Juan Bolivar Soto Essays (839 words) - Speculative Fiction, Fiction

Juan Bolivar Soto Teacher Budhram Pre-AP World Literature February 2017 New Beginnings Lian Hearn is an Australian author that was captivated by the Japanese culture since she was very young. She was mesmerized by the diverse traditions she had the opportunity to learn when she visited Japan in 1993. In her book, "Across the Nightingale Floor", she utilizes many literal devices through the course of the story to describe the events and illustrate a detailed imaginary picture of the situations taking place for the reader. Surviving a mass murder upon your village is not an easy task, starting all over again? Even harder. In the narrative the main character unravels his fear yet determination to become the new man he had to befit, through grief and sorrow, bravery is shown and ambition to pursue greatness among the Otori and avenge the Murder of his past domain. The story begins with the protagonist Tomasu, later known as Takeo, whom develops heightened senses of hearing and alternate powers after losing his family in a mass murder driven by discrimination by the lord Id a Sadamu. His domain is the most powerful of the 3 clans: Ida, Otori and Noguchi gaining his power through merciless conquest, battles and persecutions. Takeo emotionally unstable, shocked and full of sorrow is saved by Lord Otori whom finds him disoriented in the woods running away from Ida's men whom are pursuing him from causing their lord to fall off his horse, refusing to let go of the fugitive Otori takes Tomasu in giving him the chance to start a new life as a member of the Otori Clan, change his name and beliefs with the opportunity to avenge his family. Lian Hearn, the author of the book, uses imagery to represent the scenery and acute hearing Takeo experiences during the making of his new unraveled self. During the travel to the Hagi Village where the Otori live, they pass through other towns and mountains where Lian describes the scenery through the imagery literary device to appeal to our senses as well as to in detail describe the heightened hearing ability he is able to discover and prove in his stay at each one of the villages. In the story, Takeo is able to hear sounds such as water falling from far away, birds chirping up in the sky, the clapping of wish swimming on the surface of lakes miles away and most accurately the voice of servants and maid's rooms away yet with the same quality as if they were whispering their conversations right onto his ear. The author not only uses imagery but also personification to describe the newly found powers Takeo obtains after his encounter with Lord Ida "The murmur of a stream sounded to me like the voice of the water spirit, and every time a fox barked or an owl hooted I came awake, my pulse racing." This describes Takeo's perception of sounds at night while he tries to sleep but mercilessly failed due to the many sounds he's getting at once. They don't allow him to focus, the smallest of whispers jolts him up, un-allowing him to sleep or take a break. This makes Takeo nervous, for he had never heard of such thing before and didn't want to speak on it so the other would think he's crazy or to disappoint Lord Otori. He already owed him enough and couldn't risk the chance of embarrassing his savior over crazy assumptions, so he kept this to himself and maintained himself alongside Lord Otori, behaving his best making sure he gave his all to achieving everything the Lord wanted or asked from him . Lian Hearn also uses Metaphors to describe the relationship between Takeo and Lord Otori, the character compares the events to that of a Heron searching for his fish "Otori Shigeru was the heron, and I was the little wriggling thing he had scooped up, plunging down the mountain into my world and swooping away again", through this metaphor the character explains how Otori protected him, took him under his wing without asking for anything but appreciation, swooping him away from everything he has ever known into a strange world he has yet to get accustomed to. It

Seasonal and Unseasonable

Seasonal and Unseasonable Seasonal and Unseasonable Seasonal and Unseasonable By Maeve Maddox With all the storms, flooding, and unusually low temperatures in the news, Ive been noticing a proliferation of the word unseasonal. Unseasonal rain may continue Southerners lamenting the loss of summer need to brace for more unsettled and unseasonal weather in the coming days Unseasonal weather and flower production will there be a shortage? Unseasonal spring storms are hitting the South In each of these examples, the weather being described is seen as not being usual for the time of year. The appropriate word in this context is the negative of seasonable, which is unseasonable. seasonable: Occurring at the right season, opportune. Of weather, etc.: Suitable to the time of year. The word seasonal differs in meaning from seasonable. seasonal: Pertaining to or characteristic of the seasons of the year, or some one of them. Things that change with the season are seasonal. One speaks of seasonal occupations, seasonal employment, and seasonal products. Strictly speaking, seasonal does not have a negative form. This unusually cold, wet weather were experiencing in the South this May is unseasonable. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesOne Fell Swoop

