Delusions of American Society Exposed in Mind the Gap Essay -- Mind th

Delusions of American Society Exposed in Mind the Gap by Meredith Oakes Mind the Gap, by Meredith Oakes is an ironic play that reflects many of the more undesirable traits of human nature. The play is set in the London Underground, a more or less universal setting. The two main characters are Ginny, the mother, and Lawrence, her son. The tone of the play is set within the first page and the characters are established quickly as well.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In Mind the Gap, Ginny and Larence are riding on a train to get to the psychiatrist's office. He is rebellious and does not want to go or at least, if they have to go, he laments and whines for a car. ("I told you to take the car.") He is being taken to the psychiatrist because in Ginny's eyes, he dresses like a slob, slouches, and sits around. The mother considers appearances to be very important and she is concerned that the son does not live up to her expectations. As they head towards Brixton, arguments ensue and human instinct takes over. The three main points in this play are hypocrisy, irony, and society's emphasis of materialism.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oakes establishes the tone of this play in the first page, when she differentiates between the two different voice volumes of Ginny. This is symbolic in that Ginny is also somewhat two-faced (hypocritical) about her son's behavior. As she switches between the two voice ranges, Emma (a minor character) comments and asks why they are going to Brixton. When Ginny masks the real cause of them going to Brixton, it mirrors how people in life want to feel accepted by society. They feel that they must conform to the social standards set in precedence. Anything different and people become afraid of what they do not know. Now at days, people are... ...olumbine.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The nature of this poem is almost satirical in its mocking truth of the lacking side of human nature. In doing so, Mind the Gap can be compared to the absurd play, The Sand Box and the biting one-act of Baby With the Bathwater. The ironies of this story point out the delusional flaws of American society. People are usually in denial of criticisms concerning themselves. Other people's faults are often times so clear to others but their own faults are masked or nonexistent in their eyes. Human nature is a combination of both good and bad. Oakes does a superb job of emphasizing the "bad" side of humanity. Humans are flawed and sometimes, a hero does not exist. In this play, there were no heroes either. However, Oakes is able to transcend that fact and concentrate on the main point of the play: the hypocritical, self-conscious nature of mankind.

Antibiotic Sensitivity Lab

Antibiotic Sensitivity lab A. Define the term selectively toxic. Why is it an important feature of antimicrobial agents? Selective toxicity is the ability of a chemical or drug to kill a microorganism without harming its host. Selective toxicity is important to microbial agents because it enables these agents to inhibit or kill a microorganism by interacting with microbial functions or structures different from those of the host thereby showing little or no effect to the host. B. What are broad and narrow spectrum antimicrobials? What are the pros and cons of each?Broad spectrum antimicrobials are drugs that are effective against a wide variety of both gram positive and gram negative bacteria. Narrow spectrum antimicrobials are effective only against gram negative bacteria. Pros and cons of each: Narrow spectrum microbial is normally better to use because they cause less damage to the body's normal flora. They are less likely to cause drugs resistant strains of microorganisms because they are specific in nature and are less likely to cause super infection by opportunistic microorganisms like yeast infections.The main disadvantages are that Narrow spectrum microbial sometimes is more prone to allergic reaction to the host. Broad spectrum antimicrobials on the other hand also have their own advantages in that they are able to deal with more than one kind of bacteria and as such one does not have to use drugs indiscriminately reducing chances of allergic reactions and drug toxicity. The main disadvantage is that they cause more harm to the body's normal flora. C. What is direct selection? Direct selection is the selection of antibiotic-resistant normal floras in an individual whenever this individual is given an antibiotic.This process is normally accelerated significantly by either improper use or the overuse of antibiotics. D. What is the difference between an antibiotic and an antimicrobial chemical? Antibiotics are substances that are produced as metabolic pro ducts of one Microorganism which are able to inhibit or kill other microorganisms. Antimicrobial