Hamlet Essay -- essays research papers

Is Hamlet Mad? "I am but mad north-north-west: when the wind is southerly I know a hawk from a handsaw" (II.ii.369-370). This is a classic example of the "wild and whirling words" (I.v.134) with which Hamlet hopes will persuade people to believe that he is mad. These words, however, prove that beneath his "antic disposition," (I.V.172). Hamlet is sane. Under his strange choice of imagery involving points of the compass, the weather, and hunting birds, he is announcing that he is calculatedly choosing the times when to appear mad. Hamlet is saying that he knows a hunting hawk from a hunted "handsaw" or heron, in other words, that, very far form being mad, he is perfectly capable of recognizing his enemies. Hamlet's madness was faked for a purpose. He warned his friends he intended to fake madness, but Gertrude as well as Claudius saw through it, and even the slightly dull-witted Polonius was suspicious. His public face is one of insanity but, in his private moments of soliloquy, through his confidences to Horatio, and in his careful plans of action, we see that his madness is assumed. After the Ghost's first appearance to Hamlet, Hamlet decides that when he finds it suitable or to his advantage, he will put on a mask of madness so to speak. He confides to Horatio that when he finds the occasion appropriate, he will "put an antic disposition on" (I.v.172). This strategy gives Hamlet a chance to find proof of Claudius's guilt and to contemplate his revenge tactic. Although he has sworn to avenge his father's murder, he is not sure of the Ghost's origins: "The spirit that I have seen / May be the devil" (II.ii.584-585). He uses his apparent madness as a delaying tactic to buy time in which to discover whether the Ghost's tale of murder is true and to decide how to handle the situation. At the same time, he wants to appear unthreatening and harmless so that people will divulge information to him, much in the same way that an adult will talk about an important secret in the presence of a young child. To convince everyone of his madness, Hamlet spends many hours walking back and forth alone in the lobby, speaking those "wild and whirling words" (I.V. 134) which make little sense on the surface but in fact carry a meaningful subtext. &... ...n addition, the letter Horatio from him through the ambassador bound for England is clear and precise and shows no signs of a confused mind. Finally, I am convinced of Hamlet's sanity by his very normal reactions to the people around him. He is perfectly sane, friendly and courteous with the players, giving them good acting tips which they appreciate and respect. When Polonius and Claudius test the theory of rejected love by "loosing" Ophelia to him, Hamlet acts completely rationally. He greets Ophelia sweetly, gets a little cold when he remembers that he has not seen her "for this many a day," is very hurt when she returns his remembrances, and becomes completely furious, insulting womankind in general, when she lies to him about her father's whereabouts and he realizes he is being spied on. He reacts the way any hurt young rejected lover would. In the end, it is surprising that he is able to keep up the charade of faking madness for so long, and part of his tragedy is that it doesn't help him anyway; in the end, he avenges his father by killing Claudius not through an act of madness, but as a result of Claudius's own treachery.

The Invisible Man

In the novel, The Invisible Man, there are many characters that go against the Invisible Man and try to keep him from succeeding. The definition of a Villain is: A wicked or evil person; a scoundrel; A dramatic or fictional character who is typically at odds with the hero. Since the Invisible Man is the protagonist of the novel, Dr. Bledsoe would fit as a villain towards him. Dr. Bledsoe is the president of the IM’s college, and the IM looks up to him until he turns out to be a big phony. While Dr. Bledsoe preaches a doctrine of hard work and humility as the key to black advancement, he retains his power as president of the college by â€Å"playing the nigger† – he scrapes, bows, and all the while deceives the powerful white men upon whose patronage his power depends. Thus Dr. Bledsoe's supposed commitment to his race is a sham; at one point he declares that he would see every black man in the country lynched before he would give up his position of authority. What makes Dr. Bledsoe such an influential villain is that the protagonist (IM) truly did trust in him and look up to him as a role model. Bledsoe had the IM’s fate in his hands. One of the most important things to the IM was to go to college and become successful, but Bledsoe had the power to take all of that away. Bledsoe has three faces: one he shows to important whites, another he exhibits officially to the students of the college, and the private and true side he reveals to the IM. When the IM sees Bledsoe's true nature, he soon comes to realize the corruption and malevolent methods that Dr. Bledsoe utilizes. This is the IM's first encounter with such deep-seated corruption. The IM's perception is that his world is at its deepest levels corrupted by certain varieties of radical dishonesty and manipulation. He sees this, when the man he idolizes, Dr. Bledsoe, is heavily entrenched