How to buy a car Essay Example | Topics and Well Written Essays - 250 words

How to buy a car - Essay Example Know what car you would like to buy. Check out the internet and brochures about their technical specifications if they suit your preference and your needs. Check your budget for the car you would be purchasing. After browsing on the internet and many car brochures, be sure to have that money that would require you to own the car of your choice. You can then go to the store where your chosen car is available. Approach a car dealer to assist you with your purchase. Your car dealer would introduce a lot of options that would confuse you. Get straight and state your preferences and budget so that the dealer can easily assess the car for you. As you would be paraded with the many fancy cars in their showroom, get back to the reason why you are buying the car so that you will not be confused. If you have chosen the car, check out the technical specifications to make sure they suit to your needs and qualifications. Don’t be afraid, ask for test drives. You have to have a first hand e xperience with the car before purchasing it to make sure that it would be the car for you. If you have some doubts, try another one that you think might be better. In choosing the car for you, you have to be sure with everything. If you found the one, make sure it is worth it. Settle the payment methods with your car dealer and arrange for the papers and shipment of your

Immigration personal letter Essay Example | Topics and Well Written Essays - 1000 words

Immigration personal letter - Essay Example I didn't have many savings, and I didn't even have a checking account in an American bank! I had to get an apartment for my first few months here. Every week I would buy groceries, and I had a hard time just keeping afloat. Actually, it was only a few weeks after I got to America that I found a decent job working as a System Admin with an electronics company that needed someone to oversee their software department. Basically I was making sure that everything operated smoothly. If there was a problem on my job, people would usually come see me about it because I was the computer expert. "Saurabh, what's the matter with this program Saurabh, why won't this window close Saurabh, how do I do this How do I do that" As you can see, this was a very demanding job. But I had to work hard in order so that I could send some money back to India until I could afford to bring the rest of my family over here while I was on my work visa. Finally, when I had saved up about ten-thousand dollars, I brought my wife Padma to the United States with our baby girl Dharti. Airfare from India costs quite a bit, so I had to save up for that, as well as the expenses we would have here in the U.S. after Padma and Dharti came over. In order to earn that ten-thousand dollars I had to work overtime at my job for weeks on end. But I did it because I loved my family and I really wanted them to be with me here in the United States. James Madison, one of the founding fathers of the United States, once was quoted. He said that "America was indebted to immigration for her settlement and prosperity."1 This is partially the truth, because, America is not only responsible for my success. I am also partially responsible for the success of America. Now... For awhile I thought I wasn't going to be able to make it in the United States. When I first came to the U.S., I had little money, was without my nuclear family, and didn't really speak English as well as I would have liked. Actually, it was only a few weeks after I got to America that I found a decent job working as a System Admin with an electronics company that needed someone to oversee their software department. Basically I was making sure that everything operated smoothly. If there was a problem on my job, people would usually come see me about it because I was the computer expert. "Saurabh, what's the matter with this program Saurabh, why won't this window close Saurabh, how do I do this How do I do that" As you can see, this was a very demanding job. But I had to work hard in order so that I could send some money back to India until I could afford to bring the rest of my family over here while I was on my work visa. Finally, when I had saved up about ten-thousand dollars, I brought my wife Padma to the United States with our baby girl Dharti. Airfare from India costs quite a bit, so I had to save up for that, as well as the expenses we would have here in the U.S. after Padma and Dharti came over. Now I have an even better job since I got my Master's degree, and work as a consultant with an

Price elasticity of demand Essay Example for Free

