Yeats’s Versification in ‘Adam’s Curse’ and ‘the Wild Swans at Coole’ Essay Example for Free

Yeats’s Versification in ‘Adam’s Curse’ and ‘the Wild Swans at Coole’ Essay How do the characters of Therese, Laurent and Meursault change after they have committed their respective murders? The protagonists in both the novels â€Å"Therese Raquin† by Emile Zola, and â€Å"The Outsider† by Albert Camus, ultimately commit murder. This is the turning point in both cases, and the way in which their various characters change because of this will be analysed and compared. In Therese Raquin, after the murder of Camille, both Therese and Laurent react at first with shock, Therese flying into fits of hysterics and Laurent with a rationality that seems to be his coping mechanism at first. However, as time passes, it seems as though the characters begin to relax again, although Zola foreshadows upheaval to come: â€Å"it was changing them, for a hidden process had taken place within them†. The first indication of this is their loss of passion; â€Å"love had lost its appeal, their appetite had disappeared the touching of their skin made them feel slightly queasy†. Their decision to get married brings up tortuous nightmares in L, as he imagines the corpse of Camille in the place of Therese’s body. This is the very beginning of the agonising torment that the two characters suffer as a result of the memory, perhaps even the guilt, of their crime. â€Å"Therese too had been visited by the ghost of Camille during that feverish night†. These imaginings and hallucinations, at times becoming palpable visions that convince them of the dead man’s existence, eventually drive the two characters over the brink of insanity. â€Å"The lovers’ panic grew worse, and every day their nightmares made them more demented and distraught†, before they even got married. They looked upon their forthcoming wedding as an alleviation to save them from their terrible imaginings. However, we see just how misguided this expectation is on their wedding night; they feel they are â€Å"still separated by a gaping chasm they dreamed that they had been violently separated and flung in opposite directions†. This signals the drastic changes to come about in their lives, and is highlighted by the dynamic verb â€Å"flung† and the emphasis on violence. They begin to believe the dreadful memory of Camille separates them no t only in their minds, but physically, feeling that â€Å"his body is still here between us, turning our limbs to ice†, and this idea stays at the foremost of their suffering – that the ghost of Camille is haunting them and making its presence felt. Zola portrays their response to this as they are â€Å"experiencing profound disturbancesthey found themselves in the grip of a common terror seized by a feverish delusion: they could touch the body, see it stretched out there like a greenish, half-putrefiedmass of decomposing humanity† which constantly stays in their awareness for the rest of their miserable lives. The physical and psychological anguish for the two â€Å"lovers† was so great that Therese â€Å"would have flung herself into the fire, had she thought that the flames would purify her flesh and deliver her from her pain† and Laurent being driven to distraction as he sees â€Å"five Camilles in front of him, created by the power of his own hands† simply because the playing of the dead man on his conscience is enough to take root in everything he does, whether it is painting or touching his wife. However, it is not clear whether the two characters actually ever feel any sense of remorse for their crime. Their terror is undeniably because of the act they committed, but probably down to the actual experience, and their fear of being discovered, than a sense of regret or guilt – Laurent even goes as far as to say that they would â€Å"chuck him in again if we had to†. Despite Laurent and Therese’s dread of being discovered, the forced endurance of psychological battering eventually causes them to confess their crime to Madame Raquin, when â€Å"Laurent had a kind of fit during which he talked like a man hallucinating†. We can question the basis of their terror of being found out by others, and whether it is guilt in that they believe they have done wrong, or simply their fear of the guillotine. However, we learn that â€Å"they were frustrated with their crime itself, and despairing that it had ruined their lives for good†, showing their utterly selfish nature in that they are repenting not because of the actual murder of a man, but because of the toll it takes on their own lives. Zola demonstrates the effects of this internal turmoil, as â€Å"it was inevitable that it would come to hatred in the end. They had loved each other like animals, with the hot passions of the blood; then, in the nervous upheaval following their crime, love had turned to fear and they had felt a physical horror at the thought of their embraces.