in dishonesty and manipulation. Dr. Bledsoe attributes his success to a similar ability to feign humility. The power hungry Bledsoe would have done anything to keep his power, even deceive a vulnerable student or the white trustees. Bledsoe advocates lying as a good way to interact and manipulate Mr. Norton and the white trustees. His belief is that deceit is a means to obtain dignity and status. Because of Bledsoe’s false identity, the IM recognizes his grandfather’s sentiment that true treachery lies in believing in the mask of meekness. For, echoing Booker T. Washington’s philosophy, Bledsoe practices humility and preaches the virtue of humble contentment with one’s place; but, in fact, he uses his seeming passivity to mask his true aims. Bledsoe employs this mask of meekness not only as a method of self-preservation or even self-empowerment but also as a method of actively grabbing power. He uses the college and Washington’s ideology to gain a position of power rather than to achieve broad social progress for his people (something that the IM initially looked up to him for). Bledsoe’s declaration that he has â€Å"played the nigger† long and hard to get to his position and won’t have one young, naive student erase his accomplishments reveals his priorities: his concern for the college’s image masks his greater fear that his own image will be defiled and his power stripped. The IM’s grandfather advised his family to use masks as a form of self-defense and resistance against racist white power, but Bledsoe uses masks as a weapon against members of his own race. Moreover, he uses deception to achieve an influential position within the white-dominated power structure rather than to dismantle that structure. One can argue that Bledsoe’s character shows the ultimate limitations of the grandfather’s philosophy: African Americans will not win true power for themselves as a people if they continue to lead double lives. This is a major theme in the novel, and it’s something that the IM does not truly understand until the end of the book. Dr. Bledsoe, although a villain to the IM and to the entire black community, the IM is still able to learn a lot about him when it comes to his invisibility. The IM learns that to be invisible is to be unacknowledged by others, and he learns that by â€Å"playing a role† or pretending to be something that you are not (mask’s) you end up losing your true self and sense of identity. Behind the many masks of Bledsoe, he ends up getting lost in his multiple identities and does not know who he is. Bledsoe seems to be blind to the fact that he too is black, and although he may have a higher position than other blacks, he is still â€Å"invisible† in the eyes of the white people to whom he â€Å"sucks up† to. Dr. Bledsoe is a villain who seems to be lost in his own evil, power hungry motives. Dr. Bledsoe is blind to the truth of his own identity, and therefore it causes the IM to rethink his life. Bledsoe serves as a villain because of the many roles he played to fool people. He did not care about anyone else but himself. Bledsoe had many twisted morals, but the protagonist, the IM was able to learn from Bledsoe’s blindness and ignorance. He learned that your true identity does not come from the power of putting others down, but it comes from the realization that you are powerless but that you can still make an effort to change things for the betterment of all people.

Extensive Reading Essay

There are many experts who give the definition of reading. One of them is Aebersold and Field. They say: â€Å"†¦ , reading is what happens when people look at a text and assign meaning to the written symbols in that text, further, the text and the reader are the two physical entities necessary for the reading process to begin (1997: 15). † It means that when someone sees written symbols in a text, there will be something visualized on the reader’s mind. This process is called reading. Another expert, Williams (1999: 2) states that reading is a process whereby one looks at and understands what has been written. In line with Williams, Heilman (1961: 8) says that reading is a process of getting meaning from printed word symbols. It is not merely a process of making conventionalized noises associated with these symbols. In line with them, De Boer and Dallmann (1982: 23) say that reading is a process involving meaningful reaction to printed symbols. Wallace, in his book entitled â€Å"Reading† adds that reading is interpreting which means reacting to a written text as a piece of communication (1996: 4). These four definitions have the same point. The point is that reading is a process of getting the meaning of written text and giving reaction of it as the form of communication between the reader and the writer. Different from some experts above, Davies defines reading from the other point of view. He says that reading is a private. It is a mental or cognitive process which involves a reader in trying to follow and respond to a message from a writer, who is in distant space and time (1995: 1). It means that reading activity connects the reader and the writer although they live in different places and life in different period. Reading is a mental cognitive process, so as the result of this activity the reader is able to give responses about the text’s