Family Nurse Practitioner in Primary Care Assignment

Family Nurse Practitioner in Primary Care - Assignment Example The program was widely opposed by physician and nurses and many people from the nursing profession, their objection was regarding the title of the program as they believed that it is something very ambiguous and such training programs in primary care will easily â€Å"control and devour nursing education and practice† (O’Brien, 2003). With the passage of time, primary care programs for nurses have grown and have been classified into different programs: Women Health Nurse Practitioner, Family Nurse Practitioner, Neonatal Nurse Practitioner, Adult Nurse Practitioner, Pediatric Nurse Practitioner, Acute Care Nurse Practitioner, Geriatric Nurse Practitioner and Psych-Mental Health Nurse Practitioner. A family nurse practitioner is a registered nurse with a Bachelor of Science in Nursing and Masters of Science in nursing degree. A family nurse practitioner is also a qualified and competent member of the healthcare sector, who is ready to fill a sensitive position of family nurse practitioner in primary care to provide services to meet the demands of the society. Family Nurse Practitioners have proven their efficiencies and effectiveness in providing high quality and cost effective health care services and health care consumers have also sensed the importance and value of a good service. A family nurse practitioner has several roles to choose from as a base for her career. FNP is able to serve the population living in both urban and rural areas such as hospitals, public health departments, physician offices, HMOs, community health centers, nursing homes, home health agencies and student health clinics. FNP is capable of providing them health care in acute illness, high blood press ure, headache, diabetes, chronic illness and obesity (Zerwekh. & Claborn., 2004). After the completion of nursing program/studies, nurses have many choices of roles to choose from as a final field to start practice. For a nurse practitioner,

The Hisory of Investigations Research Paper Example | Topics and Well Written Essays - 3000 words

The Hisory of Investigations - Research Paper Example This research tells that historical aspect of investigations is widely studied in cultural, social, political, and economic concepts. The recent decades have seen vast numbers of researchers and scholars develop interest and enthusiasm to the study of how investigations are conducted, as well as the rationales for these processes. This includes investigation activities primarily owing to the drastic pace of industrialization, the arising security needs in all phenomenon, the improvements in the technological knowledge, and rampant changes that have taken preeminence in all realms among others. Investigations have been conducted since the beginning of the middle age as a result of knowledge requirements by the early man, who made many historical discoveries. The carrying out of investigations acts as a vital instrument in the provision of a road to essential information discoveries in accordance with its requirements. Moreover, the impacts of investigations conduction include vital in formation retrievement, the realization of various problems that are taken as matters of concern by particular people and at particular periods or seasons as well as providing a rationale for implementing change within various sectors. The context of investigation is quite wide owing to it application in all realms regardless of the kind of operations that are dealt with. Appropriate investigation procedures are those that employ ample methodologies and approaches with an intention of promoting effectiveness and efficiency measures in addition to providing the desired findings.... It is also crucial to provide a presentation of the investigation process conduction by the subjects entrusted with such roles. This will also study factors that influence the need for investigations, its development, and limitations, in addition to the strengths and weaknesses of a public defendant’s office. An overview of the context of investigations The process of studying phenomena in details to enhance comprehension of its course of action entails investigations. The investigation that is conducted in any study field entails efforts of a team, individual searches, or classes of professional groups in certain fields. A wide array of specific studies and subjects are applied in distinct phenomena in order to develop better comprehension of the original requirements. The completion of any kind of investigation entails the interplay of the factors driving to such a study need, the importance of the investigation being conducted, the involved investigators, as well as the sco pe into which the investigations are conducted. The methodologies and processes of conducting the investigations also play a major part in the investigation activities. In addition, evidence of study by investigators include the skin cells or body fluids that are biological like, course dynamics and fingerprints in the study of crimes and other required areas (Husserl and Moran xxix). Investigations require the application of proper formats with the intention of capturing real details in the required field. Different investigators apply distinct investigatory procedures and methodologies in a bid to promote efficiency and effective measures. There are different phenomena in the

