Sin in Hawthornes Young Goodman Brown :: Young Goodman Brown YGB

Sin in Young Goodman Brown   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   "Young Goodman Brown," by Nathaniel Hawthorne, is an excellent short story from the 1800's.   In this short story Hawthorne's main character, Goodman Brown, goes out into the woods with the devil and is tempted by the devil each step of the way.   In "Young Goodman Brown," Hawthorne uses characters who are leaders of their community and symbolistic settings to show that despite how prominent a person is he or she is capable of evil under the right conditions.      Ã‚  Ã‚  Ã‚  Ã‚   Through the use of community leaders, Hawthorne shows that there is evil in everyone.   As Goodman Brown heads into the woods with the prince of darkness, he encounters several of his community leaders creating evil. First, he and Satan encounter Goody Cloyse, Goodman's spiritual adviser and former catechism teacher.   After Goodman goes off among the trees, the devil and Goody have a conversation.   Instantly, Goody recognizes him as the devil.   Then Satan says, '"Then Goody Cloyse knows her old friend?"'1 The conversation later reveals   Goody is a witch and is on her way to the Black Sabbath.   Shortly afterwards, as Goodman was resting, Deacon Gookin, Goodman's other spiritual advisor, walks by with a minister.   He and the minister are talking about missing a church ordination dinner to attend the satanic gathering.   The deacon says,'"Besides several of the Indian powwows, who, after their fashion know almost as much deviltry as the best of us,'" (311).   The whole time Goodman is on the trail, he is committing sin. Every step of the way, he is forsaking his god. He slowly succumbs to sin as the lord of the underworld coaxes him.   At the meeting, when a voice screamed out, '"Bring forth the converts!'"(315), Goodman steps forward, accepting evil.   Under the right settings, anybody is capable of evil.      Ã‚  Ã‚  Ã‚  Ã‚   Using the right settings, Hawthorne creates symbolistic environments to make so called heavenly characters turn to evil.   In the village of Salem, the villagers look up to Deacon Gookin and Goody Cloyse as highly spiritual people.   The village of Salem is symbolistically any town or church, and Deacon Gookin and Goody Cloyse are the "sinless" leaders of the church.   Along the path in the woods,   Goodman Brown watches the deacon and Goody committing sins and not grieving over their sins.

