Scholars Being Justified in Using the Term Golden Age to...

Scholars Being Justified in Using the Term Golden Age to Describe the Economic History of Western Europe During 1950-1973 ‘Nothing in the history of Western Europe resembles its experience between 1945 and 1968.’ Milward, European rescue, pg. 21 In the quarter of a century that followed the Second World War, the achievements of the European economy were so impressive that the period was often referred to as the ‘Golden Age’. Since 1913 Europe had experienced two world wars plus the great depression and trade wars of the 1930’s, the economy had been stunted and growth was well below trend. In the early post-war years between 1945 and 1947 recovery was frustrated by shortages of food, labour, raw†¦show more content†¦The rising level of employment and productivty, by generating income and demand, was constantly renewing the need for more capacity and higher investment, and so in turn maintaining the pressure on resources. But was this process one that could go on indefinitely? Was it not to be expected that economic growth would slow down once needs of post war reconstruction where over? Many economists undoubtedly did expect growth to slow down up until the middle of the 1960s, but changed thei r mind when rapid growth continued or even accelerated. The end of the ‘Golden Age’ never the less came suddenly in 1974-1975 after the first oil shock. In this sense the breaking point was brought about in 1973, not just by the quadrupling of the price in oil but also by the world economic boom which preceded it and drove prices up in all industrial countries across the world. The question economists wanted to know was no more, how long? But rather, why? Ever since it became clear the forecasting of the post war economy, based on previous trends, did not reflect the reality presented by the ‘Golden Age’, economists started their search for reasons why? Work by such writers as Maddison gave an explanation of the ‘Golden Age’ through an approach known as â€Å"growth accounting†. Observing a huge increase in the ratio of investment to GDP and incorporating technical progress,Show MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesBrier, and Roy Rosenzweig Also in this series: Paula Hamilton and Linda Shopes, eds., Oral History and Public Memories Tiffany Ruby Patterson, Zora Neale Hurston and a History of Southern Life Lisa M. Fine, The Story of Reo Joe: Work, Kin, and Community in Autotown, U.S.A. Van Gosse and Richard Moser, eds., The World the Sixties Made: Politics and Culture in Recent America Joanne Meyerowitz, ed., History and September 11th John McMillian and Paul Buhle, eds., The New Left Revisited David MRead MoreRastafarian79520 Words   |  319 Pagesrights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this bookRead MoreMerger and Acquisition: Current Issues115629 Words   |  463 Pagespublication may be made without written permission. No paragraph of this publication may be reproduced, copied or transmitted save with written permission or in accordance with the provisions of the Copyright, Designs and Patents Act 1988, or under the terms of any licence permitting limited copying issued by the Copyright Licensing Agency, 90 Tottenham Court Road, London W1T 4LP. Any person who does any unauthorized act in relation to this publication may be liable to criminal prosecution and civil claimsRead MoreArticle: Performance Appraisal and Performance Management35812 Words   |  144 Pagesorder to compete and survive at the market place effectively (Prasad 2005). Performance of an individual can be defined as the record of outcomes produced as specified job functions or activities during a specified time period (Bernardin 2007). The term performance refers to a set of outcome produced during a certain period of their job time and does not refer to the traits, personal characteristics, or competencies of the performer. 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The Things They Carried By Tim O Brien - 900 Words

Often times, the role of infantry is whitewashed when being presented to a civilian. Whether it’s John Wayne storming the beaches of Normandy in The Longest Day or Soap MacTavish and John Price defeating an entire army in Call of Duty Modern Warfare, infantry are often painted more herculean than human. But there is an often overlooked technical side to war that is just as, if not more, important than the general ideas of inspired heroics and valorous combat. It is the hours of marching and the plethora of equipment. It’s the boredom before a battle and the grateful numbness after. Most importantly, it is the fear of death and the violent will to survive. In Tim O’Brien’s short Story, The Things They Carried, the author does an excellent side of illustrating this rarely discussed side of warfare. Instead of focusing on the exploits of individual soldiers, O’Brien draws our attention to what necessitates, creates and forms the solider, his environmen t. Because setting is used to illustrate this immense physical and emotional burden, The Things They Carried realistically portrays the challenges and duties