Tort law Essay Example | Topics and Well Written Essays - 1000 words - 4

Tort law - Essay Example This case had to be referred to the Law Commission due to the uncertainties and lack of sufficient material to make judgment about the case. Another similar case was that of Addie v Dunbreck 1929 AC 358. In this case the judge ruled on that the owner of the land must avoid negligently avoid harming the trespassers. This judgment raised the question about duty of care. Because of this case a commission was formed in the UK to investigate this case which later decided that the legislature should come up with the duty of care to be owed to uninvited visitors or trespassers (Mullis, 2011). This proposal was also endorsed by the Pearson commission. The case of White v The council of the City and District of St Albans 1990 was the first case that endorsed this law. In the ruling of this case, the judge ordered that all working and especially construction places be well fenced to a reasonable ground to prevent damage and injury to the trespassers. It is however important to notice that the 1984 ACT has no valid statements which indicate that the duty can be excluded from the occupier. On the other hand there has been suggestions that this is possible especially because since there are no provisions which forbids the exclusion. The 1977 Unfair Contract Terms Act seems to weaken this law since it does not apply to the 1984 Act. The 1957 Act is however supported by the case of Beddeley v Earl Granville 1887 19 QBD 423 which shows that a statutory duty is not under any form of exclusion however no case is law is directly relating to the Act. Strict liability means that a party is imposed with a liability without evidence of committing any offense such as negligence or tort (Alix Adams, 2012). For quite a long time strict liability have been applied to animal cases since animals do not have the right conscious to make decisions (Elliott & Quinn, 2007). The defendant find him/herself imposed with a liability without fault for

