Revenge in Hawthornes The Scarlet Letter Essays -- Scarlet Letter es

The Scarlet Letter:   Revenge    Revenge is the act of retaliating in order to get even with someone for the wrongs they have done. In the novel â€Å"The Scarlet Letter,† the author, Nathaniel Hawthorne, uses Roger Chillingworth to reap revenge on Arthur Dimmesdale for his affair with his wife, Hester Prynne. Chillingworth becomes so devoted to revenge that is all his life revolves around. Chillingworth then devotes the rest of his life to taking revenge on Dimmesdale. As the novel progressed, Chillingworth fits the profile of ‘vengeance destroys the avenger’. When Roger Chillingworth is first introduced to the reader, we see a kind old man, who just has planted the seeds for revenge. Although he did speak of getting his revenge, when Hester first met her husband in her jail cell, she did not see any evil in him. Because Hester would not tell him who she had slept with, Chillingworth vowed that he would spend the rest of his life having his revenge and that he would eventually suck the soul out of the man, whom she had the affair with. â€Å"There is a sympathy that will make me conscious of him. I shall see him tremble. I shall feel myself shudder, suddenly and unawares† (Hawthorne, 101) As the novel develops, Roger Chillingworth has centered himself on Arthur Dimmesdale, but he cannot prove that he is the â€Å"one.† Chillingworth has become friends with Dimmesdale, because he has a â€Å"strange disease,† that n eeded to be cured; Chillingworth suspects something and begins to drill Dimmesdale. â€Å"†¦ The disorder is a strange one†¦hath all the operation of this disorder been fairly laid open to me and recounted to me† (Hawthorne, 156). As Chillingworth continues to drill Dimmesdale, he strikes a nerve. â€Å"You deal not, I take it, i... ...Now go thy ways, and deal as thou wilt with yonder man† (Hawthorne, 192). Chillingworth’s plan for revenge is based on Dimmesdale not confessing to his crime. When Dimmesdale confessed to the crowd on Election Day, Chillingworth pleaded with him not to tell. â€Å"Old Roger Chillingworth knelt down beside him, with a blank, dull countenance, out of which life seemed to have departed. Thou hast escaped me†¦thou hast escaped me! He repeated more than once.† (Hawthorne, 268). Once Dimmesdale had confessed and died, Chillingworth had nothing to live for. â€Å"At old Roger Chillingworth’s decease (which took place within the year).† (Hawthorne, 272). Revenge destroys the avenger, fits the life of Roger Chillingworth. He devoted his entire life to revenge, and what happiness did he have to show for it? Had Chillingworth not been so jealous, he might have had a better life to live.