message. Because reading is a private activity, the process of reading and responding is not directly observable. Most events told in written texts are past experiences; either it is the writer’s experiences or the others’. The success of reading activity is depending on the reader’s ability to visualize it in order to be able to understand and interpret its meaning. Dealing with this fact, Kennedy says: Reading is ability of an individual to recognize a visual form associate the form with a sound and/or meaning acquired in the past, and on the basis of past experience, understand and interpret its meaning (1981: 5). Another expert, Grellet (1981: 7), defines reading as a constant process of guessing, and what one brings to the text is often more important than what one finds in it. It means that before the reader reads the text, he guessed the content of the text and he had already had his own concept. After he reads the text, the reader relates his own concept with the text’s message. Based on some definitions above, it can be concluded that reading is the process of bringing a concept to the text and relating it with the meaning got from the text, in which it is usually a past experience, visualizing it, understanding it, and giving responses as interpretation of this process. Kennedy (1981: 188) says that comprehension is the ability of one to find, interpret, and use ideas. Then, in Oxford Advanced Learner’s dictionary, comprehension is defined as a power to understand something (Hornby, 1995: 235). According to these two definitions, it can be said that comprehension is the ability to understand something through finding interpreting, and using ideas. In line with the statement above, it can be concluded that reading comprehension is the ability to get the meaning of written symbols, visualize it, and give responses as the interpretation of this process. Narrative text There are some approaches in teaching reading; one of them is genre based approach. According to Hartono (2005:4) the term â€Å"genre† is used to refer to particular text-types, not to traditional varieties of literature. It means that genre is a type or kind of text, defined in terms of its social purposes; also the level of context dealing with social purposes. Based on the communicative purpose, Pardiyono (2007:93-98) classifies the text into eleven types, they are; description, recount, narration, procedure, explanation, discussion, exposition, news item, report, anecdote, and review. However in this study, the text will be focused on the narrative text. Considering the social function, generic structure, and language features of narrative text, narrative text can be defined as a text which tells about past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. The explanation about social function, generic structure, and language features of narrative text is as follow: 1. Social function The social function of a text is quite similar with the purpose of the text. Related to narrative text, the social function is to amuse, entertain and to deal with actual or various experience in different ways. 2. Generic structure The generic structure of narrative text consits of three parts, those are orientation, complication, resolution, and sometimes completed by coda. The further explanation about these parts of narrative text is as follow: a. Orientation Orientation is the introduction of the text. It includes what is inside the text, what the text talks in general, who involves in the text, when and where it happen. b. Complication. In complication, the text talks about what happens with the participants. It explores the conflict among the participants. Complication is the main element of narrative. Without complication, the text is not narrative. The conflict can be shown as natural, social or psychological conflict. c. Resolution Resolution is the end of narrative text. This is the phase where the participants solve the problem aroused by the conflict. It is not matter whether the participants succeed or fail. The point is the conflict becomes ended. 3. Language features According to Hartono (2005:7), the language features used in narrative  text are: a. Focus on specific participants b. Use of past tense c. Use of temporal conjunction d. Use of material (or action) processes Video as Media in Teaching 1. Media a. The Definition of Media Etymologically, the word â€Å"media† comes from Latin language â€Å"medius†. Literally, it means mediator or companion. Media is the messages mediator or companion from the sender to the receiver (Arsyad, 2005:3) Association for education and communication technology (AECT) in Sadiman (2002:6) defines media as all forms and lines which are used by people to convey information. According to Gagne, media is many kinds of components in students’ environment that can stimulate them to study (Sadiman dkk, 2002:6). Based on those definitions above, it can be concluded that media are all things that can be used to deliver the message from sender to receiver so it can stimulate the mind, feeling, attention, and students’ interest in order to attain the teaching and learning process. b. Kinds of Media Media can be classified into three categories: visual, audio, and audio visual. (http://edu-articles. com) 1) Visual media. There are two kinds of visual