Pretend Plays role in childrens cognitive development

Pretend Plays role in childrens cognitive development For many years, researchers have been interested in the implications of pretend play in child development; and whether imagination influences how well children evolve in later life. Presently, pretend play is claimed to contribute exceedingly to a childs social and academic wellbeing, with increased emphasis imposed upon pretend play and its relation to cognitive development. From studies supporting clear links between pretend play and cognitive competence; researchers have proposed numerous theories that have contributed to a better understanding of whether pretend play may be implicated in child development. Accordingly, this essay will argue that pretend play is related to several components of cognitive development; while also proposing that a range of variations across cultures in the types, structures and frequencies of pretend play may exist, with such variations influencing a childs development. Utilizing evidence from a study by Joseph (1998), the relationship between mental representation (theory of mind) and pretence will be reiterated; with additional evidence by Kraft and Beck (1998), Wyver and Spence (1999) and Curran (1999) used to further emphasize that other cognitive strategies such as self-regulation, narrative recall, problem solving and rule understanding are linked to pretend play. Haight, Wang, Fung, Williams Mintzs (1999) study will evidently support the idea that several cross-cultural differences exist in the pretend play of children. Fantasy play or pretend play is defined as simple imitative actions done in a non-functional context (Smith, 2010), involving certain actions, use of objects, verbalizations or meanings. The first phase of pretend play or decent-ration is said to surface at the age of one, when young children begin to use an actor, object or action to symbolize reality (Sigelman Rider, 2009). By the age of two, children begin to join in pretence; initiating imaginary actions, playing with imaginary objects or imitating their parents; a stage known as de-contextualization. Pretend play increases in frequency and sophistication at around two to five years of age, when children incorporate their ability for pretence and their increase in social play to form social pretend play, or play which allows them to interact with peers or caregivers. Later, children show the ability to integrate pretend acts together in order to create a narrative. It is this type of play in particular that requires a high deal of social competence, including the theory of mind or people reading skills (Sigelman Rider, 2009); two theories proposed by some researchers and discussed to some extent in this essay. Engaging in pretend play allows children to construct and develop their theory of mind, hereby understand other peoples perspectives, and overcome egocentrism. This relationship between pretend play and the development of mental representations or Theory of Mind (TOM) was first introduced by Leslie; when it was suggested that children have the capacity for metarepresentation (Leslie, 1987) or multiple mental representations and that pretence aids a childs ability to understand mental states (Leslie, 1987) of self and of others. Recent laboratory studies of theory of mind indicate younger children often show understanding of others thinking and beliefs in their naturally occurring play (Bergen, 2002). Joseph (1998) conducted a series of experiments of 3 and 4 year old children and their understanding of pretend behaviors through their ability to distinguish between an involuntary behavior and the same behavior acted through a pretend action. It was concluded that children aged 4 were able to discriminate the intentionality of the pretend behaviour (Bergen, 2002), and although relatively low, evidence was also found 3 year olds showed an emerging understanding (Joseph, 1998). These findings oppose prior suggestions that children under the age of 5 do not evaluate intent from action-outcomes and do not understand the role of intention in pretend. Focus was also emphasized on understanding of pretend as a mental state and whether this may result in a childs appreciation of pretend as mental representation (Joseph, 1998). While 5 year olds were able to associate the knowledge condition of pretense well, 4 year olds showed little understanding. However, Joseph suggests that 4 year olds were failing the task not because they saw pretend as a strictly behavioural phenomenon because they were associating pretense with a mental state of ignorance (Joseph, 1998). It is important to point out that the relative low performance of 4 year olds in tasks evaluating their unders tanding of pretend, could be an indication of the difficulty, but not the absence in a childs reasoning formally about the logical relations between intention, knowledge and pretend (Joseph, 1998); proposing an underestimation of a childs ability to recognize mental states in previous studies conducted. Importantly, however the study does point out that throughout the experiment children were aware of the characters states of pretending, hereby eliminating them of creating their own determination of pretend; and a possible limitation of this study. Overall, however this study shows that children understand the mental and subjective features of pretence by age of 3 or 4 years (Joseph, 1998) and are able to reason correctly about counterfactual mental representations in the context of pretend play before they are able to do so in the context of belief (Joseph, 1998), hereby supporting the relationship that pretend play contributes to the development of the theory of mind and therefore to cognitive development. Following in the footsteps of Lev Vygotsky, who proposed the young infants use speech as a way of regulating their behavior, it has also been suggested that pretend play aids a childs higher cognitive functions, including self- regulation and narrative recall. Expanding on this theory of the use of speech to regulate behavior, mainly through internal thought; Krafft and Beck (1998) conducted an experiment in order to compare the use of private speech in children of preschool age attending play based programs. It was concluded that speech did occur predominantly during the program; specifically during pretend play. They suggested that for preschool children make-believe play serves as a vital context for the development of self-regulation (Krafft and Beck, 1998). Furthermore, the study proposed that pretence within a social setting, which allows children to determine task goals and carry them out (Bergen, 2002); gives children an opportunity to practice and use self-regulating speech compared to play environments which are guided by prior goals or adult direction. Similarly, in a study conducted to examine cognitive change and pretend play, Kim (1999) tested 4 and 5 year old children on their ability to understand narrative structures; by way of reenactment of stories to condition using storytelling. It was found that children in the pretend play condition use more elaborative narratives and had higher levels of narrative structures (Kim, 1999). Additionally, children showed relatively higher rates of narrative recall in the pretend enactment and even at a later time when asked to retell