Islam and Christianity Essay

Prompt: Using the documents, compare and contrast the attitudes of Christianity and Islam toward merchants and trade from the religions origins’ origins until about 1500. Are there indications of change over time in either case, or both? What kinds of additional documents would you need to assess the consequences of these attitudes on merchant activities? During the Post-Classical Era merchants played an incredible role in shaping the course of different societies. Christianity in its origins had a negative view of merchants while Islam was more positive as seen in their religious documents; however by 1500 the two religions had switched their views, Christianity more positive and Islam negative as displayed in the opinions of authorities and the action of merchants. Views on wealth can be seen in the religious documents of each religion. Christianity had its genesis in the first century C.E. and had a negative view of merchants and wealth as stated by Jesus (doc 1) However, this source is just one statement from the Christian scriptures and additional religious documents would be necessary to make a complete thorough argument on Christianity’s views on wealth and merchants. On the other hand Islam which was born in the 7th century C.E. and was more positive in its treatment of wealth if the merchant was honorable (doc 2). As in the case of Christianity it would be necessary to have further passages from the Koran on the issue of wealth and merchants to give a complete picture of Islam’s origins view. However with the sources provided it is clear that Christianity has a more negative view on wealth than Islam at their origins. As time progressed in the Post-Classical Era there were major changes in Islam and Christianity as seen in the discussions of Authorities. Islam had expanded across Afro-Asia and had become very wealthy because of trade in Dhar Al-Islam. On the other hand Christian Europe had entered a Dark-Ages of little trade with the fall of the Roman Empire in the West. However, by 1200 C.E. Europe had come out of the Dark-Ages on its way to the Renaissance. Europe was very interested in wealth and trade. An additional source of trade maps displaying trade wealth in 800 C.E. and 1500 C.E. of Islam and Christianity would help to explain why the views of the religions were changing. This change can be seen in Reginald’s writing about St. Godric in the 12th century C.E. Godric is a saint recognized by the church because he helped with his wealth  acquired by being a merchant. Godric used his wealth for good as a result one could argue that wealth acquired is not evil as long as it used well. It is important to note that Reginald is a colleague of St. Godric and he could be biased causing Godric to look better than he really was. This could change the use of this document because the information may not be completely valid (doc 3). Showing the change in Christianity is Aquinas’ argument in the 13th century C.E. He argues against being dishonest in trade and wealth. He does not condemn wealth and trade just negative ways to conduct trade (doc 4). This brings Christianity very close to Muhammad’s statements in the Koran. Islam on the hand was more negative in its view of merchants. Ibn Khaldun argues that no merchant can be a true honest man. Yet he still has to concede that trade is necessary (doc 5). This source could be biased because it occurred after the fall of the Abassid Empire and the problems with wealth and opulence that had plagued the Islamic world; moreover he could be an Ulama and had a strict view of Islam. As a result it could not portray what other scholars believed a t the time. This negative Islamic view can also be seen in the court decision of the 17th century C.E. in the verdict is against a merchant (doc 7). It is clear that Islam is closer to Christianities original views on Merchants and Christianity is becoming more positive. The views of Merchants provides a clear change. In the 13th century C.E. Christian merchants are engaged in using religious terms promoting trade. Even a mother of a rich merchant advises him to be thankful but not too greedy. Again this is very close to Islam’s original position on the issue. This document could be biased because it is merchants writing and the words of a mother. Neither of these people would be negative on themselves or loved ones. As a result this could exaggerate the practice of Christian in merchants and trade (doc 6). An additional source of different merchants writings would be good to see if all merchants used Christianity to sanction their actions. Moreover it would be good to have other Islamic merchants in writings than just document 7. This would give a better view of Islamic merchant actions around 1500 C.E. By 1500 C.E. it is clear that Christianity had become more in-line to Islam’s original views on merchants and Islam was more in-line to Christianity’s origins.

Memo and Notice of Meeting Example Essay

Please be reminded that prompt and efficient service is the key to a successful business. The clients you serve are the business’ future and maintaining a good relationship with them is very important. A good relationship with clients can only be maintained through Prompt and Efficient Service. Delivering, collecting and repairing machines promptly is vital to the survival of a company. Therefore, you are reminded to act promptly. It is also important that there be proper communication with clients if there is a problem. We almost lost a client as a result of improper behaviour. TES VOLUNTARY CARERS ASSOCIATION NOTICE OF MEETING The TES Voluntary Carers Association, Manchester Division, Monthly meeting will be held on Tuesday, March 27 2011 at 9:00 am in Room 803 on the 3rd floor of the Technical Ed. Building St Hews College, 252 Manchester Road Mandeville AGENDA 1Call to Order 2Invocation 3Welcome/ Apologies 4Minutes of last Meeting 5Matter arising from Minutes 6Correspondence 7Reports (a)Director of Social and inter clubbing (b)Treasurer’s report 8New Business 9Any Other Business 10Date of next Meeting 11Adjournment extra words The field slaves had the most difficult time among the different slaves. They had to work longer than any other kind of slave. They usually worked from sunrise to sunset in comparison to the house slaves who only worked a few hours. House slaves were treated far better than the field slaves as some were treated like the slave-owner’s children. The House slaves were kept clean, well dressed, and were allowed to speak much more often because they served the food to the owners and their guests. In fact the house slaves were allowed to eat in the house, not at the table but usually in a back room. As for the FS, they usually ate out in the barn with the animals and were only fed enough to keep them strong enough to work. Field slaves were often whipped, sometimes for without a reason. Their jobs included hoeing, harvesting, ploughing, mowing etc. However, all the slaves whether domestic, factory or field had some things in common in terms of their lifestyle. Most of the slaves were illiterate and the masters did what they could to keep them this way for various reasons. Slaves were allocated a region of the plantation for their living quarters. Slaves houses were usually wooden shacks with dirt floors, but sometimes houses were made of boards nailed up with cracks stuffed with rags. The beds were collected pieces of straw or grass, and old rags, and only one blanket for a covering. A single room could have up to a dozen people-men, women, and children. Another similarity they shared was that they all had a master who they had to obey. They would be punished for murder, robbery, arson or assault upon a white person. Slaves could be killed for murder, burglary, arson, and assault upon a white person. Plantation owners believed that this severe discipline would make the slaves too scared to rebel. Slaves were also whipped.

