Three Phases of Life

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What is a hero? A hero is a man or woman that has undergone three stages of experiences in life. Life is comprised of many subsections. It comes in all forms, and for every individual, it is a different process. In Joseph Conrad's classic novel, Heart of Darkness, the main character, Marlow, partakes in a quest into the deepest part of the jungle, losing much of what he holds dear while gaining a glimpse of the deeper recesses of his own conscious. With an overly simple, yet deeply philosophical plot line, Conrad gives Marlow's journey, what seems to be many of the basic attributes of what Joseph Campbell calls the "Hero's Journey" in his The Hero With A Thousand Faces. Campbell's masterpiece parallels Marlow, while outlining the basic aspects of the archetypal "Hero Journey," which describes the journey as consisting of three major sections Departure, Initiation, and Return.

According to Campbell, there are five subsections to the first stage of the hero's journey, Departure the Call to Adventure, Refusal of the Call, Supernatural Aid, the Crossing of the First Threshold, and the Belly of the Whale. The first step, the Call of the Adventure, is the point in the hero's life where a prophetic notice is given that something is about to change. Campbell states, "This first stage of the mythological journey signifies that destiny has summoned the hero and transferred his spiritual center of gravity from within the pale of his society to a zone unknown." The "zone unknown" can have many facets, but in Heart of Darkness, for Marlow, the novel's designated hero, this is represented by "a place of darkness," or Africa. His call to adventure is the "snake," or river of the Congo, with its tail "lost in the depths of the land." He claimed it "charmed him." At this point in history, Africa was still unexplored and gave Marlow the chance to go to a "zone unknown." This clearly marks the beginning of his journey. Following the Call to Adventure is the Refusal of the Call. Campbell says this is the time when "the subject loses the power of significant affirmative action." This step, however, is not represented in Heart of Darkness, for the reason that Marlow is not the writer of the novel. The audience only sees Marlow through the writer's eyes. The third part of Departure is Supernatural Aid. This is the stage at which the hero has committed himself/herself to the journey and gains a guide or conductor. The supernatural help, to Marlow, is his aunt who was "determined to make no end of fuss to get me [Marlow] appointed skipper of a river steamboat." The next phase is the Crossing of the First Threshold. During this part of the journey, the hero steps into the realm of the unknown, where rules and limits are nonexistent. This is the hero's first step to becoming a hero because, as Campbell says, "The usual person is more than content, he is even proud, to remain within the indicated bounds, and popular beliefs give him every reason to fear so much as the first step into the unexplored." For Marlow, it occurs when he steps into the main office of the trading company. He compares it to a conspiracy and says, "there was something ominous in the atmosphere." The last part of the Departure stage is the Belly of the Whale, in which the final separation from the previous world occurs, allowing for entrance into the new one. Campbell compares this stage to a worshipper entering a temple, someone who is looking for rebirth. "The temple interior, the belly of the whale, and the heavenly land beyond, above, and below the confines of the world, are one and the same. That is why the approaches and entrances to temples are flanked and defended by colossal gargoyles…these are the threshold guardians to ward away all incapable of encountering the higher silences within… the devotee at this moment of entry into the temple undergoes a metamorphosis." As Marlow approaches his station, he is belittled by the immensity of the surrounding, outlining areas. Marlow sees the coast as "smiling, frowning, inviting, grand, mean, insipid, or savage." Marlow remarks about his separation from the other men, a sign of possible "metamorphosis," as his "isolation… that seemed to keep [him] away from the truth of things." Paralleling all the parts of the Departure stage to Marlow's experiences provides insight to the journey on which he must depart for, in order to be considered Campbell's "hero."

Marlow has completed the first part of the Hero's Journey. He has gone through the five steps, with the exception of the Refusal of the Call part, and is prepared for the inception of the Initiation stage. From this point, however, Conrad alters his story. The next sections of the novel are journeys within one big journey. Marlow, once he has reached his destination, has to make a fresh start to his second destination to locate Kurtz. Still, the same steps apply. In the first stepthe Call to Adventurethere is a change in Marlow's life, which is the news of his actual descent down the river toward an ivory outpost, managed by Kurtz. The next stepRefusal of the callis again not represented by Conrad. Third, the Supernatural Aid, in which involved the aunt, now involves a fellow agent. The agent is the accountant with the "white collared, pressed shirt." Marlow refers to this rarity as "a miracle" and truly hears about Kurtz for the first time from him. Campbell says that the Supernatural Aid "gives a talisman of sorts, to aid the hero in his journey." The so-called talisman given to Marlow is the information about his next destination. The fourth step is the Crossing of the First Threshold and in Heart of Darkness, the whole station is considered to serve as the first threshold into the jungle. The last step, the Belly of the Whale, is represented by Conrad's acceptance of the destination and the possible change that can occur. This is also shown when he starts work on his wrecked steamboat on his first trail down the river. In addition, as a sign of his conscious change, Marlow remakes that "I felt I was becoming more scientifically interesting." The usage of two separate departures, and the lack of a Refusal step, gives rise to the notion that Conrad is not following Campbell's general "Hero" structure. However, he is not on his own scheme either as many of the novel's instances follow the structure described in The Hero With A Thousand Faces.

Marlow has passed through his journey's Departure and is set to proceed to the Initiation stage. Initiation and Return are comparable flights and can be intertwined. Initiation consists of six segments and is usually the most important action of a story, and Returns consists of two subsections. The six steps include the Road of Trials, the Meeting with the Goddess, Woman as the Temptress, Atonement with the Father, Apotheosis, and the Ultimate Boon. The first stepthe Road of Trailsencompasses a series of tests, tasks and ordeals that a hero must undergo to begin his transformation. Campbell compares this area of the journey to "a dream landscape of curiously fluid, ambiguous forms, where we must survive a succession of trails." As true in hero structure form, Marlow has to carry out three ordeals. The first task Marlow must complete on his Road of Trials, is to learn to be watchful and diligent when it comes to his steamer. He must watch for snags and occasional recesses in his "ever fluid" road. The next one comes to him as fog "more blinding than the night." This leads him into his third and final testa confrontation with the natives. He goes as far to push his fragile steamer directly into the bank and plunge through the natives, eventually scaring them off with the high-pitched wail of the steam whistle. The next step of the Initiation is his Meeting with the Goddess. Although Campbell, uses a woman as his primary example, seeing one's self in a type of unity, does not necessarily mean love. For Marlow, his realization of unity and purpose comes directly after his last trial, while contemplating the probable death of Kurtz. "I…became aware that that was exactly what I had been looking forward toa talk with Kurtz." For Heart of Darkness, this step has two points the realization of purpose and the actual meeting with Kurtz. Campbell says this occurs at "the nadir, the zenith, or at the uttermost edge of the earth, at the central point in the cosmos, in the tabernacle of the temple, or within the darkness of the deepest chamber of the heart." The last local is perfectly worded for Marlow's position, in the heart of the jungle, in the "heart of darkness." This is the point where Kurtz has thought to both mentally and physically bring about self-unification in Marlow's conscious. The third step in the Initiation holds the Woman as a Temptress. Women, in this step, are supposed to be a metaphor for the physical and material temptations of life. Campbell calls it the sudden awareness that life is "tainted with the odor of flesh." From Conrad, this step is very briefly mentioned when Marlow starts to track down Kurtz in the jungle. "I thought I would never get back to the steamer, and imagined myself living alone and unarmed in the woods to an advanced age…And I remember I confounded the beat of the drum with the beating of my heart, and was please at its calm regularity." Finally, Marlow has unified his soul with his desired and then pushed away temptation. Now he moves on to the next step where he must confront Kurtzthe Atonement with the Father. In this step, the hero must confront and be taken in by whatever holds the ultimate power, in this case, Kurtz. "The problem of the hero going to meet his father is to pen up his soul beyond terror to such a degree that he will be ripe to understand how sickening and insane tragedies of this vast and ruthless cosmos are completely validated in the majesty of Being. The hero transcends life with its peculiar blind spot and for a moment rises to a glimpse of the source. He beholds the face of the father, understandsand the two are atoned." At Marlow and Kurtz's confrontation, Marlow tries to "break the heavy, mute spell of the wildernessthat seemed to draw it to its pitiless breast." Marlow, in his quest to "glimpse the source," says he "struggled with his soul," and "for [Marlow's] sins, [he had] to go through the ordeal of looking into himself." As for Kurtz, Marlow sees him as "concentrated upon himself with horrible intensity" with his "soul gone mad." He also claims to see "the inconceivable mystery of a soul that knew no restraint, no faith, and no fear, yet struggling blindly with itself." All the previous steps have climbed to this. The fifth step of Initiation, the Apotheosis, is usually a stage for the hero when nothing can affect him. It is his moment of rest. For Marlow, it is just that. For the first time that is actually mentioned in the book, he goes to sleep. The last step in the stage of Initiation is the Ultimate Boon. This is the achievement of the goal that one started the quest for in beginning. Campbell writes, "What the hero seeks through intercourse with them [Gods, or in this case, Marlow] is therefore not finally themselves, but their grace, i.e., the power of their sustaining substance." For Marlow, this "sustaining substance" is Kurtz's knowledge of the unknown. It is not his physical body, but his mind that Marlow wants to preserve. He first thought of Kurtz as "only a voice," but now Marlow is in control of that voice and has taken it from the darkness to start the Return with the ultimate boon.