the story. This strong evidence between self-regulation and narrative recall and pretend play suggests a clear link that pretend play does enhance cognitive development; as it was proven that speech was highly correlated with pretend play and that children who engage in pretend play create more complex narrative stories and prove to have a higher rate of narrative recall even at a later stage. Similarly, additional studies have been conducted to further elaborate the effect of play, specifically socio-dramatic pretend play on problem solving and rule understanding. In order to detect this relationship, Wyver and Spence (1999) compared two types of problem solving to numerous categories of play. It was concluded that there seems to be a reciprocal, rather than unidirectional relationship between problem solving and pretend play, with co-operative social play having a more general influence on divergent problem solving and thematic play having a more specific influence on semantic problem solving (Bergen, 2002). Similarly, Curran (1999) conducted an observational study of 3- 5 year old children engaging in social pretence. It was discovered that children could use explicit rules to engage in fair pretend play; while also suggesting that while children construct implicit rules, these rules were harder for them to act out. Curran (1999) found that while play stopped if rules w ere broken when explicit rules were used; the children stopped playing altogether. Interestingly enough, under another condition, children gradually learned the rules if they were foreign to them, while the more experienced children also aided those who were inexperienced in order to keep the play ongoing. Therefore it can be suggested the development of implicit rules, in particular, requires both divergent thinking and comprehension of rules structure (Bergen, 2002), two skills important for later school success. While not extensive, this evidence does point to both definitive and precise ways in which pretence play may aid higher-level aspects of cognition, allowing a child who engage in pretence to develop rule understanding and higher levels of problem solving skills; two clear indications of cognitive development. Pretend play has been studied in several cultures, with aspects of childrens play and cultural differences being the focus; while also emphasizing the assumption that pretend play and development of children is not universally distributed. Much of this research suggests that, although play is often regarded as universal, many researchers propose play to be a culturally mediated activity that may take different forms in different groups (Haight, Wang, Fung, Williams Mintz, 1999). In fact it has been proposed that the physical and social characteristics of environments; such as setting, props, time, individuals around the child and the beliefs of pretend play by adult figures influence development. Using longitudinal data of Irish American families in the United States and Chinese families in Taiwan, Haight et al. (1999) proposed universal, culturally variable, and development dimensions of young childrens pretend play(Haight et al., 1999), arguing several universal dimensions may exi st, but that numerous differences are also evident . It was pinpointed that both Chinese and Irish children used objects in their pretend play, much in conjunction to the theory that for toddlers, objects may facilitate the transition from the literal to non-literal world (Haight et al., 1999), suggesting that for the child to imagine something the child must first define the action. The study also proposed that the act of pretend play in children is fundamentally a social activity as it was found that in other cultural communities, pretend play was primarily a social activity embedded within interactions with family members and friends (Haight et al., 1999). Contrastingly, the study proposed that interpersonal context of pretend play varied amongst the two groups; with the Chinese children pretending more with their caregivers, while the Irish American children were found to pretend considerably more with other children. Variations in the amount of social play is said to exist; as compared to Irish American children, a greater amount of pretend play by the Chinese children was social. However, Irish American children frequently engaged in multiparty pretending in groups of three or more players, often including slightly older children (Haight et al., 1999). Additionally, conduction of caregiver-child play, function of caregiver initiations and centrality of themes vary significantly across cultures. Haight et al., (1999) found that caregiver pretend play in Irish American families was conducted by children, while the opposite applied to the other group. The study also suggests that Chinese caregivers initiations more often functioned as way to practice proper conduct (Haight et al., 1999) and points out that toys around Western children appeared to be toys from childrens movies, suggesting that greater emphasis is placed on fantasy themes. Finally, the study proposed that centrality of objects, particularly toys varied significantly; suggesting Irish American caregivers purchased many objects for childrens pretending, and the majority of childrens pretend play time revolved around toy miniatures (Haight et al., 1999). Chinese children did not exhibit any play with objects, and seemed to rely on shared knowledge of social routines to guide their joint play. Much of the current research on pretend play does not account for variations of culture and do not take into account how such variations play a part over life course development. It is possible that in order to construct a valid theory, research should focus on the relationship between a set of complex ecological and ideological factors and their effect on pretend play (Haight et al., 1999) in multiple cultures or communities, an aspect not focused on in this study. It is clear that universal and variable dimensions of pretend play in certain communities do exist. It can be concluded that such variations may have the ability to create specific and unique development pathways, possibly influencing a childs various aspects of social, emotional and cognitive development, such as theory of mind and higher cognitive strategies, such as rule understanding or later problem solving skills. There has been a growing body of evidence supporting the relationships between cognitive competence and pretend play, as well as the concept of pretend play and its variations across cultures. Pretend play has been positively linked to a childs ability to develop a theory of mind, self-regulation, narrative recall, problem solving and rule understanding. Additionally, variations of pretend play across cultures have been revealed, with a possibility for variable dimensions creating distinctive pathways in play and development itself. It can be suggested, that while current research, based on small scale studies seems insignificant at present, it is fundamentally important for society to continue implementation of pretend experiences in young children; while also implementing further research on the relationship of play and cognition during childhood; as it can been seen from the evidence above that this stage of life has proven to be important and crucial in overall development.