Price elasticity of demand Essay A. Price elasticity of demand (Ed) is used to determine if percent change price increases will percent change quantity demanded decease. In price elasticity of demand (Ed) there are three possible coefficient categories that can result; elastic, inelastic and unit elastic. Key components to remember when determining coefficient category, the threshold is set at one, there are only absolute values, no negative numbers, and the coefficient can only be categorized as elastic, inelastic and unit elastic. To determine if the coefficient is elastic, inelastic or unit elastic they would have the following characteristics. When price elasticity of demand (Ed) is elastic the coefficient will be greater than one (Ed 1). When a percent price change occurs quantity demanded responds strongly and there will be a large change in quantities consumers purchase. There is price sensitive in this scenario. If price elasticity of demanded (Ed) is inelastic the coefficient will be less than one (Ed 1). When a percent price change occurs quantity demanded doesn’t respond strongly and there’s a small change in quantities consumers purchase. There a weak price sensitive in this scenario. Lastly, if price elasticity of demanded (Ed) is unit elastic the coefficient will be equal to one (Ed = 1).Whenever there is a percent change in price there is an equally matched percent change in quantity demanded. This scenario is rare. The following formula can be used to compute the coefficient before categorizing if it is elastic, inelastic or unit elastic: Ed= %∆Qd _______ %∆Price After plugging in the given particulars and computing an answer for the coefficient, one will determine if the answer is greater, less, or equal to the threshold of one. Then last step the coefficient will be categorized as elastic, inelastic or unit elastic. B. Cross price elasticity (Exy) helps determine how percent change increase of a good or service impact quantity  demanded of another good/service. In cross price elasticity (Exy) there are two possible categories that the coefficients can be placed in; substitutes and complements. Key components are as follows threshold is zero, there is a positive or negative distinction in the coefficient, and if the coefficient is equal to zero, this means there is no impact on the good or service. The goods or services are independent of each other. The elasticity of a good or service depends on how specifically defined is the product. For example the brand of eggs you buy vs. you buying eggs. In cross price elasticity (Exy) if the coefficient is a substitute good or service it would be greater than zero (Exy 0). The more X and Y sales increase together we know they are substitutes, the greater the substitutability between the two goods or services. In cross price elasticity (Exy) if the coefficient is a complimentary good or service it would be less than zero (Exy 0). X and Y â€Å"go together,† increase in price of one of the goods/services decrease the demand of the other, they are complementary goods/services. The larger the negative coefficient, the greater the complementary between the two goods or services. The following formula can be used to compute the coefficient before determining if it’s a substitute or complimentary good/service. Exy= %∆Qd of good Y _____________ %∆Price of good X After plugging in the given particulars and computing an answer for the coefficient, one will determine if the answer is greater, less, or equal to the threshold of zero. Then last step the coefficient will be categorized as a substitute or complimentary. C. Income elasticity (Ei) measures how responsive percent change quantity demand is too percent change in a person’s income. There are two income categories; normal goods, which are also referred to as superior, and other category is inferior good. Two key components to remember are the threshold is set at zero and there is either a positive or negative distinction in the coefficient. In income elasticity (Ei) to determine if the coefficient is normal (superior) good the threshold would be greater than zero (Ei 0). When income rises so does the demand for normal (superior) goods. But also if there is a recession normal (superior) goods are usually hit hardest.

Communication Is Important In Nursing And Nursing Process Nursing Essay

Communication Is Important In Nursing And Nursing Process Nursing Essay This essay will look at the importance of communication in nursing. To begin, the essay will consider the use of communication in nursing in the general context. The latter section will go on to reflect on the application of communication in practice in relation to conversation and basic psychotherapeutic support within the dementia care environment. Introduction Communicating is a fundamental skill in nursing. It governs every task a nurse undertakes from the point of admission to the point of discharge. There are a number of levels from simple phatic exchanges used to initiate conversation, extending to complex counselling techniques. Effective use of communication has been shown to benefit the nurse-patient relationship, contributing to overall well-being and accelerating the process of treatment. It is therefore an essential aspect of the nursing process. In some cases, it can even mean the difference between life and death. Good communication is often regarded as a delicate and complex art, requiring a good understanding of the interplay between numerous factors. This essay intends to provide a definition and to highlight a number of important professional, ethical, legal and moral responsibilities of the nurse in relation to communication (Sheldon, 2005). Discussion There are numerous definitions for communication. Potter and Perry (2001 p.445) offer a definition for communication as a process in which people affect one another through the exchange of information, ideas, and feelings. Thus, it is about sending and receiving a message, both verbally and non-verbally, with a shared goal of conveying a mutual understanding. In general regard to the verbal domain, the process is often reciprocal in nature as both informant and referent change