of a solider. One way this is achieved is the emphasis placed on the physical objects the soldiers carry. Because the story takes place in Vietnam during the Vietnam War, why the characters carry what they carry becomes an important part of the story. Every item must serve a purpose. They carry rifles to kill. They carry helmets and rain ponchos for protection. They carryShow MoreRelatedThe Things They Carried By Tim O Brien892 Words   |  4 PagesThe Vietnam War was a long, exhausting, and traumatic experience for all of the soldiers and those who came with them. The Things They Carried, by Tim O Brien illustrates the different affects the war had on a variety of people: Jacqueline Navarra Rhoads, a former nurse during the Vietnam war, demonstrates these effects within her own memoir in the book, The Forgotten Veterans. Both sources exemplify many tribulations, while sharing a common thread of suffering from mental unpredictability. DesensitizationRead MoreThe Things They Carried By Tim O Bri en1377 Words   |  6 Pageslove to have it as good as we do. Tim O’Brien’s The Things They Carried discusses many veterans who experience the burden of shame and guilt daily due to their heroic actions taken during the Vietnam War. The book shows you how such a war can change a man before, during, and after it’s over.     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As I reflect on the many conflicts America has been a part of, none can compare to the tragedies that occurred in The Vietnam war. As told in The Things They Carried (O’Brien), characters such as NormanRead MoreThe Things They Carried By Tim O Brien1457 Words   |  6 Pagesthe theme pertains to everyone regardless of their background. It conveys the same ideas to people from all across our society. Lastly, a classic is timeless, which means it has transcended the time in which it was written. In Tim O’Brien’s novel, The Things They Carried, he offers a new, intriguing way to view war or just life in general and also meets all of the crucial requirements mentioned above to qualify it as a book of literary canon. Though this book is technically a war novel, many peopleRead MoreThe Things They Carried By Tim O Brien1242 Words   |  5 Pagesâ€Å"Tim O’Brien is obsessed with telling a true war story. O Brien s fiction about the Vietnam experience suggest, lies not in realistic depictions or definitive accounts. As O’Brien argues, absolute occurrence is irrelevant because a true war story does not depend upon that kind of truth. Mary Ann’s induction into genuine experience is clearly destructive as well as empowering† (p.12) Tim O’s text, The Things they Carried, details his uses of word choice to portray his tone and bias. Tim O’BrienRead MoreThe Things They Carried By Tim O Brien1004 Words   |  5 Pages Tim O’Brien is a veteran from of the Vietnam War, and after coming home from his duty he decided to be a writer. His work â€Å"The Things They Carried† is about a group of soldiers that are fighting in the Vietnam War. The first pa rt of the story talks mostly about physical items that each soldier carries, and also mentions the weight of the items as well. Though, there is one exception to the list of physical things. Lieutenant Cross is a character of the story, and Tim O’ Brien quickly states theRead MoreThe Things They Carried By Tim O Brien1169 Words   |  5 Pagesbut are set in the past and borrows things from that time period. A story that fits this genre of literature is The Things They Carried. The story is about Tim O Brien, a Vietnam veteran from the Unite States, who tells stories about what had happened when he and his team were stationed in Vietnam. He also talks about what he felt about the war when he was drafted and what he tried to do to avoid going to fight in Vietnam. The Things They Carried by Tim O Brien was precise with its portrayal of settingRead MoreThe Things They Carried By Tim O Brien896 Words   |  4 PagesTrouble without a doubt is what First Lieutenant Jimmy Cross c arried around his shoulders because he was out in war, where mistakes happen. Lost and unknown of his surroundings he had to lead his men into safety, while destroying anything they found. First Lieutenant Jimmy Cross only holds onto one thing for hope and that is Martha, the woman who he hopes is a virgin to come back to. Tim O’ Brien introduces symbolism by adding a character that has a meaning of purity and a pebble, which symbolizesRead MoreThe Things They Carried By Tim O Brien Essay832 Words   |  4 PagesSummary: â€Å"By and large they carried these things inside, maintaining the masks of composure† (21). In Tim O’brien’s The Things They Carried, the American soldiers of the Vietnam War carry much more than the weight of their equipment, much more than souvenirs or good-luck charms or letters from home. They carried within themselves the intransitive burdens—of fear, of cowardice, of love, of loneliness, of anger, of confusion. Most of all, they carry the truth of what happened to them in the war—aRead MoreThe Things They Carried By Tim O Brien1369 Words   |  6 PagesMany authors use storytelling as a vehicle to convey the immortality