† This acute hatred for one another takes shape as night after night, Therese and Laurent fight viciously, Laurent often striking Therese as she desperately provoked him; until their whole lives are swallowed up in this bitter feuding, a colossal irony considering their earlier passion and love, and their plotting of murder to allow themselves to live a life of luxury and sensual pleasures. Their animalistic traits are what governs them – and leads them into such a state that â€Å"they lived in a hell bitterly and cruelly†¦ trying to push each other over the brink of the precipice which they felt yawning at their feet, and into which they were in fact both already plunging†. The horror that Therese feels is perfectly depicted when she believes herself to be pregnant, and the thought fills her with such despair and dread that she â€Å"offers her stomach to [Laurent’s] blow. She allowed herself to be kicked almost to death in that way, and the next day she had a miscarriage†. Laurent, on the other hand, possesses none of Therese’s apparent rationality – he is driven to distraction, to the point that â€Å"he was literally afraid of Francois [the cat]and flung it with all his strength against the black wall†. Therese and Laurent experience these various stages of fear, hate, indifference, remorse (feigned so well that she ends up believing it) on the part of Therese, and depression. Laurent is described as having â€Å"all the lifegone out of his flesh†. The madness that they succumb to leads them to murder each other – yet, at the point of their ensuing deaths, the two discover that they need the unconsciousness of death; as it is the one place where their torment cannot follow them; â€Å"as they thought back over the past, they felt so weary and disgusted with themselves that they were filled with an immense need for rest, for oblivion. They exchanged a final glanceof gratitude, beforethe glass of poison†. There are some significant similarities with this process that Therese and Laurent undergo and that of Meurseault as he comes to terms with his murder of the Arab. In the early part of the book, the reader sees a Meursault devoid of a spoken consciousness and one who feels total adversity towards society and vice versa. Camus has juxtaposed his character against the norms of society to bring out his stark differences through the usage of Meursaults uncanny ability to register cold, hard facts. Meursault refuses to spend the time and effort required in connecting these facts. This narrative effect can be seen from the opening passage, Mother died today. Or maybe yesterday; I dont know. Here, we see Meursaults shocking indifference to his mothers death and his event stating quality. He merely recounts the dubious facts of his mothers death as plainly as the telegram had stated it. Throughout the whole process of his attending the funeral is treated with the same jarring coldness. Events and conversation are retold in a photo-journalistic like frankness, chronologically precise from the moment he catches the bus to time when he crawls into bed. Meursault is also one who has virtually no emotion, detached from basic human experiences of love and affection. This can be seen when his fiancà ©e, Marie, provokes an answer, She asked me again if I loved her. I replied, much before, that her question meant nothing or next to nothing- but I supposed I didnt. Curious, she then asks whether he would have given the same answer to another girl who had asked you to marry her, to which he replies in total honesty, Naturally. His inability to feel love is coupled with his almost animalistic mating-like quality where it is a question of when, not whom. His indifference, lack of emotion, and his way of reporting his impressions factually shows little involvement in society, as if he were an outsider, a spectator, who must judge objectively and it is from this that his estrangement from society be felt. Meursault; a middle class bachelor with a painfully simple life, is viewed as indifferent in the eyes of society. He does not care and is not ashamed of it. But his indifference is not one of callousness but stems instead from the â€Å"benign indifference of the universe† in relations to his own existence. The murder which signifies the end of Part One, unwittingly commits Meursault to the laws of society. He suddenly finds himself a victim of societal norms, the very thing he shunned. Here Meursault is obliged to accustom himself to society for his impending fate depends on it. He finds society absurd and it is through this experience that the reader comes to sympathize with Meursaults point of view and evaluates the absurdity of society. While being held, the prison guard discusses with him: â€Å"‘you’re being deprived of your liberty.’ I saw his point. Thats true, I said. Otherwise it wouldnt be a punishment.