Saturday, February 29, 2020
A Tale of Two Cities
Repetition is one of the linguistic devices of which Charles Dickens is very fond, and the novelist makes things easy for his readers by his constant repetitions, and his habitual phrases are remembered by readers who are not used to reading with close attention. Dickensââ¬â¢s stylistic use of repetition reaches its climax in A Tale of Two Cities (1859). Therefore, it is fruitful to deal with the language of Dickens, especially that of A Tale of Two Cities, from the point of view of repetition in order to explore his linguistic artistry with which the novelist, inheriting the language of the 18th century, improved upon the style of English prose. In fact, Dickens exploits various types of repetition, that is, repetition of sounds, morphemes, words, phrases, and sentences for various stylistic purposes, such as association, implication, irony, characterization, or verbal iconicity. However, in this paper I focus my attention on the repetitive use of words or phrases. ââ¬Å"Dickens makes a broader use of the symbols and allegories that had long been dear to him. â⬠(Monod) In reality, A Tale of Two Cities is full of repeated imagery and symbolic patterns. We hear again and again the footsteps and the rising storm; we see the drinking of wine and the staining blood. This novel achieves linguistic and stylistic contiguity through the repeated use of symbolic words like ââ¬Å"footstep,â⬠ââ¬Å"echo,â⬠and ââ¬Å"wine,â⬠ââ¬Å"blood,â⬠which are closely related to the subject matter of the novel. To put it another way, repetition of symbolic words fulfills an important function of promoting the thematic cohesion, by which the themes of this novel are brought to light. Here, I concentrate my attention on the repetition of the key word ââ¬Å"wine,â⬠and its related words ââ¬Å"redâ⬠and ââ¬Å"blood. These words often co-occur with one another, and convey additional and different meanings as well as their own specific meanings, in accordance with the scenes or contexts, especially between the English and the French scenes. The word ââ¬Å"wineâ⬠occurs 120 times, ââ¬Å"redâ⬠56 times, and ââ¬Å "bloodâ⬠35 times in total. 11 The chapters of the novel are divided into three groups: English chapters, French chapters, and English-French chapters, depending on the location of the incidents in each chapter. It is often pointed out that the word ââ¬Å"wineâ⬠and its related words ââ¬Å"redâ⬠and ââ¬Å"bloodâ⬠frequently co-occur as an indication of the French Revolutionââ¬â¢s slaughter and bloodshed. This does not reveal how the words create the symbolical imagery of the bleeding Revolution. Needless to say, the Revolutionââ¬â¢s slaughter and bloodshed are not simply hinted at and represented through the repetition and co-occurrence of these three words, but the related words co-occurring with them in the same contexts contribute to creating the bloody imagery. The different or contrastive use of repeated words in the English and the French scenes in A Tale of Two Cities enables the reader to realize the authorââ¬â¢s deliberate exploitation of words in terms of the subject matter, that is to say, contrast between the two cities. The repetition of ââ¬Å"plane-treeâ⬠together with that of ââ¬Å"pleasantâ⬠serves to create a favorable family atmosphere in the English scenes. In sharp contrast to this, in the French scenes, the words ââ¬Å"fountainâ⬠and ââ¬Å"fateâ⬠directly convey some of the dominant themes of the book: death, future life, fate, and resurrection. It seems that Dickens suggests the inevitable outbreak of the French Revolution and the charactersââ¬â¢ sealed destinies through the verbal associations of such repetitive words arranged mainly in the French scenes. It is worth examining the repetitive use of ââ¬Å"plane-treeâ⬠and ââ¬Å"fountainâ⬠more closely and concretely. The words convey not only their own meanings but additional ones as well, for instance, foreshadowing. One example of the repeated use of ââ¬Å"plane-treeâ⬠and ââ¬Å"pleasantâ⬠in the English scenes can be observed in passage (8): 8) On this occasion, Miss Pross, responding to Ladybirds pleasant face and pleasant efforts to please her, unbent exceedingly; so the dinner was very pleasant, too. It was an oppressive day, and, after dinner, Lucie proposed that the wine should be carried out under the plane-tree, and they should sit there in the air. As everything turned upon her, and revolved about her, they went out under the plane-tree , and she carried the wine down for the special benefit of Mr. Lorry. She had installed herself, some time before, as Mr. Lorryââ¬â¢s cup-bearer; and while they sat under the plane-tree, talking, she kept his glass replenished. Mysterious backs and ends of houses peeped at them as they talked, and the plane-tree