Explain the Way in Which You Would Establish Ground Rules with Your Learners, and Which Underpin Behaviour and Respect for Others

Having explored the three methods of setting ground rules during session 2 of PTTLS course, it is evident that for the ground rules to be effective, determining the appropriate method of ground rules setting is crucial to informing how the learners will be likely to respond to the ‘ground rules’ and how this will later affect the session or sessions to be delivered. The three methods of setting ground rules offer advantages and disadvantages depending on the context of the lesson and the dynamics of the group. For example the teacher led process provides the teacher with a clear set of uniformed rules and offers the teacher an opportunity to consider issues which may otherwise have been overlooked such as the learning environment and health and safety issues. Although rigid in approach, using this method could offer the teacher more control of the group by notion of a hierarchal order within the class. The teacher would take on an authoritarian role with the learner having to adhere to the rules set. In an ideal situation the teacher would be able to invoke the rules when the group did not behave in a way that was appropriate to outcomes expected by the teacher. Unfortunately this authoritarian approach could also result in the learner becoming disengaged and de motivated presenting the threat of the learner becoming disruptive especially as they have not had the opportunity to discuss their feelings on how they would like to have their learning environment managed. This presents the teacher with the task of having enforce a set a rules which the disruptive learner has no ownership or commitment to and consequently places the teacher in a difficult position of having to find alternative strategies to enforce boundaries which the individual feels is acceptable. The learner led method offers the students the responsibility to form their own rules and provides a forum for the learners to discuss and share their learning needs with their peers resulting in the rules being drawn based on the consensus of the group/class. The advantages of this make it easier for the teacher to enforce the rules if learners fall off track by gently revisiting the rules as and when needed without appearing a disciplinarian allowing the teacher to develop a good relationship with the learners. The learners would have no choice but to adhere to the rules as they would be bound by their own principles. This method does fail to acknowledge the teachers experience in understanding the dynamics of groups and how the teacher could provide a valuable contribution to ground rules which consider the needs of individual learners. This method may also inhibit the teacher from delivering an effective lesson as consideration may not have been applied as to whether the rules are suitable for the teaching environment. For instance taking into account the actual content of the lesson to be delivered and forgetting to include the health and safety of the learners. In establishing an effective set of ground rules for my learners, I would consider a method that offers the teacher the opportunity to create a learning environment that is safe, efficient and stimulating for the learner (Armitage, A, et al, Teaching & Training in Post Compulsory Education, OU, 2007). This would be implemented through getting the learners to negotiate their own ground rules with assistance from myself. I would take charge of facilitating the discussion to ensure all learners had an opportunity to contribute, and to ensure the inclusion of crucial rules which allow me to effectively deliver my session were also included. This would also incorporate aspects of health and safety. I would promote and encourage the learner to identify rules that would respect and value their own needs and that of their group allowing the learners to display respect for themselves, one another and the teacher. I anticipate that by adopting this approach this will provide learners with an opportunity to express their own willingness reasons for wanting to learn, resulting in increased levels of motivation and commitment to the sessions. For the learners this method would promote ownership of the rules, as they would have to adhere to their own set of principles as opposed to principles set by me, therefore allowing me the opportunity to better manage any behavioural concerns in the event that learners steered away from the agreed rules set.

How the Police Access Data to Obtain Criminal Information Essay

Advancement in technology has completely changed the way in which law enforcement agents obtain information, organize and make use of that information (Foster, 2005). Foster (2005) states that technology has enhanced the use of information both in strategic and tactical sense. Scientific criminal investigation is one of the earliest methods of obtaining information concerning crime and criminals. Fingerprint classification is a very good example of scientific criminal investigation. Information technology has greatly enhanced the use of fingerprints in criminal investigation (Foster, 2005). Interviewing is the other method used by law enforcement agents to obtain information. Uncle Bob was asked a few questions by the law enforcement officer in order to collect information concerning his name, address and driving license number. All information concerning criminal activities of an individual, collected by law enforcement and which law enforcement officers have access to, is taken as privileged information (Foster, 2005). This implies that this information is for official use only. Law enforcement agencies have general access to a wide range of information of the common man that is confidential and protected by law. The information retained by law enforcement agencies runs the spectrum from crime reports to personnel records (Pattavina, 2005). Police officers gather a great deal of information, which they preserve for a long time. Majority of the law enforcement agencies in the United States have computerized files and criminal records. This implies that most of the law enforcement officers in the country have access to computerized criminal histories (Pattavina, 2005). Criminal justice information systems contain all information collected in and used in the criminal justice system. This information include: state drivers’ license records, privately gathered information and personal data in addition to court transcripts of testimony. Police records on the other hand deal with information gathered, preserved as well as organized by the police (Foster, 2005). A fully integrated law enforcement record management system has the capacity to access to all other records preserved by different criminal justice organizations. The Florida police department was able to obtain information concerning the weight, height, and criminal history of uncle Bob because its record management system is fully integrated. A fully integrated record management system is made up of various smaller systems whose main role is to exchange information with a master server (Foster, 2005). Law enforcement management system, as stated by Pattavina (2005), is a comprehensive system that allows for the capture in addition to transmission of information from a wide range of sources and also allows for different types of information queries in addition to bridging law enforcement agencies to outside sources of information (Foster, 2005). Law enforcement agencies make use of the internet to exchange information on matters of national security (Pattavina, 2005). Miami Police Department obtained criminal and personal information of uncle Bob through the internet. Communication between the police officer in the field and his agency was enhanced by the fact that law enforcement officers can access a wide range of reference manuals as well as policy in searchable online databases (Foster, 2005). The internet is one of the major technology developments that supplements law enforcement communication schemes. Uncle Bob is likely to be charged with over speeding. It can therefore be concluded that advancement in technology has completely changed the way in which law enforcement agents obtain information, organize and make use of information. Interviewing is one of the major approaches employed by law enforcement agents to gather information. Communication between law enforcement officers in the field with their agencies as well as between different criminal justice organizations is enhanced by integration of Internet in communication system.

Addressing the Ill Effects of the Five Paragraph Theme

A student has an Idea; a great, huge, expansive Idea. She wants to write about It, so she turns to the only way she knows how to write. The Five Paragraph Theme. In all of her years of school, she has been led to believe that it is the only good way to write an essay. In the process of writing her essay and forcing all of her ideas into three main topics, she loses a great deal of the important information she had previously planned to write about.But that's okay, she thinks, because at least her writing is well organized and written in an â€Å"acceptable† way, right? Wrong! All their lives, students have been manipulated into believing that five paragraphs in an essay is the only way to go. In reality however, according to Mrs.. Kimberly Wesley, an English teacher at Berkeley Preparatory School, Tampa, Florida, becoming complacent with only being able to write In one format â€Å"stunts the growth of human minds† (57). The FTP was meant to help students with their wri ting and organizational skills after they mastered the art of writing In Itself.Instead, what's been happening Is that teachers eve become satisfied with staying on the edge of the status quo, and have fallen back on using the simply structured â€Å"national phenomenon† FTP as their main teaching method to teach their students how to write efficiently. To create an easy grading system and keep organized order in the class so students think they know what they're doing, they have forced the belief on the children that the FTP is the only way they will ever, and should ever write essays.I myself remember on separate occasions in Junior high when I would receive less than satisfactory grades mainly cause I didn't stick expressly to the FTP. With time, I conformed to the idea, as all of my classmates with me and before me had. Now, In high school, learning that It's not the only way to write, and that it's actually desired to write In a different format, comes as a challenge as well as a relief to me.Along with so many others, I had unwittingly fallen prey to the complacence that came with the belief that I had learned all that my teachers wanted from me, and that besides more complicated topics, not much more would ever be expected of me. Changing the way I've been rating for years will not be impossible, but it will be an uphill road. If a teacher does not challenge a student, they will not ever reach their full potential.When students believe they must stay strictly within their guidelines for their essays, they â€Å"carry seeds of critical thought that are never allowed to grow,† says Wesley (58). Instead they focus mainly on clearly summarizing the effects of whatever they were sent to write about, and not revealing much, or any opinion of their own, as it â€Å"didn't fit within the neat prescribed formula of their thesis† (58). As a result, many essays that ad the potential for great Insight were cut and pruned until only the most bas ic bones remained.In other words, Instead of using It to create an Interesting, more thought provoking essay, students channel all of their energy Into keeping wealth the confines of three neatly connected ideas. Rather than endlessly revolving in this dry, staring them right in the face. They don't need to stick to five paragraphs. Especially when they have topics that are extremely complicated and must fit into, for example six to seven pages. The thought of using only three ideas and five paragraphs to write six to seven page paper seems absolutely ridiculous when one really ponders the notion.What Wesley introduces is that while there must be an introduction, body, and conclusion, there is no set rule that says there must only be one paragraph for each the introduction and conclusion, and only three paragraphs that explain three ideas. As long as you have a clear introduction, body, and conclusion, you can use as many paragraphs and ideas as you like! Wesley calls this the †Å"Rhetorical Process. † A symbiotic relationship is when two organisms share or feed after another in order to main. Take for example, the relationship between feeder shrimp and sharks.Feeder shrimp eat the organisms and plants that get caught in sharks' gills. By them doing so, the shark is able to breathe efficiently, and the shrimp get nutrients that allow them to live and grow. The student and teacher have a similar symbiotic relationship. When the student works harder for the teacher, the teacher works harder for the student, and in doing so, they are both able to grow. The student responds to a teacher's encouragement, and in return, the teacher responds to a student's enthusiasm.When that occurs, the student grows as an independent writer, and the teacher is allowed to accomplish their Job more fully. When teachers go beyond the minimum requirement and revoke the easy, cookie cutter way of teaching that turns out cookie cutter students to pass on to the next grade, but instead build on students strengths, work on strengthening their weaknesses, and teach each student according to their individual potential, they remove the boundaries on the students' learning, and set them free.One way of proposing this change in organizing ideas is o show students different styles of writing, from different time periods and from people of all ages and backgrounds, to show them that there really are many different ways to write. Wesley believes that when students are asked to â€Å"reflect on what format best enables them to voice their concerns and meets the needs of their audience† (60), they are encouraged to become communicators, which will help them immensely out in the real world. Coming from a student's point of view, I agree wholeheartedly.