role, seek clarification and offer an acknowledgement of understanding throughout the exchange. It is imperative to be aware of the effect that body language and paralinguistic features have on communication. Thinking about body posture and implementing the principles of SOLER (identified by Egan (1982) cited in Burnard and Gill (2009)) is useful in nursing. A relaxed posture can help in the process of active listening, helping to convey an empathic response to the patient. Argyle (1994) points out that people are often unaware of their own non-verbal communication, whilst it is clearly visible to the receiver. Incongruence between what is being said verbally and what otherwise is perceived does not help in facilitating a positive relationship from a patients perspective. However, for a nurse who is trained to be sensitive to such cues (particularly in mental health settings), it can sometimes present useful information about a patients mental state and is a possible indicator of deterioration. The Fundamentals of Care (2003) document published by the Welsh Assembly Government highlights that communication should take place using appropriate language and in a sensitive manner. Care should be taken to communicate effectively with people who are mentally impaired. In all patient communication the use of medical jargon should be limited wherever possible. As the Department of Health Valuing People Now (DH 2007) points out, as cited in Baillie (2009), people with learning disabilities have a right to healthcare just as much as other people and it should be just as accessible. In essence, nurses have to be open, flexible and versatile in their approach. Stuart and Laraia (2005) cited in Riley (2008) suggest that communication facilitates the development of a therapeutic relationship. Nurses should adopt a suitable style of questioning, using open and closed questions appropriately depending on the situation. It is always important to convey a warm and accepting attitude that is objective and value free, taking into account the different cultural variations that exist. Nursing is increasingly recognised as a holistic and person-centred process, with so many aspects of a patients life regarded as important to the process of recovery that communication in itself forms a significant aspect of treatment. Caris-Verhallen et al. (1999), cited in Crawford et al (2006), imply that communication promotes an increased level of self-esteem and reduces stress. These benefits also promote staff wellbeing. In addition, Watkins (2002) mentions the usage of self-disclosure as a factor that helps develop therapeutic relationships with patients, parti cularly within mental health settings. Teamwork is a factor too which relies heavily on good communication. Nurses are surrounded by different types of health care professionals and as Peate (2006) acknowledges, interdisciplinary communication can be difficult. The Nursing and Midwifery Council (2008) Code of Conduct states that, as a nurse you must work cooperatively within teams and respect the skills, expertise and contributions of your colleagues. It is often the nurse that acts as an intermediary between the patient and another healthcare professional, disseminating information and explaining it in terms suitably appropriate to the understanding of the patient. Poor communication creates barriers which can often lead to patients feeling alienated and making complaints as well as often being a significant factor in cases of malpractice, neglect and negligence. Within many clinical settings, a lack of time presents difficulties in utilising effective communication. Nurses often have to take opportunities to build rapport using synchronous communication whilst carrying out other tasks and duties. As Crawford et al. (2006) point out, healthcare professionals are increasingly task driven and laden with administration which prevents them from spending time talking with patients using the ideal but time consuming counselling type communication. Therefore, in modern healthcare settings, they suggest a newer model is used that encompasses Brief, Ordinary and Effective (BOE) communication Crawford et al. (2006). With regard to written communication, the NMC Code of Conduct (2008) highlights that nurses are expected to ensure that accurate and up to date records are maintained, with clear information about when the entry was made together with a signature of the person making the entry. Not only is this therapeutically useful, it is also an essential legal requirement and offers evidence that treatment has been carried out. Finally, Baillie (2009) explains that the telephone also forms an important, often overlooked mode of communication. As with all clinical work, it is essential for nurses to maintain professional etiquette and confidentiality, as well as acknowledge their level of competence to the caller and ensure that the call is documented where necessary (Baillie, 2009) Conclusion Communication has been demonstrated to have an important positive influence on treatment outcome. Nurses as a collective group represent a substantial aspect of all clinical health care professionals. They probably spend the most amount of time with a patient. As such, there is an enormous capacity for influence on treatment. It is therefore clear why there is a need for significant emphasis on this matter in nurse pre-registration programmes. Encouraging future and