Van Helsing Dramatic Monologue Essay Example for Free

Van Helsing Dramatic Monologue Essay From the very moment I entered into this dreadful business, I have never felt such a pure rush of despair and anguish as I feel now. Not when the poor dear Miss Lucy passed away and became one of his, Draculas, fiends, did I feel that all luck had deserted us. All that we have done so far in our efforts to protect Madam Mina has been but a useless attempt to save her soul. I shall never forget what has happened. It is as if the very image of that that vile creature bending over our dearest lady has scorched my eyes and left its repulsive mark. I cannot help but think we could have done more. I know the others are looking to me for an answer, a plan and I feel their hopes resting heavily on my shoulders. I must not crack or back down I am far too deep in this now. When we barged down the door together last night I think we all knew, in our heart of hearts, what we were about to behold. I fell into the dear Ladys room on my hands and knees, after bursting through the doorway. My heart failed once more when I saw the man no, the fiend! with poor Jonathons wife in his cold hands! How I felt the rage rise up inside of me at the sight of that monster holding Mrs. Harker, her night dress torn and bloody, her face and mouth dirtied with his unclean blood! The vile scar on his forehead sent shivers through all of us, for then we knew it was truly him, the count, and then he turned and gave us such a devilish glare, sharp white teeth stained by our dear Minas own blood! I can only thank the Lord that we were armed with our sacred emblems, or the damage done last night could have been far worse.

Scarlet Letter, Pearl :: essays research papers

The Scarlet letter is a novel written by Nathaniel Hawthorne. The plot focuses on sin in the Puritan society. Hester Prynne, the protagonist, has an affair with Reverend Dimmesdale, which means they are adulterers and sinners. As a result, Pearl is born and Hester is forced to where the scarlet letter. Pearl is a unique character. She is Hester’s human form of her scarlet letter, which constantly reminds her of her sin, yet at the same time, Pearl is a blessing to have since she represents the passion that Hester once had.   Ã‚  Ã‚  Ã‚  Ã‚  Pearl is Hester’s human form of her scarlet letter; both she and the scarlet letter constantly remind Hester of her sin of adultery. Pearl is the result of Hester’s adultery; therefore she has a strong connection with the scarlet letter. As a young girl, Pearl had always had a fascination and obsession with her mother’s scarlet letter. For example â€Å"In the forest scene when Hester takes off the Scarlet letter, Pearl becomes frantically disturbed and won’t quiet down until Hester has it back on her dress, as if by discarding the letter Hester has discarded Pearl,† (Johnson: A Literary Analysis of The Scarlet Letter, pg.1). The scarlet letter is a part of Hester, as is Pearl, if Hester removes the letter, she also disowns Pearl. The only way Pearl recognize her mother is when she has the letter on. Hester dresses Pearl in red so she can represent her scarlet letter. In the chapter, â€Å"The Governor’s Hall,† Pear l was described; â€Å"The child’s whole appearance reminded the beholder of the token which Hester Prynne was doomed to wear upon her bosom. It was the scarlet letter in another form; the scarlet letter endowed with life!† (The Scarlet Letter, pg. 103 Johnson: Understanding The Scarlet Letter pg.1).   Ã‚  Ã‚  Ã‚  Ã‚  Although Pearl is looked at as the result of Hester’s sin, she is a blessing to her mother as well. Her name, â€Å"Pearl,† is fitting because of what she means to Hester. For instance â€Å"Hester names her†Pearl† because she has come to great price, and Hester believed that Pearl is her only reason for living,† (Johnson: Understanding The Scarlet Letter pg.1). Pearl motivates her mother to keep on going when she is tempted to give up. In the novel, Mistress Hibbins asks Hester to join her in a witches gathering, but she declines saying if she had lost Pearl, she would have gone.

Types of Drivers

What kind of a driver are you? Are you the one to piss people off or the one to scare them and make them wonder if they will live or that safe driver that everyone wants to be? Driving is the best transportation to getting to places whenever you want. Having your license is a privilege . Not everyone has it. So be careful and take care of it and don’t go all crazy on the road because it can cause your death and others as well. There are three types of driver that you mostly see everyday or hear about. Drunk drivers have become the most dangerous drivers out on the road cause you never know till they strike someone or you on the road. These drivers come out mostly out on the weekends after a long night of clubbing; they are so drunk that they have convinced themselves that they are sober enough to operate a car. I mean come on like seriously do they not have just one friend to stay sober and be the designated driver to get home safe instead of endangering us all. If you see a car that keeps swerving lane to lane that can’t keep straight your best choice is to stay away as possible. Hopefully they’ll get caught get that DUI and maybe that’ll teach them a good lesson. The slow pokes out on the road can piss you off when you are trying to get somewhere on time. These people are scared of even passing the speed limit thinking maybe a cop might poof pop out of the air and catch them. The old folks are even worse they seriously go under the speed limit like if you can’t see or are too old to be driving to even know what is going on just stop driving it’ll save us a lot of extra time. Seriously the back roads are for me to go fast and just beat traffic but when you are driving slow then what was the point of even taking the back road you should of stayed in traffic you fools. Despite what people say fast drivers are the save drivers. Why? Must you ask? Well, we tend to drive 5 mph over the speed limit, which is acceptable, and don’t have anyone driving close to us. Fast drivers keep their eye on the road for that reason they are alert to what is going on in front of them and will generally slow down before its too late. The true safe drivers are the ones that know how to drive not just operate the car. Fast drivers only create a problem when they become truly aggressive and tailgate, passing others really close to them and cutting off without a warning. Driving is so much fun. By the way guys, the ladies find a man attractive if he has his license. She wouldn’t want to be using the train or bus for the rest of her life. Don’t expect the roads to be a racetrack because you will be endangering lots of people’s life so don’t be an idiot. Have fun out there and focus on the road don’t text and drive as well don’t drink and drive.