You can decide Essay Example | Topics and Well Written Essays - 750 words - 2

You can decide - Essay Example It was believed that on the Pleistocene gravel at Piltdown in Sussex, a thick human-like skull comprising of a jawbone, skull and a few teeth was discovered. This unearthing was to serve as a ‘missing link’ between human species and the apes. It was first unearthed by a laborer who was digging within the Piltdown area, who later on passed it to Charles Dawson. Charles Darwin had a theory published 50 years ago before the unearthing at Piltdown which was entitled â€Å"Theory of evolution.† He claimed that all human beings descended from a common ancestry and thus man and apes were alike. As a result of his ideologies, which were never proven since no fossil remains of early man were discovered, discrepancies arose and these played a major role in the influence of cultures, the church, and religion. In the frantic efforts to discover evidence to support Charles Darwin’s theory of evolution, fossil components of early man were unearthed in Germany, France and Spain. On the other hand, the British/England had no early discovered ‘Neanderthal English man.’ Charles Dawson was a skilled lawyer. He was also somehow experienced in matters archeology related. In this case, he thus acted as a solicitor and an amateur fossil hunter who (alone or together with accomplices) played a critical role in the discovery of the Piltdown man. At that time, Sir Arthur Smith Woodward served as the keeper for geological evidence at the National History Museum. It is thereby imperative to note that, Charles Dawson was seeking a greater audience through Arthur Smith Woodward using his discovered fossil entities. Arthur Smith Woodward worked at the British National History Museum and was involved in keeping geological evidence. Together with Charles Dawson, they embarked in an exhilarating journey to discover further evidence to support Charles Dawson’s initial claim. They thus came to discover animal fossils, primeval stone tools, a jawbone with two teeth and

Leadership Challenge Essay Example | Topics and Well Written Essays - 1250 words

Leadership Challenge - Essay Example Leadership involves the most vital resources of the organization- the people. Power distribution between leaders and group members is unequal. Leadership involves the use of different forms of power to influence the behavior of followers. And lastly, leadership is about values. Management is the process of planning, organising, leading and controlling all phases of business operation in order to achieve the objectives of that organisation. Effective management invariably results in business success, while ineffective management often results in business failure. Planning is an intellectually demanding process, because it requires deliberate courses of action where decisions are based on purpose, knowledge and considerable degree of estimates. Planning minimizes costs. Its emphasis is on efficient and effective operations and consistency of procedures and methods. Organizing includes the skills of self- managing and team work thus time is considered as an essential factor. The word organization refers to the structure or a network of relationships among individuals interacting with one another. Organizing as a tool is an end in itself but a means of achieving the objectives of the organization. ... manager without the authority necessary to direct and supervise it, and the provision for coordination horizontally and vertically in the organizational structure. Controlling makes use of skills involving setting of performance standards and measurements of performance as well as flexibility and adaptability to change. Controlling is the managerial function of measuring and correcting performance in order to make sure that organizational objectives and plans that were deliberately devised to be attained are being accomplished. Planning and controlling are closely related that some manager and management practitioners think that their functions are also closely related. Objectives and plans are very important and control is not possible, because performance has to be measured against some established criteria. Controlling, as a management tool, is the function of every manager from president to supervisor. While the range of control varies among managers, those at all levels have the responsibility for the effective implementation of plans. Control is the process of assuring management that the organizational plans, objectives, programs and other specific tasks are carried out effectively and efficiently. The basic control process involves three steps: establishing standards, measuring performance against these standards, remedies for deviation from standards and plans. SUMMARY Kouzes introduced the five practices. "Faced with different cultures and difficult circumstances, Lindsay Levin and Alan Keith each seized the opportunity to lead. They chose a pioneering path and led their organizations to new summits of excellence. And although their cultures and circumstances are distinct, we learned some important lessons about leadership from Lindsay, Alan, and

The Age of Enlightment Essay Example | Topics and Well Written Essays - 750 words

The Age of Enlightment - Essay Example The history reveals that Britain remained the most flourishing point for the movement as provided with new, energetic and leading views at that time. The independence, susceptibility to change and flexibility of Britain helped in the development of this movement from a small struggle to a more powerful and unite movement of great thinkers of that era. The key enlightenment figures, which Porter discusses about the most, are Locke, Newton and Hume. The other leading figures which influenced the thoughts and perceptions of people of their times involved Kant, Hobbes, Arouet, Rosseau, Wollstonecraft and so on. The goal of the Enlightenment thinkers was to help people in developing the ideas which were reasonable and logical although new and completely different from the older ones. Their aim was to change the human beings’ current state in order to make the world a better place for whole of the humanity rather than certain groups. They believed more in reason than in beliefs and concepts which were adopted from predecessors or current society. They emphasized on reasoning and rejected the older norms of superstition and emotional thoughts. They proposed intellectual understanding and concept of modern sciences to expose certain realities about life, world and nature. They proposed to sue science and logical modern ideas to solve issues and influence the nature. They offered to increase human wealth using scientifically rich ideas but not to compromise humanity for the sake of increasing wealth and gaining power. They emphasized on the goodness of men rather than superstitious ideas about the bad instincts. The Enlightenment thinkers emphasized, greatly on the power of individuals. They developed and strengthened the concept of individuality as a way out to their limited life circle. They provided with a concept of a person as a powerful figure of society rather than groups relying on each other without any personal opinion or efforts placed in order to chan ge their present and future life. The emphasized on public discussions and called for actions which were strong as per the reasons supporting them. The Enlightenment thinkers were greatly opposed and criticized for years. Their philosophies and ideas were opposed by romantics of the era as they felt that their ideas were against humanity or moral values of unity. Another distinct feature of the Enlightenment thinkers was their views on religion. Their concept of God was different in a fashion that He created a masterpiece in the shape of the universe but they do not believe in any further changes or miracles from Him anymore. According to their view, God has created the world and left it on us to understand it, make changes for the rest of the time we stay here. There are many veiled secrets in the universe which human beings are created to find out and make this world a better place for their lives. Their religious views diverted towards finding the reasons behind everything in the world. Their faith lies in the fact that everything in this world is created for a reason and human being can discover those reasons by struggles and new ideas. Their belief is that human beings can find out ways to understand the nature and change the course of humanity by continuous struggle, careful assessment and an enthusiasm for a change. Newton’s strive led to the discovery of Laws of physics and the

On The Box Assessment 2011 Essay Example | Topics and Well Written Essays - 2000 words

On The Box Assessment 2011 - Essay Example The American Airlines Advert of â€Å"James Gandolfini on New Yorkers† has described a big picture of how busy the lives of New Yorkers. The imageries tell the viewers that New York has busy activities inside and it seems that New York is a never ending city. When you look up to the beeping taxi, it reflects how demanding the New Yorkers are. Based on my views, the advert also draws the condition of how New Yorkers want perfection in every single aspect of their lives; but the perfection they want is not always supported by comfortable situation that can make them happy. As the conclusion of the advert imagery, The American Airlines gives solution to what has been faced by the New Yorkers regarding their demand of perfection. What really makes this advert having representative imagery mostly because of the real circumstances shown; like the yellow taxi, New York City view from the landscape, and citizens` activity. Even someone who has not visited New York could feel as if he is in the city; the feeling is particularly represented by the use of black limo and yellow taxi which actually gives picture of night and day life in New York City. If imagery influences viewers to their visual assumption, advert might also need music as a part of the purpose delivered. Music is an art form whose medium is sound which has pitch that governs melody and harmony, rhythm that its associated concepts are tempo, meter, and articulation, dynamic, and the sonic qualities of timbre and texture (â€Å"music† on wikipedia.org). Analyzing the intro music on this American Airlines advert, personally I feel like entering a cozy dining place; it seems that as a customer I am treated well and be welcomed as a very important person. The music sounded for this advert is rather classical one and it releases viewers from stress feeling. It has emphasized an impact to busy lifestyle by sounding classical piano on the advert. Even though in the middle of this advert there are sou nds of distraction - like when the driver yells to someone outside the car – but this advert concludes nicely at the end. As I imagine, the music used on this advert can be said like an egg; wrap well, but it is fragile and ready to pop out anytime. The cover of the egg is the intro and the end of the music played, while the content of the egg is the terrible disturbance during the middle part of the advert. Based on this analysis, it gives a philosophy drawn for the American Airlines that their service cannot be cracked easily if they keep the good work and give the best pleasure to the passengers. The American Airlines strongly make the egg on its position in comfortable refrigerator. To sum up, its music on this advert convinces the passengers not to be worried at all using their services. Imagery and music are two important parts for an advert to be published, but to convince the viewers more, language style is needed to be designed well too. For an understanding, languag e may refer either to the specifically human capacity for acquiring and using complex systems of communication, or to a specific instance of such a system of complex communication; in which the approximate of 3000-6000 languages are spoken by humans today (â€Å"language† on wikipedia.org). Communication is a very basic importance for people to reach understanding and agreement; without communication, every single aspect in this life would

Effectiveness of Executive Compensation Scheme Assignment

Effectiveness of Executive Compensation Scheme - Assignment Example The Tournament theory suggested that a small and a minute difference in ability basically leads towards high compensation. In simple terms, this definition basically fails to consider the main and the important significance of the executive compensation scheme or ECS in the overall governance of the organizations, for instance how and why these kinds of different bonuses are basically awarded and what actual benchmark is used.   ECS have basically four main and important components which are:- The base fixed salary.- The stock options.- The long term incentive plans.- The annual bonuses which are usually being monetary or shares.All the stock options are normally based on the company's overall performance. Although the presentation and the features of the stock option are usually vivid and clear, the exact amount of the compensation can also be unclear as the amount could have been set many years ago and the share prices may also have changed. Furthermore, the executives may circum vent this in order to improve their performance with the help of accounting decisions in the earlier years before the turnover, which basically increases the reported results, or with the help of income-smoothing practice, which basically borrows the income from the future.   Bonuses are basically shown separately to the share options in the company proxy statements. Although the cash compensation and all the other types of the compensation are disclosed separately in different other places like footnotes it is therefore termed as the complexity of the separation that can usually cause the reports to be more unclear for all the shareholders long term interest.   This basically suggests that the executives wield at least some kind of pressure on both the level and also on the structure of their compensation.   For instance, most large US firms have a well-organized remuneration committee which basically consists of two or more two outside directors.   Although all the major d ecisions which are related to the top-level compensation are passed through this organized committee, the committee then rarely conducts the market studies of the competitive compensation levels or the initiates or they propose new ECS or the executive compensation schemes.