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Slavery: Degrading or Encouraging?

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Slavery Degrading or Encouraging?

Slavery has played a big part of our histories past. Slaves were people who were involuntarily chosen to become property of another human being. Their jobs were to perform various deeds that their master chose for them. Slave's lives were basically run by their master and they had to do whatever it was that their master wanted them to do or their consequences were anything from no food or water to beating to near death. Not only was there a degrading effect on the slaves lifestyles and feelings, but it also debases the ones who own the slaves, the masters. This degrading effect of slavery is made more apparent in Frederick Douglass' Narrative of the Life of Frederick Douglass, an American Slave. Through reading parts of his writing, one gets a better feel on how the lifestyles of the master differed and how his actions changed from being a slave owner.

Frederick Douglass talks about his life in his own Narrative. Through reading his Narrative you get a better feel of what went on if his life, how he was treated, and how it shaped him into what he became. You also get a better understanding on how the master's lifestyles change. Frederick Douglass' mistress was the first to start to change. In the Narrative, Douglass writes, "My mistress was a kind and tender-hearted woman; and in the simplicity of her soul she commenced, when I first went to live with her, to treat me as she supposed one being ought to treat another." When Frederick first met his mistress, she began to teach him how to read and write. But after her husband found out he became angry because it was against the law to teach a slave and it made them more dangerous. Soon after she began to change. "Slavery proved as injurious to her as it did to me. When I went there, she was a pious, warm, and tender-hearted woman. Slavery soon proved its ability to divest her of these heavenly qualities. Under its influence, the tender heart became stone, and the lamblike disposition gave way to one of tiger-like fierceness" (Douglass). From being a slave owner, she went from a kind hearted woman to a person filled with rage and a stone heart. This was only one change. The worse came with beatings.

Later in life Douglass got a new master, Master Andrew. This master was harsher then Mr. and Mrs. Auld. Master Andrew clearly took advantage of the ownership of slaves. He liked to beat them and beating someone is clearly not in a normal lifestyle of a normal person. "…sample of his bloody disposition, took my little brother by the throat, threw him on the ground, and with the heel of is boot stamped upon his head till the blood gushed from the nose and ears" (Douglass). This attack on Douglass' brother is clearly an act because slavery has made Master Andrew a little power hungry and has degraded his lifestyle. It is even made clearer when Master Andrew looks at Douglass and says "that was the way he meant to serve me one of these days" (Douglass). Clearly another way slavery is doing its part on degrading the slave owner.

The changing of the attitudes and the actions of the masters are made emminent through slavery. Not only did slavery degrade the slave but it took a toll on the masters too. Because of slavery, everyone's lifestyle changed, it was sometimes for the better, but as you can see through reading Douglass' Narrative a lot of the time it was for the worse. "That cheerful eye, under the influence of slavery, soon became red with rage; that voice, made all of sweet accord, changed to one of harsh and horrid discord; and that angelic face gave place to that of a demon" (Douglass). The changes were that of the masters and that is why I agree that slavery degrades not only the slave but the slaver owner(master).

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Henry V

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Henry V. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Henry V paper right on time.

Out staff of freelance writers includes over 120 experts proficient in Henry V, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Henry V paper at affordable prices! This poster is for a contemporary screen play of Henry V, originally written by William Shakespeare.

The title of Henry V is in large print and bold to show a dominance and power. It also is eye-catching and stands out from the rest, which is figurative of King Henry's representation in the text, and therefore film as the ideal king. The red shadowing behind these words is representative of the blood spilled on both sides during the war, particularly of those who died in Henry's name.

As well as this, a reference is made to the fact that it is one of Shakespeare's plays. To me this is important as Shakespeare does need to be credited and recognized for his incredible work.

In the background of the main images, covering the whole poster, is the image of the English flag. This is to represent the overwhelming patriotism of the English soldiers for their country and their King.

The sword has a double meaning, one more obvious then the other. The first is to represent the war, the fighting and death. The second is religious, as it is in the shape of a cross, an important Christian symbol. This is included because, the church / bishops have a very influential role in guiding King Henry in his decisions, the most significant being the decision of going to war against France to claim back the land that was rightfully his, as he was told by the bishop of Canterbury in Act1 scene. The symbol of the cross is also significant as a part of being a good king was being Christian, which Henry was.

The crown symbolizes Henry's authority and responsibility as king. As the king he has an enormous amount of power, he is not selfish with it, but does use it wisely.

The eagle featured in the bottom section of the poster is representative of the majestical power of King Henry V and his small, but strong army. They come together as one unit to fight against the French army, who are in larger numbers then they were. The English beat all odds to defeat their enemy, truly acting as one, like a swift eagle, as opposed to a number of individuals.

"He that sheds his blood with me shall be my brother" is from the Saint Crispins Day speech said by King Henry V before the battle at Agincourt (Act 4, scene, lines 61-6). In this rally to his troops to help boost their morale, he tells then that he is at the same level as all of them. That they are all equals in the eyes of Henry, and the eyes of God.

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The Human Heart

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The human heart is the organ most needed for life.The heart is defined/recoginized

as a muscular,pear-shaped organ slightly larger than a clenched fist, which is located

in the center of the circulatory system.The heart has the hardest job which is pumping

blood throughout the whole human body.It pumps blood at a rate of more than 4

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quarts a minute and weigh around 8-1 ounces, this organ beats at a rate of 7 times

a minute (on an average).The heart is one of the most amazing organs!

The heart is a very strong muscle. It consists of several layers of tough

muscular wall, called the myocardium. The outside is covered by a thin tissue called

the pericardium and the inside is linded with a layer called the endocardium. The

heart is divided in the middle to make the right and the left heart, which in turn are

subdivided into chambers. The auricle, is the upper chamber and the ventricl is the

lower chamber.The auricles recieve blood for entering the heart; the ventricles pump

the blood out.The circulated blood enter the heart through the right auricl, passes

through th tircuspid valve into the right ventricle below, then it is pumped through

the pulmonary artery to the lungs for oxygenation.Stimulataneously, the oxygenated

blood is pumoed through the left auricle, flows through the bicuspid or mitral, valve

into the left ventricl and then is pumped into the aorta and out to the arteries of the

body.The hearts valves allow the blood to flow in one direction only and help

maintain the pressure required to pump the blood throughout the whole body.The

heartbeat or otherwise known as pumping of the heart is caused by a;ternating

contractions and relaxations of the myocardium.The contractions are stimulated by

electrical impulses the sinoatrial, or S-A, node located in the muscle or the right

auricle. An impuls from this node causes the auricles to contract, which then forces

blood into the ventricles.The atrioventricular controls the impulses the cause the

ventricles to contract, which is located in the junction of the ventricles. This whole

process is called the cardiac cycle.The relaxation period is called diastole and the

period of contraction is called systole. Diastole is the loger of the phases so that the

heart can rest between contractions. The rate or triggering the S-a impulses is

regulated by the autonomic nervous system (ANS). This system is involuntary which

means we don't have to think about it in order fo that to happen. The heart beat

slows or accelerates in respons to physical activity. Theart can be heard through a

device called a stethoscope, when placed against the chest a healthy heart will make a

"lub-dub.......lub-dub" kind of sound. The "lub" is caused by the closing of the valves

between th auricles and the ventricles. The "dub" is caused by the closing of the

valves of the arteriesleadind out of the heart. Heart murmurs may be easily heard by

a physician as a soft shiwshin or hissing sound. Murmurs may indicate that blood is

leaking through an imperfectly closed valve and may signal a serous heart problem.