Blackberry Picking †Seamus Heaney Analysis Essay

Seamus Heaney is an Irish poet who was born in Mossbawn farmhouse and spent fourteen years of his childhood there. Many of his poems are based on personal experience; ‘Mid-term Break’, for example, was based on the death of his younger brother; and are laid out in settings akin to those he is familiar to. His poem, ‘Blackberry Picking’, is set on a farm and explores the simple luxury of picking fresh, ripe blackberries, his inspiration quite possibly being his own childhood. Thematically, the poem explores the idealistic nature of childhood, and the importance of waking up to reality as one grows older. The beginning of the poem is filled with a vivid passionate recollection of the seasonal picking of blueberries. The time is late August, and in perfect harvest conditions of ‘heavy rain and sun, the blackberries would ripen’. The idealistic views of childhood are brought out in the description of the berries, conveying a sense of near perfection , ‘At first, just one, a glossy purple clot.. You ate that first one and its flesh was sweet’. The memory of the blueberries is so vivid that Heaney recounts the ‘stains’ left upon the tongue and even the ‘lust’ felt for picking. There is a deep sense of indulgence conveyed in this first part of the poem, especially through the use of the word ‘lust’, which would otherwise not normally be used in describing the feelings of children. This passion for something as innocent as blueberry picking is something that can come only in childhood. As the poem progresses, Heaney switches from showing a joyous, childlike recollection to a more wistful, longing tone of an adult whose younger days have passed. He conveys in this part the desperation to hold on to something good, ‘We hoarded the fresh berries in the byre’, and how holding on is never to any avail, as these ‘berries’ possibly used as a metaphor for anything that is almost too good, decay if held on to for to o long. This is when a sense of reality is setting in, and the poet is coming to terms with the fact that nothing can last forever, creating a stark contrast with the childish belief that good things never pass. The line, ‘I always felt like crying. It wasn’t fair’ ties up both, the childish reaction of crying when hit by the realisation that something good will not last, and the adult resignation to the fact that although it is never fair, such is life. On a more implicit note, the poem deals with the theme of greed and the dissatisfaction often involved in attempting to gain an object of desire. The attempt to acquire great amounts of this object by removing it from its natural setting and ‘hoarding’ it leads to its destruction and to the hoarder’s disappointment. However, it is also implied that lessons on greed are seldom learned, ‘Each year I hoped they’d keep, knew they would not.’ Even with the knowledge that his efforts woul d be in vain, Heaney writes about how he was compelled to try and store the blackberries each year, thus bringing out a recurrent greed for the same object. The structure and language of the poem aid the reader in better understanding and connecting with it. The first part is merely a recollection that provides information; what time of the year it is, how the blackberries were collected. There is a lot of enjambment here, and this allows for a free flow of thoughts for the poet, as well as a better level of connection for the reader. This flow better creates the feelings and emotions of the poem, and allows the ideas in each line to flow into each other and create one seamless picture. The first stanza is peppered with adjectives quite liberally, which almost recreates the bursting sweetness of the blackberries on the tongue of the poet. The description of summer’s blood in the berries, and the lust for picking them conveys an extremely passionate feeling towards these fruits, a blood lust. The children, ‘scratched by briars’, are willing to suffer to gain possession of these sweet fleshed berries. In contrast, the s econd stanza contains lesser enjambment, and this restricts the flow of thoughts and ideas. The realisation that the berries have decayed stands in stark contrast to the joy felt when picking and eating the berries on the fields. This realisation is almost jerky, and comes in spurts, unlike the continuous sweetness of the berries in the previous stanza. There are copious amounts of imagery throughout the poem, and this helps create clear, vivid images in the mind’s eye of the reader. The glossiness of the berries and the different colours are tiny details that one usually wouldn’t remember; this vivid recollection therefore establishes clear pictures for the readers. ‘Sent us out with milk cans, pea tins, jam pots’; this line creates a picture of children marching through the fields with just about any form of storage they could get their hands on in order to collect their beloved blackberries. The kids go ‘Round hayfields, cornfields and potato drills’. This listing of different places recreates a mental image of the farm that Heaney describes; a place that is possibly close to his heart because it is where he grew up. Besides the visual imagery of the first stanza, auditory imagery is also present in the line, ‘Until the tinkling bottom had been covered’. This makes the reader subconsciously recreate the tinkling sounds of the hard berries hitting the tinned surfaces of the milk cans, pea tins and jam pots, which in turns make the poem even more tangible and lifelike. Although there is just about as much imagery in the second stanza as there was in the first, these images are unpleasant and dull. As opposed to the colourful descriptions given previously, the description of the hoarded berries as having a ‘rat-grey fungus (and a) stinking juice’ puts forth undesirable images of the previously sinful and sweet berries. Where the berries in the previous stanza boasted of succulent colours, they are now covere d by a dull ‘grey’ fungus. This contrast in imagery runs parallel with the contrasting themes of childlike passion and the adult realisation that nothing lasts. While the first stanza is colourful, bright and indulgent like the ideals of childhood, the second stanza is filled with more realistic imagery of spoil and decay that follows any over-indulgence, which is something that children, on becoming adults, are pushed to realise. The tone of the poem is joyous and passionate in the first stanza. The joy, however, is less to do with the eating of berries, which is mentioned just once ‘You ate that first one and its flesh was sweet’, than the picking of the same, which is mentioned multiple times. This conveys the childlike happiness felt in not just eating the blackberries, but also in the process of running through the fields and picking them, which almost seems like a ritual that happened every year. As opposed to the happy tone established in the first stanza, the tone of the second is desperat e and resigned. Filled with an adult perspective, there is a need to hold on to the sweetness of the berries, the richness of which is now dampened by the idea of the fungus forming on them. ‘It wasn’t fair’, this line conveys the resignation felt by all of us, and echoed by Heaney- the feeling that something isn’t fair accompanied by the realisation that we still have to resign ourselves to that fact because it isn’t going to change. On the surface, the poem ‘Blackberry Picking’ is about the simple joys found in little things like picking and eating blackberries, and the disappointment felt when they rot and decay. Underneath the surface, the poem explores the perfect ideals of childhood that are ruined by the mature realisations of adulthood. It brings out the contrast between the two, and reminds the reader that nothing perfect can last forever; just another hard reality of life.