Essay Comparing Beowulf and A Knights Tale :: comparison compare contrast essays

Comparing Beowulf and A Knight's Tale In the stories of Beowulf and A Knight's Tale, there are many different themes. One of the major themes is the religion that runs through both of them, yet both stories have a very different view of religion. In Beowulf, it seems as if God has chosen where our life will end and where it will begin, everything happens by the will of God in a fair and just way. In The Knight's Tale, we see Greek gods playing with the characters and when they "play" with them, there is no real pattern to how they choose things. Each vies is different and this affects the stories in different ways. Beowulf has multiple references to God and how God chooses what happens in his life. For example on the very first page of the story (Beowulf, 27) we see that God saw the need for a king so he sent a king to the Danes. This shows us that God is able to see his people and in a fair and just way he sends them a much needed king. Later on, we see how God punishes those who go against his will. On page 29 we read that Grendel is from Cain. For the eternal Lord avenged the killing of Abel. He took no delight in that feud, but banished Cain from humanity because of his crime. From Cain were hatched all evil progenies: ogres, hobgoblins, and monsters, not to mention the giants who fought so long against God - for which they suffered due retribution. (Beowulf, 29) This shows that for Cain's sin of killing Abel, he receives a just punishment not only to him but also to his "offspring." Also in Beowulf, God decides when people will die in advance. This is shown many times by Beowulf himself. For example, every time Beowulf is faced with a major battle, he always goes in with the faith that if it is God's will, he will be brought out alive. Also, God must give him the victory because he cannot win it by himself. "Tonight we will do without weapons ... God in His wisdom must allot the victory as He thinks fit.

An account of the change in power between Kingshaw and Hooper in chapter eight Essay

Throughout the book up till chapter eight we have come across many battles between Hooper and Kingshaw. One of the battles the boys have is one which is who gains the power over the other. So in this chapter I will be analysing every element where either Kingshaw or Hooper wins the power over the other. Hooper is the first to accumulate the power because he makes out that he has a father who dearly loves him and that he would buy anything for him and Kingshaw knows that his mother doesn’t feel the same about him. He also makes himself to be more knowledgeable than Kingshaw because he wins the discussion on the prices of watches can be more than fifty pounds but Kingshaw does not believe a watch can cost more than fifty pounds. The next discussion though Kingshaw wins as he demonstrates his understanding on nature to prove that smoke kills midge bites and it is not the fire that makes the midges depart. Kingshaw wins control as he picks up a long wide stick thinking to hit Hooper but he resists since Hooper said, â€Å"You’d better try and not hit me†, after his eyes had widened after Kingshaw had picked up the stick. This shows that Hooper was frightened of Kingshaw and felt vulnerable other wise he wouldn’t have said such a comment. Hooper though fights back and wins control of the power as he irritates Kingshaw by saying that, â€Å"Has your mother gone after a lot of people† and following on from that comment he says â€Å"That’s why you came here. You didn’t come think it was anything else, did you? She wants to be married to my father. He’s rich†. Kingshaw is furious by the comments Hooper makes and he wishes that he had hit Hooper with the stick he had picked up earlier. Kingshaw can hardly defend the comments and can only come up with a feeble remark of, † Liar, liar, liar. Your father isn’t anything, she doesn’t even like you father. She hates him.† Hooper continues to frustrate Hooper by making many statements about why his mother wants to be married with his father. Hooper is now firmly in control and Kingshaw feels now hatred for his mother and he blames his fathers death for having to move around peoples houses and not having enough money. Kingshaw regains power after Hooper is having nightmares and he is whimpering in his sleep and talking about his mother. Kingshaw try’s to wake Hooper by quietly speaking to Hooper but because Hooper continued to sob, Kingshaw hits Hooper across the face with the palm of his hand, this causes Hooper to awaken though he was oblivious to the fact that he had been hit by Kingshaw. This scenario enables Kingshaw to have control, as Hooper is vulnerable because he is whimpering and he stated his head is hurting. Kingshaw continues to build his power as Hooper later pleads with him not to leave him alone and go away to look for the way out. Hooper is shown as frightened individual. He uses lines such as, â€Å"You’re not to go away and leave me.† To plead with Kingshaw. Later though Kingshaw succumbed all the power he had built up as he says to Hooper, â€Å"I wouldn’t have really hit you†, and also â€Å"look you needn’t worry, Hooper, we’ve both got to stay here till they come for us†. These two lines by Kingshaw let Hooper have all the power and Hooper ends the chapter with the power as he began it.