Housman’s “To an Athlete Dying Young”

A. E. Housman's â€Å"To an Athlete Dying Young,† also known as Lyric XIX in A Shropshire Lad, holds as its main theme the premature death of a young athlete as told from the point of view of a friend serving as pall bearer. The poem reveals the concept that those dying at the peak of their glory or youth are really quite lucky. The first few readings of â€Å"To an Athlete Dying Young† provides the reader with an understanding of Housman's view of death. Additional readings reveal Housman's attempt to convey the classical idea that youth, beauty, and glory can be preserved only in death. A line-by-line analysis helps to determine the purpose of the poem. The first stanza of the poem tells of the athlete's triumph and his glory filled parade through the town in which the crowd loves and cheers for him. As Bobby Joe Leggett defines at this point, the athlete is â€Å"carried of the shoulders of his friends after a winning race† (54). In Housman's words: The time you won your town the race We chaired you through the market place; Man and boy stood cheering by, And home we brought you shoulder-high. (Housman 967). Stanza two describes a much more somber procession. The athlete is being carried to his grave. In Leggett's opinion, â€Å"The parallels between this procession and the former triumph are carefully drawn† (54). The reader should see that Housman makes another reference to â€Å"shoulders† as an allusion to connect the first †¦ †¦ middle of paper †¦ †¦ oem because the athlete lived a short choppy life, yet, be it for only a moment, he lived elaborately. Works Cited Bache, William. â€Å"Housman's To an Athlete Dying Young. † The Explicator, 1951. 185) Henry, Nat. â€Å"Housman's To an Athlete Dying Young. † The Explicator, 1954. (188-189) Housman, A. E.. â€Å"To an Athlete Dying Young. † The Bedford Introduction To Literature. Ed. Michael Meyer. Boston: Bedford Books Of St. Martin's Press, 1993. (967) Leggett, Bobby Joe. Land of Lost Content. Knoxville: University of Tennessee Press, 1970. Leggett, Bobby Joe. The Poetic Art of A. E. Housman. Lincoln: University of Nebraska Press, 1978. Ricks, Christopher ed.. A. E. Housman. Englewood Cliffs: Prentice Hall, 1968. John S. Ward

