jane Eyre Essay Example

Compare and contrast The Red Room by H G Wells, with opening chapters of Jane Eyre Essay Both The Red Room by H G Wells and Jane Eyre by Charlotte Bronte, were written in the nineteenth century. The main focus in the short story by H G Wells is the red room, while the red room in Jane Eyre is part of a novel. Charlotte Brontes story is about an orphaned ten-year-old child called Jane Eyre, who is living with her Aunt Reed at Gateshead Hall. She is excluded from the family in the household and it becomes obvious to the reader that they dont approve of her or like her at all. Jane herself is aware of this, as she says I was a discord in Gateshead Hall. She has a very bad relationship with the family; especially Master John, who bullies her in the opening chapter of the book. Jane is an outcast to every privilege in the house, and her Aunt is very cold and aloof towards her. When Master John provokes her and throws a book at her in the first chapter, she retaliates and is forced into the Red Room, by her Aunt, who immediately defends her son. We will write a custom essay sample on Compare and contrast The Red Room by H G Wells, with opening chapters of Jane Eyre specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compare and contrast The Red Room by H G Wells, with opening chapters of Jane Eyre specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compare and contrast The Red Room by H G Wells, with opening chapters of Jane Eyre specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The Red Room by H G Wells, is a short story about a nameless visitor to Lorraine Castle. The person, who is assumed to be a man, is volunteering to enter The Red Room for the night, in order to prove or disprove the existence of a ghost or supernatural force in the room. This is different to Jane, who is forced to enter the room. He talks to three elderly people before entering the room, and they explain to him the mystery of the room, helping to create tension between them. They obviously fear the room, and they explain to the man many times that he is entering the room at his own choosing. Both stories are written in the first person narrative, which allows the characters to describe their feelings in detail; especially when inside the Red Room. Jane Eyre is also an eponymous story. The reader is given a brief description of Janes life, and we find that she is a ten-year-old orphaned child living with her Aunt. The opening chapter describes the way Jane is lost in her own little world, looking at pictures and reading books, which portrays her as an imaginative child, full of happiness. Janes intelligence is also underlined here and her capacity for reasoning analysis in her account of Cousin John is noticed. But another side of her personality is shown as well, when she looses her temper with Master John, and calls him a Wicked and cruel boy! She has obviously had enough of being bullied by the family, and her feelings towards them are underlined here. She says that other feelings were succeeding her, which again shows us that she felt hatred towards the family and the surroundings. The man in the Red Room on the other hand is a mystery to the reader, as no information at all is given about him. This is different to Jane Eyre, where we get to know the character well. He is portrayed as a very calm but somewhat impertinent character, as he tells the elderly people at the start that it would take a very tangible ghost to frighten him. This is a very pompous tone, which immediately gives the reader the impression that he is very confident in his actions. He is reminded several times by the man with the withered arm that it is his own choosing, to enter the room, but he is still very confident, which contrasts against Janes reaction to entering the room. There is no mystery surrounding the characters in the opening chapters of Jane Eyre, as they are all relatives or familiar to Jane. I feel that this helps to familiarise the characters to the reader and underlines Janes troubled background. Master John is portrayed as a frightful young boy, and Jane says that there were moments when I was bewildered by the terror he inspired. Bessie and Miss Abbot are also described as being very stern with Jane, which again underlines the unfairness shown towards Jane. The other characters in The Red Room are portrayed as being very old, as they are described according to their appearance, for instance, the man with a withered arm and the man with a shade. They are also portrayed as being both wise and perceptive, as shown in the phrase Many things to see, when ones still but eight-and-twenty. A sense of unfamiliarity is conveyed by the mystery of the characters in the Red Room, which is a contrast to the sense of accustomed behaviour between the family in Jane Eyre. The opening atmosphere in Jane Eyre is described as being very dark, as it is raining with clouds so sombre. This immediately, portrays the large house as being gloomy and the weather is used by Charlotte Bronte, to reflect Janes feelings at the time. Lorraine Castle in the Red Room is also a very big and old place, showing similarities to Gateshead Hall. The man with the withered arm describes the spiral staircase and the long passage in the castle, which gives the reader an image of an old, neglected building. This is different to Gateshead Hall in Jane Eyre, which is described as being quite warm and comfortable. When Jane is taken to the Red Room it says that she resisted all the way, which shows the reader that she hated the room and was terrified of it. She is being taken to the room against her own will and she says that a moments mutiny is the reason for this, which implies that she feels the family is against her. She also refers to herself as a rebel slave, which again shows that she is a captive, not a volunteer to the Red Room. During the build up to the room, the author tries to make the reader feel pity for Jane. Bronte creates pathos towards Jane in a number of different ways. Her use of adjectives such as wicked and rebel slave help to create this sense of pathos. The servants attitude towards her is also used to reinforce this as they call her a wicked child. This is very extreme and emotive language, considering that Jane is only a ten-year-old child. Details of Janes background are also used to create pathos, as we are told how her Uncle had died in the room. The build up to the room in H G Wells short story is also used to create tension. Descriptions like chilly, dusty and shadows convey the darkness in the castle, while the mans loss of confidence as he stopped for a moment, helps to give the castle a mysterious aura. Jane is beside herself going into the room but the man in The Red Room is sceptical, but is willing to enter the room. The author also makes no attempt in making the reader feel sorry for the man in The Red Room, while every effort is made for the reader is made to feel sorry for Jane. There is a very detailed description of the Red Room in Jane Eyre. A sense of imprisonment is created when they lock the door, which immediately has an effect on Jane. An image of a prison cell is again created when the room is called a spare chamber. The feeling of neglect is also conveyed as she describes the room as very seldom slept in. Red is emphasised by the author in the description, also the repetitive use of red in the deep red curtains, red carpet and the crimson cloth also links to the red described in the room. I think that the colour Red is emphasised by the author, for many different reasons. Red is a very deep and rich colour, which immediately conveys the dark, mysterious surroundings within the room. Red is also associated with blood, which holds a strong religious connection, and could also be linked to the death of her Uncle. Large and dark furniture are brought to our attention by the author; with massive pillars of mahogany and chairs of darkly polished The word white is juxtaposed against the darkness in the room, while there is a certain element of irony in the fireplace, as it again contrasts with the gloomy and cold atmosphere in the room. Death is also represented in the room with the reference to the undertakers men being a link to the death of her Uncle. There is a religious connection as she says that there is a sense of dreary consecration. When land is consecrated, it is made holy; therefore the death of her Uncle is emphasised by this connection. The Red Room in Wells story is also conveyed as being very dark and gloomy. It is described as being a large and sombre room, with shadowy window bays. These descriptions are similar to the Red Room in Jane Eyre, as it, was also very large and gloomy. H G Wells use of metaphors help to convey the darkness in the room, for example, My candle was a little tongue of light in its vastness which tries to convey the room swallowing the light, and an ocean of mystery which describes the vastness of the mystery surrounding the room. Both Jane and the man, start to lose confidence as they spend more time imprisoned in the room. Even Janes own reflection is starting to scare her. It reminds her of Bessies old stories and she feels that Superstition was with her. There are two big mirrors in The Red Room also, which underlines similarities in both rooms. As Jane is left alone, she thinks about how she was treated, and she is distressed to realise that she is a total outcast. As time goes on in the room, she recalls that she is in the same room that her Uncle Reed had died and gets very distraught. This causes her to fear his ghost and this again conveys her powerful sense of imagination. The man also becomes very distraught as time goes by. In a similar way to Jane Eyre, a young Duke had also died in the Red Room in Lorraine Castle, but the man tries not to think about this, unlike Jane. Instead the man occupies himself by talking and lighting candles. When the flames start to disappear, the mans imagination gets the better of him, and like Jane he starts to panic. The concentration of verbs are very intense while the man panics as the author uses verbs like stumbled, fell, snatched, swung and thrust, to emphasise the excitement in the room. Jane has a species of fit towards the end, which is very similar to the man who gets knocked unconscious after falling and striking his head. The rooms drive both to panic as their imaginations get the better of them. The man explains to the old people at the end that it is fear that haunts the room. This means that the room causes the imagination to get the better of you; this is also true in the red room in Jane Eyre. I consider fear, to be an important theme in both stories. Both Jane Eyre and the man are driven to insanity by the constant sense of fear in the rooms. Both authors emphasise the fact that apprehension and dismay alone, causes fear in the rooms. H G Wells chose the title The Red Room for his short story because the room is the main focus of the story. The story is based on the red room and its mystery, which is finally explained by a mysterious young man who witnessed the fear inside the room. The Red Room is also chosen as a title, because of the symbolic meanings of the colour. Red is symbolic of blood, which contains a religious connection. This can be associated with death or supernatural forces which immediately reflects the feeling of fear inside the room.