of past selves and those who have passed to not only in their piece of literature but in their life as an author. In Tim O’Brien’s work of fiction The Things They Carried, through his final chapter â€Å"The Lives of the Dead,† O Brien conveys that writing is a matter of survival since, the powers of s torytelling can ensure the immortality of all those who were significant in his life. Through their immortality, O’Brien has the abilityRead MoreThe Things They Carried By Tim O Brien1407 Words   |  6 Pages       Our introduction stated that in â€Å"The Things They Carried,† author Tim O’Brien tells us not directly of the soldiers of Vietnam, or the situations they find themselves in, but about the things they carry on their shoulders and in their pockets. These â€Å"things† identify the characters and bring them to life.   I find that to be true as the author unfolds the stories about war and the uncommon things one carries in to war both inadvertently and on purpose.  Ã‚  Ã‚  As it was noted: Stories about war –

Early Childhood Education Research †Free Samples to Students

Question: Discuss about the Early Childhood Education Research. Answer: Introduction: The unoccupied play is referred to the form of play when the child does not take part in any formal play but engages in observing activities around him. In such form of play, the child is about to learn about the world around. A child might also show repeated movements over a considerable period of time while looking around and learning to imitate activities that other individuals around him engage in. One example of such play is when a child aged between four to five years, new to a day care centre, stands at one corner of the playground where other children are engaged in any play activity and observes them keenly. The play activity might be the group of children playing in the sand area and engaging in making sand castles. The child might be watching and enjoying the other childrens participation but would not be participating himself. In addition, he might be attempting to play with the sand on his own in certain instances. In such cases he might be playing with the sand, making repeated movements time and again to imitate the activities the other children are engaged in while looking around. His thoughts might be centred around questioning what others are doing and being a mere observer. Solitary play is referred to the form of play when a child plays alone and engages in an activity different from that of others. In such case, a child is unaware or uninterested in what other children are doing around him. This form of play is common for children between two and three years age. One example of solitary play is a child playing with a puzzle game. In such a case, the child engages in intellectual thinking about how to solve the puzzle that does not require the involvement of other individuals. In such a case the child has the primary focus on the activity he is engaged in. Social aspects of the play are absent. Solitary play presents a child with the opportunity to learn about new things and how different things work. It is also beneficial for cognitive development apart from social skills and physical development. For example, a child engaged in puzzle game can enhance his concentration ability through the exercise. The rational is that he is completely engrossed in p laying and does not notice what other children in the vicinity are doing. This form of play is significant since aa children learn how to entertain themselves and engage in solitary activities that do not require the involvement of others. Parallel play is referred to the form of play when a child plays side-by-side of other children. However, there is a lack of group involvement among them. This is typically under conditions when children play with same toys and might be trying to mimic each other. The manner in which the children play might be similar, but there is no interpersonal engagement with each other as the children continue to play on their own. Such form of play is common for children aged between two and half years and three and half years. However, children with more age can also take part in such form of play. One example of such play is when two children might be sitting in the sand area and digging holes in the same with their respective shovels. In such a case the children might be engaging in a similar form of activity, however, there is an absence of non-verbal or verbal interaction. The activities that they are engaging in does not require cooperation and collaboration even though one might try to mimic they manner in which the other child is digging the holes in the sand. Though the contact between the children is very less, they might be learning significant social skills about learning from each other. Associative play is referred to the form of play when children play together, but they are not directed towards a common goal. A child might be interested in playing with children around them instead of materialistic toys. This form of play is different from parallel play as in this form of play a child might continue playing