The Theme of Alienation in William Blakes the Little...

Zahid Islam Instructor-ELT 18th Century English Literature 10 April 2011 The Theme of Alienation in Blake s The Little Vagabond Thesis: The central character in William Blake s poem becomes alienated from society because of the hardships and ill-treatment he has to undergo at the hands of people in authority. Zahid Islam Instructor-ELT 18th Century English Literature 10 April 2011 The Theme of Alienation in Blake s The Little Vagabond The concept of alienation is a common theme in†¦show more content†¦The second stanza makes it even clearer that the so-called vagabond is fed up with the hypocrisy of traditional religion which provides no comfort or pleasure to those compelled by circumstances to take refuge in a church: But, if at the Church they would give us some ale And a pleasant fire our souls to regale: We d sing and we d pray all the live-long day, Nor ever once wish from the Church to stray. The sheer helplessness of the under-privileged and exploited members of society forces them to become introspective and alienated from those around them. The protagonist in Blake s poem is clearly being sarcastic when he says: And modest Dame Lurch, who is always at Church Would not have bandy children, nor fasting, nor birch. The plaintive tone of the poem is remarkable for its coherence, and the reader is left in no doubt about the central character s preference for a life in the ale-house to a life in the church. Due to the fact that Blake wrote this poem to appear as if written for young children, the rhyme scheme , consisting mostly of couplets in stanzas 2, 3, and 4, is similar to the style in vogue

Macbeth and Leadership - 948 Words

William Shakespeare’s Macbeth is the tragic tale of a man corrupted by power and greed whose world comes falling down around him. At the beginning of the play, Macbeth is in the perfect position to become a great leader and an important man in Scotland. However, he is prevented from becoming such a leader because several internal and external influences on his life make him thirst for power. These forces include his wife, Lady Macbeth, the Weird Sisters, and his own conscience; all three share in process of corrupting Macbeth and leading him to his downfall. Macbeth was a man born to leadership. In act one. Macbeth has everything he could want. He has a noble and honorable position, and this was further promoted with the reward of his†¦show more content†¦Two forces bring on Macbeth s downfall by making him desire power; one was his own inner ambition and the other was the external force of his wife s goal of seeing him become King. Macbeth is the story of a man s bloody rise to power and the troubles he encounters in gaining and maintaining the crown. The first we hear of Macbeth is with praises to his name. He is called brave Macbeth, valiant cousin and worthy gentleman, fighting a war for his God, his King, and his country. Macbeth is a brave and noble soldier, a true leader. But when Macbeth s hunger to attain the crown combines with other outside influences on his life, his dreams and aspirations of becoming king are crushed, and his whole life begins to crumble around him. The tragic downfall of Macbeth was not determined by one single cause. It was triggered by a combination of internal and external forces. The external forces are represented by the Weird Sisters the power of prophecy that they possess. Lady Macbeth is the outside force that pushes Macbeth towards performing the murders of Duncan, Banquo, and Macduff’s family. Finally, Macbeth s own ambition and desire are the deciding in bringing him to his downfall. The fatal combination of the three forces produce the tragic result, and prevent Macbeth from being a successful leader by making himShow MoreRelatedMacbeth Essay - Leadership754 Words   |  4 PagesMacbeth Essay Every person possesses certain amounts of certain qualities to be a great leader. Some of those qualities are kindness, willingness and bravery. In Macbeth there are many characters in positions of power that may or may not withhold the qualities of a good leader. The king Duncan in my opinion withheld all the qualities to be a great leader. Macbeth on the other hand at one time had the qualities but then, when put into a position of power turned sour. Not very many people possesRead MoreComparing Macbeth And Banquo By William Shakespeare1449 Words   |  6 Pagesbegin to become influenced as their stories unfold. 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In many ways, Shakespeares Macbeth is relevant in todays society. Explores mental health problems, greed for power and Leadership, and lastly guilt and its effects. In todays society, mental health problems are on the rise inRead More The Breakdown and Restoration of Order in Macbeth Essay1299 Words   |  6 PagesThe Breakdown and Restoration of Order in Macbeth   Ã‚  Ã‚   When Macbeth kills King Duncan in William Shakespeares tragedy Macbeth, there is a breakdown of order throughout Scotland. This breakdown is evident through three main factors; within the person, mainly through Macbeth and Lady Macbeth, through the kingdom and through nature. From a completely ordered nation into the depths of chaos - Scotland collapsed from the lack of strong leadership. In the end, when resolution is reached, thisRead MoreCharacter Analysis Of Macbeth1120 Words   |  5 PagesThe tragic poem of Macbeth is filled with challenges against the accepted societal norms. 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Oleana’s Phone Calls Free Essays