† Meursault finds this all completely baffling to the point that he has to talk with the warden to find out that prison deprives one of freedom which totally defeats the initial purpose of putting him in jail. While society tries to enforce its ideals on its Meursault, he acts in honest aloofness. In a conversation with the magistrate, In the same weary tone he asked me a last question: Did I regret what I had done? After thinking a bit, I said that what I felt was less regret than a kind of vexation. But he didnt seem to understand. The magistrate wanted to hear that Meursault felt guilty and sorry for what he had done. Instead, Meursault feels annoyance rather than regret, to the frustration of the magistrate. Faced with these challenges, Meursault attempts to make sense of what is happening around him and through it, tries to understand society. In his cell, he makes a conscious effort to learn about his new surroundings, I made a point of visualizing every piece of furniture, and each article upon it, and then every detail, so to speak: a tiny dent or incrustation, or a chipped edge, and the exact grain and colour of the woodwork. This symbolizes his willingness to acquaint himself with an entrapment which is alien to him: society and its workings. However, even on close inspection, he fails to make sense of it and this drives him father away from society. This is evident from an episode he had with his lawyer: â€Å"I wasnt to have any say and my fate was to be decided out of hand. It was quite an effort at times for me to refrain from cutting them all short, and saying: ‘But damn it all, whos on trial in this court, Id like to know? Its a serious matter for a man, being accused of murder. And Ive something really important to tell you.’† Meursault clearly feels frustration from this estrangement which fuels even more reason for his dislike of society and its morals. Through this, he gathers experiential evidence that society is indeed absurd and it does one no good to be a part of it, hence forging an even greater alienation from it. In the concluding chapters, Meursault accepts his fate which enables him to squarely face his death and come to terms with his position in this world. While undergoing this metamorphosis, Meursault discovers his independent consciousness. In prison, he relates, †¦I heard something that I hadnt heard for months. It was the sound of a voice; my own voice, there was no mistaking it†¦ the voice that for many a day of late had been buzzing in my ears. This voice he speaks of is his consciousness, spoken freely, unrestricted, and wholly accessible to his thoughts. This sudden enlightenment allows Meursault the grace of accepting his death. He rationalizes for the first time: â€Å"†¦Its common knowledge that life isnt worth living anyhow†¦ it makes little difference whether one dies†¦ the world would go on as before.† Although he does not wish his death, he embraces it as an end. It did not matter how or when he achieved this end for to him, all ends ended the same- in death. In the final moments before his death, the absurdity of society no longer bothers Meursault for now he deals with the greater elements of truth and reality. Meursault makes peace with himself, but not without a sudden purging of restrained convictions. He gets tangled in an argument with the prison chaplain who in the last moments of his doom, tries to convert him. In his rage, he reveals his ultimate assurance: that he â€Å"was sure of myself, sure about everything†¦ Id been right, I was still right, I was always right. Id pass my life in a certain way, and I might have passed it in a different way, if Id felt like it.† Meursault develops such a rational consciousness that it becomes his moral code of belief, his belief of truth. This sudden outburst gradually forces the felt but unspoken philosophy of his existence to emerge into the open, and to finally express itself in words. It was necessary too for it gave him a new sense of direction: â€Å"I, too, felt ready to start life over again. It was as if that great gush of anger had washed me clean, emptied me of hope, and, I laid my heart open to the benign indifference of the universe†¦ Id been happy, and I was happy still.† Meursault at last finds peace within himself. Alienated from society and life itself, he finds honour in death, taking nothing from this world with him, because it gave him nothing. Thus, Meursaults journey towards discovery (and, ironically, death) can be seen as a celebration of the human consciousness, grounded in the human spirit and its ability to overcome the absurd, to triumph when failure seems so imminent. Meursault finally realizes his estrangement from society and disregards what society thinks about him – as long as he is happy with who he is and what he had done. This is on a whole separate level to the feelings of Therese and Laurent: while all three find death a means of escape, and wish it on themselves, they view it as a comfort, to end their tired, self-destructive lives, whereas Meursault seems to find happiness and fulfilment in the idea that he is reaching his destination.