whispered to them in its own way above their heads. (Bk. II, Ch. 6) In the context of the passage above, Dr. Manette, Lucie, Mr. Lorry, and Miss Pross are in the courtyard after dinner. The repeated use of ââ¬Å"plane-treeâ⬠and ââ¬Å"pleasantâ⬠in close proximity serves to create a comfortable and cozy atmosphere of domestic peace. At the same time, however, I find the repetition of the word ââ¬Å"wine. â⬠As already mentioned, ââ¬Å"wineâ⬠in the English scenes is associated with a serious development in the plot. Through the co-occurrence of ââ¬Å"plane-treeâ⬠with ââ¬Å"wineâ⬠we can sense an impending misfortune to threaten Lucieââ¬â¢s happy family life, even though the ââ¬Å"plane-treeâ⬠itself carries a good connotation. In fact, in the scene which follows the passage above, all the characters who gather under the ââ¬Å"plane-treeâ⬠hear the footsteps of the people in the street caught in the sudden storm, which seems to be indicative of the outbreak of the French Revolution. Additionally, the personification of the ââ¬Å"plane-treeâ⬠and ââ¬Å"housesâ⬠in the last sentence also serves as an ominous harbinger. As another example of the repeated use of the ââ¬Å"plane-tree,â⬠let me examine the following two passages. Passage (9) is observed at the very beginning, and passage (10) at the very end of Chapter 17 of Book II: (9) Never did the sun go down with a brighter glory on the quiet corner in Soho, than one memorable evening when the Doctor and his daughter sat under the plane-tree together. Never did the moon rise with a milder radiance over great London, than on that night when it found them still seated under the tree, and shone upon their faces through its leaves. Lucie was to be married to-morrow. She had reserved this last evening for her father, and they sat alone under the plane-tree. ââ¬Å"You are happy, my dear father? â⬠ââ¬Å"Quite, my child. â⬠(Bk. II, Ch. 17) (10) (Lucie sits by her fatherââ¬â¢s bedside for a while. ) She[Lucie] timidly laid her hand on his[Dr. Manetteââ¬â¢s] dear breast, and put up a prayer that she might ever be as true to him as her love aspired to be, and as his sorrows deserved. Then, she withdrew her hand, and kissed his lips once more, and went away. So, the sunrise came, and the shadows of the leaves of the plane-tree moved upon his face, as softly as her lips had moved in praying for him. Bk. II, Ch. 17) The first passage appears in the context where Lucie and her father sit outside under the ââ¬Å"plane-treeâ⬠the night before her wedding, and she reassures her father that her love for Darnay will not alter her love for him. The repetitive use of the ââ¬Å"plane-treeâ⬠(and also the words ââ¬Å"the treeâ⬠twice) along with the words indicative of light, ââ¬Å"sun,â⬠ââ¬Å"brighter,â⬠ââ¬Å"moon,â⬠ââ¬Å"radiance,â⬠or ââ¬Å"shoneâ⬠is closely related with the domestic happiness and hope that Lucie and her father feel. Furthermore, in passage (10), the word denoting light, ââ¬Å"sunrise,â⬠is also used. At the same time, however, the ââ¬Å"plane-treeâ⬠co-occurs with the word ââ¬Å"shadow,â⬠which seems to carry an ominous implication for Dr. Manetteââ¬â¢s future. In reality, in the following chapter, Chapter 18 of Book II, Dr. Manette has temporarily reverted to shoemaking because of the shock of Charles Darnayââ¬â¢s revelation, on the morning of his wedding to Lucie, of his identity as a member of the St Evremonde family. It can be said that the repeated use of the ââ¬Å"plane-treeâ⬠itself symbolically suggests the Manettesââ¬â¢ domestic peace, co-occurring with the words significant of light. Yet, the change of words co-occurring with the ââ¬Å"plane-tree,â⬠that is to say, the new combination of ââ¬Å"plane-treeâ⬠and ââ¬Å"shadow,â⬠implies the charactersââ¬â¢ future fate in terms of foreshadowing. The foregoing arguments justify stating that Dickens deliberately exploits the technique of repetition with great artistry in order to individualize characters, to make creative use of conventional symbolic meanings, to prefigure future events, and to convey the main themes of the novel, such as fate, resurrection, and contrast, to the minds of the reader. The novelistââ¬â¢s use of repetition for the stylistic effects of emphasis and irony can also e found in his other novels. However, in A Tale of Two Cities, the repetitions of words and phrases are well organized and structurally used, and thus have the obvious function of creating a strong sense of unity in the structure of the novel. In a metaphorical sense, as various kinds of threads are woven to gether into texture, various kinds of repetition are skillfully interwoven into the story, and provide a strong sense of continuity and association within the novel. Such structural use of repetition is one of the linguistic peculiarities of A Tale of Two Cities.