Dress Code For Teachers Essays

Dress Code For Teachers Essays Dress Code For Teachers Paper Dress Code For Teachers Paper The currently imposed dress code standard by some states for their elementary and high school teachers is one of the issues faced by the US education system as of today. Drafted primarily because of the need to establish and fortify the sense of professionalism among the faculty members, the dress code policy is also believed to address the growing need to instill formality among the students. It has been observed that students nowadays constantly cross the borders of appropriate dressing in schools . Some students have been reprimanded by school authorities for wearing provocative and revealing outfit inside the school confines. The wearing of plunging necklines, miniskirts, flip flops and stiletto heels have been the subject of concern because these outfits distract other students, hence, learning and the focus on the school lessons are compromised. Outbursts of violence are also stemmed out from the non-existence of uniforms in the public educational system. Because there are no uniforms, there is no way of immediately distinguishing which are the bona fide students from outsiders. The US Department of Education’s Manual of School Uniforms, was disseminated to every single school district in the US as an answer to the above mentioned problem. This policy attracted various opinions and has sparked a number of debates among students, faculty members and concerned parents. But, the heated debates are not only limited to the issue of student’s attire. The teachers’ ways of dressing have also been a hot topic and this has prompted several states to require its educators to adhere to a strict dress code. Some states require teachers to wear uniforms. Throughout the years, the term appropriate dress has always had been given different interpretations by generations. What was appropriate during the colorful hippie 70’s may not be acceptable for today’s black suit loving generation. The standard of formality, however, is being bended with its limits stretched. The phrases â€Å"dressing appropriately† or â€Å"dressing professionally† don’t always mean the same among people . The issue of certain lacrosse players wearing flip flops attending a formal White House function caused some sort of a justification for some professionals not to dress up while in their respective professional environment. An outfit generally deemed appropriate for a date can now be worn when going to work. Definitely, there’s a vague line between what’s appropriate and what’s not. And this vagueness is what’s causing the confusion. Recently, supporters of the said teacher dress codes passionately say that teachers, as mentors, chiefly serve as role models for their students and should therefore emanate an equally positive attitude through their physical appearance, e. g. attires. The teachers’ choice of fashion should exhibit professionalism and respect, not the current fad. These supporters also argue that uniformity in the quality and type of teacher clothing can boost the educators’ as well as the students’ morale and respect for their professional field. On the other hand, opponents argue that these teacher dress codes harm the education sector’s morale by mistreating teachers and that strict dress code/uniform requirements violate rights given to teachers under the U. S. Constitution. In a mentoring environment, it is very important that there is an established role model. In a school, the teachers are the main role models for the students. The students look up to the teachers and this is important in developing the students’ sense of behavior. Therefore, it is imperative that the teachers exemplify all the proper behaviors and ways. Aside from teaching skills, the teachers’ behavior is also very important. Generally, fresh-out-of-college teachers are the ones having difficulties in determining which clothes are applicable to the classroom setting from what are not. Before they were the ones seated in the classroom chairs, listening to the teacher. They had the complete freedom of wearing what they want, be it skimpy and trendy, but now they are transformed to being the more modest and professional educators teaching in front of a classroom. It is understandable that in this young stage of their professional career, they have not yet shed their stylish and trend conforming days. Inappropriately dressed teachers are especially prevalent in elementary schools, where these entry level teachers are traditionally trained. Not all school districts impose teacher dress codes, however. Some school principals customarily reprimand students and teachers alike for dress-code violations and fashion infractions while other school officials are not too tight about their student and teacher’s fashion sense. School districts that do impose such policies are very particular with what not to wear. For example, school authorities are currently implementing dress for their faculty members and staff in Arizona. They said that they want to set an example for students. Sexually provocative attires like scanty shorts, mini skirts, offensive tops, flip-flops and T-shirts are banned. Tempes Thew Elementary School as well as the Chandler Unified School District is strict in implementing the dress codes. One school authority was quoted saying that if â€Å"they (teachers) could mow the lawn, exercise or go out for the evening in what theyre wearing, its likely not appropriate for school† . Pro-dress code teachers and school officials believe that dressing in a very professional manner commands respect from their students. People in authority are expected to dress appropriately always. Teachers say that since they are expected to dress neatly and professionally, they should be faithful in adhering to the proper dress code standards. The Arizona Republic reports a certain Brian Black, who is one of the state’s veteran teachers, says, If I wish a student to dress appropriately, it is my responsibility to reflect such (a) standard†¦ If I wish a student to conduct himself or herself in an socially acceptable manner, especially in the area regarding use of appropriate language when in contact with others, it is my responsibility to also reflect such (a) standard. (Karina Bland, Sept. 13, 2005). Also, the Wake county Public School System has issued this memo: All faculty and employees of the Wake County Public School System serve as role models for the students with whom they work and as leaders in the community. Consistent with these roles, all faculty and employees shall dress in a manner and have an appearance that is appropriate and professional in light of the environment in which they work, the duties of their jobs and the impressionable youth they serve. Supervisors and school-level administrators are authorized to interpret this policy and their interpretations shall be given deference. (Wake County Public Schools) The response of students to teachers like this is positive, as the students think that their teachers are really inspired to teach them. A profound effect on students was also observed in schools strictly implementing the teacher dress codes. Students emulate their teachers. Because teachers want to appear more professional, and they want to positively address the nationwide clamor for strict professionalism, our educators and school administrators are dressing more businesslike. Certainly, the positive effects brought about by the teacher dress codes have encouraged more and more school districts to follow suit. But opponents of this policy have also argued and voiced out their opinions regarding the matter. Some teachers cite that the dress codes violate their academic freedom and freedom of choice. No long term studies and researches that aims to assess the school uniforms and dress codes’ effectiveness with respect to its supposed effect of improving student’s behavior have been conducted by any research body. But still, supporters say that the implementation of dress code policies will eventually enhance schools’ educational achievement. These policies may even help in developing student behaviors. There are certain potential benefits that students will gain from these policies. Some teachers do find the very idea of implementing dress codes insulting, as if teachers don’t know how to properly dress themselves. Definitely, this issue has raised a lot of other sub-issues: whether the implementation itself is appropriate, should it be implemented on a national level, should the dress codes and uniform policy should include faculty members, or what defines inappropriate dressing. The interim spokesman for the American Association of School Administrators, Bruce Hunter, said, For us, its a local issue. Some people feel more comfortable with certain styles, and you have to see what dress does to the learning environment. † . This position of the AASA resulted in the school districts’ different takes and views on the matter. School districts consider it their prerogative if they would indeed implement the policy or if they would not. It is also the school district’s prerogative what to consider as inappropriate. Also, the school districts with more aggressive and opinionated teachers coupled with more tolerant school administrators tend to be more lax in their dress code policies, or they don’t have a dress code policy at all. The variations in the policies of respective school districts results in confusion as to what is generally forbidden.