Competing Conceptions of Globalization Essay Example | Topics and Well Written Essays - 3750 words

Competing Conceptions of Globalization - Essay Example Although the meaning of this term is rather indistinct, and the phenomena it is used to denote extremely varied, it does articulate a prevailing feeling in the 21st century that human life is greatly shaped by forces, which have extended across boundaries, and which, concisely due to their magnitude and supremacy, are transforming life on this globe. All spheres of the society are being redefined by this process; people find their existence threatened or individuality threw in to confusion; areas and entire regions are compelled to restructure themselves or diminish in the face of economic forces; and nations are experiencing gradually decreasing autonomy of action and closer ties to each other than any other time in the past (Scholte, 2000). Â  At the present, there is a serious incongruity between the reality that globalization is in full gear and the reality that the prevailing processes of global governance do not have the influence, ability, and capacity to regulate and direct this process towards helpful ends. Due to this, globalization is usually unsettling and unbalanced in its outcomes. It has also brought new challenges for the current public institutions while at the same instance weathering their independence and support. Globalization has also provided the paradoxical means for those it eliminates culturally or economically to categorize against its subordinating and homogenizing force (Ohmae, 1999). Â  In essence, there are numerous explanations of globalization, which though consistent in various ways do illustrate varying faces of the process.

Prevention and Crisis Intervention Essay Example for Free

Prevention and Crisis Intervention Essay A crisis can be a terrible burden on any individual that has or is suffering through one; a crisis can leave a person with a great deal of anxiety and stress. As a crisis intervention worker it is my responsibility to at least try to help those that come into my office. Most that do come to me are going through a crisis of some kind or another and need to work through it. To help them work through their crisis I find that the ABC Model of Crisis Intervention is a great asset. The ABC Model of Crisis Intervention is an effective approach because I can provide temporary immediate relief. A crisis can be difficult to define but there are three essential parts for a worker to look for while working with a client to define if they are in or have been in a crisis. These parts are 1) a precipitating event; 2) a perception of the event that causes subjective distress; and 3) the failure of a person’s usual coping methods which causes a person experiencing the precipitating event to function at a lower level than before the event (Kanel, 2007). I should also make sure to use this three parted definition of a crisis only as guidelines, a crisis should be identified for each client on an individual basis. The reason I find the ABC Model of Crisis Intervention so useful is because it provides me with the guidelines to help the client overcome their crisis. The ABC Model can also be broken down into three stages: (A) Building rapport; (B) Identifying the problem; and (C) Coping (Kanel, 2007). My goal is to help the clients change their perceptions of the crisis and assimilate the precipitating event into their daily lives. By doing so we can ensure that they keep and/ or gain ego strength and eliminate the possibility that they will become crisis prone. Today I will be working with a new client named Jill who has come to me seeking help as so many other clients have. Jill informs me that she works long hours and is tired by the time she gets home. She goes on to say that she is usually too tired for intercourse and that because of her lack of sexual responsiveness her husband gets angry. Jill states that he sometimes gets so angry that he does things to her that provokes fear in her. She is even afraid that her husband will find out that she has come to me today for help. The very first thing I did when Jill came into my office was to start the first stage of the ABC Model of Crisis Intervention. This stage, stage A, is about building rapport and can be considered the foundation of the therapeutic encounter (Kanel, 2007). First off I informed Jill of her confidentiality so that I may start to gain her trust. I need to gain her trust so that I may be able to help her help herself. Once she does start to feel rapport and begin to trust me then she will become more open to me, allowing the interview to proceed. I tried to be careful with my attending skills so that I could convey to Jill that I was actually listening to her and w as here for her. I used the SOLER method to manage my nonverbal behavior so that I presented a receptive presence. SOLER refers to: (S) Squaring off; (O) Open posture; (L) Leaning in; (E) Eye contact; (R) Relaxed (Cameron, 2008). By that I mean that I sat Square with Jill while keeping an Open posture and Leaning in slightly; I also kept Eye contact and held a Relaxed natural posture. Using the SOLER method alone is not enough so I also was careful with my facial expressions, hand gestures and other body movements as well. Even after being careful on how I act myself I was also careful to observe Jill’s nonverbal communication. Another main aspect was my listening skill; I listened to everything she said and how she said it. The demonstration of attending, observing and listening skills has an impact on effective reflective verbal responses (Cameron, 2008). Paraphrasing, questioning, reflection and summarization are all important aspects that cannot be performed properly without the skills I m entioned. After I had established rapport with Jill and ensured that we had a reciprocal relationship I was then able to move on to the next phase. Stage B of the ABC Model of Crisis Intervention is mainly focused around identifying the problem. This can be considered the most crucial aspect of the ABC Model for providing therapeutic interaction. Identifying the precipitating event is important but exploring the client’s perceptions and cognitions are even more important. If I was to actually help Jill then I had to find out her thoughts and feelings revolving around the situation. I already know that Jill is scared of her husband and that he does stuff to her when she does not respond the way he wants sexually. But now that I have gained Jill’s trust and we have moved into the B phase I can now get more specific. I decided to start out with some open-ended questions so that I was able to guide the conversation but also let her take over talking. After the opening question I posed I was then able to tie all of my other questions to what Jill had just said. My reasoning for this is because when a question is posed effectively essential information can be better gathered (Kanel, 2008). In addition to posing my questions the best I could I also made sure to paraphrase throughout the interview. Paraphrasing is very useful because it helps me clarify what my clients have said. It is smart to clarify so that not only you know that you understand what the client has said but also so that they know you understand. I find it vital that the client knows that I really do hear what they are saying and that I want to understand. Clients can feel comfortable knowing that someone is there for them and can be encouraged to continue on. Not only is paraphrasing important but reflection is also valuable no matter what part of the interview process you are in. I had to let Jill know that I understand that she is scared and that I was willing to help her work through her feelings. Jill needed to tell someone that she was scared and knowing that I validated that feeling made her feel more powerful. By being able to express their own feelings clients are then more able to manage those feelings and express them in a more positive manner (Kanel, 2007). Knowing that I was there to hear what she had to say and to accept her feelings Jill was able to feel more comfortable talking. The reason that all of that is so important is because we need to identify the client’s perception of the event. The perception of the event is by far the most crucial because it can be most easily and quickly altered (Kanel, 2007). By knowing how the Jill sees the situation and knowing how she feels I can then reframe. Reframing is aimed to change the internal cognitive experience of the client once the current cognitions are known (Kanel, 2007). Instead of letting her believe she is weak for being scared I reframed Jill’s situation that she is strong for seeking my help today. Reframing is considered part of therapeutic interaction, which helped me aid Jill, as with my other clients, in thinking differently about the situation. I used validation and support statements as well, informing Jill that it was okay for her to be scared and that she is not alone. Further I used educational statements because providing factual information is vital in every crisis (Kanel, 2007). Lastly with the therapeutic interactions I tried use empowering statements so that I could encourage Jill. My main goal was to inform Jill that she is not powerless but that she does have control in her life. Another important aspect that I conducted throughout the B phase was making ethical checks. I had to find out if Jill was vulnerable to suicide and also if she has any homicidal tendencies toward her husband. I also had to discuss with Jill if she has been diagnosed with any mental or emotional problems. Finding out any medications that she was currently taking was my next step. I had to check for substance use and/ or abuse as well, which I did so by using my questioning and probing abilities. The last part of the B phase is summarization which was helpful in allowing me to sum up the interview thus far. The key purpose of summarization is to help the client pull their thoughts together (Kanel, 2007). I also had to make sure that I understood everything Jill said correctly and to clarify anything misinterpretations. Summarizing also helped me make a smooth transition into the next phase of the ABC Model. I was able to gather together everything that Jill and I have discussed and start in on the coping. Coping is the C stage of the ABC Model of Crisis Intervention and is the last step of the process. I started out by asking Jill how she has been dealing with the whole situation thus far. I informed Jill that I needed to know everything that she has been doing whether it has been helpful or not. I had to let her know that crying, sleeping, talking, and even e ating can be considered coping. Jill explained to me more about the situation and what she has done to try to make herself feel better. While Jill was informing me of past and current coping methods I was careful to make mental lists of what seemed to work and what did not. Eliciting unhealthy attempts at coping was especially valuable for Jill. The reason for this is because she was became aware of her behavior she was then more open to alternative methods. I knew that Jill would be more likely to follow through with a plan she has developed herself (Kanel, 2007). This is when I decided to encouraged Jill to start thinking of new and better coping methods. After Jill expressed her own ideas I decided I would then propose some suggestions of other ways of coping. My first suggestion was to contact the authorities about the things her husband does to her. I informed her that there are multiple support groups available to her no matter her choices on. I also let Jill know that if she wanted to try to work things out then marital therapy could be an option for them. Jill was very attentive when I listed different places that could help her and her husband if they wanted to try. Alternatively I suggested different shelters and agencies that she could seek out if she so wished to. With all of the suggested places I offered I was sure to present them in written form as well for her convenience. Clients that feel overwhelmed are more likely to follow through with a referral when it is presented in written form with choices, addresses, phone numbers and fees (Kanel, 2007). I also thought that Jill could do well some bibliotherapy and Reel therapy; I suggested a handful of books and movies that she may be able to relate to. Lastly I suggested that Jill keep a journal and write in it as often as possible and that she may share it with me if she wishes. By now the session was coming to a close and I started to summarize everything we have discussed including the coping methods. I knew that Jill was scared but I informed her that I would like her to commit to trying some new coping methods. When Jill agreed that she would do so I then asked her to be sure to follow up with me at some point. I wanted to help Jill and I really do hope the best for her. But unfortunately the choice of bettering her situation lies in her own hands and she must make the ultimate choice. References Cameron, H. (2008). The Counseling Interview: A Guide for Helping Professions. New York, NY: Palgrave MacMillian. Kanel, K. (2007). A Guideline to Crisis Intervention (3rd ed.). Belmont, CA: Thomas Brooks/Cole.