chemicals are chemicals that are synthesized in a laboratory and can be used therapeutically on microorganisms. E. What is the mode of action for each of the following: a. acitracin: works by inhibiting peptidoglycan synthesis in actively dividing bacteria which normally results in osmotic lysis. b. nystatin: exerts its antifungal activity by binding to ergosterol found in fungal cell membranes. Binding to ergosterol causes the formation of pores in the membrane. Potassium and other cellular constituents leak from the pores causing cell death. c. tetracycline: exert their bacteriostatic effect by inhibiting protein synthesis in bacteria. This antibiotic prevents transfer-RNA (tRNA) molecules from binding to the 30S subunit of bacterial ribosomes. . ciprofloxin: Contains agents that inhibit one or more enzymes in the DNA synthesis pathway F. Describe three mechanisms by which microbes mig ht become resistant to the action of an antimicrobial drug? Microbes may become resistant by producing enzymes that will detoxify or inactivate the antibiotic such as penicillinase and other beta-lactamases. Microbes may also alter the target site in the bacterium to reduce or block binding of the antibiotic in the process producing a slightly altered ribosomal subunit that still functions but to which the drug can't bind.Microbes may also prevent the transport of the antimicrobial agent into the bacterium thereby producing an altered cytoplasmic membrane or outer membrane. G. Why do you think neglecting to finish a prescribed course of antibiotics might contribute to the rise of antibiotic resistance? If you don't finish the medication, all the bacteria causing the infection may not be killed. Then, the infection could come back in that same place or even show up somewhere else. When the bacteria are undertreated, some of them may have enough time to have these mistakes occur in th eir DNA.Then, when they multiply, you get a bunch of bacteria that no longer respond to the antibiotics. H. What is a tube dilution test? How is it used to determine susceptibility? Tube dilution test is one of the tests that can be used to tell which antimicrobial agent is most likely to combat a specific pathogen. This test is conducted by preparing a series of culture tubes where each tube contains a liquid medium and a different concentration of an antimicrobial agent. These tubes are then inoculated with the test organism and then incubated. After the incubation they are examined for growth.I. Define the following: a. Minimum Inhibitory Concentration (MIC): this is the lowest concentration of antimicrobial agent that is capable of preventing growth of the organism undergoing the tube dilution test b. Zone of Inhibition: this is the area surrounding the high potency disk of a chemotherapeutic agent where growth is inhibited in an agar diffusion test. J. What were the results of the Kirby-Bauer test for S. epidermidis? S. epidermidis was sensitive to Novobiacin S. epidermidis was resistant to Penicillin S. epidermidis was intermediate in the case of Gentamicin

The Indian Residential School System - 852 Words

The Indian residential school system was brought upon by the Canadian government with the Christian churches running them. The schools were an attempt to eradicate Indigenous culture and to coerce the Indigenous children into assimilating with white European culture under the assumption that the European lifestyle was superior to the ‘savages’ that were aboriginals. (Jacobs) The principle of the Gordon’s reserve school even stated that â€Å"change the philosophy of the Indian child. In other words since they must work and live with ‘whites’ then they must begin to think as ‘whites.’† [T1] It is estimated about 150,000 children attended these inhumane schools from the early 19th century up until 1996.[T1] The buildings were situated in poorly maintained buildings where the children were isolated and lonely. Treatment of the children was harsh as well—they were prohibited from speaking their language and indulging in their cu ltural and spiritual practices. The effects of the system resonate among the Indigenous communities from all the spiritual, verbal, physical, and emotional abuse they faced, which has furthermore impacted the next generations who don’t speak their native language which is like losing a sense of identity, and face higher rates of poverty and inequality. This is historical trauma where the collective emotion injury spreads across generations, causing trauma to all. (Jacobs) The residential school system is a mechanism of cultural genocide. The CanadianShow MoreRelatedExploring the Current day Impact of the Canadian Indian Residential School System2758 Words   |  12 Pagesthis is well understood. Commonly known today as Indian residential schools, a great act of wrong was committed under the command and leadership of the Canadian government starting back with