Leanness Phone Calls David Mate’s play Lean is a two character power struggle between a young college student and her Professor. By the second act of the play the struggling student, Carol, has filed a formal complaint of sexual harassment, based not on what actually happened, but on the written definition of said conduct in the universities nomenclature. By act three, unbeknownst to the professor, Carol has filed attempted rape charges against the professor. We will write a custom essay sample on Oleana’s Phone Calls or any similar topic only for you Order Now Again the charges do not reflect what actually occurred but find sound footing in the written word of law. As the story unfolds we e the power shift from the safe, smart, and accomplished professor to the worried, unknowing, and desperate student through the use and interpretation of language. At pivotal moments in the play the professor’s phone rings. Calls from his wife, his real estate agent, and his secretary move the story along. Mate’s phone interruptions reveal elements of character, power dynamics, and conflict to the audience, The phone calls also provoke the audience to draw there own conclusions about the play. Meet is an American playwright, screen writer and film director from Chicago. He has written several novels, a book of poetry, and worked in television as well. He studied at Goddard College in Vermont and at the Neighborhood Playhouse School of Theater in New York. He has taught at New York University, Goddard College, and the Yale Drama School, and he regularly lectures at the Atlantic Theater Company, of which he is a founding member. He got hi start in show business at Chicago Second City, a comedy club that produced many cast members for Saturday Night Live. Meet has won many awards including a Toni and a Pulitzer Prize. His most notable work is the play Gallantry Glen Ross, a gritty kook at cutthroat real estate salesmen. He has a distinct style of writing, especially known for his sparse and blunt dialogue referred to as â€Å"Meet Speak†. Characters often interrupt each other and thoughts or comments go unfinished. Meet says in a 1994 interview with Charlie Rose that â€Å"drama is three things; who wants what from whom? What happens when they don’t get it? Why now? (Rose, Charlie Rose. November 1 1, 1994) Lean is no exception. Meet begins Lean with a revealing look at John by way of phone conversation he is having with his wife. They are in escrow on a new house and he is sorting out issues. Carol has done poorly on her paper and wants nothing more; it seems, than to improve her grade in the class. She sits across from him at his desk. It is unclear if John has invited Carol in to sit at the desk or if she entered and sat down uninvited, but what this phone call tells the audience is that the boundary between John’s personal life and professional life is not well defined. Using the phone allows Meet to establish John as someone who is in a position of power. He is delegating to his wife; â€Å"†¦ Hat’s why I say â€Å"call Jerry†¦ † (Meet, 1, 1) and he is needed; â€Å"I’m going to meet you there†¦.. ‘m leaving in ten or fifteen†¦ † (1, 1), and he is confident; â€Å"We aren’t going to lose the deposit†¦ † (1, 1), he assures his wife. Meet conveys to the audience that John is a busy and successful man. He is in the driverâ€℠¢s seat, accomplishing his goals and taking care of hand, her grade, but instead asks, â€Å"What is a term of 2) a phrase he uses on the phone. Rather than begin a discussion about her performance in the class Carol asks a question about the professor’s personal phone call. This allows Meet to show that Carol does not know and is seeking answers to more than Just this course. The first phone call in the play allows Meet to show the audience that John is opportunistic and self serving. The professor is annoyed with and has little patience for Carol. He struggles not to interrupt her, uses bigger words than he needs to, and says things like, â€Å"l know how potentially humiliating these†¦ [Things can be]† (1 , 39), which can only serve to move them further apart from each other. By the time the phone rings he has subtly challenged her intelligence and she has subtly challenged his ability to teach. John can take a calculated risk at this Juncture, to maintain power by disturbing Carol. Look, look, I’m not your father. â€Å"(l, 97) he says. The less than benevolent professor knows this will either enrage her or make her feel small and child like. It is a cheap shot but should she challenge or confront him for saying it, he simply has to pick up the phone to maintain his position. She does make that challenge, asking, â€Å"Why did you say that† (1, 102) and instead of answering her he picks up the phone. The conversation is short, but long enough for