present generations of nurses to communicate more effectively could have a significant influence on increasing patient satisfaction and recovery time. It is therefore suggested that promoting effective communication has potential cost saving implications for local healthcare authorities too. This is important given the enormous strain that the NHS is under in the current economic climate. From a wider perspective, it could be speculated that effective communication indirectly has some bearing on aspects of future health a nd social policy. Reflection: Communication in The Dementia Care Context This next section looks reflects on communication within a dementia care setting and utilizes a Reflective Cycle model (appendix 1) adapted from Gibbs et al (1988) as cited in Bulman and Schutz (2008). The model begins by using a description about what has happened and then encourages the person whom is reflecting to acknowledge their feelings about the situation/event. From this, the evaluation phase encourages the reflector to make value judgements and to say what was good or bad about the experience. Next, an analysis can be made about the situation and this should hopefully generate ideas and themes about the situation. Through doing so, conclusions can be drawn both in the general sense and in terms of the reflectors specific personal experience. The final part of the reflection process with this model is the personal action plans stage whereby the reflector can suggest different, perhaps better ways of doing things in a similar future situation. Description The placement was a dementia care ward which was all-female bedded with people who were at various stages in terms of the development of their dementia condition. The majority of the patients were still relatively active in a physical sense and often quite talkative. I spent a significant amount of time sitting with various patients in the dayroom, often for observation reasons to help ensure their safety. This enabled frequent opportunity to talk to the patients and also to gain some insight into the nature of how dementia can affect people. There was one patient that particularly concerned me. In the interests of preserving confidentiality I will change her name and refer to her as Abigale. Although this reflection is predominantly focused on my interaction with Abigale, much of what I mention is relevant to the patient population at large in respect of dementia care. Abigale was an elderly lady, perhaps in her early 70s, who used to be a school teacher during her working years. Her condition was such that she was often quite talkative although the conversation was very much disjointed. She conveyed a range of emotions and often talked to me as if I resembled a particular character in her former life. Sometimes she spoke in a manner that suggested that she was seemingly happy about something and then for no apparent reason, she would become very upset and tearful. This happened on a frequent basis, with her emotions appearing to cycle between positive and negative affect in relatively short periods of time. Feelings Throughout the time I spent talking with Abigale, I always tried to talk warmly to her and convey an accepting attitude along with empathy, interest and compassion, reflecting the core principles of Rogers client centred therapy. I was aware that my non-verbal communication was very important both to her and other patients. Within the dementia care setting, non-verbal communication is often even more important because it is often relied to a great extent. I always tried to portray openness in my body language, using the SOLER principles acronym outlined by Egan (1994), (see appendix 2). I found that she often used the mode of touch to communicate when sitting and/or talking with people and I attempted to replicate this in a similar, acceptable manner. I found this to be very effective which did surprise me. With a younger generation, touch tends to be a form of communication that I tend to perceive as not working very well for me. This maybe because I just havent utilised this method very much outside of friendship and family settings. I enjoyed spending time talking with Abigale. I particularly liked the way she continued to speak with a degree of authority that would perhaps be commensurate with her former role as a teacher. Even though her conversation was markedly unfocused and incongruent, she spoke in a very articulate manner. When I was able to answer her with a response she appeared to find satisfactory, it felt quite rewarding and it was good to see when she appeared to be happy. Sometimes she acted as if I resembled various people from her life. It was difficult to know whether to simply accept these non-sequiturs and go along with them, or correct her and risk upsetting her. Unfortunately, there were also times when I could not give her a response that she needed. I occasionally found it difficult to determine what she was actually talking about and I didnt want to respond with something that wasnt relevant. Despite my best efforts, it was difficult to seek clarification from her as she would often move on to some other topic. I also found it emotionally challenging at the times where she was upset for no apparent reason and I would have liked to have been able to offer more support. Sometimes, I have observed staff using diversion techniques to help distract patients from distressing situations. I