Particle agglutination test

Particle agglutination test The presence of an antigen or anti-bodies in a blood sample can be found out using either the Particle Agglutination Test (PAT) or by the Enzyme-Linked Immunosorbent Assay (ELISA). The PAT is performed using substances that will facilitate the process of agglutination. Agglutination is the clumping together of particles which forms non-dissolvable or what is called as insoluble aggregates. The common substances used in the PAT are latex particles, preserved blood cells from mammals or birds, colloidal particles, and gelatine beads. The different components used in the PAT are microscope slides or test cards and a solution that facilitates agglutination which is made up of molecules that are analyte-specific which is attached to a constituent part or particle. In a test using ELISA detects the presence of an antibody or antigen by affixing an undetermined amount of antigen to a test surface which in turn is washed by a specific antibody in order to attach it to the antigen. Because of this process the antibody becomes linked to an enzyme that will show a certain detectable signal after a substance is added to it during the final steps of the process. The signal emitted differs from what type of ELISA is used. For example a fluorescent ELISA a light of a correct wavelength that is shone on a sample will elicit a response from the antigen/antibody which will show incandescence. The antigens amount contained in the sample is then determined based on the intensity or magnitude of the samples incandescence. While the PAT relies on the clumping together of particles to show the presence of an antibody, the ELISA is a more complex test which can only be performed following very specific protocols or steps to perform. In ELISA an antigen with an undetermined amount is rendered immobile while place on a polystyrene microtiter plate or other substance that could provide a solid support and which does not interfere with the purity of the sample. The antigen is immobilized either by adsorption; the adhesion of molecules to a surface, or by capturing the particles of the antigen by another antibody that is particular to the same antigen. The process of adsorption is what is termed as non-specific immobilization while the capture of the antigen is what is termed as specific immobilization. After the immobilization of an antigen the next step is to add a detection antibody. The addition of this antibody results in the formation of a complex with the existing antigen. The detection antibody can either be linked directly to an enzyme, or it can be noticed by a secondary antibody that is connected to an enzyme by a process called bioconjugation this occurs when two biomolecules couple with each other in a chemical bonding wherein the two substances share pairs of electrons, or what is known as covalent bonding. In between each step of the process the plate used is washed in a solution of mild detergent so as to remove any antibodies or proteins that have not bonded specifically. After the plate undergoes its final wash it is then developed using an enzymatic substrate, which means the enzyme has a molecule which it acts on. This enzyme substrate when added will produce a noticeable signal indicating how much the quantity of an antigen is in a given sample. The PAT and ELISA are but two of the techniques used in laboratories in serology. Other techniques include gel diffusion tests, precipitation tests, agglutination tests to which PAT belongs, immunological tests with markers which ELISA is one of the tests, and lastly there is the immunosorbent electron microscopy. To further discuss the comparisons and contrasts of the ELISA and PAT let us discuss the general aspects of the two tests. As was mentioned above both ELISA and PAT are techniques used in serology to detect the presence of antibodies and antigens in a sample. However the two tests differ in the process or steps taken to obtain the same results. PAT is an agglutination test. This means that its primary method to determine the presence of antibodies is by inducing the clumping or joining together of molecules in the test sample by either by using substances that are inert which carry the antigens or antibodies, or by using polystyrene spheres infused with immunoglobulin molecules, or by observing the loss of activity of antigens or what is called as neutralization. What is observed by serologist when using PAT is the reaction called agglutination, which is a reaction that leads to the joining together or clumping of a specific antibody in a cell suspension as a reaction to a specific antigen. While in ELISA what is observed is not the reaction of an antibody to the antigen but the level of activity made by the substance or markers chemically bound together to the antigen and antibody which in turn indicates the antibody antigen reaction. The PAT test was one of the first serological methods that was developed and which helped pave the way for developing diagnostic techniques and countermeasures to diseases. One early agglutination test is the Widal agglutination. The Widal agglutination, which was named after Fernand Widal, aided in the diagnosis of typhoid fever by showing the presence of an antibody in a sample obtained from an infected patient, in reaction against the antigens of the Salmonella typhi. What the Widal test did was to increase the suspicion of infection because of the presence of agglutination caused by a rise in of antibodies during the period of infection. In the classic test for agglutination the process starts by placing a specimen in a microscope slide or a microtest plate well where the particles which act as carriers are added. This mixture is then stirred or disturbed and then it is given a few minutes to settle or is incubated. The results can be gleaned by observing agglutination as the carrier particles fuses or binds with the particular analytes contained in the sample. The results are seen visually by the naked eye or by using a microscope depending on the format of the test. Interpreting test results are relatively easy if the reactions are strong. But in cases where there is a weak or minor reactions interpretation is quite difficult and in most cases may depend upon the wealth of experience and practice one has. In microwell plate assays, the resulting patterns produced by the particles after it has settled need an educated interpretation before the result can be determined. The advantages of PAT are it is low cost, semi-quantitative tests results can be obtained, and test results are obtained in a relatively short span of time. The disadvantages are there is a need to be very careful in the interpretation of marginal results. There is also the disadvantage related to problems that may arise in relation to specificity because substances that may interfere in many assays. Unlike PAT, ELISA is a more reliable method which uses biochemicals to measure how much of a given substance in a biological liquid such as serum or urine mixes with another substance. This is done by means of the reaction that an antibody or antibodies has to its antigen which is a molecule that is identified by the immune system. The antigen always specifically binds itself to an antibody at the molecular level. Since ELISA can be used to test and identify the presence of an antigen or of an antibody in a sample, this method is a very useful tool to determine concentrations of serum antibodies such as when testing HIV and other viral diseases. ELISA is also helpful in determining potential allergens in food such as milk, eggs and nuts. ELISA is also used in toxicology as a presumptive screen that is used for particular classes of drugs. Since lab technicians, serologists, and other medical personnel conducting the PAT and ELISA tests are exposed to samples that might contain viral or bacterial strains, the need to ensure safety and also the purity of the samples through a high standard of quality necessitates developing certain protocols for laboratory work. Different hospitals and government departments dealing with lab samples have already developed their own manual or standards that must be observed while working with lab samples to ensure safety. The manual issued by the Industrial Accident Prevention Association identifies potential hazards inside the lab brought about by chemical and biological agents, physical agents, the equipment and apparatus, and doing work that results in non-ergonomic movement and postures. The manual also discusses the ways by which to control or lessen the danger posed by these hazards and what are the steps that should be taken to have a safe lab environment. The Mount Sinai Hospitals Microbiology Department also has its own guidelines and policies which specifically deal with laboratory safety. The manual discusses the safety policy of the hospital and what are the protocols to be observed. These protocols include dealing with visitors to the lab, what constitutes good lab practice, how to ensure biological safety, chemical safety, physical hazards, specimen hazards, and what control, emergency, and preventive measures should be followed to realize laboratory safety. These and other similar measures contained in other manuals may vary from lab to lab, but the essence remains the same; that is to promote safety and institute standards of work that ensures an accident and hazard free lab environment. REFERENCES: Adler M., Schulz S., and Spengler M., (n.d.). Cytokine Quantification in Drug Development: A comparison of sensitive immunoassay platforms. A case study conducted for Chimera-Biotech. Retrieved on March 29, 2010 from the World Wide Web: chimera-biotec.com/data/pdf/Cytokine_Quant_Comp_Final.pdf True K., (2004). Enzyme Linked Immunosorbent Assay (ELISA) for Detection of Renibacterium salmoninarum Antigen in Fish Tissue. (June 2004). NWFHS Laboratory Procedures Manual Second Edition. Chap.6 pp. 1-33. Retrieved on March 29, 2010 from the World Wide Web: www.fws.gov/canvfhc/WFSM/CHP6.pdf (N.d.). TECHNIQUES IN PLANT VIROLOGY CIP Training Manual 2.3 DETECTION/Serology. Retrieved on March 29, 2010 from the World Wide Web: www.cipotato.org/csd/materials/PVTechs/Fasc2.2.3(99).pdf Katti M., (1999). Ideal Carrier Particles for Agglutination Tests. (June 1999). JOURNAL OF CLINICAL MICROBIOLOGY, Vol. 37, No. 6, p. 2120, 0095-1137/99/$04.0010. Retrieved on March 29, 2010 from the World Wide Web: jcm.asm.org/cgi/reprint/37/6/2120.pdf (2008). Laboratory Safety. Published by the Industrial Accident Prevention Association. Retrieved on March 29, 2010 from the World Wide Web: www.iapa.ca/pdf/labsafe.pdf