elementary roots through the passage of the Indian Act in 1876. More specifically in 1884, it became mandatory for a ll native children in Canada to attend day or residential schools (Miller, 1996). For many native children in Canada at the time, the only schools available in this mandatory requirement put forthRead MoreThe Indian Residential School System1531 Words   |  7 PagesFirst Nation children were forced to attend Indian residential schools dating back to the 1870’s and spanned many decades with the final school closing in 1996. These educational institutions were government funded and church run by Roman Catholic, Presbyterian, United and Anglican denominations (Truth and Reconciliation Commission, n.d.). There were 139 schools where more than 150 000 First Nations children attended. The children of these schools were mentally, physically, emotionally and sexuallyRead MoreDevelopment Of The Residential School System1740 Words   |  7 Pagesdown† : A quote from Aggie George recalling of her experience in the Lejac Indian Residential School (Legacy of Hope Foundation, 2001). In the 1880s all the way to the 1990’s roughly 150,000 aboriginal children where removed from their communities and homes to attend the residential school system set up by the government and operated by the Christian churches (Government of Canada, 2015). The purpose of these residential schools was to isolate Aboriginal children from their families and assimilate themRead MoreReflecting On The Residential School System1509 Words   |  7 PagesRESIDENTIAL SCHOOL SYSTEM 3. In reflecting on the Residential School System in Canada, discuss why Elders teachings and courses in Indigenous studies are important today. Between 1875 and 1996, First Nations children were forced to attended residential schools to be systematically assimilated into an English-Christian society through abuse, segregation, and racism. Residential schools were created by the Canadian government to transition First Nations children into a newly colonized Canada, butRead MoreThe Canadian Government And The Aboriginal People1503 Words   |  7 Pagesindustrial schools that would be run by the churches and government funded. They chose children to go to these schools because they are easier to manipulate and mold than the adults and felt that school was the best way to do so. With the hopes of the assimilated children will teach their children their new way of life and that their traditions and culture will diminish or be completely gone in a few generations. In the 1880’s, the government began to construct the residential schools across CanadaRead MoreThe Damages Caused by Canadian Residential Schools for Indigenous Children in the 19th Century1618 Words   |  7 Pagesnations people to educate the Indigenous population of the country. The federal government sought to pursue this task through the development of residential schools. Under this system, framed by the Davin Report, Congregations of Christian missionaries were responsible for providing compulsory education to Indigenous children within governmentally constructed schools. They were charged with assimilating these children into mainstream culture and convert them into members of â€Å"civilized society†. The resultingRead MoreCanada Is A Nation Free Of Racism Essay1350 Words   |  6 Pagespopulation with the crumbs of society. A prime example of this can be demonstrated in the mass overrepresentation of Aboriginal youth in care. By the year 2010, there were around twenty-seven thousand Indigenous children in the Canadian child welfare system who were living in some sort of out-of-home care (Chappell, 2014). Although they re presented only seven percent of the children in Canada, they made up 48 percent of all children in foster care. (Yukselir Annett, 2016). This phenomenon is not aRead MoreSeparation And Education Of Young First Nations Children1386 Words   |  6 PagesChristian churches, the residential school system was created and schools were built throughout the entire country. The Kamloops Indian Residential School was attended by students from the nations surrounding Kamloops including children from the Secwepemc Nation who occupied the much of the southern-interior of British Columbia. The school was ran by the Roman Catholic Church. The Secwepemc children were no exception to the abominable conditions in the residential school systems facilities and theRead MoreThe Indian Act1558 Words   |  7 PagesIntroduction: The Indian Act was first proposed in 1876. The Indian Act was mainly used as a way for the federal government to control aspects of Native American lives. During the 1880’s the federal government told Indian families that if they wanted their children to have an education, it was to be done under them. These institutions would be known as Residential Schools. Residential Schools were not good for the Native Americans due to the education being taught was there to â€Å"take away† the Indian withinRead MoreThe Social Determinants Of Health1555 Words   |  7 Pagesdeterminants of health such as historical background and events have moulded the personal health and well-being of Indigenous people for many generations (Health Canada, 2013). Historical determinants include colonization and establishment of systems such a residential schools (Health Canada, 2013). In addition, social determinants of health also contribute majorly to many mental health issues. Examples of soc ial determinants of health include income and social status, employment, physical environment, culture