Common Household Chemicals That Are Dangerous Mixtures

Common Household Chemicals That Are Dangerous Mixtures Some of the common chemicals found in your home shouldnt be mixed together. Its one thing to say dont mix bleach with ammonia, but its not always easy to know what products contain these two chemicals. Here are some household  products you may have around the home that shouldnt be combined.   Bleach With Acid Toilet Bowl Cleaners This mixture can result in toxic, potentially deadly fumes. Bleach With Vinegar Vinegar is a type of acid. Toxic chlorine vapor is produced. Dont mix chlorine bleach with any acid. Bleach With Ammonia This is toxic. Potentially lethal vapors are produced. The main danger comes from chloramine vapors. Different Brands of One Type of Product Dont mix different cleaners together. They may react violently, produce toxins, or become ineffective. Highly Alkaline Products With Highly Acidic Products Acids and bases (alkalis) can react violently, presenting a splash hazard. Acids and bases are caustic and may cause chemical burns. Certain Disinfectants With Detergents Dont mix disinfectants with quaternary ammonia listed as an ingredient with a detergent. The effectiveness of the disinfectant may be neutralized. Bottom Line Chlorine bleach is sometimes called â€Å"sodium hypochlorite† or â€Å"hypochlorite.† You will encounter it in chlorine bleach, automatic dishwashing detergents, chlorinated disinfectants and cleaners, chlorinated scouring powder, mildew removers, and toilet bowl cleaners. Do not mix products together. Do not mix them with ammonia or vinegar. Read the labels of products in your home and following instructions for proper use. Many containers will state the most common dangers from interaction with other products.