him to move away from answering to the comment. The phone here allows Meet to reveal an element of cowardice in John’s character, and submissiveness in Carol because the investigation simply moves on when he hangs up. Meet leaves the audience to sort things out on their own. The next phone call reveals that John’s desire to connect with his students is second to his desire to handle his own affairs. The conversation returns to the subject of Carol not understanding the class, but instead of attempting to teach Carol something he discounts his writing ability, â€Å"perhaps its Just not well written† (1, 117) referring to the book he authored and the course itself â€Å"Look. It’s Just a course, it’s Just a book, it’s Just a†¦ † (1 , 127). John goes on to tell Carol some anecdotes ND finally says, â€Å"l am talking to you the way I wish that someone had talked to me. I don’t know how else to do it than to be personal, .. But†¦ † (1,229) Carol is confused by the statement and asks, â€Å"Why would you want to be personal with me? â€Å"(1,230) In spite of much gibberish on John’s part, here lies an opportunity for them to understand each other better. Carol is on the brink of understanding his methodologies, the why he teaches like he does. The phone rings as John begins to explain, but answers the phone before he can finish. To effectively help this student he needs to connect to her in some way. He has made an attempt, but the phone call lets us know that it really isn’t that important to him. Likewise Carol has made an attempt, but after John ends his call Carol does not seek further explanation for a personal connection with her. Instead she pries into his private life by inquiring about the call. It appears to not mean that much to Carol either. Meet also shows that John is grasping for the power that is fading away by deciding not to answer the phone. John goes on to share some of his negative views of higher education. He claims the exams students take in college are ,263), and clears his contempt of the tenure committee of which he now awaits his nice home, and his family (1 ,273) until finally, loosing him, Carol interrupts, â€Å"l want to know about my grade. (Long Pause)† (1, 278) John’s ego is dented by the interruption. Here the phone rings again. This time Meet uses the phone to alert the audience that something significant is happening. The audience’s ear is now trained to pay close attention to when the phone rings. It has provided insights into the characters and help change the subject. John is finding it difficult to actually teach Carol anything and she has had enough. Carol says, â€Å"l should go. â€Å"(1,286) And John says, â€Å"I’ll make you a deal† and â€Å"Let it 289). Meet shows that John is still capable of wielding power in her world. He is determining the course of the conversation. John has no bag of tricks, no skill to deliver knowledge to this student, so he crumbles. He states, â€Å"we’ll start the whole class over†¦. Your final grade is an A. (The phone stops ringing)†. (1,289) The audience can hear the residual sounds of the last ring fade away as academic standards, responsibility and respect fly out the window. The audience is left wondering what Just happened. The phone is used to interrupt the flow of conversation between two protagonists. The inappropriate offer of an A has captured Carol’s interests, and temporarily restored power to the lack luster professor. He has saved the deal sort to speak, and at the same time effectively removed the responsibility to impart knowledge to the student. Feeling much safer (and powerful) now he continues to espouse his particular brand of gibberish. He is making a genuine attempt to share what’s in his head, but failing. She has become upset and he tries to console her. John shows compassion toward Carol and she feels comfortable enough to share with him a secret. â€Å"l always†¦ All my life†¦ ‘ have never told anyone this†¦ † (1, 436) This is a pivot point in their relationship, and yes the phone rings. Carol is about to confide in John, to trust him. John is about to gain access to Carol in a way that could possibly help him teach her. He answers the call and proceeds to have a rather forceful conversation about the house sale. At one point he threatens to take the seller to court (1, 439). This phone call reveals to the audience that perhaps John is somewhat unreasonable and unlikable. †¦ Screw her†¦ † He says, and â€Å"†¦ Leave her there to stew in it†¦ † (1, 439) Meet shows that John is selfish, and unsympathetic. The audience is forced to agree or disagree with his behavior. Once more the phone call shows that John’s priorities are for himself and not of his students needs. Carol discovers that John is not the right person to confide in. In fact she feels abandoned at this point. John is not someone she can trust. Indeed this phone call is a pivot point. It marks the beginning of the end for the professor, because teaching is less important to him than his status as a teacher. Again neither Carol nor John continues the conversation where they left off and the audience is left to wonder what her issue is. As the play progresses John’s phone conversations