have tried to use these occasionally. However, I tend to be a little uncomfortable doing this and I would rather be able to help somehow by having a greater understanding of the person and addressing their questions and concerns more directly. Finally, not having access to the computerised notes system (PARIS) was very frustrating as it meant that I only had information passed verbally from staff. Evaluation Whilst communicating with Abigale and indeed, other patients within the setting, I tried to maximise my listening capacity by blocking out noises that were external to interactions. However, because I felt I had a duty to the other patients, blocking all noises was impracticable. The dayroom tended to be a difficult place to have a conversation. The television appeared to be more or less continually switched on, and there were often domestic staff performing various cleaning duties. The ambient noise levels tended to be quite high and somewhat distracting both for myself and no doubt, the patients. Access to PARIS would have allowed me to gain a greater awareness about the patient as I would have been able to read comments and assessments made by the whole multidisciplinary team. Analysis Good communication forms an intrinsic part of the nursing process and is part of many nursing models. Roper et al. (1996) as cited in Peate (2006) list it as an aspect of daily living. Unfortunately, people who suffer with dementia experience a number of cognitive difficulties according to Mace (2005) as cited in Adams (2008) (see appendix 3) which make communication very difficult. The associated pathological diseases and consequences of aging also exacerbate these difficulties making effective communication even more problematic (Adams, 2008). The role of communication is therefore especially important for dementia patients as they are likely to have difficulties with interpretation of messages (Kitwood, 1997 as cited in Adams (2008)). Indeed, I often found that what Abigale said and how she acted on the responses that I gave was often incongruent suggesting there was a problem with interpretation. However, when I attempted to seek clarification, it was very difficult or indeed imp ossible. According to Cheston and Bender (2003), dementia care can be improved by beingpsychotherapeutic and using every interaction as an potential opportunity to help and support them. The humanistic and Rogerian aspect of empathic listening is particularly important and provides clues about embedded emotional messages according to Cheston and Bender (2003). However, they go on to suggest that in order to be psychotherapeutic in an approach requires a good understanding of a persons life history. Unfortunately, the short term nature of the placement meant that I was likely to remain relatively naive in terms of understanding her history and condition to any useful extent, so being truly psychotherapeutic in my actions was difficult. Nevertheless, I attempted to provide a contribution to the nursing process. I found that some of the communication strategies that nurses are encouraged to use in many settings need to be changed when consideration is given to the dementia care environment. Watkins (2001) suggests that clients respond better when nurses ask open questions. However, for dementia patients, asking open questions would appear to have a tendency to induce cognitive overload. As such, the Alzeimers Society Advice Sheet (2000) recommends that carers should ask short questions, one at a time which require only short answers. The Alzheimers Society (2000) also highlight the need to try and see the person behind the illness: Interests, likes and dislikes, hopes and fears, early life, places they have lived and visited, working life, people they love/have loved, friendships and personality. I did try to find out from Abigale aspects of her former life but in truth, I had very little understanding about these factors. Abigale tended not to respond directly to questions but rather hinted certain aspects on an adhoc basis. Therefore, hypothetically, if I was a named nurse for Abigale in the future, it would perhaps be useful to speak to her close family to gain some insight and as well as potential stimulus for conversations. Perhaps a reminiscence box containing various items such as photographs and objects would be useful in terms of triggering memories and developing conversations. I think it is important to acknowledge that it would have been better to take Abigale to somewhere quieter when she was upset. This would have been more conducive to conversation as well as offering some level privacy for Abigale. However, in the reality of the situation, there were limited places that were actually available on the ward. In addition, it was likely there were other patients that were also episodically distressed that made it difficult to devote full time to Abigale. The other patients tended to demonstrate similar emotions which coincided with the majority; hence there were good and bad days in terms of patient behaviours. Overall, I feel that on balance I offered a good level of support for Abigale. At times, I believe that I could have offered her more in terms of conversation if I had a better level of knowledge about her background. Indeed, sometimes I felt that I lacked the relevant stimulus to have a lengthy conversation. Despite it being my first placement, there were times where I would have liked