separately from one another but might become increasingly involved in activities done by others in the surrounding. Children of age between three and four years usually engage in this form of play. An example of associative play is one when a group of children decides to dress up for a fancy dress competition. There would not be any common goals for the children. However, they would be engaged in interpersonal communication. The children would be responsible for focusing on their own dressing up, and thus the goals for different children would be different. Under such conditions, a child might be learning to show more interest in other children than the actual a ctivity of dressing up. Children engaged in such a form of play feel rejoice and happiness as there is no competition emerging between the children pertaining to their activity management. Cooperative play is referred to the form of play when a child takes part in an activity that demands working in a group and exhibiting teamwork skills. In such play, there is a need of working towards a common gaol that all children are to fulfil. Children are interested in both the activity they are engaged in and in other children since collaboration among them is required. The activity is more formalised and undertaken by children aged four to five years. One example of cooperative play is when children form groups to play pirates. Cooperative play is reported as the children are divided into groups of good people and bad people whose aim would be to capture each others boats. The play would take the form of socio-dramatic play as the children would be collaborating with each other for developing a theme and putting themselves into roles integral within the theme. As the children would have a common goal, they would be supportive of each other. References Wood EA. Free choice and free play in early childhood education management: Troubling the discourse. International Journal of Early Years Education. 2014 Jan 2;22(1):4-18. Singer E. Play and playfulness, basic features of early childhood education. European Early Childhood Education Research Journal. 2013 Jun 1;21(2):172-84. Johnson J, Celik S, Al-Mansour MO. Play in early childhood education. Handbook of Research on the Education of Young Children, 3rd ed. New York: Routledge. 2013 Jan 17:265-74.

slept Golden Cloud Review Essay Example

slept Golden Cloud Review Paper Essay on slept Golden Cloud There are books which are read are forgotten immediately, there are books that captivate you and make you think, and there are books that leave an imprint in your soul. In my mind a deep impression left work Anatoly Ignatievitch Pristavkina slept Golden Cloud ». The book tells the story of twin brothers orphans, Kuzmonyshey, about their life in the rear of the war, about their childhood starvation in 1944. Kolka and Sashka children of war. They never celebrated his birthday, did not eat sweets and confused pub with a huge cucumber. Having lived all his life in Tomilino orphanage, they know about the peaceful life of the only movies, but most of their dream to penetrate the bread room. And then, when she had almost fulfilled, together with other children from different orphanages in and around Moscow sent to the Caucasus, where both adults say little paradise, warm, good food and all you want. But life on a paradise earth turns into a nightmare for them. We will write a custom essay sample on slept Golden Cloud Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on slept Golden Cloud Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on slept Golden Cloud Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Pristavkin addresses the subject peoples of the deportation, which is not so often picks up on the background of feats of our soldiers during World War II. And on this side of the coin history orphans practically abandoned on the ground more recently populated by Chechens, the story of the people who live in fear that the relatives of those who were deported, come to avenge the illegally taken from their land, the story of not heroic deeds our soldiers. The author proposes to consider, and so there were to blame Chechens, desperately, with all available means fought for the right to live on their own land? The book hits the inhuman treatment of children. Starting with the director of the orphanage Tomilinskaya, fleecing the already meager rations of their wards and ending with the highest ranks zakinuvshimi five hundred children in a foreign land without a livelihood. And after all this somehow sounds particularly tragic phrase, thrown on the Christmas party: Thank you, Comrade Stalin, for our happy childhood » Unfortunately, the issue raised in the book relevant today. I have the impression that the history of the people in general teaches us nothing, and we are excited to step on the same rake. This book is a must read for everyone, because everyone has to remember that the error alone can not judge people as a whole, can not put their nationality above others, we are all different, but we are all equal, and in any case it is impossible to for our stupidity suffering children.