Formal Lab Report Format

Formal Lab Report Format A properly written formal lab report in CHEM 123L consists of the following sections: Cover Page ? Give your experiment a good, descriptive title ? Include the date, your name, ID#, TA’s name and partner’s name and section # Introduction and / or Purpose ? Introduce the background material your reader will need to understand the experiment and all parts of your report. ? Summarize the underlying theory of the experiment and any equations you will use. ? Identify the purpose of the experiment; what you are trying to accomplish or prove? Experimental Procedure ? If the procedure in the lab manual was followed exactly, it is sufficient to state the following: â€Å"The experimental procedure used for this experiment was outlined in the CHEM 123L lab manual, Experiment #1. All steps were followed without deviation. â€Å") You must include your lab manual in your reference section if you use this technique. ? If the procedure in the lab manual was not followed exactly, you must explain what was done differently. ? Marks are not assigned for the procedure, but will be deducted if you do not include it in your report. Experimental Observations ? Present all experimental observations; what did you see / hear / feel happening as the experiment was proceeding? ? Enter original observations such as weights, volumes, temperatures etc. with units. ? Tabulate experimental data (ie, present your data in a table) whenever possible, this helps the reader quickly compare your data. Include appropriate table titles, labels and units. ? In some lab reports the observations may be incorporated into the results section. Results & Calculations ? Show one sample calculation to illustrate how each type of calculation was performed. Use appropriate units and significant figures. ? Tabulate calculated results, whenever possible. Tables must have appropriate titles, labels and proper units. ? Refer to Appendix B: Data Analysis, for information on plotting experimental data. Discussion ? Generally describe what was done and what was accomplished in the lab. What concepts or ideas did the experiment prove, show, reinforce, etc ? Compare experimental results with values found in the literature (if any). If your values do not agree with literature values, discuss why this may be. ? Briefly discuss possible sources of observed errors. If your results are erroneous, explain what was done wrong in the experiment that may account for the observed results. (Note that this is not a discussion of every possible error that may or may not have occurred! ) Questions ? Answer all questions given in the lab manual in a separate section within your report, unless you are instructed otherwise. Conclusions ? Restate purpose and/or objectives of the experiment and give conclusions as to whether or not they were achieved. ? State all experimental findings regarding unknowns ? Comments regarding the effectiveness or reliability of experimental methods can be made here as well References ? List any books or articles that were used in writing the lab report (including those used to answer questions) in alphabetical order by author(s) or editor(s) name. Include full reference information for each source. ? Always cite references within the body of your lab report. The preferred citation style for Chem 123L is to use the authors name and date of publication in parentheses, for example: Chem 123L students are typically bright and inquisitive. (Kramer, 1999) ? Once again, marks are generally not assigned for the references, but will be deducted if you do not include them in your report. Clarity and Understanding ? A mark will be assigned for overall clarity and understanding of the experiment. Have you presented your findings in a way that proves you understand what you did and why? ? Marks will be awarded for neatness and organization. Don’t make it difficult for your TA to mark your report!

It could happen to us...

It could happen to us... "When you talk with a couple that had divorced, what question might come into your mind at once?" The researcher believes that the first question that might popped-out in your mind is "why did they divorce?" The answers for that question are varied; every couple that takes a step to divorce has different reasons why they want to divorce. A financial difficulty is one of the problems that might cause divorce. Changing personalities in both or either wife and husband can also cause divorce. It is very hard, because every human being changes in time; to avoid divorce by this reason, a couple needs to understand one another to avoid misunderstanding in personalities. "Are there many other reasons?" Yes there are many other reasons, such as abusive action on either wife or husband or even children. In this case, the victim should tell the police for their own safety.Marriage and divorce rates in New ZealandThe researcher put a question on this, and 54.5% of the respondents think that the main reason which causes a person to feel tired of her or his marriage are arguments between wife and husband. Seventeen out of twenty two respondents agree that the tiredness, which caused by too much arguments between the husband and wife, makes either or both parties fall into a love affair. And what is the result an affair? It often leads to a divorce."Now we know that an affair is the main reason that causes divorce, but what is the definition for it?" Most people know what an affair is, but they don't know what the exact definition for it is. Affairs are devastating to the trust that is the foundation of relationships. In Letter to Karen, the author clarified that "It's not about gender. It's all about that assumption; I can do...