Theree are main types of blood vessels arteties, capillaries, and veins.

Arteries begin in the aorta, the large artery leaving the heart. Arteries can carry

oxygen-riched blood away fom the heart to all the body's tissues. They branch several

times becoming smaller as the carry blood further away from the heart. Capillaries

are small, thin blood vessels that connect the arteries and the veins. Their thin walls

allow oxygen, nutrients, carbod dioxide and waste products to pass to and from the

tissue cells. Veins are blood vessels that take oxygen poor blood back to the heart.

Veins become larger as the become closer to the heart. The superior vena cava is the

large vein that brings blood from the head and arms to the heart, the inferior vena

cava brings blood from the abdomen and the legs to the heart. This vast system of

vessels is over 60,000 miles long, which is enough to go around the world times!

There are many disorder to the heart. the main one is a heart attack. The

definition of a heart attack is a disorder in which damage to an area of heart muscle

occure because of an inadequate supply of oxygen to that area.Causes include clot

formation or spasm in one of the arteries that supply the heart muscle (a coronary

artery). This and other similar conditions block the supply of oxygen to an area of the

heart, whic leads to damage or death of cells in that particular area. Most often this

occurs in a coronary artery that has been narrowed from changes related to

atherosclerosis (which I will explain later). The damaged tissue resuts in a

permanenet loss of contraction in that portion of the heart muscle. Risk factors that

lead to a heart attack are somking, hypertension, diabetes mellitus, high fat diet, high

blood cholesterol levels, obesity, male gender, age over 65,and heredity. A personal

or famile history of coronary artery disease, cerebrovascular disease, peripheral

vascular disease, angina, or kidney failure may indicate increased factors leading to a

heart attack. Occasionally an overwhelming amount of stress can lead to a heart

attack. In older older people straining to have a bowel movement can be a risk factor.

The cardinal symptom to a heart attack is chest pain, but in some cases when you are

older or a diabetic chest pain may not be present. Other sympoms may include

weakness, shortness of breath, nausea, or vomiting. Heart attacks occur in

approximately every 0 out of 1,000 people per year, which is a major cause to

sudden death in adults. Symptoms include chest pain below the sternum, back pain,

abdominal pain which may radiate to the chest, arms,shoulder, to the neck, teetch,

jaw,and to the back this pain is prolonged for more than 0 minutes which is relieved

by rest or nitroglycerin, shortness of breath which may or may not be occumpanied

by pain, sough, lightheadedness - dizzyness, fainting, nausea, vomiting, sweating dry

mouth, feeling of "impending doom", anxiety, seizures, fatigue, blood pressure low,

and unusual or strange behavior. The following tests are performed to see what

damage was done coronary anginography, nuclear ventricularography,

echocardiography, treadmill, LDH, LDH isoenzymes, CPK, CPK isoenzymes,

adolase, apolipoprotein B100, apolipoprotein Cll, AST, BUN, chem-0, cholesterol

test, heart MRI, lipids serum, myoglobin serum,and myoglobin urine. Treament for

the attack is very detailed. Hospitilazation is usualy required for a period of 1 to 14

days. Treatment may include the need for intensive care and may involve emergency

surgery. ECG monitorin is begun immedately because the life threating

dysrhymthmias are the leading cause of death in the first few hours after a heart

attack. The goal of treatment is to decrease the demands of the heart so that it can

heal. Activitymay be restricted initally, then gradually increased. An intravenous

catheter will be inserted to administer emergency medications and fluids. Additional

invasive monitering devices may be used based on over all status. An urinary catheter

may be inserted to monitor fluid status. Oxygen is usuall given if blood oxygen levels

are normal. This makes the oxygen readily available to the tissues and the body o

reduce the workload of the heart. A diet may be or not be restricted according to

weight of the person. If a diet is resticted low salt intake, no caffine and low fat diet

are ofter issued. There are a few medications to help with a heart attack. Morphine is

the analgesic most often given for pain. Nitrates such as nitroglycerin are given for

pain to reduce the oxygen requirements of the heart. Beta - blockers (metoprolol and

atenolol) reduce the workload of the heart. Digitalis improves the heart's pumping

action. Calcium channel blockers reduce oxygen requirements in the heart muscle.

Anti-arrhythmics and diuretics may also be perscribed. Some therapy may include

Thrombolytic (clot-dissolving) therapy. This is usually initiated within 6 hours of the

chest pain. Initial therapy consists IV infusion of thrombloytic medication

immedately followed by n IV infusion or heparin. Heparin therapy will last for 48 to

7 hours. Oral aspirin and warfarin may be prescribed to prevent further

developments of clots.Possible complications of thrombolytic include bleeding and

hemorrhage. Surgical interventions may be necessary. Emergency angioplasty may

be required to open blocked coronary arteries. Emergency coronary artery bypass

(CABG) may be required. The expected outcome varies with the location of the

damaged tissue. Damage to the electrical conduction system (yhe impulses that guide

heart contraction) worsens the outcome, Approximately 1/ cases are fatal. If the

victim is alive after hours of the attack the chance for survival is good, but may

include complications. Heart attacks are not necessarily disabling and the person

usually can gradually resume a normal lifestyle. There are some complications

though arrhythmias such as ventrical tachycardia, ventricular fibrillation, heart

blocks, congestive heart failure, extension of the amount of affected heart tissue, and

pericarditis. Control cardiac risk factor whenever possible. Control blood pressure

and total cholesterol levels, reduce or avoid smoking, modify diet (increase high

density lipoproteins and decrease low density lipoproteins) if necessary, conrtol

diabetes, and lose weight if obese. Follow an exercise program to improve

cardiovascular fitness.

Arteriosclerosis commonly called hardening of the arteries includeds a variety

of conditions in which artery walls thicken and lose elasticity. Heredity seems to play

a role in the development of the disease, and there is evidence that a high cholesterol

level in the blood can lead to this disease.

Hypertension is the force of the blood being pumped through the arteries

exerts pressure on the arterial walls. When this pressure is too high it is an unhealthy

pressure. If left untreated it overworks the heart and can lead to heart attack, storke,

kidney disease, of other ilnesses.

Rheumatic fever causes inflammation of the body tissues, joints ,and heart,

All heart tissues can be affected, but the heatr's valves are most often damaged.

Antibiotics can lessen the adverse effects of rheumatic fever and prevent serious heart damage.

Bacterial endocarditis is a bacterial infection of the inner lining of the heart

muscle. More than half of the incidents of bacterial endocarditis are a result of

rheumatic fever.

Congential heart disease is heart disease present at birth. It ranges from minor

heart murmurs that require no treatment to fatal structural defects.

In a normal healthy heart the muscle contract and relax in an orderly manner,

buth this rhythmic pulsing can be disturbed. Ventricular fibrillation rapid,

uncordinated contactions of the heart is on of the most serious disturbances of the

heart, this can lead to arrest or death. Other ryhthmic disorders include auricular

fibrillation and flutter, tachycardia, and bradycardia.

Congetive heart failure occurs when encouragement of the veins prevents the

heart muscle from being able to pump forcefully enough to deliver an adequate

supply of blood to the body. It can be caused by disease of either the heart muscle or the valves.

The heart is the bodies way to survive. Without the heart in perfect working

conditon a person will always not function right. The heart needs plent of exercise to

stay fit so it will have a lesser chance of having a defect in life. Everyone must realize

that how important it is to have a very balanced diet and to follow routines to

exercise the heart daily. Routine checkups should be followed to see how everything

is going, as you get older you should go more frequently

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Issues

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Issues. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Issues paper right on time.