media; those are unprojected media and projected media. a) Unprojected media Unprojected media can be divided into: (1) Realia or real thing. The object must not be presented in class, but students should be able to see and observe them. For example the students observe the ecosystem, plant, the diversity of living thing, et cetera. This media is able to give real experiences to the students. (2) Model. Model is the imitation of real thing presented in three dimension form as substitution of the real thing. This media helps the teacher to present the object that cannot be brought into the class, for example digestion system, respiration system, excretion system, et cetera. (3) Graphic. The functions of graphic are to catch the students’ attention, clarify the lesson, and illustrate the fact or forgettable concept. There are many kinds of graphic, such as picture, sketch, scheme, chart, and graph. b) Projected media There are two types of projected media: (1) Transparency of OHP. This is stated as the real media because the teacher must not change the lay out of the class and still able to face the students. Transparency media includes software (OHT) and hardware (OHP). (2) Bordered film or slide. This is a transparent film that usually has measurement of 35mms and border 2Ãâ€"2 inches. The use of this media is the same as OHP, but the visualization of this media is better than OHP. 2) Audio media There are two kinds of audio media that are commonly used: a) Radio. Radio is electronic tool that can be used to listen to the news, new important events, life problems, et cetera. b) Audio cassette. This tool is cheaper than the other because the supplying and the treatment cost are relatively cheap. 3) Audio visual media There are many kinds of audio visual tool: a) Video. This is one kind of audio visual media, besides film. In learning process, this tool is usually presented in the form of VCD. b) Computer. This tool has all the benefit of the other media. Computer is able to show text, picture, sound and picture, and can also be used interactively. Even, computer can be connected to internet to browse the unlimited learning sources. c. The Characteristics of Education Media Gerlach and Ely in Arsyad (2005: 12-14) propose three characteristics of education media; those are fixative property, manipulative property, and distributive property. 1) Fixative property This characteristic explains the ability of media to record, save, continue, and reconstruct an event or object. The event or object can be put in the right order and rearranged using media such as photograph, video tape, audio tape, computer disc, and film. By this characteristic, an event that just  once in a life time can be perpetuated and rearranged for education 2) Manipulative property This characteristic enables an event to be transformed, so the event that needs long time can be shorted in order to be showed in class, for example the process of metamorphosis, the record of motion in sport class, the plant treatment, et cetera. 3) Distributive property This kind of characteristics enables an object or event to be transported through space and be served together in a number of students, in which each other get the same experiences. Once information was recorded, it can be reproduced for many times and be together in many different places. d. The Importance of Media in Teaching The importance of media can be seen from its roles and functions in education. As stated by Prawiradilaga and Siregar, media have two main roles, those are: media as AVA (audio visual aids) so it can give the students concrete experiences and media as communication so it can connect the students as receivers with the material in order that it can be received well (2004: 6). In the next pages, Prawiradilaga and Siregar (2004:8-13) explain the detail functions of media are: 1) Give the knowledge about the learning goals 2) Motivate the students 3) Present the information 4) Stimulate the discussion 5) Lead the students’ activities 6) Do the exercises and quizzes 7) Strength the learning process 8) Give the simulation experiences Meanwhile, Encyclopedia of Educational Research in Arsyad (2005: 25) elaborates the functions of media in teaching as follow: 1) Put on the concrete basics to think, so it decreases the verbalism 2) Improve the students’ attention. 3) Put on the important basics for the development of study, so it makes the lesson more steady 4) Give real experiences for the students so they can effort by them self 5) Emerge the regular and continued thinking, especially about life pictures 6) Help the emerge of understanding that can help the students’ language development 7) Give experiences that cannot be achieved by the other way and give the efficiency and variety in the way of study Besides, Nugraha adds the importance of media (http://yudinugraha. co. cc ), such as: 1) The presentation of the material becomes more standard. 2) The arrangement of the media that is structured and planned well helps the teacher teaches in the same quality and quantity for all classes. 3) The learning process is more interesting and interacting. 4) The students are more active. 5) It is efficient in using time. 6) The learning quality of the students can be improved. 