to have had the knowledge to use certain basic level therapeutic approaches that are applicable to patients whom suffer from dementia. My mentor also mentioned an interest in validation therapy and I am aware too of the existence of other forms of therapy such as pre-therapy, reminenscence therapy, resolution therapy and the person-focused approach. However, I can clearly appreciate that as a 1st year nursing student, to gain such knowledge is totally impracticable, as well as potentially unethical and unprofessional if actually used without proper registered status. Indeed, under the NMC Code of Cond uct (2008) I must recognise and practice within the limits of competency. As such, in order to be in a position to use many therapeutic techniques effectively, I would need significant further training and/or further professional accreditation. Conclusion (General) Communication with patients who have dementia is an extremely difficult and complex process. It is absolutely essential that nurses practice effective communication to help maintain the quality of life of the patients in their care. In practice, it is very difficult to ensure that psychotherapeutic support is well provided, particularly as psychological needs are more subtle and discrete. It could be argued that relatively low levels of staff and the often high levels of physical interventions often found within dementia settings means that the provision for effective communication regarding psychological care presents a significant challenge. I think the psychotherapeutic aspect of care is a important issue, particularly with the number of cases of dementia predicted to rise to almost 1 million in the UK by 2020 (according to Alzeimers Disease International, 1999, cited by Burgess, 2003). Conclusion (Specific) Overall, I feel quite positive about my experience on placement and about the use of communication. I believe that I worked to the best of my ability. Abigale and many other patients appeared to be quite advanced in terms of their dementia condition. This proved to be quite a challenge. I would like to have had more awareness about Abigales history. I can now more readily appreciate the importance of family and friends, not only in terms of direct contribution to care but also the indirect contributions that they make through providing information about the patient. Early recognition of emotional distress helps with the nursing process. It could have made it more feasible for me to talk to Abigale to provide reassurance and limit the likelyhood of her becoming upset, therefore preserving her dignity. I have gained a great deal of insight into dementia care both through the placement experience and through the process of reflection. In retrospect, I would like to have been able to offer more in terms of psychological support and this provides some insight into the psychotherapeutic aspect of care for future placements. Action Plan In future, I would like to have acquired a higher level of therapeutic skills to enhance my ability to communicate with people who have dementia. The predicted rise in dementia cases as previously mentioned means there is a greater likely hood of coming into contact and providing nursing care for a patient who has dementia. I think it would therefore be useful to develop a greater awareness into the condition, especially from a psychological perspective. I also hope to have training and therefore approved access to PARIS computerised notes system. References Adams T (2008) Dementia Care Nursing: Promoting Well-Being in People with Dementia and Their Families. Hampshire: Palgrave Macmillan Alzeimers Society (2010) Factsheet 500: Communicating. Alzeimers Society: London. http://www.alzheimers.org.uk/factsheet/500 Accessed: 30.06.10 Argyle M (1994) The Psychology of Interpersonal Behaviour (5th Edn). London: Penguin Books Baillie L (2009) Developing Practical Adult Nursing Skills (3rd Edn). London: Hodder Arnold. Bullman C Schutz S (2008) Reflective Practice in Nursing (4th Edition). Oxford: Blackwell Publishing. Burgess L (2003) Changing attitudes in dementia care and the role of nurses. Nursing Times, 99 (38) 18. http://www.nursingtimes.net/nursing-practice-clinical-research/changing-attitudes-in-dementia-care-and-the-role-of-nurses/205196.article Accessed: 30.06.10 Burnard P Gill P (2009) Culture, Communication and Nursing. Essex: Pearson Education Limited. Cheston R Bender M (2003) Understanding Dementia: The Man with the Worried Eyes. London: Jessica Kingsley Publishers. Crawford P Brown B Bonham P (2006) Foundations in Nursing and Health Care: Communication in Clinical Settings. Cheltenham: Nelson Thorns Ltd. Nursing and Midwifery Council (NMC) (2008) The Code: Standards of Conduct, Performance and Ethics for Nurses and Midwifes. NMC, London http://www.nmc-uk.org/aDisplayDocument.aspx?documentID=5982 Accessed: 12.04.2010 Peate I (2006) Becoming a Nurse in the 21st Century. West Sussex: Wiley. Potters P A Perry A G (2001) Fundamentals of Nursing (5th Edn). St Louis: Mosby. Riley J B (2008) Communication in Nursing (6th Edn). United States of America: Mosby. Sheldon L K (2005) Communication for Nurses: Talking With Patients. Massachusetts: Jones and Bartlett Publishers Watkins P (2002) Mental Health Nursing: The Art of Compassionate Care. Edinburgh: Butterworth-Heinemann. Welsh Assembly Government (2003) Fundamentals of Care: Guidance for Health and Social Care Staff. Welsh Assembly Government: Cardiff. http://www.wales.nhs.uk/documents/booklet-e.pdf Accessed: 12.04.2010 Bibliography Ellis R B Gates B Kenworthy N (2003) Interpersonal Communication in Nursing: Theory and Practice (2nd Edn). Churchill Livingstone: London. Hamilton S J Martin D J (2007) Clinical Development: A framework for effective communication skill. Nursing Times, 103: 48, 30-31. Appendix 1 The Reflective Cycle (adapted from Gibbs et al.1988) cited in Bulman and Schutz, (2008). Appendix 2 Egans SOLAR Principles (Egan, 1994) as cited in Crawford et al. (2006) S Face people Squarely O Maintain an Open shape to the body L Lean forward slightly E Use appropriate Eye contact R Relax