List of Acid-Base Indicators

An acid-base indicator is a weak acid or a weak base. The undissociated form of the indicator is a different color than the iogenic form of the indicator. An Indicator does not change color from pure acid to pure alkaline at specific hydrogen ion concentration, but rather, color change occurs over a range of hydrogen ion concentrations. This range is termed the color change interval. It is expressed as a pH range. How Indicators Are Used Weak acids are titrated in the presence of indicators which change under slightly alkaline conditions. Weak bases should be titrated in the presence of indicators which change under slightly acidic conditions. Common Acid-Base Indicators Several acid-base indicators are listed below, some more than once if they can be used over multiple pH ranges. The quantity of indicator in aqueous (aq.) or alcohol (alc.) solution is specified. Tried-and-true indicators include thymol blue, tropeolin OO, methyl yellow, methyl orange, bromphenol blue, bromcresol green, methyl red, bromthymol blue, phenol red, neutral red, phenolphthalein, thymolphthalein, alizarin yellow, tropeolin O, nitramine, and trinitrobenzoic acid. Data in this table are for sodium salts of thymol blue, bromphenol blue, tetrabromphenol blue, bromcresol green, methyl red, bromthymol blue, phenol red, and cresol red. Primary References Langes Handbook of Chemistry, 8th Edition, Handbook Publishers Inc., 1952.​Volumetric Analysis, Kolthoff Stenge, Interscience Publishers, Inc., New York, 1942 and 1947. Table of Common Acid-Base Indicators Indicator pH Range Quantity per 10 ml Acid Base Thymol Blue 1.2-2.8 1-2 drops 0.1% soln. in aq. red yellow Pentamethoxy red 1.2-2.3 1 drop 0.1% soln. in 70% alc. red-violet colorless Tropeolin OO 1.3-3.2 1 drop 1% aq. soln. red yellow 2,4-Dinitrophenol 2.4-4.0 1-2 drops 0.1% soln. in 50% alc. colorless yellow Methyl yellow 2.9-4.0 1 drop 0.1% soln. in 90% alc. red yellow Methyl orange 3.1-4.4 1 drop 0.1% aq. soln. red orange Bromphenol blue 3.0-4.6 1 drop 0.1% aq. soln. yellow blue-violet Tetrabromphenol blue 3.0-4.6 1 drop 0.1% aq. soln. yellow blue Alizarin sodium sulfonate 3.7-5.2 1 drop 0.1% aq. soln. yellow violet -Naphthyl red 3.7-5.0 1 drop 0.1% soln. in 70% alc. red yellow p-Ethoxychrysoidine 3.5-5.5 1 drop 0.1% aq. soln. red yellow Bromcresol green 4.0-5.6 1 drop 0.1% aq. soln. yellow blue Methyl red 4.4-6.2 1 drop 0.1% aq. soln. red yellow Bromcresol purple 5.2-6.8 1 drop 0.1% aq. soln. yellow purple Chlorphenol red 5.4-6.8 1 drop 0.1% aq. soln. yellow red Bromphenol blue 6.2-7.6 1 drop 0.1% aq. soln. yellow blue p-Nitrophenol 5.0-7.0 1-5 drops 0.1% aq. soln. colorless yellow Azolitmin 5.0-8.0 5 drops 0.5% aq. soln. red blue Phenol red 6.4-8.0 1 drop 0.1% aq. soln. yellow red Neutral red 6.8-8.0 1 drop 0.1% soln. in 70% alc. red yellow Rosolic acid 6.8-8.0 1 drop 0.1% soln. in 90% alc. yellow red Cresol red 7.2-8.8 1 drop 0.1% aq. soln. yellow red -Naphtholphthalein 7.3-8.7 1-5 drops 0.1% soln. in 70% alc. rose green Tropeolin OOO 7.6-8.9 1 drop 0.1% aq. soln. yellow rose-red Thymol blue 8.0-9.6 1-5 drops 0.1% aq. soln. yellow blue Phenolphthalein 8.0-10.0 1-5 drops 0.1% soln. in 70% alc. colorless red -Naphtholbenzein 9.0-11.0 1-5 drops 0.1% soln. in 90% alc. yellow blue Thymolphthalein 9.4-10.6 1 drop 0.1% soln. in 90% alc. colorless blue Nile blue 10.1-11.1 1 drop 0.1% aq. soln. blue red Alizarin yellow 10.0-12.0 1 drop 0.1% aq. soln. yellow lilac Salicyl yellow 10.0-12.0 1-5 drops 0.1% soln. in 90% alc. yellow orange-brown Diazo violet 10.1-12.0 1 drop 0.1% aq. soln. yellow violet Tropeolin O 11.0-13.0 1 drop 0.1% aq. soln. yellow orange-brown Nitramine 11.0-13.0 1-2 drops 0.1% soln in 70% alc. colorless orange-brown Poirriers blue 11.0-13.0 1 drop 0.1% aq. soln. blue violet-pink Trinitrobenzoic acid 12.0-13.4 1 drop 0.1% aq. soln. colorless orange-red

Wolfgang Amadeus Mozart And The Classical Era - 1381 Words