7) Et cetera. e. The Ways in Choosing Media in Teaching Sudirman (1991) in Nugraha (http://yudinugraha. co. cc ) proposes three principles of choosing media in teaching as follow: 1) The goal of choosing media. The choosing of the media that will be used should be based on the goal of its choosing. 2) The characteristic of media. Each media has its own characteristic so it should be adjusted with the material. 3) Alternative choices. Choosing media is the process of making decision and many of alternative choices. Besides the principles above, according to Aristo, the factors that should be taken into account in choosing media are (http://aristorahadi. wordpress. com): 1) Objectivity. A teacher should be objective. It means that a teacher cannot choose the media based own his own. 2) Learning program. The media that will be used should be suited with the level of the students. 3) Technical quality. Technically, the media used should be checked whether it is filling the requirement or not. 4) The effectiveness. Are the media can help the students achieve the learning goal? 5) Time. How long time is needed to prepare and present this media? 6) Cost. The cost that should be paid to present this media must be adjusted with the budget. 7) Availability. The easiness of finding this media should be considered too. If the media we look for are not available, we can substitute it with other media that are suitable. 2. Narrative Video a. The Definition of Narrative Video Video is one of media used to convey the learning’s message. In Oxford Learner’s Dictionary, video is defined as type of magnetic tape used for recording moving pictures and sound (1995: 1327). It means that video has two elements, those are audio and visual. The audio enables the students to receive the message using their hearing and the visual enables the students to receive the message using their eyesight. According to Sadiman (2002: 76), the message presented in the video can be a fact or fictitious, can be informative, educative, or instructive. It is informative, it means that much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. Video is also educative and instructive; it means that the message of the video can give concrete experiences to the students, so they can apply it in their daily life. Related to narrative, narrative can be defined based on its social function, generic structure, and language feature as a text which says the past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. Considering the definition above, narrative video can be describe as a certain kind of magnetic tape used for recording moving pictures and sound about past activities or event which concerns on the problematic experience and resolution in order to amuse and even give the moral messages to the reader. b. The Benefit of Using Narrative Video in Teaching Generally, the benefit of using narrative video in teaching is quite the same as the benefit of using other videos in teaching. According to Sadiman dkk, (2002:76-77) video has some benefits, those are: 1) It can catch the students’ attention easily. 2) Much information from many experts in this world can be recorded in video tape, so it can be received by the students everywhere they are. 3) The difficult demonstration can be prepared before, so the teacher is able to concern on his presentation. 4) It is more efficient in using time. 5) It can present dangerous object that cannot be brought into the class. 6) The volume can be adjusted. 7) The picture can be frozen so it can be inserted the teacher’s comment. 8) The light of the room does not need to be turn off. c. The Purposes of the Use of Narrative Video in Teaching Anderson (1994: 104-105) proposes some purposes of the use of video in teaching. These purposes are divided into three aspect, for cognitive aspect, for psychomotor aspect, and for affective aspect. These purposes are the same with the purposes of narrative video in teaching, those are: 1) For cognitive aspect a) Develop the recall and motion skill. For example, the observation about relative speed and a moving object. b) Able to show a series of motionless pictures, without sound, as photo or bordered film c) Able to give knowledge about certain laws and principles d) Able to show the right way in having attitude in a performance, especially about the students’ interaction 2) For psychomotor aspect a) Able to show the skill about motion well because it can speed up or down so the motion can be observed clearly. b) The students get the feedback directly and visually about a motion so they can repair their motion well. 3) For affective aspect Video can be a good media to influence the attitude and emotion. For example, play a short story that is suitable with the topic. BIBLIOGRAPHY Aebersold, Jo ann and Mary Lee Field. 1997. From Reader to Reading Teacher. USA: Cambridge University Press Anderson, Ronald. 1987. Pemilihan dan Pengembangan Media dalam Pembelajaran. Jakarta: Rajawali Press Arsyad, Azhar. 2005. Media Pembelajaran. Jakarta: Raja Grafindo Persada Brown, H. Douglas. 1994. Priciples of Language Learning and Teaching. New Jersey: Prentice Hall Inc. Burns, Anne. 1999. Collaborative Action Research for English Language Teachers. New York: Cambridge University Press. Dallman, Martha, Roger L.R. , Lynette Y. C. C. , John J. D. 1982. Reading . New York: CBS College Publishing Davies, Florence. 