Thursday, February 13, 2020
Ethical Dilemma Assignment-using restraints and seclusion in treatment Research Paper
Ethical Dilemma Assignment-using restraints and seclusion in treatment facilities - Research Paper Example According to a study, both psychiatric and emergency nurses hold the belief that these experiences of assault from patient is part of their profession and cannot be prevented (Haddad, 2004). This is quite a disturbing finding for those involved in providing mental health care. The Ethical Dilemma of Using Restraints in Treatment Facilities A patient receiving mental care behaves unpredictably. In some cases, they seem fine but suddenly perform violent actsââ¬âthrowing objects, screaming or shouting angrily, and even posing as a threat to himself or to others. For clinical nurse practitioners in the psychiatric unit, this is the new dilemma they are facing: to use restriction or not. What is the ethical dilemma here? Nurses are expected to understand their role in patientsââ¬â¢ lives. When it comes to the psychiatric care, one particular role stands out above all elseââ¬âthe nurse as an advocate for their patients (Park, 2009). It may be quite difficult to fight for the pat ientsââ¬â¢ rights when faced with factors such as self-harming behavior, aggression targeted towards health care professionals, and the call as to whether restrictions should be used. It is often confusing where nurses should lie nowââ¬âwill it be in their role in advocating patient right to life, personal freedom, safety and preservation of dignity or will the nurse follow hospital protocols and use seclusion or restriction measures to avoid in any occurrence of harm to anyone? Most often, the latter is the case not because it was the appropriate response but because it is the instinctive human response to feel anger or fear (Haddad, 2004). What guide must a nurse use in correctly addressing the situation and what is the solution to this ethical dilemma? To make a nurse qualified for their roles in the hospital, ethical theories and principles have been established. Instructions have been specified to make the right choices. To start, ethical theories aim toward the achievem ent of an aggregate of objectivesââ¬âbeneficence, least harm, respect for autonomy and justice--called ethical principles. Beneficence is concerned with ââ¬Å"do[ing] goodâ⬠and is pertinent to the principle of utility where one aims to do the highest possible proportion of good over evil (Penslar, 1995). The next objective, least harm, is quite similar to the first principle. However, this is used when any decision made will have a malicious outcome. Respect for autonomy requires an ethical theory to result in patientââ¬â¢s complete dominance over their lives having the privilege to control the decisions which ultimately leads to the first principle of beneficence (Ridley, 1998; Ethical Principles, 2010). In relation to that, there are various perceptions of the connection between the two. Beneficence is given first concern rather than the autonomy of a person when viewing it paternalistically or the opposite in a libertarian view. Moreover, an ethical theory must acco mplish justice where fair actions are needed to resolve and is characterized by reasonable basis to (Ethical Principles, 2010). Moreover, nonmalificence differs from the least harm principle in that this aims to cause no harm at all and is considered to be of the greatest importance even if all principles are of the same significance in theory (Kitchener, 1984; Rosenbaum, 1982; Stadler, 1986). According to Rainbowââ¬â¢
Saturday, February 1, 2020
The Bad Little Boy by Mark Twain Essay Example | Topics and Well Written Essays - 750 words
The Bad Little Boy by Mark Twain - Essay Example It is evidently clear from the discussion that Twainââ¬â¢s purpose in the story is to present that not all the bad boys in stories have a change of heart in its conclusion and have a happy ending because they changed from being bad to good but that in real life, bad characters also succeed. Twainââ¬â¢s mention of Sunday school books a number of times to compare their bad boy James to his bad boy Jim emphasizes the difference between the two characters although they have a similar name. Sunday school stories, known for the moral lessons derived from the stories indicate that the character of James is round, developing from being a nuisance to the charming boy everyone wants while Twain aims to present his Jim as a challenge to face realities that there indeed are flat characters like Jim who are static, bad from the beginning to the end of the story. The frequent contradictions of James and Jim in the story establish a strong foundation for this theory. For instance, when Jim sn eaked into the pantry for some jam, it was mentioned that he did not do as the other bad boys do in other stories, feeling sorry for their bad actions, kneeling and praying then telling their mothers what bad things they did and asking for forgiveness. Instead, it mentions that the opposite happened to Jim which now puts him in a different category, that instead of becoming better, he became worst, even feeling happy for what he did and prepared for what spanking and discipline that would come from his mother. The story also presents the fact that bad things do not happen to bad people only and likewise, good things do not happen to good people only but that good and bad happen to everyone, contrary to what is usually taught in Sunday schools. This is exemplified by the mention of the main character stealing apples from a farmerââ¬â¢s apple tree and yet did not fall and break his limb, nor fallen in bed for weeks, grieved for what he did but that he successfully came down from the tree with lots of stolen fruits, overpowering the dog and escaping whatever danger there might have been. Drowning on a Sunday did not also happen to Jim while he was out boating when he was supposed to be in church or at home doing what was expected of a good little boy. That he did not blow his fingers off when he run with his fatherââ¬â¢s gun to go hunting on the Sabbath nor was he caught when he stole the teacherââ¬â¢s pen-knife instead, he broke his moral classmateââ¬â¢s reputation when the pen- knife fell from his cap where Jim placed the stolen item. All throughout the story, Twain presented the argument that there is more to what is written in Sunday stories which should be taught to the children and that would be the realities of life. The author also presents sarcasm in the few times he mentioned amazement about the luck of the main chara
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