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Anyone can take a look at the world today and see that computers have a major role in keeping everything in order. Some people find it hard to go just one day without being able to use their comp

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The second event that I attended at Iowa State University was Vespers. It is an awards ceremony for the greek community here on campus. It was a formal event, which began with introductions for the night. The men and women in charge of Greek Week wer

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Italian and German Unification

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Italian and German unification had many similarities

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nations paths to a unified state had very different approaches to unification.

italian immigration

Italians immigrated in large numbers in the early 100's. It is estimated that nearly three million immigrants came to the United States between 100 and 114. They immigrated to America t

Italian Mannerism

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By the mid 150's, Italian art reached what many then believed to be its zenith

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Metaphors

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To be successful at anything in life, one must be passionate about their subject. This form of spiritual motivation is evident in the works "Composting," by Natalie Goldberg and "Nonfiction in First Person, without Apology," by Natalia Singer. Each writer enthusiastically displays their love for writing through their unique yet effective styles. Goldberg uses the theme of "composting" throughout her essay, a metaphorical connection used to describe one's compilation of thoughts that are analyzed and then interpreted to produce a valuable piece of literature. Singer tells many personal stories throughout her essay, using the first person to draw in the reader. This produces a very spiritual aspect, allowing the reader to feel a sense of apathy toward the author and understand her story at the same level. Although both authors discuss different topics and each presents a different style of writing, both incorporate the use of metaphors to enhance their essays.

As described in "Figures of Thought," metaphors lead to general principles of understanding based on seeing one experience in terms of another. The usage adds an element to their works that help to convey to the reader the intended notion on a higher level than can be achieved through similes or other descriptive styles.

Goldberg harps continually about the theme and metaphor of composting. She describes it as

"Our bodies are garbage heaps. We collect experience, and from the decomposition of the thrown out egg-shells, spinach leaves, coffee grinds, and old steak bones of our minds come nitrogen, heat and very fertile soil. Out of this soil bloom our poems and stories. (65)"

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This passage is enhanced by metaphors excessively, in an attempt to allow the reader to understand the point being made. This idea of composting is useful to the reader on many levels. First, it gives the audience a visual of a physical, natural action that would otherwise seem totally unrelated to the writing process. However, once it is attributed to the metaphors, suddenly the statement makes sense, and a thorough understanding of the ideas are achieved. Goldberg goes on to use other metaphors to develop her essay. "…I have students…and the writing is not all necessarily good but I see they are exploring their minds for material, I am glad. I know these people will continue and are not just obsessed with "hot" writing, but are in the process of practice.(65)". This reference to "hot" writing possesses no exact definition but allows the reader to use the metaphor in whatever way he/she would like to understand the style of writing that is not preferred by this teacher. This method of incorporating metaphors encourages the reader to think as he/she reads and become engrossed in the essay. Goldberg's use of metaphorical language and reference to composting take vastly different subjects and combine them to successfully enhance the text.

Singer uses metaphorical language in a different way from Goldberg, but it is equally effective. She uses metaphors in a literal sense as well, yet the metaphor and the intended subjects are less abstract when by themselves. For example, "In my neighborhood…to be a writer meant to be a dead English novelist. (10)" Without supporting words, "writer" connecting with "dead English novelist" immediately conveys a bad connotation toward the subject and the two can be easily tied together without much explanation. Singer goes on to explain how she felt once when she had to write an expos on a friend with Lupus and gave away the woman's private life. From this she states, "It was as though, as Native Americans once said about their photographers, that I had stolen her soul." Again, these metaphors used are less vague than those found in Goldberg's piece, but equally effective when related to the topic.

Goldberg and Singer both convey spirituality different through metaphorical language; however, each essay is enhanced by its usage.

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Character analysis of unnamed character in greasy lake by T. Coraghassan Boyle

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The Character of the Unnamed Narrator in "Greasy Lake"

by T. Coraghassan Boyle

Bad Characters or Bad Character Wanna-be's? "Greasy Lake" is the story of the unnamed narrator and his two friends who are bad characters until they run into a situation where they question just how bad they are. Just because they act badly and look bad does not mean they are bad. They are teenagers in a period, "when courtesy and winning ways are out of style when it is good to be bad, when they cultivate decadence like a taste." (paragraph 1) They look bad, wearing torn-up leather jackets, slouching around with toothpicks in their mouths and wearing their shades morning, noon, and night. They have the attitude. They drive their parents' cars fast and burn rubber as they pull out of the driveway. They have the bad habits. They drink "gin and grape juice, Tango, Thunderbird, and Bali Hai, sniff glue, and ether and what somebody claims is cocaine." (paragraph ) What starts out as a harmless prank turns into a situation where they get into a fight, attempt to rape a girl, find a dead body, and see first hand the destruction a bad character can do to an automobile. These events that transpire on the third night of summer vacation lead up to revelations by the narrator into the fact that he may think that he is a bad character, but in reality he is not. In reality, the narrator is only portraying an image he has of a character he wants to be.

The night the narrator and his friends lose their "badness" is nothing special. After the requisite bad character activities egging mailboxes and hitchhikers, driving up and down Main Street, eating, drinking, and smoking pot, they decide to go to the local hangout, Greasy Lake, to see if anything is going on. They cruise up to the lake with their "lemon-flavored gin," requisite pot, and the itch for some action. There is no better place for these three bad characters to hang out. Greasy Lake is an important place for bad characters to learn an important lesson. The lake, like the events about to unfold, is "fetid and murky…mud banks glistened with broken glass, strewn with beer cans and the charred remains of bonfires." (paragraph ) There are only two vehicles in the whole parking lot, "the exoskeleton of some gaunt chrome insect, a chopper leaned against its kickstand." (paragraph 5) And a, "57 Chevy, mint, metallic blue." (paragraph 5) No excitement, "expect some junkie halfwit biker and a car freak pumping his girlfriend." Whatever they are looking for they are not going to find it up at the lake. All of a sudden, they see a friend's car. This is all the three need to know; now things will get interesting, maybe it is not a wasted trip after all. They flash the headlights and honk the horn, a harmless prank to pull on a friend, "for all we know we might even catch a glimpse of some little fox's tit. And then we could slap backs with red-faced Tony, roughhouse a little, and go on to new heights of adventure and daring." (paragraph 6)

What seemed a good prank turns out to be the biggest mistake the narrator could have made. The first mistake is dropping the car keys in the grass. That is a mistake because now the narrator has no way to escape the area and situation. Also, in their haste for a little excitement and adventure, they fail to realize it is not Tony's car after all, but someone else's car. This is the second mistake. The owner of the car, a greasy booted character, does not find this childish prank funny. He comes out of the car with fists flying and feet kicking. He is not about to let these guys get away with this so-called harmless prank. This guy is bad; he takes on all three of the friends, and thoroughly beats them up. Even after this, the narrator still thinks he is bad. "I went for the tire iron under the car seat." (paragraph 11) The narrator still holds onto the idea he is bad, "I [keep] it there because bad characters always keep tire irons under the driver's seat, for just such an occasion as this." (paragraph 11) Everything the narrator is thinking about is associated with the image of being bad. The reality is this guy has used the tire iron, not for other fights, but to change a flat tire. As for fighting, this bad character has been in only one other fight in his life "in the 6th grade, when a kid with a sleepy eye and two streams of mucous descending from his nostrils hit me in the knee with a Louisville slugger." (paragraph 11)

The situation is taking on a life of its own, a situation the narrator cannot stop. "The antagonist is shirtless… he bends forward to peel Jeff from his back like a wet overcoat…Motherfuer, he spats over and over, and the narrator is aware in that instant that all four of them Digby, Jeff and the narrator included are chanting motherfuer, motherfuer as if it were a battle cry." (paragraph 1) The adrenaline is pumping, hearts racing; the smell of fear is in the air. They are actors in a play watching from the stage; they are bad. In the heat of the moment; "I go at him like a kamikaze, mindless, raging, stung with humiliation the whole thing, from the initial boot in the shin to this murderous primal instinct." (paragraph 1) Logic is gone; the only thing that matters is survival, survival of the baddest. The narrator hits the greasy character on the side of his head and the greasy character goes down, a tuff of hair hanging on the edge of the tire iron. They "are standing over him in a circle, gritting their teeth, jerking their necks, their limbs and hands and feet twitching." (paragraph 14) They are bad they have knocked out the greasy character. All of a sudden, they hear a shriek; it is the greasy characters girlfriend. She is standing there, and they are feeling tough. The adrenaline and testosterone is flowing. They turn their attention to her. "We are bad characters, and we are wheezing, tearing at her clothes, grabbing for flesh. We are bad characters and we are scared and hot."(paragraph 15) They are on her …like Bergman's deranged brothers see no evil hear none, speak none."(paragraph 15) These guys are not rapists. They are three 1 year olds, who due to a case of mistaken identity, are heading for the edge. "[…] we are steps over the line and anything can happen." (paragraph 15) They never get a chance to go over the edge; a pair of headlights interrupts them. They bolt, running for the car and realizing the keys are lost; they make their way to the woods. They scatter; they are not bad anymore they are scared.