1995. Introducing Reading. England: Penguin Book Elliot, et al†¦ 1999. Educational Psychology: Effective Teaching, Effective Learning. Boston: Mc GrawHill. Grellet, Francoise. 1981. Developing Reading Skills: A Practical guide to Reading Comprehension Exercises. New York: Cambridge University Press Furchan, Arief. 1982. Pengantar Penelitian dalam Pendidikan. Surabaya: Usaha Nasional. Harmer, Jeremy. 1998. How To Teach English. Harlow: Longman Hartono, Rudi. 2005. Genre of Texts. Semarang: Semarang State University Heilman, Arthur W. 1961. Principles and Practices of Teaching Reading. Columbus: Charles E Merrill Books Inc. Hopkins, David. 1985. A Teacher’s Guide to Classroom Research. Philadelphia: Open University Press. Hornby, A. S. 1995. Oxford Advanced Learners’ Dictionary. New York: Oxford University Press Kartono, Kartini. 1983. Pengantar Metodologi Riset Sosial. Bandung: Penerbit Mandar Maju. Kennedy, Eddie C. 1981. Methods of Teaching Developmental Reading. USA: FE Peackock Publisher Inc. Nugraha, Yudi. _____. Media Pembelajaran dalam Pendidikan. Available at http://yudinugraha. co. cc Nunan, David. 1992. Research Method in Language Teaching. New York: Cambridge University Press. Pardiyono. 2007. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Andi Offset. Prawiradilaga, Dewi Salma dan Eveline Siregar. 2004. Mozaik Technology Pendidikan. Jakarta: Prenada Media Rahadi, Aristo. 2008. Bagaimana Memilih Media Pembelajaran. Available at http://aristorahadi. wordpress. com Sadiman, Arif S. Dkk. 2002. Media Pendidikan. Jakarta: Raja Grafindo Perkasa Wallace, Catherine. 1996. Reading. New york: Oxford University Press Williams, Eddie. 1999. Reading in the Language Classroom. London: Pheonix FLT Zainul, Asmawi and Noehl Nasoetion. 1997. Program Pengembangan Keterampilan Teknik Intruksional (pekerti) Untuk Dosen Muda. Jakarta: Universitas Terbuka Jakarta Press. Zuber, Ortrun and Skerritt. 1996. New Directions in Action Research. London: Falmer Press. www. smanbanyumas. sch. id www. youtube. com IMPROVING STUDENT’S READING COMPREHENSION ON NARRATIVE TEXT USING NARRATIVE VIDEO (An Action Research at Tenth Grader of SMA Negeri Banyumas in Academic Year of 2010/2011) PRI WAHYUDI HERMAWAN K2208043 ENGLISH DEPARTMENT FACULTY OF TEACHER TRAINING AND EDUCATION SEBELAS MARET UNIVERSITY 2010.

A close focus on act III of The Crucible Essay Example for Free

A close focus on act III of ‘The Crucible’ Essay The Crucible (395) , John Proctor (276) , Tituba (113) , Giles Corey (38) , Actions (5) Haven't found the essay you want? Get your custom sample essay for only $13.90/page ? The play, ‘The crucible’, shows how people react to mass hysteria caused by a group of people, as people did during the McCarthy hearings in the 1950’s. The â€Å"House un-American activities committee† searched for communist sympathisers because they were felt to be a threat to the state. Many Americans were wrongly accused of being communist sympathisers and were convicted and sentenced without any real evidence of them having committed a crime. Mere suspicion was classed as evidence. And like the during the witch hunts, anyone who spoke out was accused which made defending yourself a death wish. This is how McCarthyism was linked with the witch-hunts that had taken place in Salem, Massachusetts in 1692. The title of the play describes exactly what was happening at the time of the witch-hunts. A crucible is a container in which metals are heated to extracted the pure element from impurities, and crucible is another word for a cauldron that witches use to brew their magic potions in. So the word ‘crucible’ could metaphorically be used to explain how the activities in Salem were like a potion brewing in a cauldron with the potion being ‘mixed’ to separate the witches (impurities) from the good, god-loving citizens (element). The opening scene of the play shows the girls dancing in the woods around a cauldron, they are spotted by Parris who also see’s that one of them is naked.  The people of Salem were Puritans and so dancing was perceived as a sin.  The morning after the dancing, two of the youngest girls cannot wake from bed. A doctor is called to help the girls but he cannot diagnose what is wrong with them or how they can be helped, His only advice is to look to the unnatural. The girls do not confess to their activities until Parris confronts them. Abigail says all that they did was dance and strongly denies that any of them were naked, ‘Uncle, we did dance.’ ‘There is nothin’ more. I swear it, uncle.’ Mrs Putnam, the mother of the other ill child, believes that her daughter Ruth and Parris’s daughter Betty’s illnesses are caused by the devil. Parris calls for Hale who is an expert on ‘demonic arts’  Parris is the minister of the Village, much to the Putnam’s dismay. Mr Putnam’s brother was in competition with Parris for the position of minister and so the Putnam’s have a grudge against not only Parris, but the Nurse family who prevented him from being minister and many of there neighbours for various reasons. Especially with Giles Corey who has worked out that the Putnam’s will do anything to get their hands on other peoples land, ‘This man is killing his neighbours for their land!’ John Proctor also has a grudge against Parris. Hale arrives in Salem, He is a confident and well education young man who believes he has all the answers. As he is examining Betty Giles Corey distracts him by asking him questions about his wife. Giles says that his wife reads strange books whilst they are in bed and while she is reading, he cannot pray. Hale carries on trying to help Betty with little effect. Parris tells Hale that he thinks he saw a kettle in the grass with the girls in the wood with something moving inside it. Hale questions Abigail but she denies that she drank blood and called the devil. Abigail then realises that if the truth is found out she will get in a lot of trouble and so she passes the blame onto Tituba, Parris’s black slave, by saying that Tituba forced her to drink blood and even blames her wicked dreams on the slave. Tituba confesses to save herself from being hung. She mentions four people’s names that she supposedly saw with the devil. Abigail mentions more and more names and then the rest of the girls join in, mentioning the names of anyone they hate, have a grudge against or just dislike. As the girls cried out more names, the hysteria began to grow.  By accusing others of witchcraft they are diverting attention away from their original misdemeanours. We can see that the Proctors relationship is not very strong, they make petty small talk over dinner and don’t appear to be happy together. One reason for this may be that Elizabeth has not forgiven John for having an affair with Abigail whilst she was ill.  Whilst Mary was at court with the other girls where people were being tried for witchcraft she made a poppet for Elizabeth. Abigail was sitting next to Mary whilst she made it. By now 39 women had been arrested and Goody Osborn was sentenced to hanging.  Mary, who had always been a very shy, timid girl was now becoming very easily led along by Abigail and just as confused between fact and fantasy as the other girls and. This is apparent when she tells the Proctors that Sarah Good had confessed to having made contact with Lucifer, and that Sarah Goods spirit tried to choke her in the courtroom. Mary then speaks of even more fantasy when she says that terrible stomach pains had been inflicted upon her when she had turned the old woman away whilst she was begging. Mary also accused the old woman of mumbling a spell to her, but Sarah Good claimed it was not a spell, it were her commandments. The court asked her to repeat the commandments, but she could not. A close focus on act III of ‘The Crucible’. (2017, Oct 04).

Pacific Island Cultures Article Example | Topics and Well Written Essays - 2000 words

Pacific Island Cultures - Article Example In 1964, Dr John Cumpston had the foresight and the stamina to devise a now standard format for listing each and every shipping arrival and departure, vessel by vessel, visit by visit.1 This has proved to be a considerable legacy, as his pioneer work has sparked off research by many others who want to get beyond weak generalisations to look at the Pacific’s maritime past in real and quantitative terms. Comparable SADs have followed not only for all the main eastern Australian ports up to 1840, but also for the Bay of Islands, Akaroa and Port Otago.2 In 2000, the Pacific Manuscripts Bureau (PAMBU) at The Australian National University and the Hawaiian Historical Society published a comparable list for Honolulu.3 The publication of a comparable list for Tahiti is forthcoming, while the Samoas, Tuvalu, Solomon Islands, Marquesas and Pitcairn have already been covered in different ways.4 Indeed the stage is set to look afresh at all Pacific Islands and their ports to draw out new substantial facts about their contact and early post-contact histories. These new lists allow the track of a ship, previously unknown, to be followed across the Pacific from island to island and to see each ship’s trade, its impact on local health, and other consequences, in time and in space, in ways that were impossible before, because no comparable ethnographic and oral records have survived. Even though some of the lists read rather like a turgid telephone book, all names and no plot, a great deal of red-blooded life can be drawn from these listings. *An earlier version of this paper was read at Te Moana-Nui-a-Kiwa, the 17th biennial conference of the Pacific History Association at Otago University on 7 December 2006. 1 J. Cumpston, Shipping Arrivals and Departures, Sydney, 1788–1825 (Canberra 1964). 2 Rhys Richards with Jocelyn Chisholm, Bay of Islands Shipping Arrivals and Departures 1803 to 1840 (Wellington 1992); ‘The SAD truth about Bay of Islands shippi ng 1803–1840’, The Great Circle, 15:1 (Sydney 1993), 30–5; Ian N. Church, Opening the Manifest on Otago’s Infant Years: shipping arrivals and departures Otago Harbour and Coast 1770–1860, Southern Heritage 150 Series (Dunedin 2001). 3 Rhys Richards, Honolulu, Centre of Trans-Pacific Trade: shipping arrivals and departures, 1820 to 1840 (Canberra and Honolulu) 2000. 4 R. Richards and R. Langdon, Tahiti and the Society Islands: shipping arrivals and departures 1767 to 1852 (Canberra forthcoming), based on ‘Ships at the Society Islands 1800–1852’, lists compiled in the 1980s by R. Langdon, Pacific Manuscripts Bureau, Canberra; Robert Langdon, Where the Whalers Went: an index to the Pacific ports and islands visited by American whalers (and some other ships) in the 19th century (Canberra 1984); Rhys Richards, ‘Pacific whaling 1820–1840: port visits, shipping arrivals and departures, comparisons and sources’, The Great Circle, 24:1 (2002), 25–40. ISSN 0022-3344 print; 1469-9605 online/08/030375–8; Taylor and Francis _ 2008 The Journal of Pacific History Inc. DOI: 10.1080/00223340802499641 Article 2 First Page of the Journal Article International Journal of Qualitative Studies in Education Vol. 23, No. 6, November 2010, 671–690 ISSN 0951-8398 print/ISSN 1366-5898 online  © 2010 Taylor & Francis DOI: 10.1080/09518390903468339 http://www.informaworld.com Family obligations in