William Shakespeare An Analysis

William Shakespeare An Analysis Why was William Shakespeare regarded as the best English play writer? In his book Will in the World, Stephen Greenblatt describes Shakespeare as â€Å"the greatest playwright not of his age alone but of all time†. This echoes the fact that ‘the Bard’ is often considered to be one of England’s greatest authors. Even today his work is read by thousands of schoolchildren, his plays are performed in many theatres (including the replica Globe in London which is named after him), his plays have been repeatedly filmed and turned into parts of popular culture, and his language is often quoted in various forms. In addition, his home town of Stratford has become one of England’s premier tourist attractions. Considering Shakespeare is such a famous figure, it is remarkable how little we actually know about his life. In fact, some critics have suggested that this is one reason for his continuing success or for the ‘cult’ of ‘The Bard’: if the man himself is a myth then he can be permanently recreated for many generations. However there are some details that we can identify with relative confidence. Shakespeare was born in 1564, probably on April 23rd as he was baptised on the 26th. He was born in Stratford-upon-Avon in the county of Warwickshire where his father was a glover and alderman. He   received a good education at the local grammar school, the Kings New School, where boys were taught Latin grammar and classical texts (he later used Latin sources for the plots of some of his plays, for example Titus Andronicus refers to Ovid’s tales Metamorphoses). By the time Shakespeare was 18 he was married to a relative and local woman named Anne Hathaway, with whom he eventually had three children, called Susanna, Hamnet and Judith. Between 1585 and 1592 there are few records to indicate where Shakespeare was living and under what occupation, though a number of different stories suggest he was already in London, or had fled accused of poaching, or was in fact himself a teacher: â€Å"He had been in his younger years a schoolmaster in the country† wrote John Aubrey. But by 1592 records suggest that he was established in London as a playwright, where he continued to write and perform plays with considerable success until shortly before his death in 1616 (coincidentally, on April 23rd, his birthday). When Shakespeare’s plays were originally published all together in the First Folio of 1623, they were collected for the first time, and were divided into comedies, tragedies and histories. While these generic categories are not always upheld today, and there are some plays such as Measure for Measure which do not easily fit into one group or another, there are consistencies between some of the plays which allow them to be grouped in this manner.   We can identify certain patterns based upon genre. For example, in Othello, Othello’s murder of Desdemona followed by suicide restores the social status quo of a powerful state under white leadership. Hamlet’s death in Hamlet disrupts the royal line but succeeds in first purging the state of the corruption, the â€Å"something rotten†, that affects the country. However both of these plays, like Macbeth, are mainly concerned not with social relations but with following the decline of a powerful character. It is true that there is often a comic subplot in the plays to provide a light relief, but the main plot follows a tragic flaw in character to a tragic conclusion usually of multiple deaths. By contrast, where tragedy has multiple deaths, the comedy plays usually offer multiple marriages – this is one of their most characteristic features. Confusion and misinterpretations are resolved not in duels or deaths but in reconciliation and the restoration of characters to their proper social roles. At the end of Twelfth Night, Orsino responds to the revelation of Sebastian and Viola’s identities with the following lines: â€Å"If this be so, as yet the glass seems true, I shall have share in this most happy wrack† (V.i) Although â€Å"wrack† suggests the potential for catastrophe, it has found its proper romantic conclusion and the love-plot is untangled. Viola is released from her disguise as the boy Cesaro and restored to her proper female role, and everyone’s identity revealed. Social reconciliation usually takes this form in Shakespeare’s comedies as lovers are united in marriage, usually in groups of two or three pairs whose plots are followed together throughout the play. Multiple narratives are drawn together often in the final scene. The ability to resolve complex plots in such a way is one of the features that make Shakespeare such a great dramatist. Shakespeare’s construction of love, though often seemingly simplistic in its conclusion, is sophisticated in being able to question each character’s ability to make the right decisions for themselves, and the different layers of narrative serve as comments upon the other plots that work alongside them. In the complex reversals of affection in A Midsummer Night’s Dream, one of Shakespeare’s most popular romantic comedies, the proper order of the lovers is disrupted and then restored by Oberon and his servant Puck: â€Å"When they next awake, all this derision, Shall seem a dream and fruitless vision† (III.ii.370-1) A popular theme running throughout the plays is disguise and the complication of identity which in the case of gender roles enables Shakespeare to further entangle the male-female tensions which are at the centre of marriage plots. Famous heroines who dress up as boys include Viola in Twelfth Night and Rosaline in As You Like It, who are able under the cover of their male identities to act out courtship activities, Viola acting on behalf of Orsino in carrying his suit to Olivia and Rosaline teaching Orlando to woo in the guise of Ganymede. In Twelfth Night this then creates comic confusion (and sometimes pain) in a typical love triangle: â€Å"My master loves her dearly, And I (poor monster) fond as much on him, And she (mistaken) seems to dote on me† (II.ii) Viola is a â€Å"monster† in the play because she is not in her proper position as a woman, and cannot express her feelings to the Duke. It is only when she is restored to her female role that the plot can be properly concluded. In speeches such as this one, the audience’s ability to see which way love is really directed in the play create a distance of dramatic irony that reduces the damaging effect of characters who are experiencing pain. Also, the passionate language that Shakespeare is sometimes so flowery that it enables him to generate comedy from expressions of passion: â€Å"O when mine eyes did see Olivia first, / Methought she purged the air of pestilence† (I.i). Unlike in tragedy, when Gertrude â€Å"protests too much† in Hamlet and is then horribly implicated in the crimes which have so upset her son, this kind of exaggeration in comedies creates the effect of laughter, because the audience realise that they have more knowledge than the charact ers in the play. One of the reasons often given for Shakespeare’s enduring popularity is his â€Å"universal† appeal: his stories cross many genres and different places and periods in history and thus they always seem relevant to a particular society at a particular moment in time, or can be adapted to seem relevant (and they have been adapted into many languages around the world). Sometimes this provides a political context for the plays, sometimes it merely serves to add fresh ways of interpreting the language and the scenery, for example in Baz Luhrman’s film William Shakespeare’s Romeo and Juliet the story takes place in a futuristic modern-day setting at ‘Verona Beach’ in America, where the commercial rivalry of the Capulets and Montagues replaces their social positions and where guns and advertising are everywhere, contrasting with the romantic poetry as it is retained from the play. But it remains a tragic and affecting story. Shakespeare himself created an impression of universal drama in the language that he uses in suggesting that what was represented in the theatre could represent the whole world. In As You Like It he wrote the following famous lines, â€Å"All the world’s a stage, And all the men and women merely players: They have their exits and their entrances; And one man in his time plays many parts† (II.vii) Here he refers to the activities in the theatre, the actors coming on and off stage, to suggest a metaphor for how people live their lives. He suggests that anybody could play a different part, or any part, so we could all recognise ourselves in a Shakespeare play. It also hints towards the way that characters such as Olivia and Rosaline dress up as other than they are, assume different roles or become different ‘players’. It was common in Shakespeare’s time for the actors in each company to play many different roles, sometimes within the same plays and sometimes across several plays that were being performed in the same week. This kind of language is also reflected in plays such as Macbeth, in tragedy rather than in comedy, where in the dying speech of the play’s hero or antihero he says, â€Å"To-morrow, and to-morrow, and to-morrow, Creeps in this petty pace from day to day, To the last syllable of recorded time; And all our yesterdays have lighted fools The way to dusty death. Out, out, brief candle! Lifes but a walking shadow, a poor player, That struts and frets his hour upon the stage, And then is heard no more. It is a tale Told by an idiot, full of sound and fury, Signifying nothing.† (V.v) Here the metaphor extends to the process of life itself, which is only like a â€Å"poor player† who has only an â€Å"hour† to perform. This is perhaps wishful thinking on the part of Macbeth who would like to imagine that his actions were only â€Å"performed† and that they â€Å"signified nothing†, as he is now consumed by guilt for the murder of Duncan. The metaphors of theatre run right through the plays in a way that both playfully emphasises their artificiality, as stories and characters who are performed many times in many different ways, and a way that makes them feel eternal, that they could be acted a countless number of times and still have something to say to us. Also, it is notable that the theatre in which Shakespeare spent the longest years working was called The Globe, drawing attention again to the round stage as representing the universe. The legacy of Shakespeare’s language can be observed not just in how frequently his plays are quoted but also in everyday language and conversation; even without realising it we have absorbed many of his sayings into modern English which we now take for granted. From Lady Macbeth saying â€Å"what’s done is done† in Macbeth to Juliet parting from Romeo in â€Å"such sweet sorrow,† these phrases have become part of our vocabulary so that often their use is unconscious. Shakespeare also used proverbs which may have been popular at the time and which have been handed down to us through the medium of his plays, including phrases like â€Å"to the manner born† and â€Å"brevity is the soul of wit†, both of which can be found in Hamlet. By the time Shakespeare died in 1616 he had written a remarkable quantity of plays and enjoyed a successful career as both playwright and actor. When his plays were finally published together in 1623 they were preserved for future generations to enjoy and to adapt. Today the popularity of Shakespeare appears to be as high as ever, as people all over the world continue to read the plays and to recognise the universal value of the ‘great Bard’. Bibliography Shakespeare, William, Macbeth, Penguin (1967) Shakespeare, William, A Midsummer Night’s Dream, Arden (2005) Shakespeare, William, Twelfth Night, Penguin (1994) Shakespeare, William, As You Like It, Arden (2006) Crystal, David, Think on My Words: Exploring Shakespeare’s Language, Cambridge, Cambridge University Press (2008) Greenblatt, Stephen, Will in the World: How Shakespeare Became Shakespeare, London: Pimlico (1995), Macrone, Michael Lulevitch, Tom, Brush Up Your Shakespeare!: An Infectious Tour Through the Most Famous and Quotable Words and Phrases from the Bard, Collins (2000)

Mary Shelleys Frankenstein Essays -- Mary Shelley Frankenstein Essays

Mary Shelley's Frankenstein The characterization of Victor’s creature, the monster, in the movie although somewhat dramatically different from Mary Shelley’s portrayal in the novel Frankenstein also had its similarities. Shelley’s views of the monster were to make him seem like a human being, while the movie made the monster out to be a hideous creation. The creature’s appearance and personality are two aspects that differ between the novel and movie while his intellectual and tender sides were portrayed the same. From the novel the creature’s physical appearance is left up to each reader’s imagination. Shelley wrote: His limbs were in proportion, and I had selected his features as beautiful. Beautiful! Great God! His yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of a lustrous black, and flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid contrast with his watery eyes, that seemed almost of the same colour as the dun-white sockets in which they were set, his shrivelled complexion and straight black lips (p.56). Although I imagined the creature a human being with somewhat distorted features, another reader might view his appearance as a grotesque monster. On the other hand, the movie has shown him as a hideous monster created by a mad scientist. The monster’s appearance was focused on creating life out of dead body parts, sewing the pieces together that left horrid physical scars, and activating him with electricity. The creature’s personality, or actions toward society, was displayed as being very calm and compassionate in the novel. He made many attempts to converse with society, but society feared and mistreated... ...survive the cold season. The creature also requested a companion of the opposite sex, so he too could feel love from another instead of total rejection. At the very end of the novel and movie the creature was caught grieving over the death of his creator. Even though we are made to think that the creature was cold and destructive, in the end his human emotions prevailed. The Frankenstein movie focused on outward action scenes rather than emotional themes to make it more popular and entertaining. It also portrayed Victor as a mad scientist engrossed in his desire to create human life. I was very impressed that the movie did keep some of the good qualities that came from the novel. I enjoyed the novel more, because it gave me the opportunity to put my imagination to work instead of having to accept someone else’s interpretation of Mary Shelley’s literary novel.