Wolfgang Amadeus Mozart was a brilliant composer from the classical era. He lived a short life; however, he was able to compose many great pieces of music before he passed away. One of his famous pieces is his Eine Kleine Nachtmusik piece that he wrote in 1787. The piece can be observed as good from a Christian perspective. Art is meant to be felt and not just heard or seen. Mozart was born in Austria in 1756 to a musically inclined family. He put together his first concerto at the age of five. Before he reached the age of six he was playing in the Bavarian courts and in the houses of the noble. His father, Leopold, saw him as a miracle child sent from God. He traveled all over Europe and played for some of the most prestigious people before he was even ten years old. By the age of thirteen, he had written multiple symphonies and began touring with his Italian operatic style (Mozart, 2015). One of his most popular pieces for the Church was entitled, Litaniae de venerabili altaris sacramento. In this piece, he used a range of styles and was known for using fugues and dramatic expressions. At the age of twenty-five, he decided to marry Constanze Weber, the daughter of a family friend. Together they had six children of only which two survived. He continued to compose music for all genres and many popular operas such as Le nozze di Figaro, Don Giovanni, and Die Zauberflà ¶te. In 1791, he contracted the rheumatic inflammatory fever and passed away early at the ageShow MoreRelatedWolfgang Amadeus Mozart As A Composer Of The Classical Era2306 Words   |  10 PagesWolfgang Amadeus Mozart once said, Music, even in situations of the greatest horror, should never be painful to the ear but should flatter and charm it, and thereby always remain music.  If you have ever heard of his music, you would understand how much truth is in that quote. Mozart was born on January 27, 1756 and he was a composer of the Classical era. He was born in Salzburg and ever since he was a child has always showed his interest in the category of music. He was the son of Leopold and AnnaRead More Wolfgang Amadeus Mozart : A Influential Composer Of The Classical Era1003 Words   |  5 Pages Wolfgang Amadeus Mozart was brought into the world on January 27, 1756 in Salzburg, Austria.. Mozart was a prolific and influential composer of the Classical Era. His parents were Leopold and Maria Pertl Mozart. Mozart showed musical talent at a very young age. At the age of 5 mozart was composing minuets. At the age of 6 he played before the Bavarian Elector and the Austrian Empress. His father taught him, which teaching Mozart wasn’t hard because he knew a lot already, his father was his largestRead MoreThe History And Transitions Of Music933 Words   |  4 PagesHaydn, Wolfgang Amadeus Mozart and Ludwig van Beethoven. All three of these great composers performed during the Classic period and it would act as the base of classic music for the next one hundred and fifty, to two hundred years. The names of Haydn, Mozart and Beethoven are so well known that people who have little to no knowledge of music will recognize their names. The urban communities of Austria and Germany would find the settings from 1750-1820 that would become known as the classical periodRead MoreJennifer Persaud. Professor Adams . Music 101. April 2017.1148 Words   |  5 Pages Wolfgang Amadeus Mozart Johann Chrysostom Wolfgang Amadeus Mozart was born in 1756 and died in 1791. Shortly after his birth in Salzburg, Austria, he was baptized as Joannes Chrysostomus Wolfgangus Theophilus Mozart however, he just went by Wolfgang Amadeus Mozart. As aforementioned, his baptism refers to the religious rite of a person that belongs to a Christian Church. His mother, Anna Maria Mozart and his father, Leopold Mozart had seven children together howeverRead MoreWolfgang Amadeus Mozart s Overture945 Words   |  4 PagesWolfgang Amadeus Mozart’s overture to The Marriage of Figaro brings together all the components and styles of the classical period. With it being an overture, it sets the mood and allows people to get ready for the opera they are about to watch. Mozart was one of the greatest composers to ever resonate from the classical period and his music is still studied and played worldwide today. Wolfgang Amadeus Mozart was born in 1756 in Salzburg. (Kem) Recognized for his works at an extremely young ageRead MoreThe Classical Era Of Music1012 Words   |  5 PagesThe Classical era was a very important time period where, new ideas and forms of music were created. The Classical era expanded from 1770 to 1820, and during that time many great composers rose including Franz Joseph Haydn, Wolfgang Amadeus Mozart, and Ludwig Van Beethoven. A very important composer whose music is still heard today is Wolfgang Amadeus Mozart. His fame and great works in music changed throughout his childhood, middle age, and his final years. Wolfgang Amadeus Mozart was born inRead MoreThe Aesthetic Qualities Of A Musical Selection From Space Odyssey1568 Words   |  7 Pagesof music. I appreciate and enjoy listening to classical, opera, rap, hip-hop, country, contemporary and Mexican music. When I signed up for Music Appreciation, I was excited to learn more about the history of music and the instruments used. I wanted to learn what