or Profit Sharing as an Effective Tool for Motivating Employees.

Employee Ownership and/or Profit Sharing as an Effective Tool for Motivating Employees. IntroductionResearch has shown that employee ownership can improve motivation as well as company performance, but only under certain conditions. The challenge is to determine what those conditions are. Since motivation is a key factor then we need to also look at the psychological perspective. The psychological perspective assumes that the way people interpret ownership has a more direct impact on company performance than legal structures or vision statements do.The most common obstacle to the success of the ownership incentive is failure to properly educate the work force. For ownership to be an effective incentive it is not enough that employees actually will share in the company success, they must also believe that they will.The information in this report is based on data gathered from surveys conducted by Ownership Associates. Ownership Associates is an international consulting firm providing a range of services to corporations interested in broadening ownership and workplace par ticipation opportunities for employees.Irevna Ownership StructureIn 1994 Ownership Associates launched the Ownership Culture Survey‚Â ® (OCS), a survey instrument developed exclusively for the needs of employee-owned companies. Their clients range from Fortune 100 corporations to small, privately-held companies which gives a broad spectrum when considering the effects on employee motivation.Defining OwnershipOwnership means different things to different people depending where they fit into the organizational structure of their company. Its more the working definition of ownership rather than the legal definition that affects how people perceive these structures.The Ownership Associates Ownership Culture Survey‚Â ® (OCS) asks employees what first comes to mind when they think of ownership. Some of the responses include; investment, incentive, teamwork, bogus, equality, a good benefit, employee involvement and what is it?Ownership Associates have done surveys with ownership companies for over 14 years and from...

A Discussion of the Romantic Element in Austen’s Persuasion

A Discussion of the Romantic Element in Austen’s Persuasion [A] persuadable temper might sometimes be as much in favour of happiness as a very resolute character. (Persuasion, Ch. 12) Persuasion seems to draw on the deep divide in the two then contemporary forms of the novel one based on Augustan values, in which the rational precedes the irrational, and the second based on Romanticist taste, in which the inner world of imaginings precedes the outer world of evidence. While Austens earlier novels had consistently affirmed an Augustan taste, in Persuasion she seems to concede some validity to the Romantic view, and at least leaves the reader to ponder an ambivalent response to the question of whether Anne Elliot acted correctly in succumbing to Lady Russells persuasion, when her initial, instinctive desire for a relationship with Captain Wentworth remained ultimately unchanged. Broadly, the issue becomes whether Anne was correct in letting herself be led by seemingly well-intentioned caution, or whether she would have been better advised to take a risk and follow the dictates of her heart. And though Austen makes an attempt to chart out a middle course between these two options, this debate is nowhere more manifest than in the closing chapters, where Austen registers a final judgement on the question of romance versus prudence, leaving its readers somewhat puzzled. Anne says, as she had earlier in Chapter IV, that she was right in being guided by a quasi-maternal friend, even though the advice was wrong, and that in a similar situation she may never have given it (Chapter XXIII): But I mean, that I was right in submitting to her, and that if I had done otherwise, I should have suffered more in continuing the engagement than I did even in giving it up, because I should have suffered in my conscience. This, and the whole context of earnest assertion, come from a person of the finest moral sensitivity and integrity, yet it seems to be directly opposed to what had also been an earlier conviction, that while defending Lady Russell and herself, she should yet have been a hap pier woman in maintaining the engagement, than she had been in the sacrifice of it. The final capitulation to natural instinct is, however, an image of Anne that is distinctly different from the one presented at the start of the novel. (It will also prove significant later in her rejection of William Elliot.) Indeed, Anne had even been willing to reject Lady Russells advice two years after she had taken it: in