clearly show that he is less confident than before, letting the audience know that he has become less powerful. Act 2 opens with the pair discussing the formal complaint of sexual harassment Carol has filled with the tenure committee. Things he said and did in Act 1 have been exaggerated or taken out of context to substantiate her claim. Her agenda now is clearly not a better grade or more understanding of the course material. She is out for his blood. She now holds some power over the professor. In Act 1 John holds court in the arena of academia of room; she is a student to be Judged. Now Carol brings accusations against John, supported by the manipulation of language and her â€Å"Group† (2, 73) She is about to explain who and what her group is to John when the phone rings. It is John’s wife who is worried about the house sale, and the complaint. John is nervous and less forceful. This phone call acts to block forward progress in their communication, as it id when he was going to explain why being personal with was necessary and when Carol was about to reveal her secret.. When the phone rings in Act 3 the conversation reveals to the audience that things are unraveling. Carol has come to John again. The tenure committee has confirmed Carol’s complaint and John has been denied tenure. The shift in power has become obvious. Carol is forceful and aggressive in conversation. She is using big words, very different from Act 1. John is on the ropes. He is loosing his Job and is at Carol’s mercy. John is unaware that Carol has filed attempted rape charges against him. Ironically he is now studying something she is an author of (the indictment). As the phone rings John is still referring to the indictment as accusations, Carol is arguing they are proven. It is his secretary. He has neglected speaking to people in his life for some time. â€Å"†¦ L have no time†¦ † (3, 47) People are worried about him, â€Å"†¦ Tell Jerry I’m 47) This phone call acts as a catalyst for the end of the play when things come too head. From this point Carol is in a position of authority, allowing or not allowing things in the conversation, and now explaining things to John. John covers that Carol and her group are staging a coupe. How to cite Oleana’s Phone Calls, Papers

Diploma of Nursing for Protection or Punishment- myassignmenthelp

Question: Discuss about theDiploma of Nursing for Protection or Punishment. Answer: Mandatory detention: protection or punishment? The 21st century world has witnessed a plethora of changes in terms of the political happenings, of which the mandatory detention policy prevalent in Australia since 1992 is of major concern. Compulsory detainment or imprisonment of those individuals seeking political asylum falls under this practice. The unauthorized arrivals and unlawful non-citizens are detained as per this practice due to enactment of Migration Reform Act, 1992. However, decline in health and mental wellbeing of the detainees has been put under scanner of rigorous investigations. Whilst under detention, the extent of emotional and psychological damage of the asylum seekers has been a topic of concern (Crock Miller, 2013). This presentation will aim to give an overview on the throbbing issue by arguing whether the plan acts as a protective measure or punishment for the detainees. Discussions will be pursued by referring to legal, cultural, ethical aspects alongside relevance to professional practice. The history of mandatory detention dates back to the year 1992, which was initially reckoned as an exceptional and temporary measure to cater to addressing a particular class of individuals comprising of the Indochinese unauthorized boat arrivals who were fleeing in the aftermath of Vietnam War. It was perceived upon introduction by the Keating government, that this practice would result in facilitation of the processing surrounding refugee claims, abate unlawful migration as well as be economical in terms of relocating the people back to community. On a recent publication by Murphy (2017), it has been argued by the author on the eve of the 25 years of the introduction of mandatory detention, that instead of possible good, the purpose of the practice has been defeated. This practice may be detected as a solemn reminder of the utilization of power, control and political vilification to meet the political ends. Subsequent research carried out with respect to understanding the human rig hts and mental health care of the detainees have highlighted on crucial aspects. Empirical evidences have suggested that there remain potential threats to the mental health and safekeeping of the human rights of the asylum seekers who remain under the obligation of the mandatory detention practice thereby necessitating the advocacy and engagement of the health professionals and psychiatrists to intervene into the situation. Relevant findings have supported the greater incidence and prevalence of several mental health issues like that of depression, suicide ideation and post traumatic stress disorder among the detainees heavily dependent upon the duration of detention most commonly among the irregular maritime arrivals and among those representing