to listen for and how to understand the different types of music. There are many styles of music from different eras. After taking notes on a variety of listening exercises from different eras, I understand what composers were trying to accomplishRead MoreWolfgang Amadeus Mozart : The Age Of Enlightenment1957 Words   |  8 PagesWolfgang Amadeus Mozart Wolfgang’s life was profoundly impacted by the history of his time, it allowed him to compose, play and direct music and eventually live freely, ultimately setting the stage for him to create some of the best music pieces to date. Wolfgang Amadeus Mozart lived during a period of great change in philosophy, art, religion and music. This change was brought about by the transition from the baroque period where the Catholic Church encouraged the arts to depict religious themesRead MoreMozart vs. Beethoven Essay1275 Words   |  6 PagesArts and Culture 2 Mozart vs. Beethoven Paper 3/21/12 Mozart vs. Beethoven In the 18th century, the middle class made a lot more money. During the Classical Period, the middle class had a tremendous influence on music. They wanted to hear concertos and symphonies. They wanted their children to learn great music and play instruments. The composers began writing music that was geared towards the middle class because they could make a better living if they enjoyed the music being played. TheyRead MoreThe Importance of Function Over Form in the Classical Concerto1406 Words   |  6 Pagesnatural. Though the series of changes from the Baroque concerto grosso to the Classical concerto were gradual and cannot be attributed to a single composer, the Piano Concerto No. 20 in D minor K. 466 by Wolfgang Amadeus Mozart is a skillful representation of the genre in that era. Of particular interest in this concerto is the treatment of sonata form in the first movement. When compared to other instrumental genres of that era, there is a tangible divide between the sonata form of the concerto and

Antigone And Creon (2406 words) Essay Example For Students

Antigone And Creon (2406 words) Essay Antigone And CreonMany dramatic theorists have documented their opinions of Sophocles tragic play Antigone. They have presented their interpretations as to the motives and moral character of Antigone and Creon. I will attempt to encapsulate the basic logic behind the arguments of the critics Brian Vickers, A.C. Bradley (who interprets Hegel), and H. D. F. Kitto, and venture my own humble opinion as to their validity. Brian Vickers clearly favors the character of Antigone. He challenges Hegel and Hegels view that both Creon and Antigone were essentially right in their beliefs. Vickers sums up Hegels theories in a single diagram (Vickers 526), showing Creon and Antigone as forces in antithetical opposition. I believe that Hegels theories of tragedy, as explained by A.C. Bradley, encompass much more than a simple diagram. Hegel thought that Creon and Antigone represented these forces, but not necessarily that they were diametrically opposed. Hegel thought that the tragedy of Antigone was that the beliefs of Antigone and Creon forced them into opposition, because their beliefs were valid and just, though they did not go about practicing their beliefs in a valid and just manner. Vickers presents the notion that Sophocles himself favored the character of Antigone, since Sophocles never criticized her. With this I must disagree; there were many aspects of Antigones character that Sophocles would not have included had he viewed her as above reproach. For instance, she is dreadfully overbearing and righteous. While Sophocles clearly showed he could paint the picture of a sympathetic character if he so chose in Oedipus the King, I believe that he deliberately made Antigone, frankly, a much more bitchy character than Oedipus. Oedipus displays sympathy and is emotive in ways that Antigone simply isnt, and that makes Oedipus the King much more tragic than Antigone. Here, Oedipus demonstrates his compassionate nature when he tells the plague-stricken citizens of Thebes how he feels for their distress (Sophocles 48):Poor children! You may be sure I knowAll that you longed for in your coming here. I know that you are deathly sick; and yet,Sick as you are, not one is as sick as I. Each of you suffers in himself aloneHis anguish, not anothers; but my spiritGroans for the city, for myself, for you. Oedipus will not be deterred in his search for the truth, no matter who tries to persuade him to abandon the quest (Sophocles 64): Oedipus: Do you know anything about him, Lady? Is he the manwe summoned? Is that the man this shepherd means?Jocasta: Why think of him? Forget this herdsman. Forget itall. This talk is a waste of time. Oedipus: How can you say that, when the clues to my birth arein my hands?Jocasta: For Gods love, let us have no more questioning! Isyour life nothing to you? My own is pain enough forme to bear. Oedipus: You