jurassic park :: essays research papers

Iteration Seven & Epilogue Summary   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm and Hammond engage in an argument. Hammond is relieved that the animals did not get free and overrun the world. Malcolm says that the world cannot be destroyed. It will always survive whatever disasters take place. The park seem finally to have been brought under control. There are now fewer animals, because some have been killed by other animals. Since the fences were down for so long, all the animals have mingled. Grant and Muldoon decide to search for the animal nests, especially the raptor nests. They have to account for every animal born on the island before they let the Costa Rican National Guard destroy the entire place. Grant explains the mystery of how the dinosaurs were able to breed. Under certain conditions frogs can change sex, and the dinosaurs all have frog DNA.   Ã‚  Ã‚  Ã‚  Ã‚  Malcolm is going into a coma, and Hammond blames everyones else for the failures of the park. Hammond is met by a juvenile tyrannosaur. He tries to run away, but falls down in a stream. It appears that he broke his ankle. Ellie and Gennaro join grant in the dinosaur nest and hide behind some boxes. They see two adult raptors and some babies. Grant concludes that there are thirty-four raptors have been born. Ellie notices theat when the raptors stand still they all face a certain direction. She thinks that it is some kind of ritual. Grant thinks that it is a form of communication.   Ã‚  Ã‚  Ã‚  Ã‚  Hammond tries to climb the hill. He is tired, dizzy, and in pain. He sees some compys approaching. He tries throwing rocks at them to ward them off, which only works for a while. The compys soon attack him, poisoning him with their bites. Hammond feels relaxed and peaceful when he dies. Grant and the others watch the raptors on the edge of a swamp, near the beach that looks out onto the Pacific Ocean. They are all lined up together, starring south. A ship appears from the south and the animals watch it. Grant observes how they all behave as a group, and decides that they are organized around a matriarchal pecking order. He concludes that they are starring at the ocean because they want to migrate.   Ã‚  Ã‚  Ã‚  Ã‚  Grant, Ellie and Gennaro are picked up by a helicopter.

Teacher and National Junior Honor

I'm excited to be invited to be a member of National Junior Honor Society (NUNS). And it is a great opportunity for me. As a pre-member of NUNS, I have demonstrated three qualities, which are willingness to serve others, leadership, and character. These three qualities describe the very essence of my being. I'm from Burma which now they call Manner. And went to Malaysia to come to United States because Burma is in war. Live at Malaysia for about 4 years. Learned lots of English at Malaysia. After staying at Malaysia for about 4 years, I came to U.S. I've been at United States for 7 months. First thing that would like to talk is willingness to serve others. Like to help others; help my mom around the house all the times and because she don't know much English I translate for her. And at school help my friends those who need help; I help them with what I know. Next, I demonstrated leadership. At school when the teachers group she/he always choose me as a roof leader because he/she thin k I will be a good leader, and to experience leadership.I help my group member when they don't know, tell them what to do, make sure the work is done, to participate, and tell them to respect teacher like to keep quiet and follow teacher's instruction. Last, want to talk about is character. Respect my teacher because they are the one that teach me, and my parents because they raise me until now. When they ask me to do something, do it. They have taught me to be inerrable.