history of torture and trauma (Newman, Proctor, Dudley, 2013). Owing to such situations, recent report have brought to the forefront on intensification of pressure on the federal government and opposition against their bipartisan cruel tre atment as exerted upon refugees and asylum seekers specifically for those kept in offshore detention, thus emphasizing on denouncing the operational immigration detention facilities paving way for entry into mainstream of Australian society (Price, 2017). Therefore, time has arrived to reevaluate and consider the proceedings of the detention policy that is in vogue in Australian context. Over the years, the practicing norms carried out as part of mandatory detention shows that the increasing demands of healthcare needs and barriers to access of care facilities for the refugees and community asylum seekers act on the way for providing adequate care to the concerned individuals. As far as physical health status of these individuals is concerned, they are likely to suffer from infectious and chronic diseases thereby representing a complex mode of medical profile. The commonly reported problems in them include respiratory and musculoskeletal disorders, whereas sexual and reproductive health issues were also commonplace. Besides direct effect on the asylum seekers, their family and children are also most likely to encounter certain debilitating conditions related to physical and mental wellbeing. Political barriers in conjunction with systemic barriers and certain socio-cultural factors also seem to affect the health related outcomes in the concerned population. Reports s uggest that there are strict violations of the international human rights laws and conventions due to faulty Australian asylum seekers policies that act to exacerbate the trauma of the detainees (Hadgkiss Renzaho, 2016). Further, in recent times the issue related to occupational experiences of the refugees as well as asylum seekers who has resettled in Australia has also been a matter of concern for the investigators. Provision of strengthening the link between the discourse and occupational justice for these marginalized groups need to be established to confer better occupational opportunities for them (Mayne, Lowrie, Wilson, 2016). Therefore, the outlook towards this secluded population is seeing drastic transformations these days calling greater attention. The attitudes of the Australian community towards the asylum seekers and refugees have been a pivotal focus of lately. Relevant research has highlighted that myriad of misconceptions, misunderstandings and myths revolve round the commoners perceptions about the marginalized population. Majority of the reasons for such behavior has been attributed to government policies and political predispositions. They are often seen as criminal offenders due to prejudices and preconceived notions. Threats to national security because of the boat arrivals as posed by conservative politicians also act as hindrances to the services meant for them. The false notion of demarcating them as illegal entrants due to media and political projections is also held responsible for such discriminating and prejudiced behavior (Higgins, 2016). Experts have also keenly observed the issue of immigration detention whereby the countrys response to the humanitarian problem has been severely questioned and criticized as certain rights of this vulnerable population has been violated due to observance of faulty and regressive practices that have resulted in exerting detrimental effects (Brown, 2017). The delicate and sensitive issue related to mandatory detention is of pivotal importance to deal with the health and wellbeing of the concerned population who are at stake of encountering challenges. A collaborative and compassionate approach on the part of the healthcare professionals, especially the nurse who work as frontline healthcare personnel is essential to resolve their situations in a more comprehensive, humane manner in alliance with the existing guidelines. References Brown, P. (2017). Immigration detention, Australia's response to a humanitarian problem.Australian Humanist, The, (126), 12. Crock, M., Miller, D. (2013). Mandatory Detention of Asylum Seekers in Australia.Hum. Rts. Defender,22, 17. Hadgkiss, E. J., Renzaho, A. (2016). The health status, service needs and barriers to accessing care for detention and community-based asylum seekers in Australia. InGlobalisation, Migration and Health: Challenges and Opportunities(pp. 255-289). Higgins, C. (2016). Australian Community Attitudes to Asylum Seekers and Refugees.Hum. Rts. Defender,25, 25. Mayne, J., Lowrie, D., Wilson, J. (2016). Occupational Experiences of Refugees and Asylum Seekers Resettling in Australia: A Narrative Review.OTJR: occupation, participation and health,36(4), 204-215. Murphy, K. (2017). Cry if you want to as mandatory detention turns 25.Eureka Street,27(8), 8. Newman, L., Proctor, N., Dudley, M. (2013). Seeking asylum in Australia: immigration detention, human rights and mental health care.Australasian Psychiatry,21(4), 315-320. Price, S. (2017). It's time to close the camps and bring them here.Green Left Weekly, (1141), 7.