Suspense In Julius Caesar Essays - Ancient Rome, 1st Millennium BC

Suspense In Julius Caesar Essays - Ancient Rome, 1st Millennium BC Suspense In Julius Caesar Shakespeares Methods of Suspense In Julius Caesar Shakespeare used many techniques to build suspense in Julius Caesar, but the two events that moved the story the most, the siloqueys by Brutus and the other conspirators and Caesars wifes dream, created the suspense up until Caesars assassination. When the reader reads Brutus siloquey, they feel on edge for the first time. This is a turning point in the story and the reader ponders if Brutus will join the conspirators. When he begins his speech with It must be his death.(Act 2 Scene 1 Pg 49 Line 10) the reader becomes overwhelmed with shock. Since Brutus was one of the most honorable senators, the fact that he would go against his friend generates a sudden urgency in the play. After reading that Brutus deems Caesar as a serpents egg, which hatched would, as his kind, grow mischievous. [We] should kill him in the shell. the reader is anxious that Caesar will be killed shortly (Act 2 Scene 1 Pg 51 Lines 33-36). Since Brutus speech occurred at his house, in private, Caesar remains total ly unaware of Brutus plan, causing the reader to scream in agony of the dramatic irony they've just read. Fortunately for Caesar, his wife has a vision of the coming days events. Calphurnia has a dream that Caesar will be murdered the next day. During Calphurnias dream of Caesars death, the reader gets a feeling of the tension inside the story. Caphurinas dream, one of death and mayhem, and so vivid and graphic it causes her to scream out Help ho, they murder Caesar! three times. (Act 2 Scene Pg. 75 Lines 1-3) Caesar tells Decius Brutus later She dreamt tonight that she saw my statue, which, like a fountain with a hundred spouts, did run pure blood; and many lusty Romans came smiling and did bathe their hands in it. And these does she apply for warnings and portents and evils imminent, and on her knee hath begged that I will stay at home today. (Act 2 Scene 2 Pg 81 lines 81-87) Caesar truly believes that the truth of the vision and the reader believes that he will stay at home. Unfo rtunately, the man Caesar told his dream to happens to be aligned with Brutus. He convinces Caesar that This is all amiss interpreted (Act Scene 2 Pg 81 Line 88). The reader feels the suspense because they know Caesar has just taken the bait and the conspiritors are waiting to reel him in. In conclusion, Shakespeare created such suspense using the foreshadowing by Calphurnia and the siloquey by Brutus that the reader felt an immeasurable amount of emotions that only the great playwright could ensue. Bibliography Julius Caesar William Shakespeare