Being a truly bad character has its ramifications and the three are about to find out what the ramifications are. The narrator flees into the murky water running through weeds and muck. Just when he thinks it could not get any worse, he stumbles upon the lifeless body of a dead man. It is then, standing next to a dead body the narrator starts to realize he and his friends are not as bad as they think. He is just a scared little boy. "I'm 1, a mere child, an infant and here in the space of five minutes I'd struck down one greasy character," (paragraph 1) not to mention the attempted rape of the greasy characters' girlfriend, "and blundered in to the water logged carcass of another." (paragraph 1) The narrator is alone. He has no idea where his other two bad friends have gone. He is alone in the dark; his only companion is the dead biker. The narrator knows he is in trouble; the car, which has interrupted the rape, is still there, which means the occupants of the car are looking for the narrator and his two bad friends. He also knows no matter what, if they catch him, they are going to beat him up. Suddenly, he hears the sound of metal against metal; the bad, greasy character is smashing his mom's car with the tire iron, the weapon of choice for all bad characters. The narrator feels joy and vindication; he is not a murder, "the son of a bitch is alive". (paragraph 6) First, the headlight, then the bumper, then he hears the windshield break. The two bad characters that driven up in the Trans Am are picking up rocks, muck, garbage, and pop-tops, used condoms and throwing it all through the broken windshield. It becomes increasingly apparent these are truly bad characters. Lying in the water next to the dead biker, the narrator feels as bad as his surroundings. "The bad breath of decay is all around me, my jacket, heavy as a bear, the primordial ooze subtly reconstituting itself to accommodate my upper thighs and testicles. My jaws ache, my knee throbs, my coccyx is on fire." (paragraph 1) The narrator not only feels the physical side effects of his wild night of badness, but he feels it emotionally as well. The weight of what he and his friends have done rests heavily on him like his coat. The "breath of decay" (paragraph 1) is his feelings of death, the death of an image, and the death of ideals, of who he thinks he is. The "primordial ooze" (paragraph 1) is the feelings of regret and ugliness of what the narrator and his friends have done.

As the narrator is lying in the muck he begins to think about other repercussions as well. The narrator has to figure out what he is going to tell his parents about the car. "A tree fell on the car, I was blinded by a bread truck, hit and run, vandals got to it while we were playing chess at Digby's." (paragraph 1) If he is truly bad, he would not care his Mother's car is damaged, and no car arriving would have stopped the rape. The dead body would not bother him. He would not fear getting out of the water and being beaten up. He would not need to question whether he is bad or not. As he is sitting there, something about the nature of life is revealed to him. He realizes that life has a dark side, and there are limitations to being bad.

When the narrator and his friends finally come out of the woods, they go over the to the car and cannot believe what they see. The narrator feels as the car looks, all battered and smashed, broken, destroyed, a wreck. They go to the car and start cleaning it out. This is symbolic of what they need to do with their own lives. They need to clean up their images, they need to pick up the pieces and start over. They have to evaluate themselves. They are ashamed because they realize they have run across people who do not have to act badly because they are bad. As they are about to leave, a Mustang drives up, and one of its occupants gets out looking for the biker. When she sees the three friends, she says, "Hey, you guys look like some pretty bad characters been fighting, huh?" (paragraph 4) They do not know how to answer her. Yes, they have been fighting, but they are not bad. Her perception of them is based on the way they look, how the car looks. She is judging them by what she sees, not who they truly are. Then the narrator thinks, "I am going to cry." (paragraph 44) This is because he realizes that they may look and act like bad characters, but they are not. Looks are deceiving. He and his friends learn the valuable lesson that there will always be a character "badder" then they are. They also realize then that anyone of them could be the guy floating in the lake. The narrator and his two friends learn valuable lessons from the experience they have gone through never judge a book by its cover; never underestimate their opponents; and most importantly, there truly is a difference between a bad character and a bad character wanna-be.

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I Know Why the Caged Bird Sings: Comparing/Contrasting Mother Dear and Momma

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The title, I Know Why the Caged Bird Sings, evokes a feeling of muffled hope. The reader can easily relate to the metaphor of a caged bird that moves on through life and tries to make the best of it. Although Maya Angelou had a life containing vulgarity and ugliness, she rose above her unfortunate situation and lived her life to the fullest. She continued on after being raped, being stabbed by her stepmother, and even becoming a teenage mother. The adversity gave her strength, and the diversity of family and environment resulted in her knowledge of the world and people around her. The most contrasting people in her life were her grandmother, Momma, and her mother, Mother Dear.

Momma was the epitome of a southern African-American woman. Maya once said, "Bailey, by the way…" (10), and Momma told her she had committed a sin and prayed immediately for God to "…forgive this child…" (10). Her explanation to Maya of the outburst was that, "'Jesus was the Way, the Truth, and the Light' and anyone who says 'by the way' is really saying, 'by Jesus,' or 'by God' and the Lord's name would not be taken in vain in her house" (10). Momma routinely went to church every Sunday, making sure to dress up accordingly and have the Sunday dinner ready for the pastor if he happened to be in town. Momma was a highly regarded woman who was referred to as "Mrs." (48) which was unusual for a African-American to be called, and she had tried to be a usual, southern, God-fearing wife, but she married a total of three times and never found the right one. She also kept to the old ways and did not talk freely about whites. If she did bring white people into a conversation she would refer to them as "they" (47). Momma is, without a doubt, highly conservative. She considers herself a realist because of the fact that she does not go against the whites. She rationalizes reality is that whites are in control, and in fighting against the most powerful, she will most likely than not, fail and ruin herself and her family. Momma manages a strict house filled with necessary routine and control. She wanted the kids to set examples for the rest and often "sent [Maya and Bailey] to her bedroom with warnings to have [their] Sunday school lesson perfectly memorized or [they] knew what [they] could expect" (6). Maya learned discipline from Momma's tough love. Momma continually showed extensive care for everything she became involved in, especially church, her town, and Maya and Bailey's well being.

Mother Dear was a loose idealist with a nursing degree, but she chose to work at gambling parlors. Maya said it was "twenty years before [she] saw [Mother Dear] in a nursing uniform" (70) because she needed more glamour in her life that just a "straight eight-to-five" (70) job. She was a 'fly by the seat of her pants' kind of person, who obviously loved taking chances have having continuous change in her life as opposed to routine. Maya said that she "never saw [Mother Dear] in the house" (64). Mother Dear liked to be 'out and about', keeping busy, making money, and having fun. Mother Dear made Bailey and Maya's lives easy by giving them "…a room with a two-sheeted bed, plenty to eat and store-bought clothes to wear" (68). Bailey and Maya barely even had chores to do which was quite a change from Momma. Mother Dear preferred to live her life freely and without being tied down, as she was never married. Mother Dear loved the kids and "was competent in providing for [them]…[e]ven if it meant getting someone else to furnish the provisions" (70). Mother Dear was a genuinely caring person, especially for Maya and Bailey, Jr., but she was not in real control of the situation from day to day and basically gave them the necessities for living and then left them to their own accord.

Mother Dear and Momma are differing in most aspects of their lives, but they do hold the same feelings about being independent women, caring for Bailey and Maya, and being strong in everything they do, however opposite their goals may be. Wearing lipstick or not, making the kids do many chores or not, are in the end, going to be much more petty issues than holding strong beliefs and being independent.

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You will

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Students from economically disadvantaged homes are among the most underserved students in gifted programs. Kids from the bottom quartile in family income made up less than 10 percent of students in gifted programs. In contrast to this finding, almost 50 percent of gifted program participants were from the top income quartile (Sherman, 17). It was not that there are less gifted individuals from low income homes versus high income homes or that African Americans do not have as many gifted individuals than the corresponding white Anglo Saxon Americans, but rather that these populations were not discovered, recognized, or identified as gifted nearly as often as the middle/upper class of the white population (Sherman, 17). Again, it needs to be pointed out that many underachieving gifted students are considered high risk because of situational factors that put them in a class that would be considered a double or even triple minority, such as an African American gifted girl from inner city Harlem.