need not worry. Suppose my mother a slave, andborn of slaves: no baseness can touch you. Jocasta: Listen to me, I beg you: do not do this thing!Oedipus: I will not listen; the truth must be made known. Oedipus conscious choice to pursue and accept his doom makes him a tragic figure. Bernard M. W. Knox, author of The Heroic Temper: Studies in Sophoclean Tragedy, points out that the hero has to choose between his doom and an alternative which if accepted would betray the heros own conception of himself, his rights, hisduties, but in the end the hero refuses to yield; he remains true to himself, to his physis, that nature which he inherited from his parents and which is his identity. (Knox 106) Therefore, one can see Oedipuss unwavering insistence to uncover the truth about the murder of Laius, and then about himself, as proof of the heros resolute commitment to uphold his own nature. Oedipus unyielding quest for the truth fits his self image as a man of action, the revealer of truth, and the solver of riddles. Knox adds that the heros determination to act is always announced in emphatic, uncompromising terms. (Knox 22). Oedipus proclaims his intention of finding Laius killers by sayi ng, Then once more I must bring what is dark to light. (Sophocles 49). The hero cannot be swayed by threats nor reason; he will not capitulate. Creon, after being accused by Oedipus of conspiring against the king, retorted, You do wrong when you take good men for bad, bad men for good. . . . In time you will know this well. (Sophocles 58). Oedipus, however, never learns in time; he remains unchanged. Oedipus, after his terrible self-mutilation, realizes that he treated Creon unjustly: Alas, how can I speak to him? What right have I to beg his courtesy whom I deeply wronged? (Sophocles 70). But later, Creon has to remind Oedipus that he is no longer king when he starts issuing imperious commands such as: But let me go, Creon!; Take pity on them; see, they are only children, friendless except for you.; Promise me this, Great Prince, and give me your hand in token of it.; No! Do not take them from me! (Sophocles 71). Sir. Baldric and The Evil Threshmit EssayOn to Hegel: Macbeth is as far removed as possible from Antigone, but is still of one nature (Bradley 89) with it. The death of Macbeth is much less tragic than Antigone, because Macbeth wasnt essentially a good man. Antigone was following the edicts of the gods in burying her brother and was doing rightly as far as she knew. I would agree that Macbeths death is less tragic, yet I feel worse for him than I do for Antigone. At least Macbeth was an emotive, passionate man, not a righteous machine. Hegel believes that all other things in tragedies being equal, the tragedy with the hero as a good man is more tragic than as a bad. The more spiritual value, i.e. Antigone doing her deed for spiritual purposes, the more tragedy in conflict and waste. The more evil a character, the less tragic his circumstances. Moral evil diminishes the spiritual value of personality. Because Antigone and Creon are trying to do what they feel is right at heart, their conflict has much stronger implications than the conflicts in MacBeth, since MacBeth was a murderer who wanted to ascend to the throne. Which is not to say that MacBeth isnt a tragedy, because it is much more than just a conflict between good and evil. Hegel believes that ethical or universal ends and justice have nothing to do with catastrophe. A tragic action is a self-division, or internal conflict, and the catastrophe is the annulment of this division, but this is only half of Hegels ideas. A catastrophe has two aspects, negative and affirmative. It is a power which is irresistible and inescapable, and negates anything incompatible with it. But if a catastrophe were only such an unintelligent, characterless force, it would invoke feelings of horror, with is not a feeling associated with tragedy (like pity and fear). It is also the source of our feelings of reconciliation. The catastrophe is the violent restitution of the divided spiritual unity, and some sort of projection of the division in the hero. So that there is some sort of paradoxical feeling in the inevitable death of the hero, when we die with him, yet exult or feel that his death means nothing. The hero escapes the power which killed him. Of the three critics and theorists, I relate to Hegel the most. He knows that Antigone and Creon are flawed beings, though they do what they feel is morally right. He realizes that they take their morality and let it become their personalities and define their actions, instead of just influencing them. And therefore, though worthy of sympathy, they are the masters of their fates, and choose their respective dooms. Hegel believed that the tragedy of Antigone lies in the conflict between the rules of the state and the rules of man. It is unfortunate that these two forces must be in opposition, and therefore their practitioners or champions in this particular case have to be in opposition as well. I agree with this; the tragedy is in the circumstances that pit two essentially right forces against each other. The morality of the characters determines the course of the tragedy, and their personalities and convictions determine the emotional power for the reader. English Essays