Chapter XXIII, Wentworth asks whether when he returned to England in 1808 with a few thousand pounds, she would have renewed the estrangement then. He says of her response, Would I! was all her answer; but the accent was decisive enough. He regrets the hurt pride which had kept him from such a move, and takes the blame on himself. This benevolent gesture on Wentworths part, however, overlooks the fact that, ultimately, it is only when Anne takes recourse to the natural propensity of her heart to lead her to true love that she manages to salvage her relationship with him. The error in Lady Russells judgment of character (which in turn led her to counsel Anne imperfectly) is made explicit in Chapter XXIV, when the narrator says, There is a quickness of perception in some, a nicety in the discernment of character, a natural penetration, in short, which no experience in others can equal, and Lady Russell had been less gifted in this part of understanding than her young friend. It is this same quickness of perception that leads Anne to reject William Elliot, even before Mrs. Smith reveals the full truth about him: Mr. Elliot was rational, discreet, polished, but he was not open. There was never any burst of feeling, any warmth of indignation or delight, at the evil or good of others. This, to Anne, was a decided imperfection. She prized the frank, the open-hearted, the eager character beyond all others. Warmth and enthusiasm did captivate her still. She felt that she could so much more depend upon the sincerity of those who sometimes looked or said a careless or a hasty thing, than of those whose presence of mind never varied, whose tongue never slipped. Evidently, Anne comes to realize the value of listening to human impulse (She had been forced into prudence in her youth, she learned romance as she grew older the natural sequel of an unnatural beginning). It is this gradual realization that causes her to repeatedly recall feelings for Wentworth. This is the most obvious evidence of her ability to lend herself to the Romanticist exaltation of emotion over reason and of the senses over the intellect. Significantly, Annes most intense exertions are also to understand and live with her feelings, which are frequently held in check by ruling manners. Often, when Anne argues against what she is feeling, the particular reason turns out to be wrong. When Anne begins to reason with herself or when she hopes to be wise and reasonable in time, reason means not being in love with Wentworth. But this is arguably not a novel in which feelings are wrong and reasoning is right. Annes reasoning is a process of giving herself time. In a sense, throu gh these exertions, Anne aims to be able to feel. She desires to transform her senseless joy, not into sense, but into sensible joy. This gradual alteration in Annes character and in the treatment of her own feelings toward Wentworth implies a certain Romanticist bipolarity that each represented initially (and which, to an extent, Anne continues to maintain perhaps even flaccidly in the d? ©nouement: I have now, as far as such a sentiment is allowable in human nature, nothing to reproach myself with). While Anne relies to a great extent on the advice given to her persuadable temper and believes her adherence to it to be her duty, Wentworth is shown to be a man of a very resolute character with complete faith in himself and in his powers to realize his own destiny. Having made his money as promised in two years, but only after having been turned down by Anne for marriage, Wentworth begrudged the fact that Anne did not demonstrate the same degree of confidence in him, or the courage to defy her elders, know her own mind or trust her own will. She had shown a feebleness of character in doing so, which his own decid ed confident temper could not endure. When he returns to the neighbourhood and Anne has to listen to snatches of his conversation with Louisa on their walk to Winthrop, she hears him reiterate his faith in the self. Louisa states that she would rather be overturned by the man she loves than be driven in the carriage by anyone else, and Wentworth exclaims with enthusiasm, I honour you! Later, when Anne overhears their conversation within the hedge, she hears him use words from a conspicuously Romanticist lexicon as he praises resolution, decision, firmness, spirit, and powers of mind. As Marilyn Butler notes, Wentworths personal philosophy approaches revolutionary optimism and individualism and he is impatient of, or barely recognizes, those claims of a mentor which for him can be dismissed in the single word persuasion.' Inevitably, Wentworth compares his reckless faith that love overcomes all with Annes cautious retreat into security eight