Gahndis Seven Sins essays

Gahndis Seven Sins essays Gandhis creed stated seven sins: wealth without work, pleasure without conscience, knowledge without character, commerce without morality, science without humanity, worship without sacrifice, and politics without principle. These sins are committed everyday in business and in people lives. Wealth without work, includes playing the stock market; gambling; and sweatshop slavery. With capitalism and materialism spreading around the world the area between a day's hard work and sitting back and profiting from other people's labor is growing. Pleasure without conscience, people find ways of bringing excitement to their everyday lives. Taking drugs and playing dangerous games cause health problems. Irresponsible acts of sexual pleasure also cost the peoples health. Not only do young people lose their childhood but babies are brought into the world and often left uncared for. The emotional, financial, and moral price is on everyone. We ignore spiritual pleasures of life and prefer t he physical pleasures, which is "pleasure without conscience. Knowledge without character is the obsession with materialism that makes us concerned about getting knowledge to get a better job and make money. If someone scored "A's" in every subject and o maintained his grades. He would be known to have become a bookworm. When he passed and got a job, he would not be able to deal with people. He had no time to learn these important parts of life. In return, he could not live with his wife, children nor work with his co-workers. All those years of study and excellent grades did not bring him happiness. Therefore, it is not true that a person who is successful in wealth is necessarily happy. Then theres commerce without morality, we commerce without morality to make more money by any means possible. Price inflation, imitation of brand name products, cheating and making false claims are a few of the ways ...

Is the current state of the law satisfactory in the way it deals with Essay

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Weighted Average Cost of Capital (WACC) Essay Example | Topics and Well Written Essays - 1250 words

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