Representation of men in Hard Times by Charles Dickens Essay Example

Representation of men in Hard Times by Charles Dickens Essay Your Analysis To Show How Dickens Represents Men In The Novel. The extract introduces Mr. Bounder to the reader. He is introduced as being a proud, arrogant, factual man, displaying his dominance and is used by Dickens to represent men in the novel. This idea of Bounders pride and dominance is not unexpected due to the stigmas of the era, men were generally considered to be better, more capable than women. His factual nature Is also typical as It represents the theme of fact and fancy that Dickens has used throughout the book. Firstly Dickens makes It clear that Bounder is successful through the use of the ascendancy list he was a rich man; banker, merchant, manufacturer and what not which shows his some of his accomplishments in life as well as how influential he was in industry. This could be interpreted to demonstrate the many pursuits that are available to men, and their dominance of the business world. Mr. Granddad Is also mentioned briefly in the extract as Bounders eminently practical friend using the motif to represent him. The multiple modifiers suggest that the nature of men is very sensible, factual and elastic. We will write a custom essay sample on Representation of men in Hard Times by Charles Dickens specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Representation of men in Hard Times by Charles Dickens specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Representation of men in Hard Times by Charles Dickens specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Dickens uses the appearance of Mr. Bounder to give the audience an impression of the representation of men throughout Hard Times. The reader is introduced to Bounder as a big loud man, with a stare and metallic laugh. This dramatic declarative uses a metaphor to show how Inhuman, or emotionless/ detached men and Bounder can be, the metallic laugh suggests a certain coldness and robotic nature. The multiple modifiers In great puffed head and forehead indicates the intelligence of Mr. Bounder while also suggesting that he may be big headed and full of himself. This view is supported by the simile a man with a pervading appearance on him of being inflated like a balloon showing that Bounder is over inflated, full of wind and self importance. Dickens describes that Bounder talks with a brassy speaking-trumpet of a voice-Walt this metaphor showing that he talks blasting out what he has to say. It also links to the Idiom blowing your own trumpet, again showing how full of himself this character Is. This is again demonstrated with the noun phrases coarse material, swelled veins stained skin, although these also illustrate how undesirable and horrible Bounder is. Dickens states that he had not much hair. One might have fancied he had talked it off. The dramatic declarative uses a metaphor to indicate that Bounder is always speaking In order to get his pollen across. Furthermore it suggests that his factual nature may grow rather boring. Bounders hair Is also said to be constantly blown about by his windy boastfulness this metaphor may suggest that half the things he says are not true, or exaggerated. Through the appearance of Mr. Bounder Dickens gives a very harsh view of men, it seems he represents them as being egotistical, and lull of self-importance, as well as being generally unpleasant. They are also however shown to be practical and pragmatic. Dickens also uses Bounders actions and behavior throughout the extract to represent men In Hard Times. Dickens states and adverb sufficiently vaunt show that Bounder felt that there was never enough said about him and his less desirable past. The verb proclaiming also suggests this, demonstrating pride and arrogance. Bounder is named the Bully of humility in a metaphor indicating that he tramples over honesty, discretion and humbleness, heartsickness that tend to portray fancy rather than facts. As Bounder talks, he takes a commanding position which to subdue Mrs. Grandkid. The verbs, commanding and subdue show how he is pushing her down and putting her in her place, they additionally demonstrate the different social standings of men and women, women are lower while men are dominant. In conclusion, Dickens has used the descriptions of Mr. Bounders appearance and actions to demonstrate his representations of men throughout Hard Times. Men are shown to be egotistical, factual and rather unpleasant throughout.