Why People Commit Crime Essays

Why People Commit Crime Essays Why People Commit Crime Paper Why People Commit Crime Paper Question 3: People committed crime because of many reasons. From your own point of view, give three (3) reasons why people commit crimes? A crime is an illegal action or activity for which a person can be punished by law. Some people define crime as an act of offence towards the morality of humans. Others might regard crime as an act that harms the universal human rights. Therefore, why do people still commit crimes? There are many reasons why people commit crimes. Some crimes were committed because of hunger, need money, hatred and anger. Meanwhile, the example of crime is robbed, kidnap, burglary, steal and other. The most serious crime is killing another person although their beloved one or their family. Crime is not known about the love and sympathy towards the victim. The first reason is people commit crimes because of their hunger. They steal the food from stall and also from market to fulfill their stomach. This is because they don’t have enough money to buy it. And also the price of food is expensive. For example, the price for one piece of chicken is RM2. 50. The price had burden for certain people. So, they commit to do crimes as their stomach full and not hunger again. Usually, a poor parents steal the food for their children to make them silent crying from hunger. Move on to the next point, the other reason why people commit crimes because of the money. All people need money for survive their life. Nowadays, people just only see who only had money and they will ignore about the people that under privileged. Otherwise, people need money because they want to pay the debt. Also they need in fast time and don’t know where to get it. So, they will rob at the bank and the luxurious house. Sometimes, it can be a serious crime when they kill the owner of a house or the employee at the bank. They do not care about the victim as they get the money. Moreover, the drugs addict that kill their blood family for buy drug. Last but not least, people commit crimes because of their anger and hatred. It also can be called as their selfish reason. This happen when the one person doing something out of control to other person. For example, the current issues at school like bullying. So, the bullying victim will revenge to the person that had bullying him/her. This may make serious crime like killing someone or beat their organ until paralyzed for the rest of life. As a conclusion, people commit crime because of their self. They need to control their emotion and know what they do is a wrong way and not good for their next generation. In addition, it gives bad influence and the crimes cannot be banned again. So, the government must play their best role to give the punishment to the criminal like a death penalty for the drugs addict and serious crimes. The reason why people commit crime because of their hunger, need money, anger and hatred can be solve if each of people give the best commitment and not to selfish. (505 words)

Cabeza de Vaca and his Encounter with the Indian Tribes Research Paper

Cabeza de Vaca and his Encounter with the Indian Tribes - Research Paper Example This research will begin with the statement that the journey and expedition of Governor Pamfilo de Narvaez, followed by around 600 men and five ships along with the officers including Cabeza de Vaca , the Treasurer and alguacil mayor, Alonso Enriquez, the Comptroller, Alonso de Solis, Quartermaster to Your Majesty and Inspector, Juan Suarez, a Franciscan Friar, Commissary and four more friars for capturing and ruling over the provinces beginning from the River of Palms to the cape of Florida is amazing. The incidents that were encountered during this harrowing expedition have been presented by Cabeza de Vaca in this book called The Journey and Ordeal of Cabeza de Vaca. His account of this terrible journey of the southwest part of America certainly leaves us with a feeling trepidation on the one hand and astonishment on the other. The lifestyles of the Indians clearly reflected their ability to survive against the odds and tame their environment.  During their first phase of the jou rney, from Spain through Cuba to Tampa Bay, the Governor, decided to move further, into inland areas despite the opposition of Cabeza de Vaca that segregated them from their supporting vessels and left them in miserable conditions without sufficient food and water. However, this is the first time that the fleet confronted the attack of the Indian tribes. During their second voyage that took them to the coast of Texas, the inhabitants in this area were primarily Karankawa Indians. In fact, the survivors and Cabeza de Vaca were the first non-Indians known to hit this coast. The hostile attitude of these Indian tribes towards the foreigners and enslaving Cabeza shows their struggle for survival. Broadly speaking, the Indians were in a constant state of warfare with their environment and knew little about life on the other part of the globe. The only thing that characterized the Indian tribes included their aggression and toughness which can be accounted to the antagonistic environment in which they lived. In one of the instances, Cabeza has stated that â€Å"they were bidding us go†, (31).

Measurement, appreciation, and knowledge are key terms in James's The Essay

Measurement, appreciation, and knowledge are key terms in James's The Beast in the Jungle. How do these w - Essay Example Even when May, on her deathbed told him had the beast had already struck him, he could not make out what the beast was. He had failed to appreciate the importance of May in his life and did not reciprocate her affection. It was only after her death that he gained knowledge of his fate that he was the only man in the world to whom nothing had ever happened. He realized that he had been wasting his life and the doom that had befallen him was actually the loneliness which he had earned because of his futile anticipations of the unknown beast. Marcher failed to measure the vastness of life and never appreciated its significance. He had wasted his life as he always waited for some extraordinary thing to happen to him while not yearning for any. Had he appreciated the value of his life, he would have been a happy man without having regret as his final abode (James). Works Cited James, Henry. The Beast in the Jungle. CreateSpace, 2011.Print.