Negotiating Reality: Studying Neurons In Denial :: Biology Essays Research Papers

In comparing the articles I read to research this paper, I noticed a distinct dichotomy between the ways in which the phenomena known as anosognosia was approached, a kind of binary: psychological versus neurological. The former seem to me, though not quite magic, to have that same hint of abstraction, whereas the latter are much more functional and conceptually conceivable...that is, they are hypotheses which are solidly rooted in the neurobiology of the brain, hypotheses which are falsifiable and, therefore, more salient than those which make obscure references to unknown and unobservable psychological processes. The implications which neurobiological hypotheses, if shown to be accurate, would have are many; before exploring them, however, I shall first discuss this "denial of illness," (3) which is in itself fascinating. Anosognosia is a disorder occurring in about 5% of patients who have had a stroke affecting the right side of their brain (6), in particular the right parietal cortex, causing left hemiplegia (paralysis of the side of the body opposite to the affected side of the brain). Its characteristic feature is the inability, or, some would say, unwillingness of patients to perceive their own paralysis, and in extreme cases, that of others. It is important to note that anosognosia occurs only when the right side of the brain is involved; the effects of damage to the left hemisphere are, as shall be explained later, quite different (1). Dr. Vilayanur Ramachandran of UC San Diego has made anosognosia one of his primary foci of research and has proposed intriguing, neurological hypotheses as to what might be going on in anosognosiacs' brains. In his research, he has found that anosognosiacs do not deny paralysis merely because their brain damage causes them to be inattentive to the left side of their body; when attention is drawn to a paralyzed limb, by asking patients to perform simple motor tasks, for example, anosognosiacs will either assert that they are indeed carrying it out (when they obviously are not) (1,2,4,5,6) or make up stories to explain it away, claiming, for example, that their arthritis is acting up and that they therefore don't feel like doing it (1,2). In many cases, patients refuse to recognize the paralyzed limb as their own, accepting the bizarre and irrational implications such a statement brings with it (e.g., the limb belonging to a relative, their doctor having three arms) as quite normal (1) .