Single Parent Homes

The third factor which often goes hand in hand with low socioeconomic status is that of the single parent home. Gifted children from single parent homes tend to underachieve at a much higher rate than gifted students from two parent households. Students who achieve at or above ability level usually have parents who are highly involved and on top of their child's progress and school performance. The parent-child relationship tends to be one of trust and open communication and the parents are confident in their parenting abilities as well as are monumental in setting realistic boundaries and expectations for their child (Ford/Thomas, 17). It is not that single parents love their children any less or care any less about their school performance, however, single parents tend to be stretched a little thinner than their two parent home counterparts in that most hold at least one full time job and life becomes an endless series of trying to make ends meet and fulfill everyday obligations and the focus on the child becomes secondary to the basic needs of life. Especially where a gifted child is concerned, parental concern and involvement, in both educational and social settings, is a must to help the child grow and develop into a successful, achieving adult (Ford/Thomas, 17).

In single parent households there is only one person to be the caretaker, breadwinner, and emotional supporter. With the stressful lives of many households today, the emotional needs of many children are not completely or fully met. Hence, we have a generation of stressed out children. These stresses are common in many two parent, two income households, so the stress of a single parent, one income household is capitalized to a great extent. Under involved and nonencouraging parents, negative parental attitudes, family conflict, lack of career direction, and family transitions were all found to be associated with underachievement (Peterson, 001). The underachievement becomes a vicious cycle in which it stops being apparent which came first, the underachievement or the family conflicts. It is most certain, however, that if a child is underachieving and there are many other pressing family issues, than the underachieving might very well take a backseat to the major family dysfunctions. Not only do single parent homes have more potential towards stressful lives, but the factors that have led to the single parenting often come into play. For instance, a child may be from a middle class, two parent home when circumstances change such as a divorce or death, and then the child is living in a single parent, low income home. Such drastic changes are hard for the parent and child alike and if the emotional health is not dealt with immediately and properly, a child stands a high chance of becoming depressed and as grades and school work begin to suffer, becoming what is labeled as a "gifted underachiever" (Whitmore, 180). These gifted underachievers are thought to turn out as relatively nonproductive members of the adult society. "The failure of those children to realize their creative and intellectual potential represents a tragic loss to our society and the world in its need for leadership, innovation, and competence (Whitmore, 180).

Underachievers

Children and adults alike achieve at various rates for a variety of reasons as mentioned above. There are many born with many strikes against them, including a low mentality, yet they achieve at a higher rate than what would be expected, and thus are known as "overachievers". We tend to call those who fall into the perfectionist category as overachievers as well. We often marvel at the accomplishments of the low ability overachiever in much the same sense that we marvel at the normal achievement of a gifted individual. In reality, if the majority of the gifted population were to achieve at his/her ability level, the possibilities are endless (Raph, Goldberg, & Passow, 166).

We cannot ignore that the majority of the gifted underachievers have one or more contributing, identifiable factors. These factors can usually be traced to minority, low socioeconomic status, and single parent homes. Indeed, it cannot be ignored either, that the prisons and juvenile systems are laden with gifted, talented, and creative individuals who use their abilities in unique ways that cause a detrimental effect on society rather than a positive contribution to society. A waste of the mind in this manner is not only a shame, but a loss to society. Had some of these individuals used their masterful minds in more meaningful ways, would there be a cure for cancer, AIDS, diabetes, or perhaps other diseases by now? Gifted individuals have the same basic needs that all people have, however, the gifted child has a unique imbalance created by an intellectual level that is usually functioning at a much higher level than his/her emotional level and when this is coupled with influencing factors, the gifted mind often reacts by shutting down or moving into a lower gear and not performing at his/her capability level (Whitmore, 180). In addition, gifted children are often expected to perform near perfection on all academic and creative tasks. They are often expected to behave in a certain manner also and if a child falls short in one or more of these areas, typical comments include "he can't be gifted with behavior like that" or "she has poor spelling and terrible handwriting, how did she get in the gifted program?" When a child hears comments such as these, in addition to comments about the underachievement, it often makes the child question his or her giftedness as well (Coleman & Cross, 001).

In some cases it might actually be hard to define which came first, the negative comments which compound the underachievement or the underachievement which invites the negative comments. Children from disadvantaged homes are often overlooked for the gifted programs anyway and hearing comments that stereotype what a gifted child should act, look, feel, or be like is quite a burden on a child with several strikes against him/her to begin with. Indeed, even when most people think of a gifted person or a person with genius, what comes to mind is a slightly odd, white male child, usually small in stature with glasses. The idea of a gifted adult usually is a picture of someone who is somewhat eccentric and usually a loner working in a laboratory or some other research type environment. With these stereotypes, it is not a surprising coincidence that the majority of those who are overlooked for the gifted programs and those who tend to underachieve are females, ethnic minorities, and those from low income households that do not fit the stereotypical mold of the gifted child from the mid to upper class American family. The issues of underachievement and why it occurs are just now being truly brought to the forefront and steps to remedy the underachievement are being researched and strategies taken to reverse this unnecessary phenomena (Coleman & Cross, 001). Perhaps in the not too distant future, children of all races and socioeconomic backgrounds will be adequately identified and represented in the gifted population, as well as implementations to reverse underachievement and utilize the true gifts of this underrepresented population.

Remedies and strategies

Remedies to reverse underachievement can be utilized and help the underachieving gifted student reach his/her full potential. The role of the family is a big and constant issue in achievement. Due to the complexity of factors associated with broken homes and low income, there is a sizable portion of able students who are at risk for not maximizing their potential during their years in secondary school and beyond (VanTassel-Baska, 18). First of all, it has been determined that perhaps individuals and institutions other than the family may play more significant roles in these students' lives. If the family is disadvantaged due to economic hardship, single parenting, or minority influences, there are other individuals and institutions that can perhaps fill this void for these disadvantaged youngsters (VanTassel-Baska, 18). Of course, individuals closest to the child are going to play the biggest role of influence in the child's life, but there are others than can be positive, contributing factors.

There is also a way to help the child's disadvantage work to his or her benefit. Being raised in a low-income home, having only one parent, or being a member of a minority group may be a powerful stimulus for some individuals to succeed beyond expectations for their socioeconomic level in society (VanTassel-Baska, 18). There are many individuals that have overcome many obstacles in their lives and achieved at a rate and to a degree above and beyond expectations. The world is full of gifted scholars, athletes, artists, and musicians who were raised in ghettos with little food or parental support. The difference in what these disadvantaged children have compared to the underachieving disadvantaged child is the inner drive to succeed above and beyond the expected. The desire to not only rise above, but to get out of their present situations is a strong factor for many successful individuals.

In 188, Congress passed legislation to promote the interests of gifted students in U.S. public schools. The Jacob K. Javits Gifted and Talented Students Education Program was authorized under Title IV, Part B of the Hawkins-Stafford Elementary and Secondary Amendments of 188. The legislation calls for the U.S. Department of Education to carry out three major activities that are designed to provide national leadership in gifted education. The first type provides funding through grants to assist state and local educational agencies in meeting the various needs of gifted students. The second activity is the creation of a national research center on gifted and talented students. The center is the first comprehensive research effort on gifted education in the United States. The third activity responds to the legislative mandate that the Javits Program serve as a national focal point in gifted education. Therefore, it calls for additional and much needed attention to the needs and concerns of gifted children (Ford, 16). These programs, by addressing the issues and needs of disadvantaged gifted children, shed light and hope on reversing the debilitating pattern of underachievement in gifted students. In addition to changing the means of gifted identification in minorities and implementing unique programs for the gifted minorities, it is evident that there is a need to change the teacher attitudes and behaviors toward targeted students and to empower parental input and influence. School partnerships with postsecondary education institutions, community organizations, and business and industry are also important contributing factors in the reversal of underachievement for gifted children (Ford, 16).