AS Unit F911- Communication in care settings Coursework - 2

AS Unit F911- Communication in care settings - Coursework Example In elderly healthcare facilities, this idea of interpersonal communication is especially important. Many people who work in nursing homes have had experience or taken courses in the field of gerontology, which is the study of the process of aging from a psychological, biological, and social perspective. In the case of an elderly woman who has become reserved with a resulting change in eating behavior, there may be more than a few dynamic forces at play, which have to be considered when discussing the problem on a personal level. Vital communication means being able to understand the individual’s needs, form a relationship with the client and showing respect for the individual (Windsor, & Moonie, 2000). The first important part in ensuring proper communication is the setting that is chosen. The environment in which to conduct effective communication, especially in the case of the elderly, means creating an environment in which they feel comfortable. In this case, for a one on o ne approach, the room of the person would be the most effective place to effectively communicate. This is because it will allow the person to feel like they are on â€Å"home turf†. This is because in unfamiliar locations and interacting with people they are not typically close in can hinder communication efforts (Russell, 2005). In addition, it is a room that can be closed off from the rest of the public. This gives the person the additional privacy that they need. By taking these measures, the person is more likely to open up as they build a relationship with the health care professional. Communication is a two-way approach, which involves interaction with the health care worker and the client (Russell, 2005). The first thing I would focus on is breaking the ice by asking questions about her personally. I would not attack the issue directly due to the fact that it might cause anxiety in which would lead to her defense mechanisms kicking in. By asking broad questions at firs t, I can get a better idea as to what kind of questions need to be asked to get to the issue. Once the relationship has been established and the conversation has been going on, I would start off with telling her that I have noticed some changes in behavior and ask if anything is wrong. This allows her to open her consciousness and tell me whatever she feels comfortable in telling. It is important to not try and force the information out as it might be a sensitive issue and the last thing that needs to happen is to cause further anxiety. Information from the session does not need to be all-verbal. The way in which she answers the question and nonverbal cues such as posture, eye movement, etc. all give glimpses into what she is actually thinking. After getting the required information, the biggest part is making sure to show empathy and to offer assistance in the situation. By showing care and compassion, it gives her someone to look to for assistance having spent the time to communic ate effectively, build the relationship, and figure out what the problem is. In the case of devising a checklist, I would definitely first look at the DSM-IV-TR, Diagnostic Statistical Manual for Mental Disorders, in order to see if this is a psychological related problem. The DSM gives criteria for all known mental disorders as well as assessment scales. Based on the removal of her from daily activities, isolation, and change in eating habits, it

Discuss whether or not the media is a reliable source of knowledge Essay

Discuss whether or not the media is a reliable source of knowledge about crime and criminality, and utilise examples to illustrate the concept of 'media and moral panics' - Essay Example Determining the crime rate based solely on reported crime and number of arrests can be inaccurate because not all crime is reported and not all arrests turn into convictions. According to Crimestoppers U.K. (2009), recorded crime provides a majority of the crime statistics and can determine the amount of police manpower necessary to keep crime in check. However, it is the surveys that provide more valuable information about unreported crime. Crimestoppers states that â€Å"The BCS (British Crime Survey) count also gives a better indication of trends in crime over time because it is unaffected by changes in levels of reporting to the police and in police recording practices.† In Pfeiffer’s (2007) preface, she states that her motivation to write a book about mentally ill persons in prison stems from a statistic regarding suicide that had been prepared about conditions of New York State prisons. In her further research, the high suicide rate that she had read about turned out to be a conservative figure. Pfeiffer realized that the statistics reported were grossly inaccurate and decided that she needed to find out the truth for herself. Throughout her book, she follows the stories of six mentally ill inmates who ultimately took their own lives. On page eleven Pfeiffer states, â€Å"When people commit suicide, rarely is the information released to the public. When reporters ask for it, they are given minimal details and told to wait for official reports.† Pfeiffer’s discovery opens another aspect to why the media is not always an entirely reliable source of information regarding crime. A reporter can only relay the facts they are given. The reporter has no choice but to relay the information he has been given, and if the information is inaccurate that is how it will be reported. Where the information comes from initially plays a huge role in the accuracy of the report. Leighton (2007) states that, â€Å"Statistics are tricky. For every statistic designed to