Coyote Blue Chapter 32~33

CHAPTER 32 A Doctorate in Deception According to Pokey, at the time the white men came, there were seven sacred arrow bundles. Each had been made by four medicine men who had the same vision at the same time. Once the bundles were made, the medicine men vowed never to gather again, afraid that if their combined power were stolen by one, he would become invincible and abuse the power. These bundles contained the most powerful of warrior medicine, able to protect the carrier from an enemy's weapon, give him the ability to travel swiftly, and escape to the Underworld in an emergency, to return later, unharmed. Of the original seven bundles, two had been destroyed by fire, two by flood, two were locked away in museums in Washington, and the last to leave the reservation was in the hands of a private collector in Billings, who had bought it from a family who had been converted to Christianity and thought the bundle might jeopardize their salvation. At first Sam suspected Pokey's story. His choice finally to believe it was based more on heart than logic. Whether the story of the bundles was true or not didn't matter as much as the hope it inspired. Action based on hope just felt better than the paralysis of certainty. When Sam came through the door of the Hunts Alone house, Cindy hardly recognized him. When she had first met him he seemed weak, wasted, and without reason to live. Now he was moving and talking with purpose. Sam said, â€Å"Cindy, I'm sorry about before. I don't want to impose.† â€Å"You're family,† she said, and that was all the explanation needed. â€Å"Thanks,† Sam said. â€Å"We went to see Pokey. He's doing fine.† â€Å"Did they say when he can come home?† â€Å"We're bringing him home tonight, if things go the way they should. Can I use the phone?† Cindy waved toward the kitchen table, where the phone sat amid a stack of cereal boxes and bowls. Sam checked on Grubb, found him sleeping, and went to the phone. The first call went out to the Museum of the West in Cody, Wyoming. Yes, they knew a serious collector of Indian artifacts in Billings; they had bought several pieces from him over the years. His name was Arnstead Houston. The next call was to his office in Santa Barbara. â€Å"Gabriella, I need you to take the key I gave you and go to my house. In my closet there's a corduroy jacket with suede elbow patches. Load it in my garment bag with the khaki pants, a flannel shirt, and that goofy Indiana Jones hat that Aaron gave me for Christmas. Put in my blue pinstripe suit – shirt, shoes, and tie to match. Then grab my briefcase and get it all on the next plane to Billings, Montana. Buy a seat for it if you have to. Put it on the corporate card. And run the name Arnstead Houston through all our companies' client files – go to the Insurance Institute if you have to. It's a Billings address.† He waited while Gabriella put the name through the computer and came back with the name of Houston's home-owner's insurance carrier. â€Å"Give me the agent's number.† Sam scribbled it down. â€Å"Call me back at this number as soon as you confirm the arrival time of my stuff in Billings.† He gave her the Hunts Alone number. He dialed the number of Houston's insurance agent in Billings and spoke in an Oklahoma accent. â€Å"Yes, I'm interested in insuring some valuable Indian artifacts. Arnie Houston recommended you.† Sam waited. â€Å"I didn't figure you handled that sort of thing. Do you remember who you referred Arnie to? Boulder Casualty? You got a number for them? Thanks, pardner.† Sam hung up the phone and it rang immediately. â€Å"Hello. Five today? That's the earliest? Thanks, Gabriella. Oh, I forgot – call and reserve a car at the Billings airport. Something with four-wheel drive. A Blazer or a Bronco or something. White if they have it. I'll pick it up at five. Yes, the corporate card. Fuck Aaron. Tell him I'm on a hunting trip. And Gabby, you are incredible, you really are. I know I've never told you that before. Because it was time I did. Take care.† He disconnected and dialed another number, waited, then spoke with an English accent. â€Å"Yes, Boulder Casualty. This is Samuel Smythe-White with Sotheby's, London. So sorry to bother you, but we've a bit of a problem that you may be able to help us with. It seems we've recently acquired some Red Indian items – a bit unusual for us – and we're at a loss as for someone to authenticate them. The owner, who must remain anonymous I'm afraid, has suggested that you insure this sort of thing and might know of an appraiser. Yes, I'll wait.† Sam held the phone aside and lit a cigarette. â€Å"No, no, location is not a problem. Sotheby's will fly him to London.† Sam scribbled something. â€Å"Jolly good. Yes, thank you.† He disconnected and dialed Arnstead Houston's number. â€Å"Hello, Mr. Houston. This is Bill Lanier. I'm the new head of Ethnic Studies at the University of Washington. Yes. The reason I'm calling is that I just got a call from Boulder Casualty. It seems that there is an item in your collection that has been severely undervalued and they'd like us to take a look at it to make sure the schedule of coverage is in line. Of course, the new appraisal would increase the price if you should ever want to sell it.† Sam paused and listened. He continued, â€Å"A Crow medicine bundle. Yes. This one's a cylinder, a hollowed-out cedar log. That's right. Well, sir, we'll need to take a look at it in person. We happen to have a tribal expert visiting the campus right now. We could be in Billings by five thirty tonight. No, I'm afraid he has to fly to a dig in Arizona tomorrow. It will have to be tonight. Yes, I have your address. Thank you, sir.† Sam hung up, sat back, and let out a long sigh. The whole process had taken less than five minutes. When he turned around both Cindy and Coyote were staring at him. Cindy's mouth was hanging open. â€Å"What was that?† Coyote asked. â€Å"You,† Sam said, â€Å"are now working, indirectly, as an artifacts expert for the Boulder Casualty Insurance Company and I am now a professor of anthropology at the University of Washington,† â€Å"I've been looking for a job,† Cindy said, shaking her head. â€Å"They always make me fill out an application.† Coyote looked at Cindy. â€Å"He has shifty eyes, don't you think?† -=*=- Arnie Houston sat in his den looking at the arrow bundle on the coffee table before him: a hollowed-out log full of junk. But there was nothing quite so exciting as turning junk into money, and he was so excited now he could have peed his Wranglers. God bless archaeology. God bless museums. God bless historic preservation. God bless America! Where else could a piece of oil-field trash with a fourth-grade education be living in a twenty-room house with a new Corvette in the garage, wearing thousand-dollar sea-turtle-skin boots and two pounds of silver and turquoise jewelry? And all of it from buying and selling Indian junk. God bless every eggheaded, gopher-hearted anthropologist that ever wrote a paper or dug a hole. Damn! Arnie got up and went over to his bar, where he poured himself a snifter of Patron tequila – thirty bucks a bottle, but the finest cactus juice ever burned hair off your tongue. And it calms you down. Can't let them think you're in it for the money, the dumb shits: most of 'em could say howdy in thirty-seven dead languages, tell you the time a day a shaman shit two hundred years ago plus the ritual that went with it, but couldn't tell a nickel from a knothole when it came to money. They always went to the tribal council or a medicine man when they wanted to buy something – that was their big mistake. You got to do your research. Find out what family's got something and then find the one in the family who drinks the most. When he's feeling his firewater, you be there with the cash. Presto, you got yourself a priceless Indian artifact for dirt cheap. Arnie had just picked up a whole basket of heirloom beadwork over at the Yakima res – a hundred bucks. The Yakima were just getting into crack cocaine and Arnie was in on the ground floor with investment capital. The beads had been in the families for hundreds of years and he'd already had an offer of ten thousand for them from the Museum of the West – upon authentication, of course. Anthropologists, here's to 'em! Arnie thought. He toasted the fish in the aquarium by the bar and tossed back the Patron, then took a gamble by looking out the front window. A white Blazer pulled into the circular driveway and two men got out, both of them tall – one, an Indian in a suit, and the other in a corduroy jacket and khakis: the anthropologist. The Indian must be the expert he talked about on the phone. City Indian: making a living off of being Indian, going on about exploitation and such. Worthless troublemakers: wouldn't shoot one if I needed to unload my gun. Arnie stashed the snifter under the bar and went to the front door. He brushed back the sides of his hair with his fingers – careful not to disturb the five strands combed over the top – and opened the door. â€Å"Mr. Houston, I'm Dr. Lanier from the University of Washington. This is Running Elk, the gentleman I mentioned on the phone.† The Indian nodded. â€Å"Come on in,† Arnie said, waving them into the tiled foyer. â€Å"I took it out of the safe and put it on the table for you.† He didn't really have a safe, but it sounded good. He led them into the den and stood by the coffee table. â€Å"Here she is.† The Indian moved to the fish tank and peered in. The professor walked around the table looking at the log, as if he were afraid to pick it up. â€Å"Have you opened it?† Arnie had to think. What was the best answer? These fellows liked playing detective, finding their own clues. â€Å"No, sir. The fella I got it from told me what was inside, though. Four arrows, an eagle skull, and some, er†¦Ã¢â‚¬  Damn, how do you describe it? It was just brown powdery shit. â€Å"And some sacred powder.† â€Å"And who did you get it from?† â€Å"Fellow on the res. Old family, but he didn't want me to say. He's afraid of the Traditionals getting revenge on him.† â€Å"I'm going to have to open it to determine the value.† â€Å"Quite so,† the Indian said, still looking in the fish tank. The anthropologist shot him a nasty look. What was up with these two? An Indian who talks like a Brit; if that didn't just beat the ugly off an ape. â€Å"It's okay with me,† Arnie said. â€Å"Looks like them ends just come off like bottle caps.† That's exactly how they had come off when he opened it. â€Å"Jolly good, old chap,† the Indian said. â€Å"The fish say that it's been opened before.† â€Å"Thank you, Running Elk,† said the professor. He seemed kinda ticked. He set his briefcase on the table next to the bundle, snapped open the lid, and removed some white cotton gloves. â€Å"We don't want to disturb the integrity of the contents,† he said, slipping on the gloves. â€Å"I'd prefer to do this in the lab, but I assure you I'll be careful.† You can blow the damn thing up for all I care, Arnie thought, as long as the price is right. But what was the deal with the Indian and the fish tank? The professor removed the end of the wooden cylinder and placed it on the table. He removed one of the four arrows and studied its length. When he looked at the point his face lit up. â€Å"My God, Running Elk, do you see what I see?† â€Å"What? What?† Arnie said. Was this good or bad? The Indian looked up from the fish tank. â€Å"Oh, capital! He's promised them one of those plastic bubbling scuba divers if he sells it.† â€Å"What?† Arnie said. The professor scowled at the Indian and held the arrow up for Arnie to see. â€Å"Mr. Houston, you see this arrow point?† â€Å"Uh-huh.† â€Å"This is a small-game point, and the flaking is not the pattern you find on Crow points from the buffalo days.† â€Å"So?† â€Å"So, I think this bundle is from the time before the Crows split from the Hidatsa. If that's the case, this bundle may be priceless.† Arnie saw a swimming pool appearing in his backyard, with a whole shitpot of girls in bikinis sitting around it, rubbing oil on his back. â€Å"How can you be sure?† â€Å"I'll have to take it back to the university to have it carbon-dated.† The professor put the arrow back into the bundle. From his briefcase he pulled out a sheaf of forms. â€Å"I hope you'll understand, Mr. Houston, the university can't bond something like this for its full value, but I could write a guarantee of perhaps two hundred thousand until the return.† The professor waited, his pen poised over the form. Arnie pretended to think about it. In fact, he was thinking about the new swimming pool. Now it was indoors and had a big hot tub full of dollies. â€Å"I guess that will be all right,† he said. The professor began writing on the form. â€Å"We should have it back to you within the week. I'll see to it personally that it's handled carefully. If you'll just sign here.† He pushed the form over to Arnie. There it was, $200,000.00 in big black numbers. It was all he needed to see. Arnie signed and pushed the paper back to the professor. The professor closed his briefcase and got up. â€Å"Well, I'd like to get this back to the lab by tonight and start the work on it. I'll call you as soon as we know for sure.† He picked up the bundle and headed for the door. â€Å"You take care now. Thanks,† Arnie said, holding the door for them. â€Å"No, thank you, Mr. Houston.† â€Å"Cheerio,† the Indian said as they climbed into the Blazer. â€Å"Oh yes, your mates said they'd like a Flipper video and a bit of brine shrimp to eat.† Arnie watched the Blazer pulling away. Boy, the old professor was sure giving Running Elk hell for something. Eggheads. He wondered for a minute why the Blazer had mud on the license plates when it was so clean everywhere else. Hell with it, it was time to celebrate. A buddy had given him the number of a little dolly who for two hundred dollars would come over in her cheerleader outfit. He'd been saving it for a special occasion and it looked like it was time to dig out that ol' number and see if she really could suck the furniture out of a room through the keyhole. -=*=- As soon as they were out of sight of Arnie's house, Sam took the Indiana Jones hat off and smacked Coyote with it. â€Å"What were you thinking? You almost blew it.† â€Å"The fish said he tricked someone to get that bundle.† â€Å"And what did we just do?† â€Å"That's different. It was a Crow bundle.† â€Å"You wanted to blow it, didn't you? Why didn't you just hump his couch or something? Why didn't you just tell him the truth?† â€Å"Well,† Coyote said, â€Å"if your trick worked it would make a good story.† â€Å"I'll take that as as compliment.† Sam was no longer angry. They had the bundle; now it was time to think about the next part of the plan. He believed what Pokey had told him about the power of the bundle, and all Pokey had ever asked of him was to be believed. He said, â€Å"Coyote, will you help me get Pokey out of the clinic?† â€Å"Another trick?† Coyote asked. â€Å"Of sorts.† â€Å"I'll help, but I won't go to the Underworld with you.† CHAPTER 33 Doors Some of the color had returned to Pokey's face and someone had taken the braids out of his hair and brushed it. He opened his eyes when Sam entered the room. â€Å"You got it?† Pokey said. â€Å"It's in the car,† Sam said. Coyote came in behind him. Pokey grinned. â€Å"Old Man Coyote.† â€Å"Howdy,† Coyote said. â€Å"How many times you died now, old man?† â€Å"A bunch. It's plumb wearing me out,† Pokey said. â€Å"The medicine man got tired of singing the death song and went home. I think he got scared.† Pokey pulled a cassette out from under his covers and held it up. â€Å"I got it on tape for the next time.† Sam said, â€Å"Pokey, we have the arrow bundle. What do we do now?† â€Å"Ask him,† Pokey said, pointing to Coyote. â€Å"I ain't going,† Coyote said. â€Å"He has to go alone.† â€Å"Samson needs a medicine man to sing the bundle song.† â€Å"That's why we're here,† Sam said. â€Å"You want me? I didn't think you believed I had medicine, Samson.† â€Å"Things change, Pokey. I need you.† â€Å"Well then, get me out of here.† Pokey started to sit up. Sam pushed him back. â€Å"I don't think you should be walking.† â€Å"Samson, I done told you, I had my death vision. I don't die in no hospital, I get shot. Now help me get up.† He struggled to a sitting position and Sam helped him turn so his feet hung off the bed. â€Å"You're right, I don't think I can walk.† Sam turned to Coyote. â€Å"You promised to help.† -=*=- The clinic was officially closed for the day, but the skeleton staff of two nurses was still on. Adeline Eats sat in the waiting room with her six children, who were all green with flu, insisting that she wasn't going anywhere until they got treatment, even if she had to wait all night. For the twentieth time, the nurse at the window was explaining that the doctor had gone home for the night, when she heard the hoof beats on the stairs. She dropped her clipboard and ran out of the office to see a black horse coming down the stairs, an old, half-naked man bouncing on its back. She ducked back into her office to avoid being trampled and looked up in time to see a man in a corduroy jacket running behind the horse out the front door. The nurse ran out into the waiting room to the front door, which dangled in pieces on its hinges. She watched the horse stop beside a white Blazer and rear up. The old man, his gray hair streaming in the wind, let out a war whoop and fell into the arms of the man in corduroy. Then, as she watched, the horse started bubbling and changing until it was a man in black buckskins. The nurse stumbled back in shock. Someone tapped her on the shoulder and she jumped a foot off the ground. She came down holding her chest. Adeline Eats said, â€Å"You got room for my kids now, or what?† -=*=- Riding in the Blazer, Pokey said, â€Å"Old Man Coyote, how do I send Samson to the Underworld?† â€Å"Just open the bundle and sing the song. He will go.† Sam said, â€Å"What happens then? What do I do?† â€Å"My medicine ends when you get there. You will see the one that weighs the souls. Don't be afraid of him. Just ask him if you can bring the girl back.† â€Å"That's it?† â€Å"Don't worry about the monster. The Underworld is not what you think.† Coyote rolled down the car window. â€Å"I have something that I want to do. I'll be there when you return.† Coyote dove out the car window, changing instantly into a hawk and flying off into the night sky. â€Å"Wait!† Sam said. â€Å"What monster?† He stopped the car. Pokey giggled like a child. â€Å"A horse and a hawk in one night. Samson, do you know how lucky we are?† Sam leaned forward and put his head against the wheel. â€Å"Lucky wasn't the world that came to mind, Pokey.† -=*=- Pokey had called Harlan and the boys down from Hardin. While they prepared the sweat, Sam stood at the door of the Airstream trailer trying to make himself open it. For the first time in years he was aware of his childhood fear of the dead and unrevenged ghosts and he hesitated. Since Pokey had given him hope of bringing Calliope back, he hadn't really thought of her as dead. He wanted to see her before he went to the Underworld, but he was afraid. Strange, he thought, after all these years of selling the fear of death, talking about it every day, now I'm afraid. She's not dead, not really. He threw the door open and stepped into the trailer. Calliope's body was lying on the built-in cot by the door amid camping equipment and fishing rods. Coyote had covered her with a blanket, leaving her face exposed. She could have been sleeping. Sam sat on the cot by her and brushed a strand of hair away from her face. She was cold. He looked away. â€Å"I wanted you to know†¦Ã¢â‚¬  He didn't know what to say. There was no face to put on to meet this face. If she would just open her eyes. He swallowed hard. â€Å"I wanted you to know that I would do anything for you. That all this craziness was – will be – worth it if I can bring you back. I've been hiding out for my whole life, and I don't want to live that way anymore. Anyway, I wanted you to know that Grubb will be okay. My family will take care of him. I'll be with you, one way or another.† Sam leaned over and kissed her. â€Å"Soon,† he said. He got up and walked out of the trailer. Across the yard, the fire crackled and licked the sky, heating the rocks for the sweat. Pokey sat on a lawn chair, the arrow bundle in his lap, his eyes glistening orange in the firelight. Harlan was carrying rocks from the fire to the pit inside the sweat lodge. Sam stood by with Harry and Festus, watching. After the initial surprise that Sam was still alive, Harry and Festus simply fell into their normal roles of listening to their father argue with Pokey. Sam noticed that they had the lean, muscular frame of their father, the same square-set jaw. Harlan was a little thinner now, and his hair had gone gray, but otherwise, to Sam, he seemed the same. â€Å"The boys and me have to go to work in the morning,† Harlan said. â€Å"We can't stay late, Pokey. No drinking.† â€Å"I ain't going to drink,† Pokey said. Harlan dropped a hot rock into the pit and wiped sweat from his forehead. â€Å"I can't believe that doctor let you come home. Just yesterday he was puttin' your death on my hands for not moving you to the hospital in Billings.† â€Å"He's a pissant,† Pokey said. â€Å"How's it coming?† Harlan scraped another rock out of the fire and scooped it up with the pitchfork. â€Å"This ought to do it.† He unbuckled his pants and began to get undressed. The others followed his lead, hanging their clothes on Pokey's chair. Sam took the bundle from Pokey and put it in the sweat lodge, then helped the old man out of his hospital gown. Pokey crawled into the sweat lodge, where the others sat in a semicircle facing him. â€Å"Before I drop the door, I got to open this here bundle. It's a real old one, so no one knows the right song. I'm going to have to make it up as I go along. Okay?† Pokey held up the bundle and sang a prayer song, thanking the spirits for the gift of the sweat. He laid out a square of buckskin for the objects in the medicine bundle. â€Å"I don't know what's going to happen here, but Harlan, you and the boys got to pray that Samson has a safe journey. He's going on a kind of vision quest, but he ain't going to the Spirit World.† Pokey looked at Sam. â€Å"You've seen her since you got here, right?† â€Å"Yes,† Sam said. â€Å"And she's still in the trailer?† â€Å"Yes.† â€Å"Who?† Harry asked. â€Å"Never mind,† Pokey said. They hadn't told Harlan and the boys about Calliope or Coyote. â€Å"Here we go.† He threw a handful of sage onto the stones. When the smoke rose he held the bundle in it, then took off the cap. He began singing as he took each object from the bundle and set it on the buckskin. Sam closed his eyes and concentrated on going to the Underworld and what he had to do there. â€Å"Heya, heya, heya, an arrow. Heya, heya, heya, another arrow Heya, heya, heya, another arrow Heya, heya, heya, the last arrow. Heya, heya, heya, an eagle skull. Heya, heya, heya, some brown stuff.† â€Å"Some brown stuff?† Harlan said. â€Å"Well, I don't know what it is,† Pokey said. â€Å"It looks like brown stuff to me.† â€Å"Whatever it is, it's working,† Festus said, pointing to Sam, who was shivering, even in the heat of the sweat lodge. His eyes were open but rolled back in his head, showing no pupils. â€Å"I'm dropping the door,† Pokey said. â€Å"Now pray for his return like you never prayed before.†