The Faerie Queene Essay examples -- Literary Analysis, Spencer

Edmund Spenser’s epic poem The Faerie Queene is well known as an allegorical work, and the poem is typically read in relation to the political and religious context of the time. The term allegory tends to be loosely defined, rendering a whole work an extended metaphor, or even implying â€Å"any writing in verse or prose that has a double meaning†(Cuddon 20). In true Spenserian style, with everything having double meanings, both uses of the term allegory are applicable to his writing. Thus, during the course of this essay it is best not to think of allegory in terms of the size of a body of writing, but as writing with a â€Å"second distinct meaning partially hidden behind its literal or visible meaning†(Baldick 6). Whilst reading for political and religious allegory is key in understanding Spenser’s message, reading for moral allegory also provides readers with detailed insight into the text. It is because of this that I have chosen to focus not only on political and religious allegory but also the moral allegory that accompanies episodes in Book One focused on Una and Duessa. The two characters represent a multitude of allegories; truth and falseness, and Protestantism and Catholicism being the most prominent. Una and Duessa represent a binary opposition, and it is because of this that they help to produce a wealth of allegory when read closely. The characters represent conflicting ideas, yet neither of which would be conceivable without the other . Both characters can only function in the poem when supported by one another, if one character were to be removed, the binary opposition would be removed and the allegory drawn from either Una or Duessa would be less productive. The two episodes I will be investigating are Canto I, Stanzas 4... ...ly representing someone or something more true to life. Roberts is right in saying â€Å"Spenser’s allegorical poem demands the active engagement of its reader to produce allegory†(1). Although he never permits to say it directly, he is also right in noting that close reading of The Faerie Queene provides a much broader ranger of allegory. The examined stanzas are somewhat deceptive; they are short seemingly unimportant introductions that do not contribute to plot. However, in keeping with the true double nature of Spenser’s writing they contribute so much more than that to the text. Spenser uses the stanzas as a gateway for us to begin our study of his characters. Each close reading provides the reader with a different allegory, and it is through these multiple interpretations that Spenser manages to reveal part of his overall political, religious, and moral messages.

Dark Hart :: Essays Papers

Dark Hart Dark Hart is a fantasy story. It happens in Chicago in the late 20th century. The main characters of the story are Justinian and Lt. Sandra McCormick. Justinian or Justin as he is called has a long past. He was born in England in the fourteenth century, he was a lord then. When the Black Death came he, his wife Gwendolyne and his kids got ill. His wife and kids died from the plague but he survived. He survived because when he was dying a dragon appeared in his mirror and offered him immortality which he accepted. But the price of immortality was eternal service to the dragon. Now Justin lives in his night club in Chicago called Gwendolyne’s Flight. Still serving his dragon master. Sandra is a homicide detective in Chicago. She is divorced and lives with her younger brother Benny. Sandra is investigating strange murders which seem to be comitted by the same person. She has few and very strange clues. She tries to clear her head and go’s out where she meets Justin and gets involved with him. With time she gets closer to the unbelievable truth that dragons exist and that Justin is the murderer that she is trying to find. She also discovers that he can chance into a dragonling (some sort of mini dragon) that has many strange powers. As she gets closer to the truth the dragon gets angrier at Justin for not killing her to conceal the dragons existence and makes Justin feel more and more pain as he delays it. Mean wile Kalsar one of the dragons servant who hates Justin makes it harder for Justin to hide the truth from Sandra. When Sandra has discovered the truth Justin tries to convince her to join the dragon and become immortal. While she is thinking about it Justin convinces her brother to join the dragon and he accepts. When she finds out she gets mad and does not want to talk to him. Mean wile Kalsar tries to kill her to help Justin please the dragon. But Justin manages to hold him of but when she refuses to join the dragon the dragon makes Justin feel so much pain that he cant resist killing Sandra.