years previously. Lady Russell draws a general moral from Sir Walters embarrassing case of financial difficulties; his entrenchment will conform to what many families have done, or should do: There will be nothing singular in his case; and it is singularity which often makes the worst part of our suffering, as it always does of our conduct. This distaste for singularity and uniqueness of circumstances is very much in keeping with the Augustan taste, which would have prevailed during Lady Russells formative years. The Romantic taste of Austens period, on the other hand, sought out the singular, the abnormal, and the strange (The principle object was to chuse incidents and situations from common life, and to throw over them a certain colouring of imagination, whereby ordinary things should be presented to the mind in an unusual way. Wordsworth, Preface to Lyrical Ballads, 1800). Anne shares Lady Russells inclination to project a general case from a particular instance, such as in Chapter X, where she attempts a detached analysis of the burgeoning relationship between Wentworth and the Musgrove sisters. (Anne longed for the power of representing to them what they were all about, and of pointing out some of the evils that they were exposing themselves to.) It seems that after the trauma of her broken engagement, she has devoted herself to reach a rational understanding of the rules which might govern love affairs, and is set up as something of an authority on matters of the heart, despite her limited experience. But if Anne possesses some of Lady Russells Augustan sagacity, she is also a reader of Lord Byron, and at crucial moments in the novel (such as her cancellation of an appointment with Mrs. Smith) subordinates social obligations to the dictates of her passion for Wentworth. (This also keeps her from appearing like an idealised Richardsonian paragon.) If Austen poses an argument between rational decorum and a heightened examination of human personality, the novel culminates in a tone more in favour of Romanticism than Augustan ideals. During her walk in the countryside in Chapter X, in the discomforting presence of Wentworth, Annes pleasure must arise from the last smiles upon the years upon the tawny leaves and withered hedges. In Chapter XIII Anne likens herself to the surroundings once more when musing on the prospects of the Great House at Uppercross following Louisas full recovery: A few months hence, and the room now so deserted, occupied but by her silent, pensive self, might be filled again with all that was happy and gay, all that was glowing and bright in prosperous love, all that was most unlike Anne Elliot! It is rare to see any character in this novel in physical isolation, but here Anne assumes the familiar role of the solitary figure in Romantic literature a guise that is further accentuated by the use of the pathe tic fallacy. Ultimately, it isnt so much having a persuadable temper as it is adopting a very resolute character and in turn realizing that Lady Russell must learn to feel that she had been mistaken that helps Anne to break loose from an outworn, half-spurious social pattern. By leaving convention she achieves freedom and fulfillment (it is, after all, Lord Byron and Sir Walter Scott, not Samuel Johnson and Alexander Pope, who form the basis for Annes literary discussions with Captain Benwick) in a different world that she and Wentworth help to create.

Discussion on the treatment of assylum seekers in Australia Essay

Discussion on the treatment of assylum seekers in Australia - Essay Example His much longer article, â€Å"Escape from a Life in Limbo† (October 27, 2007) tells the personal story of Ahmed al Kateb until he was finally granted a permanent residency visa in 2007 nearly seven years after being rescued from a beached fishing boat. During the interim al Kateb Was stateless, alternating periods of detention with those of temporary release and bridging visas. Briefly, I would classify the earlier article as an impersonal critique of a High Court decision, whereas the later one puts a human face on the consequences of the decision to a particular victim of it. This personal article I submit would more likely elicit sympathy from the reader for al Kateb’s plight and stir emotional outrage rather than the intellectual criticism of the firs one. Effect of Process on Identity of Us as Australians and on al Kateb Marr( 2005 p.1) implies that the Australian detention process denigrates Australia’s identity in the international community because high courts in counties such as the US and the UK are â€Å"tracking in the opposite direction† since â€Å"they have been telling their governments that its’ not lawful to detain at will and indefinitely†.