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Government intervention in exchange rate

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Since 18, Australia has had a floating exchange rate. Under this system, exchange rates are determined by the free market forces of supply and demand.The Reserve Bank of Australia (RBA) may undertake foreign exchange market operations when the market threatens to become excessively volatile or when the exchange rate is clearly inconsistent with underlying economic fundamentals. Initially, the Reserve Bank of Australia was not intended to intervene in the market however since then it has been deemed necessary for intervention to take place, usually to prop up the price. These operations are invariably aimed at stabilising market conditions rather than meeting exchange rate targets.

there are a number of reasons why central banks choose to intervene in foreign exchange markets to affect the equilibrium value of their domestic currency.

First, it is to reduce unnecessary volatility in the exchange rate in order that the currency depreciation will fuel domestic inflation. Second, RBA increases the prices of imported goods. Third, the RBA intervenes regularly in foreign markets in australia for testing and smoothing purpose. that is, it enters the foreign market from time to time to test the market trends and to smooth out large transactions, eliminating unnecessary fluctuations in the foreign exchange value of the australian dollar.

in contrast, there are two primary arguements against the RBA intervening in the foreign exchange market. the first is the thenical issue of at what level to fix the value of the domestic currency. if the RBA attempts to fix the exchange rate at a level that is fundamentally different from the equilibrilum value that would arise in a flexible regime, then the RBA will either be running down its stock of foreign reserves- in the case where it has overvalued the domestic currency - or it will be continually building up its stock of foreign reserves - in the case where it has undervalue the domestic currency.

Cheap University Papers on Government intervention in exchange rate

the second, more important, arguement against fixing exchange rate is that fixed exchange rate remove the ability of RBA to operate independent domestic monetary policies.

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The the

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Colonists and Americans

From the end of the French and Indian War, there was a sense of unity brewing among the colonies. The colonies had to unite in order to overcome a common foe as expressed in the Albany Plan of Union that called a combined effort of defense throughout the colonies. However, even after the French and Indian War the colonies united once again to face an opponent that could not physically be shot down (A). The tremendous hole that was left in the pocketbooks of Britain's be treasury because of the French and Indian wars as well as previous wars caused a change in the economic policy for the colonies in the form of taxing and the enforcement of pre-existing laws. The collective taxing once again pitted the colonists against a common enemy. By the eve of the Revolution, the colonies knew what they were doing, and had defined their identity as no longer British or Englishmen but as Americans. Even by 1750, the colonists were already a distinct breed of people. Most were of mixed European background. Whether the colonists defined themselves as Americans at this point does not matter. They were a separate type of people who could be found in no other country (H). Yet, this alone would not be strong enough to define them as Americans just yet. The French and Indian War, though, was a major point in colonial unity. After the French and Indian War, colonists began to think of themselves as Americans rather than British or English. The heavy debt caused by the French and Indian War and other wars left the British only one option to tax the colonies. (STAMP & SUGAR ACTS) To defeat this, the colonies had to unite, for one colony or one town acting alone would have little or no effect and would result only in defeat and even harsher regulations. After the Stamp act was repealed, the colonies fully realized that their only chance of withstanding British attempts to tax them was to come together. Despite the collective boycotts of all colonies on British goods, the first real test of the colonial unity came when the Townshend Acts were declared. In addition to placing new taxes on tea, glass and paper, it also issued writs of assistance (general licenses to search property). More importantly, however, was the suspension of New York's assembly for colonial defiance of the Quartering acts. The colonies did not protest the taxes under the Townshend program because they were indirect taxes paid by merchants, but they did stand up for the closing of the colonial assembly of New York. The suspension of the colonial assembly of New York had no direct influence on the other colonies, but they showed their unity by still rising up against the Townshend program. Parliament itself was beginning to realize the differences between England and the colonies. Edmund Burke realized that America hardly resembled the towns of England, and that the nature of the colonies forbade them from being blended into the empire of England (B). England could not let the colonies go after they had fought so many wars to gain them, and they could not just not tax them, thus, making revolution inevitable, but not yet fully seen by both sides. The eve of the revolution marked a distinct integration of the colonies. All North America was now firmly united to "defend their liberties against every power on Earth that may attempt to take them away" (C). Those in the colonies were either for the colonies' actions, or against it. They were united together as patriots or loyalists (D). The patriots were willing to become self-sufficient. They were willing to donate large amounts of food and goods to other colonies (G). Before the fighting broke out at Lexington and Concord on May 1th, 1775, the colonies were indeed ready to become a self-sufficient body. They had defined themselves as Americans. While they may have been somewhat apprehensive (E) about the conflicts at first, they quickly began to thrust full steam at the British threat. Before the eve of revolution, the colonies had already begun to assert themselves as Americans and define their unity.

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The Portrayal Of Education in Jane Eyre

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The Portrayal of Education in 'Jane Eyre'

Jane Eyre provides a truthful view of education in nineteenth-century England. It is also largely autobiographical, as some of the events that happen in Jane's life also happen in Charlotte's for example, Janes time at Lowood is similar with Charlottes education at a school for daughters of the clergy, which she and her sisters Maria, Elizabeth and Emily left for in 184.

Jane Eyre is set in the early to mid eighteenth century and we see how life in the present compares to the time in which Jane lived. In the eighteenth century, school was not compulsory and that is why many people had little or no education at all. If you were wealthy, you would have a high-quality education, and you wouldn't have to work. If you were underprivileged however, your education, if any, would not be of a very good standard and you would have to work to earn enough money to survive.

In 'Jane Eyre' Charlotte Bronte used her experiences at the Evangelical school and as governess. Jane Eyre in terms of education is a severe criticism of the limited options open to educated but poor women, the idea that women ought to confine themselves to making puddings and knitting stockings, to playing on the piano and embroidering bags. It is also shows the separation of social classes.

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In "Jane Eyre" the clear division of classes and education is shown in the depiction of the higher classes in society being able to afford governesses for the education of a child where as the lower class children were sent to public schools.

Jane Eyre an orphan is living with her aunt Mrs. Reed and her three children; Eliza, John and Georgiana. J. Mrs. Reed believes she is from a poorer family and is only keeping her because she had promised her late husband, Jane's uncle that she would. Ten-year old Jane lives at the Reeds Gateshead Hall. It becomes obvious that Janes place in the household is not a comfortable one, and Mrs. Reed does not think highly of her.

After an accident in the 'red room' where Jane is knocked unconscious, she wakes up to find herself in her own bed. Mr. Lloyd, the apothecary, comes to see her, and the next day she is up and about, though she is still feeling a little dazed. Mr Lloyd starts to question her and asks her is she wanted to go to school, Jane answers yes.

A few months pass without the mention of school, until Jane is called down to meet with Mrs. Reed and Mr. Brocklehurst of Lowood School. There it is decided that Jane will go to Lowood Institution, which Jane later finds out is a charity school.

Lowood Institution was set up for girls that had lost one or both of their parents. These girls parents would have come from a professional background but most likely would have failed to produce the money to send their daughters to a fee-paying school. The hypocritical Mr Brocklehurst ensured that these girls were plain and humble, while his own wife and daughters dressed in fine, expensive clothes.

Lowood is described as a very underprivileged school. In chapter six, Jane wakes up to find out that the water in the basins had frozen overnight and as a result the girls would not be able to wash. When breakfast time came Jane gets her porridge it was "…not burnt; the quality eatable, the quantity small; how small my portion seemed!" The lessons mentioned include sewing and when Jane does well at school, is soon promoted to a higher class she starts French and drawing.

Like Jane, Charlotte Bronte also attended a girl's school, the Clergy Daughters School in Lancashire in 184 but returned home the next year because of the harsh conditions.

In chapter seven, it seems that the conditions in Lowood are no better than they were in chapter six. Jane's first quarter at Lowood passes and it is so cold that the girls feet swell from the walk in the cold to church. The girls do not have sufficient clothes for such weather, and they do not have enough food. Mr. Brocklehurst seems more concerned with his own wealth than that of the welfare of the pupils at Lowood, for example when Miss Temple tries to give the girls a lunch of bread and cheese, he tells her "Oh, madam, when you put bread and cheese, instead of burnt porridge, into these children's mouths, you may indeed feed their vile bodies, but you little think how you starve their immortal souls!" Miss Temple had to follow Mr. Brocklehursts rules because he was her boss.