Gulliver’s Travels: Don Pedro de Mendez

In the beginning, Book IV of Gulliver’s Travels starts off as an almost comedic anarchist story of a captain being held hostage on his own ship and being thrown off board on a strange unknown island, but in reality ends up being a satiric comment on society with a deep philosophical meaning. The author, Jonathan Swift, cleverly intertwined many intelligent, complex and interesting characters into the voyages of the antagonist: Lemuel Gulliver. Don Pedro De Mendez, a character introduced by Swift in the eleventh chapter, serves great use to the plot as well as to the readers’ understanding of Book IV of Gulliver’s Travels.Particularly as a bridge between two worlds; the reason (being the land of the Houyhnhnms) and the lawless (the yahoos or humankind around the world). Don Pedro De Mendez serves as a function of making the antagonist reflect. When the first encounter is made with Don Pedro we see that he is an outstanding â€Å"Yahoo†. â€Å"He was a very courteous and generous person; {†¦} desired to know what I would eat or drink {†¦} but he ordered me a chicken and some excellent wine. † (Swift 2456). The reader acknowledges from the start that he is a kind, generous, amiable and loving man.Many manners Don Pedro presents towards Gulliver lead’s him to commence his questioning in regard of whether humankind is really as awful as the Houyhnhnms have portrayed. â€Å"that I wondered to find such civilities in a Yahoo† (Swift 2456). Don Pedro showed care for Gulliver not only when he took him on board gratis but when he saved him from jumping off the boat to his death. â€Å"He desired to know my reason for so desperate an attempt; assured me he only meant to do me all the service he was able {†¦} that at last I descended to treat him like an animal which had some little portion of reason† (Swift 2456).At this point Gulliver begins to realise that, even though he is still repulsed by human l ook and smell, not every Yahoo is as appalling as he is lead to believe. At this point, it is quite obvious that Don Pedro is inserted into the plot for a definite reason and it starts to take effect on Gulliver. Not only does he manage to withstand Don Pedro and his sailor’s company but he begins to create false pretences â€Å"but pretending I was sick, kept close in my cabin. (Swift 2458) while he says that only Yahoos lie â€Å"the use of speech was to make us understand one another, and to receive information of facts; now, if any one said the thing which was not, these ends were defeated, because I cannot properly be said to understand him; and I am so far from receiving information, that he leaves me worse than in ignorance; for I am led to believe a thing black, when it is white, and short, when it is long. † (Swift 2428). â€Å"For I had quite forgot the faculty of lying, so particular to Yahoos in all countries where they preside, and consequently the dispo sition of suspecting truth in others of their own species. (Swift 2456). More and more as the plot refines itself, Gulliver begins to regain old everyday humanoid habits. â€Å"I only desired he would lend me two clean shirts, which having been washed since he wore them, I believed would not so much defile me. These I changed every second day, and washed them myself. † (Swift 2457). â€Å"The captain persuaded me to accept a suit of clothes newly made {†¦} which I aired for twenty-four hours before I would use them. † (Swift 2457). Jonathan Swift also used the character of Don Pedro as a plot mover. He helps advance and continue the plot in many ways.Primarily, if his ship was not spotted at just the perfect time by Gulliver, Gulliver would have continued to the northern end of the peninsula and probably have been hunted down by natives and murdered. The presence of Don Pedro saves Gulliver’s life twice that day, â€Å"and in half an hour stole out, when I thought the crew was at dinner; and getting to the side of the ship, was going to leap into the sea, and swim for my life, rather than continue among Yahoos. But one of the seamen prevented me {†¦} I was chained to my bed† (Swift 2456) so if Don Pedro’s men would not have been there to stop Gulliver from jumping, the plot would have ended. When they began to talk, I thought I never heard or saw any thing so unnatural, for it appeared to me as monstrous as if a dog or a cow should speak in England, or a Yahoo in Houyhnhnmland† (Swift 2456). Also, Don Pedro and his men were the first Yahoos he spoke to in five years, which helped his progression from a houyhnhnm to a humanoid. â€Å"When they began to talk {†¦} they spoke to me with great humanity, and said they were sure their captain would carry me gratis to Lisbon. † (Swift 2456). Finally, thinking that Gulliver is ready, shown in this quote: â€Å"In a week’s time he seduced me down to the door.I found my terror gradually lessened, but my hatred and contempt seemed to increase. I was at last bold enough to walk the streets in his company. † (Swift 2458). Don Pedro assists the plot by persuasively pushing Gulliver to return to his hometown in England and try to weave back into society. â€Å"Don Pedro {†¦} put it upon me as a point of honour and conscience that I ought to return to my native country, and live at home with my wife and children. † (Swift 2457). Although Don Pedro’s intentions were kind and comely, the attempt was a failure.Once arrived in Redriff, his hometown, he realised that he was not cured. â€Å"The sight of them filled me only with hatred, disgust and contempt; {†¦} my wife took me in her arms, and kissed me; at which, having not been used to the touch of that odious animal for so many years, I fell in a swoon for almost an hour. † (Swift 2459). In conclusion, Don Pedro De Mendez serves as a function of mak ing the antagonist reflect on whether he shall return to the world of the Yahoos or not, in this sense Jonathan Swift uses his character as a plot mover thus demonstrating a bridge between two worlds.Don Pedro also serves as a summary clearly stating the most important part of the climax to the readers so they may understand better what is going on. In general, Swift uses Don Pedro as a coin flip; on one side we find the rational world of the Houyhnhnms and on the other side the â€Å"irrational† world of the Yahoos or humankind. If you compared the situation between the Houyhnhnms and the Yahoos to present society throughout the world, how rational are we exactly?Difference in opinions has cost many millions of lives: for instance, whether flesh be bread, or bread be flesh; whether the juice of a certain berry be blood or wine; whether whistling be a vice or a virtue; whether it be better to kiss a post, or throw it into the fire; what is the best colour for a coat, whether black, white, red, or gray; and whether it should be long or short, narrow or wide, dirty or clean; with many more. Neither are any wars so furious and bloody, or of so long a continuance, as those occasioned by difference in opinion, especially if it be in things indifferent. (Swift 2432).