Factors that Led to the Industrial Development of the United States 1816 †1845 Essay

The industrial development of the United States from 1816 to 1845 was dramatic and incredibly expedited. This leads many in the modern era to look back to examine what factors contributed to such growth and expansion. There were many factors and the most important are worth noting. see more:industrialization resulted in what changes to american society? In the previous century, the United States was mostly a farming based economy. While farms would still remain a major component of the economy in the 1800’s, the development of factories (Particularly in the north) greatly expanded the industrialization of the nation. Even in farming communities, â€Å"scaled down† automated systems would dramatically alter society. The development of cigarette rolling machines, for example, helped increase cigarette production (and tobacco farming output) enormously. Another major contributing factor to the development of industry was the great expansion of transportation. In particular, the creation of the railroad system would essentially make interstate commerce and industrialization expand far more rapidly than it would without the railroads. Also contributing to this facet of industrialization was the development of turnpikes and canals. Really, the expansion of transportation methods had significant impact in the industrialization of the United States. Urbanization was also a factor in the industrial development of the United States. Basically, metropolitan areas had become enormously crowded due to the need for a huge labor force in the textiles industry. Eventually, this led to sanitation problems which soon led to innovations in maintaining sanitation and pollution. These innovations helped develop the mindset that one needed to rely on industrial and automated solutions to problems due to lower costs and greater efficiency. Of course, there were many more factors that led to the expansion of the industrialized society. However, the growth of factories, transportation, automation, and urban living were among the most important factors. Bibliography Zinn, Howard (2005). A People’s History of the United States: 1492 to Present .   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   New York, NY: Harper Perennial Modern Classics .

Familiarize with and Habituate to

Familiarize with and Habituate to Familiarize with and Habituate to Familiarize with and Habituate to By Maeve Maddox A reader wonders about the usage in the following invitation to a website: Come in, familiarize yourself to our site, ask questions and read our stories. She asks, â€Å"Shouldn’t that be ‘familiarize yourself with our site’?† Yes, the idiom is â€Å"familiarize with.† Since the 1880s at least, the usual preposition to follow familiarize has been with, not to. Here are recent examples of contemporary usage: Employees should take time to familiarize themselves with these policies as a violation of the policies may result in disciplinary action, up to and including removal. All students are expected to familiarize themselves with the following information, available on the York University Senate Academic Standards. If you are a new Intern, you must spend some time at the office (any of the offices will do) to familiarize yourself with the program before going out to the field on a regular basis. I familiarized myself with weather forecasts, wind patterns, and how to avoid being conned out of our money by smugglers. It’s not surprising to find prepositional oddities in hurried comments and on amateur blogs, but it is jarring to find them on academic sites and in printed educational materials: Read the objectives below to familiarize yourself to the material. - Assignment directions on University of Nebraska Medical Center site. Young children with visual impairments can learn techniques to  familiarize themselves to  rooms in their homes and to their classrooms.  - Text published by American Foundation for the Blind. Occupants can  familiarize themselves to  drill procedures, location of fire exits, and the sound of the fire alarm.  - University of New Hampshire fire drill instructions. It is possible that the expression habituate to, which has a similar meaning, has something to do with the prepositional mix-up. habituate  verb: to fix in a habit; to accustom to, familiarize with. Used with to. Here are examples of the correct use of to with habituate: By doing this kind of exercise regularly,  you habituate yourself to  staying in that  state of mind for longer and longer periods and to writing while in it. After a while you cease to see pictures on your wall. Your vision becomes habituated to them. What strategies does Meursault employ to  habituate himself to  life in prison while  he awaits trial? Children become habituated to  the screens easy gratifications. Note: In American usage, habituate is also used as a transitive verb to mean â€Å"to resort to habitually, to frequent.† For example, â€Å"While not playing the horn, he writes software,  habituates coffee shops  and tries to incite political, economic and religious discussions.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Empathy "With" or Empathy "For"?40 Idioms with First