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Analysis Of The Barbie Doll Poem English Literature Essay

Analysis Of The Barbie Doll Poem English Literature Essay Since its debut in 1959, an unconceivable molded plastic statuette named Barbie has become an icon for little girls everywhere. The product line is one of the most successful in the history of the toy industry by selling over a Billion Barbie dolls worldwide throughout history in over 150 countries, with Mattel, Barbie’s inventor claiming that at least three dolls are sold every second. Barbie however has caused some controversy; many parents from around the world have argued that Barbie’s ultra-slim figure represents a ridiculous standard for a body shape and could give their child the wrong idea about what their body type should be like as they grow up. In the poem Barbie Doll, the author Marge Piercy suggests that an American Barbie Doll typically presents herself as being the â€Å"perfect† woman and this leads to people being jeered at for their appearance and expected to have a Barbie-doll-like figure. The doll is symbolic of the ways that women themselves have been made to think that’s what they should look like and what they strive for. A Barbie Doll can mislead children at a very young age and feel pressured to look and act in ways such as this unreal figure. When the word Barbie comes to mind, one usually thinks of her unrealistic body type-busty with tiny waist, thin thighs, and long legs; yet less than two percent of American women can ever hope to achieve such measurements. Who wouldn’t want to be all of that? As we grow up we realize it is all unrealistic and unachievable but as a child and young adult it can be misleading to girls around the world. Piercy uses four short stanzas to provide a sarcastic but brutal review of the cultural and societal expectations that American culture places on children, particularly young girls. The entire poem is written with a tone of depression and sadness. The young girl lives her life wishing to be someone else and apologizing about her culturally unacceptable image, which i s actually normal and healthy. In Stanza one, the speaker sets the tone of the poem by starting with a happy beginning, describing the girl playing with her new Barbie doll and how it can do everything such as pee-pee on its own and has her own mini sized appliances such as GE stoves and iron; which symbolize the duties an ideal mother is thought to perform. She wears makeup that represents confidence: â€Å"wee lipsticks the color of cherry candy† (Piercy 236). The red lipstick shows how sexuality is introduced to the child too early in life. All of these things mentioned are qualities that any girl would want to have. The doll presents an idealized image of the body. Line five is about what happens to a girl when they hit puberty; you gain weight and your features get bigger; â€Å"Then in the magic of puberty, a classmate said:/you have a great big nose and fat legs† (236). â€Å"The magic of puberty† (5) may be a sarcastic way of describing the maturing of a young woman. Nobody wants to go through that and would rather stay perfect and look like a Barbie doll.

Ethical issues in Health Care Management Essay Example | Topics and Well Written Essays - 250 words

Ethical issues in Health Care Management - Essay Example The latter increasingly take into account what are the ethical norms within the healthcare institution, because ethical considerations affect the commercial and corporate world. Stakeholders seek to maximize the profit and return on their investments and that is why they are particularly concern of ethical codes being correctly applied. Avoiding negative social effects in healthcare management is an activity, which is open and socially responsible. Stakeholders aim to minimize the ethical issues in health institutions because this affects sustainability of the organizations and destroys the bond between the local community and the healthcare system there. Therefore, following strictly the chosen ethical code increases the community’s confidence in the healthcare and secures its population with greater tolerance, compassion, awareness and flexibility. Ethical codes in healthcare institutions posses substantial advantage for the heath corporation, because society can anticipate certain behaviour and create public ethical expectations. Such are very helpful to the stakeholders, who run financially the system and invest in its technological improvements, research and development. Ethical codes and law go hand in hand in healthcare management, and stakeholders have to be aware of unethical/unlawful actions being taken. An example where ethics and law clash is the dumping of patients, namely in the US, where the healthcare system and social and medicare is designed in a way that do not fully covers the ethical presumptions of health institutions. In such cases I believe, stakeholders have the take decisions, which are rather patient abiding, than law