Implications of Aging in Contemporary Society Essay

A Census is a study of individuals and families to supply necessary information from national to the neighbourhood level. The United Kingdom first took a census of its population in 1801 and every 10 years thereafter. Census is an important measure to impart a good number of remarkable information about the structure of the country. The results are often used to estimate resource distribution to regional and local service providers, by governments in the United Kingdom and European Union levels. A survey conducted by Kevin Kinsella and Victoria A. Velkoff (2001) showed that global population is aging at an unprecedented rate. This means that there are more elderly citizens across the globe, not just in the United Kingdom. Implications of Aging in Contemporary Society The 2001 UK census revealed that there are now more people in the United Kingdom over the age of 60 than people under the age of 16. This shows that there are more older people in the UK than younger people. Economically, this has implications in today’s contemporary society. The valuable history of a society is sustained, communicated and improved in grand showcase through the participation and contributions of older persons. These elder persons will likely to get low-wage jobs which mean less income from which to put aside for retirement and are less likely to be covered by private pension plans. Low paying employment form the least secure fraction of the labour market, leaving these workers jobs more susceptible to unemployment. The so-called age dependency ratios or the ratio of retirees to workers, will be higher than we look at it today. The implications of this development are simple. The collective effects of less workers, more retirees and longer retirement periods endanger not just the continuity of pension systems but also the larger fiscal prospects of countries such as the United Kingdom. A summary report conducted by Schwab, K and Samans (2004) stated that the most effective solution to this is quite complex. That is to have more workers, longer careers, higher productivity and more global exchange and cooperation. With a diminishing supply of young workers, the older workforce will have to put more years in the labour market. This is one of the many consequences of the growing financial problems of retirement systems. The ageing trend will also have to be attended by a modification of stance towards the older workforce and practical guidelines for boosting training, efficiency and integrity of work for the older workforce. Working longer and retiring later while paying higher pension payments for reduced pensions can be viewed as a venture from a reorganized regime, bringing portions of the fruits of progress to early retirement with occasionally high wage replacement rates. A phenomenon has come up with the aging of our societies through the advent of organized retirement programs. These programs basically owe their subsistence to the rising worker efficiency and principles of living and the idea that these developments or improvements should be shared among workers and older members of society. The older members of the society have become mostly dispensable in the fabrication of economic goods in developed economies. Conclusion Since the survey is aimed at coming up with figures to help in determining the distribution of resources, the United Kingdom governments will have to allocate its revenues to both the young and the old. What the 2001 survey showed is that the government will carry out programs that will help the elderly population of the Kingdom. The aging phenomenon goes past the composition and funding of government programs to bigger concerns about falling productivity and standards of living. Everyone is a consumer and all consumers jointly rely on people to produce the goods and services they consume. Retirement schemes let older people to continue to consume without openly giving to the useful ability of the economy. The survey by Kevin Kinsella and Victoria A. Velkoff (2001) further said that there are now about 420 million elderly citizens worldwide as of 2001. These individuals have actually paved a better way for this generation. Sources Kinsella, K. and Velkoff, V. An Aging International Population Reports International. U. S. Government Printing Office, Washington, DC, 2001. Living Happily Ever After: Schwab, K and Samans, R. The Economic Implications of Aging Societies. Executive Summary of a Report to the World Economic Forum Pension Readiness Initiative developed in partnership with Watson Wyatt Worldwide 2004