How to Promote Student Growth

How to Promote Student Growth There is a growing need to measure students growth and success in the classroom, especially with all the talk in the media about teacher evaluations. Its standard to measure student growth at the beginning and the end of the school year with standardized testing. But, can these test scores give teachers and parents a good understanding of the students growth? What are some other ways educators can measure students learning throughout the year? Here we will examine a few ways that teachers can promote student understanding and performance. Ways to Promote Student Development According to Wong and Wong, there are some ways professional educators can promote student growth in their classroom: Set high expectations for student achievementMake sure that students perform at or above expectationsSolve problems so students will receive servicesUse up to date research and technologyPlan instructional strategiesApply higher-order learning skillsApply information-processing strategiesApply complex learning tasksUse cooperative learning in the classroomUse invitational learning in the classroomArticulate information clearlyApply classroom management These suggestions that the Wongs gave will indeed help students to achieve and demonstrate their abilities. Promoting this kind of learning can help students prepare for the standardized testing that measures their growth throughout the year. By using the suggestions from the Wongs, teachers will be preparing their students to be successful on these tests while promoting and developing important skills. A Variety of Ways to Measure Student Performance Measuring student growth solely on standardized tests have always been the easiest way for teachers to determine that the students are grasping the information taught. According to an article in the Washington Post, the problem with standardized tests is that they mainly focus on math and reading and do not take into account other subjects and skills students should be developing. These tests can be one part of measuring academic achievement, not the whole part. Students can be evaluated on multiple measures such as: Growth throughout several yearsPortfolio of students work in all subjectsExamsCritical thinking skillsProblem-solving skillsGroup ProjectsWritten and oral presentationsClass projects and experiments Including these measures along with standardized testing would not only encourage teachers to teach a wide range of subjects well but would also accomplish Presidents Obamas goal to make all children college ready. Even the poorest of students would have the opportunity to demonstrate these critical skills. Achieving Student Success To achieve students academic success, it is paramount that teachers and parents work together to help develop and build skills throughout the school year. A combination of motivation, organization, time management, and concentration will help students stay on track and be able to achieve successful test scores. Use the following tips to help students achieve success: Motivation To help motivate students to find out what they are passionate about and use their interests to connect with their school work. Organization For many students, something as simple as staying organized is the key to academic success. To help students stay organized, organize and label all materials and notebooks and keep a checklist of essential tasks. Time Management Learning to prioritize and manage time can be difficult for students. To help them manage their time keep track of assignments and tasks by creating a school calendar. Concentration Students get distracted very easily, to keep their minds on the task at hand enlist parents to designate a quiet zone for homework where there are NO interruptions. Sources: Wong K.H. Wong R.T (2004).How To Be An Effective Teacher The First Days Of School. Mountain View, CA: Harry K. Wong Publications, Inc. TheWashingtonpost.com

Brewer Essay Example | Topics and Well Written Essays - 2500 words

Brewer - Essay Example The companies in both countries also expand through the acquisition, cooperation as well as licensing with the local parties. There is also a pest analysis which can further help in highlighting the biggest influences on the company’s organizational strategies both currently as well as in the future. Similarly these influences can either be positive or even negative but the key issue in the analysis is identifying and concentrating upon the trends and factors which will most likely have the greatest impact upon the future of the organization. (Kenneth, 1992) The beer markets in Germany have always been one of the key export markets in Europe even though the marketing of beer in the UK is primarily affected by the trade marketing activities in the cooperation with the key customers in the European Union. The company Oetker has however been aiming to enter the UK market and it has laid down its clear objectives towards the achievement of its goal. This will however have major consequences to the Burton on Trent brewing company which already enjoys its presence in the UK market. Since Germany is the largest beer company in Europe it has the highest per capita consumption of beer in the world and with the prospects of the new entrant Oetker in the market segment there are prospects of the consumption levels not increasing especially because of the existence of other beer companies like Burton on Brent in the market. (Kenneth, 1992) Oekter is one of the largest drinks companies in Europe and its entry in the European market will pose a particular challenge to its competitor Burton on Trent. Oetker continues to further seek ways of expanding into the new markets while it still moves towards the expansion to new markets and the increased market share domination in the areas it already occupies. The market for beers in their various guises is