HR Finance Assignment Example | Topics and Well Written Essays - 250 words

HR Finance - Assignment Example The hospital requires ensuring that it operates under a budget in order to meet all the demands. It seeks to establish cheaper and effective actions for all renal vein cases. It can get a cost effective location and get a bigger space in order to accommodate the increasing number of patients with renal cases (Dunham-Taylor& Pinczuk, 2006, p.4). In this specific project, the community will incur lower IOP appointment with opticians below â‚ ¤17 and less OCT accredited assessment below â‚ ¤38. Additionally, budgeting for this hospital is essential in order to improve the quality of services offered at the hospital. In most cases, patients are willing to pay higher fees for good qualities. The hospital can hire more professionals in an attempt to increase the profit margin, which will enhance growth. The increased number of renal patients requires to be addressed since it is a challenge to the society. Additionally, an OCT machine is expensive for the hospital to purchase; therefo re, it can be obtained through hire purchase form the manufacturing company. This machine will enable the increased number of patients to be attended perfectly within the shortest time possible. This machine will be highly profitable to the hospital since it will ensure that all patients that visit are treated and all necessary tests carried

The political system in Saudi Arabia Term Paper

The political system in Saudi Arabia - Term Paper Example However, in Middle East and Saudi Arabia Islamic rules are prevailing. The kingdom of Saudi Arabia was founded in 1932 by Abdul Aziz bin Saud. Since then Saudi Arabia was ruled by somebody from Abdul Aziz bin Saud’s family. Ibn Saud’s son, King Abdullah bin Abdulaziz Al Saud has been the ruler since 2005, though he had been regent from 1996, due to the illness of his brother King Fahad. The King’s heir apparent is Crown Prince Sultan bin Abdulaziz Al Saud, who also holds the title of Deputy Prime Minister, and who is a half-brother of the King (The Political System of Saudi Arabia) In political terms one can say that absolute monarchy is prevailing in Saudi Arabia. Absolute monarchy is exists when the ruler has power beyond the constitution and laws of the country. In Saudi Arabia, the King holds supreme power beyond the limits of constitution and law. Political observers are surprised to see the developments in Saudi Arabia even without a democratic or communist government. Many people have the illusion that only democracy or communism like stable political ideologies can bring developments in a country. But the case of Saudi Arabia is entirely different. Even without these political institutions, Saudi taught the external world that a country can develop properly with the help of visionary leadership. This paper compares the political systems in Saudi Arabia with that in other parts of the world. ... In other words, the responsibilities of the Saudi king are extremely large compared to the responsibilities of other gulf political leaders. However, the King appoints a Crown Prince to help him in administrative matters. â€Å"The Crown Prince is second in line to the throne† (About Saudi Arabia). In Iran, President holds the power of the president as well as prime minister. However, a cabinet is there both in Iran to assist the president in administrative matters. In India, all the administrative matters are done by the president and his colleagues. Elections are conducted in Iran once in every four years to elect the president. But in Saudi Arabia, no parliament elections are conducted even though ministries and cabinet are functioning in Saudi also. Saudi ministry and cabinet are nominated by the King. Other gulf countries such as UAE, Kuwait, Bahrain, Qatar, Oman etc also have similar political systems as that in Saudi Arabia. In all these countries absolute monarchy is p revailing and the King holds the supreme power in all administrative matters. â€Å"Saudi legislative council is made up of a Consultative Council (also known as Majlis as-Shura or Shura Council) with 150 members and a chairman appointed by the king for a four-year term† (The Political System of Saudi Arabia). It should be noted that in democratic countries, the legislative council is formulated based on elections. For example, in India, legislative council or parliament members are elected by the people in general elections. It should be noted that Islamic rules are prevailing in Saudi Arabia. Moreover, Saudi Arabia is the most sacred country for Muslims all over the world. Mecca and Medina are the most important