Mr Brocklehurst sounds like the stereotypical 'demon headmaster' to which all must fear, and from the looks of things he isn't one to be meddled with. Jane tries to remain unnoticed by Mr Brocklehurst, however when she accidentally drops a slate, he brings her up and makes her stand on a stool in front of the class. He tells the class and the teachers that Jane is a castaway, and that they should avoid her example and exclude her, as he learned from her benefactress, Mrs. Reed that she is deceitful. Mr. Brocklehurst leaves the room, and Jane is to stand on the stool for half an hour. Jane is only able to stand it because she sees Helen Burns and her smile. Helen is Janes first friend at Lowood. She does not complain about the situation, but tries to be good, telling Jane that she should too. When the half-hour on the stool ends, and the other girls have gone to tea, and Jane gets off the stool and weeps. Helen brings her coffee and bread, and tells her that the others will not dislike because of what had happened and what Mr. Brocklehurst had said, as the girls don't like Mr. Brocklehurst.

When spring comes, the difficulties i.e. coldness, are lessened. However the school struck down with an infection as a result of "semi-starvation and neglected colds" and the institute is turned into a hospital therefore classes were broken up and the rules were relaxed. Sadly, some of the girls' die, among those was Helen Burns. Some of the girls who were privileged to have relatives were able leave the school.

When the public learns of how many had died from the infection at the school and how poor the conditions were, many wealthy individuals came forward and built a new building and made new regulations and improvements. While Mr. Brocklehurst is still the treasurer, a committee of more sympathetic men now aids him. It was likely that wealthy individuals funded most charity schools, in the mid eighteenth century. The bad health conditions follow the conditions of the school the Bronte's went to.

Jane is at Lowood for eight years, six as a student and two as a teacher. Miss Temple is there as superintendent the whole time, and while at first she is like a mother and governess to Jane, later they are close friends.

Miss Temple gets married and leaves Lowood, it is then that Jane realizes there is a world outside the confines of Lowood, so she puts an advertisement in the paper to be a governess, to which a Mrs. Fairfax in Millcote answers. There in Millcote, she becomes governess to a Miss Adela Varens. Having had a good education and teaching experience at Lowood, Jane was more qualified than most governesses. Janes lack of confidence in her abilities to fulfill the requirements of the job is unfounded. The education of Adela isn't really described in the novel. Jane is obviously kinder and more compassionate in her teaching than that of Lowood, Jane talks about what Adela can and can't do which suggests that she is teaching to Adeles personal abilities, following Pestalozzis theories.

Charlotte Bronte also tried her hand at being a governess In 181 she went to school at Roe Head, where she later worked as a teacher. However, she fell ill, suffered from sadness, and gave up this post. Charlottes attempts to earn her living as a governess were slowed down by her disabling shyness, her ignorance of normal children, and wanting to be with sisters.

Charlotte Bronte wrote Jane Eyre in 1847. At this time education followed the theories of the Swiss educationalist Pestalozzi, who was hated the restricting and hurtful disciplines that monitorial schools had. Montorial schools were schools that kept order by appointing monitors that gave advice and warnings to those who misbehaved. The monitorial system coincides with the systems created by Joseph Lancaster and Andrew Bell. Teaching in the monitorial system mostly involved memorization and spoken instructions. This is shown through Janes narration, At first, being little accustomed to learn by heart, the lessons appeared to me both long and difficult the frequent change from task to task, too, bewildered me. Both Burns and Jane excel only with great effort and by paying close attention. At the time Charlotte Bronte was writing Jane Eyre, Pestalozzis theory of learning was being practiced, which included kind, loving educators teaching the child through different sensory experiences. Lowoods system of a master teacher, under teachers, and monitors is similar to Bells complicated system. In addition, the brand of discipline given by Mr. Brocklehurst is similar to that of Lancaster.

Jane's horror at the harsh punishments at Lowood is meant to prompt a similar reaction from the reader. The disciplining of Jane (when she was to stand on a stool) was not necessary, it was the result of an accident. Most of the punishments at Lowood seem to be for minor and unavoidable infractions such as having dirty nails when the wash water was frozen.

Even though the health problems at Lowood were common among charity schools, the outbreak of typhus brought Lowood into the public eye, where the living conditions at Lowood were found unacceptable. When the school was moved and Mr. Brocklehursts power was lessened, the discipline was relaxed as well. More kind men were in power of the school and Miss Temple didn't have to follow Mr. Brocklehursts rules. While strict discipline was common in monitorial schools, it was not accepted by all, and lost favour as time went on. When Jane sums up the eight years between the passing of Helen Burns and her own leaving Lowood, she upholds the value of her education at Lowood, after Lowoods improvement While Bronte may have found the schools of the 1840s to be more efficient, she did learn much in her school days, as did Jane.

Janes jump from student to teacher at Lowood is quite rare. There is no mention in 'Jane Eyre' of Jane ever becoming a monitor, as many of the greatest girls were at Lowood, but it can be thought that she was before she became a teacher. Most under teachers in monitorial schools first went to a training school. Qualification requirements were often not needed in charity schools. It was also rare for a woman to be the master teacher at a monitorial school; it was usually men who had a university education to hold the position, although it was more common in charity schools. In putting Miss Temple in charge, Bronte parallels her own life at Miss Woolers school, as well as giving Jane a role model in Miss Temple.

St. Johns Morton School is an example of a class school. Again, Jane is never depicted teaching; only talking to her students after class. The school is accurate with the times, in which most of the public schools were now class schools. In these schools, a teacher is given a small class, allowing her to spend more time with each student, and every student would receive work suitable for his or her own age and ability. The passages which do show Jane at the school usually include praises of how well her students are doing and how the children of England are so much better than the children of the rest of the Europe. This belief also suggests that their education system is the best, including the newest form of schooling, the class school.

While at first Lowood was an awful experience, Jane ended up getting a very good education, and went on to offer even better education to other children. Jane Eyre illustrates the troubles that someone could face in the charity schools of the early nineteenth century and the development of that education system into a much better, more efficient system.

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Romeo and juliet

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Intimacy can be an excellent or terrible phase in life which may lead into serious matters such as death, family feud, tragedy, and suicide. This closely relates to Romeo and Juliet written by William Shakespeare. Despite the feuding families, the Montagues and Capulets, Romeo and Juliet try to be together. Many fights occur between the two families which leads to tragic deaths. In the end, Romeo and Juliet sacrifice their lives, and because of this the two families decide to resolve their differences. However, Romeo's death does not affect the way he feels about his true love. Due to Romeo's outlandish actions, it is evident that he will do anything for love.

Romeo highly anticipates finding true understanding for his passion and love for another. For instance, Romeo discovers Juliet at her balcony after the party and he says, "It is my love. O, it is my love! / I that she knew she were!" (..10-11). By implying that Romeo has fallen in love after seeing Juliet for the first time, it shows that there is meaning to the frequently said quote love at first sight. He has just met Juliet and immediately calls her his "true love." In addition to his search for true love, Romeo talks to Friar Lawrence the day after the party and says, "With Rosaline, my ghostly Father? No. / I have forgot that name and that name's woe." (.48-4). Romeo and Juliet are acquainted and he instantly forgets about Rosaline. Obviously, all Romeo cares about are his feelings for him and his loved one. Romeo has infatuation towards Juliet's beauty which he calls love.

Romeo tends to engage in physical trouble. At first, Romeo kills Tybalt which leads to Romeo's banishment. His anger and fury get out of hand to the point of no control. He does anything that he can do in his power to get his way. At the tomb where Juliet lays, Romeo kills Paris and himself. Juliet stumbles upon Romeo's body and eventually kills herself as well. Romeo's actions are incredibly insane. This shows that one little misunderstanding can lead to a major tragedy. The forces of nature are difficult to go against with the knowledge of destiny at stake.

Romeo's actions are liable to be absurd. For instance, Romeo finds out that Juliet is dead thus buying poison to commit suicide. Romeo's devotion towards Juliet is so powerful that he will do anything in his power to be with her. This results in bizarre actions that affect himself and others around him. Ultimately, Friar Lawrence talks to both families saying, "Tybalt here slain, whom Romeo's hand did slay. /Romeo has spoken him fair, bid him bethink / How nice the quarrel was, and urged withal." (.1.160-16). Tybalt's death is the beginning of this tragedy. After his death, Romeo is banished from Verona which is another factor that increases the violence. There were many other ways that Romeo could have attempted to prevent himself from being responsible for these deaths.

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