buy custom Cyberlearning and Traditional Learning Among Adult Students essay

buy custom Cyberlearning and Traditional Learning Among Adult Students essay Cyberlearning is defined as the use of communication technologies and networked computing to support learning. It has the potential to transform education and enable customized interaction with some diverse learning materials for different topics found on the internet. Cyberlearning supports continuous education at various ages. The controversy behind Cyberlearning as an integral part of learning and teaching process in higher education is growing as fast as technology (Anne, 2000). There are some empirical studies that provide comprehensive tests on the effectiveness of Cyberlearning. Some of the findings show that Cyberlearning is as effective as traditional classroom learning (U.S Department of Education, 2010). Interests in Cyberlearning get fueled by a variety of economic and social pressures including pressures to expand access to higher education. There are concerns about lowering the cost of higher education and providing lifelong learning to college students. Cyberlearning g ets fueled by the development of computer technology and the lower prices of internet. A report compiled by the United States department of education indicated that there has been not enough research conducted on Cyberlearning (Cuban Peck, 2001). The report indicate that the learning effects of traditional learning setting and those of online have not been fully analyzed. The system has both advantages and disadvantages discussed. In my opinion, colleges dealing with adult students should adopt Cyberlearning but, supervision should be done. One of the merits of Cyberlearning is that students get provided with a great access to information and a wide variety of educational resources. It is a cost-effective method of providing more individualized instructions and accommodation of different learning styles. Online education offers instructions that are better than those given in the traditional classroom and students like their classes (Christine, 2005). Using technology during teaching and learningpromotes greater involvement in the process and individual responsibility for learning. Cyberlearning promotes the constructivist theory of education that encourages students to construct internal representation of knowledge (Anne, 2000). This happens through interacting with mat5erials to be learnt in a collaborative setting. The review of research literature used in Cyberlearning shows that most of the published literature gets based on case studies. There is a detailed description of personal experiences when instructional technology in used in a classroom. Such studies do not provide quantitative data regarding the effectiveness of Cyberlearning conditions. Students especially adult students are able to access detailed information from the internet based on case studies. There is flexibility and convenience when one chooses to have Cyberlearning instead of traditional classroom setting. This is advantageous for the adult students. They are able to schedule around their work and their families. They are able to take classes when they are free since time is flexible. In this way, one allocates the appropriate time for his or her studies. Cyberlearning is self paced. An adult student can study at his own pace. Different people have different paces of learning. There are those who learn at a fast pace than others. In Cyberlearning, one can learn and absorb at his own pace since it allows for review and reference (Cuban Peck, 2001). Cyberlearning provides the opportunity to hear a lecture more than once. In a traditional classroom a lecture is not repeated. The other advantage of Cyberlearning is the comprehensiveness of lectures. Printout of slides summarized can be made. The lectures are well prepared and, nothing gets skipped unlike in a live lecture. The lectures contain all necessary materials needed in the course. Cyberlearning has got various disadvantages to adult students. The first issue is the lack of interaction with the professors and fellow students. The adult student who uses Cyberlearning is unable to ask questions to the professors since there are no chances to hear comments from other students. One of the ideas of a school is to come and share ideas with other students and teachers. A student who uses Cyberlearning feels disconnected from the class. Another issue is the problems associated with equipment. There may be a problem with the technology whereby one becomes doomed. The technology used is manmade and is prone to errors such as systems breakdown or power failure. When this happens, the class gets interfered with unlike in the traditional classroom setup. The other issue is about missing of essential course materials (Dede, Honan Peters, 2005). Some necessary materials may be missed from the live lectures including real examples. The discussions in the classrooms provided b y lecturers may not be available in the online materials. The student lacks some main explanations that may not be presented in the materials. Cyberlearning requires self-direction. One must have self-discipline in order to study through the internet. The problem of procrastination and lack of self discipline exist among various people. This leads to reduced motivation in learning and the student eventually drops from the class. Cyberlearning among adult students and the other college students should be implemented. Educators are increasingly creating a blended learning environment that is incorporating both traditional and Cyberlearning methods. A blend of the two can work far much better. Students should learn in an adult-supervised school environment during part of their studies. Online or Cyberlearning is a vital component to promote student learning opportunities. We are likely to see an increased growth rate among students enrolled in computer-based courses. Students studying from home should be supervised. When they get allowed to work without supervision from a qualified teacher, they may create a roadblock towards their success. Buy custom Cyberlearning and Traditional Learning Among Adult Students essay

Definition and Examples of Rhetorical Schemes

Definition and Examples of Rhetorical Schemes Scheme is a term in classical rhetoric for any one of the figures of speech: a deviation from conventional word order. Here are examples of scheme in use by famous authors, as well as definitions from other texts: Examples and Observations Schemes include such devices as alliteration and assonance (that purposefully arrange sounds, as in The Leith police dismisseth us) and antithesis, chiasmus, climax, and anticlimax (that arrange words for effect, as in the cross-over phrasing One for all and all for one).(Tom McArthur, The Oxford Companion to the English Language. Oxford Univ. Press, 1992)There is a theory dating back to classical times that rhetorical figures or schemes originated as forms of expression used naturally by people in states of extreme emotion (Brinton 1988:163), that they are, in fact, imitative of emotional states. . . . Thus, rhetorical figures of omission, unusual word order or repetition are held to be imitative of actual disturbances of language in emotional contexts, which, in turn, reflect feelings and emotional states such as anger, grief, indignation or consternation...Now while it is undoubtedly true that such schemes as aposiopesis (breaking off an utterance before it is completed), hyperbat on or repetition are frequently related to emotional states, it must also be realised that the whole reservoir of rhetorical schemes represents a system which provides a multitude of possibilities of expressing meanings, among which emotions form only one variety.  (Wolfgang G. Mà ¼ller, Iconicity and Rhetoric, The Motivated Sign, ed. by Olga Fischer and Max Nnny. John Benjamins, 2001) Functions of Schemes In addition to structuring reality, the schemes help writers organize and orchestrate their relationships with readers. As vehicles for social interaction, they can Signal the level of formality (high, middle, low) as well [as] local shifts across these levels;Control the emotional intensity of prosecranking it up here, ratcheting it down there;Showcase the writers wit and command over his or her medium;Enlist readers into collaborative relationships, inviting them to desire the completion of a pattern once they get its gist (Burke, Rhetoric of Motives 58-59).    (Chris Holcomb and M. Jimmie Killingsworth, Performing Prose: The Study and Practice of Style in Composition. SIU Press, 2010) Tropes and Schemes in The Garden of Eloquence [Henry] Peacham [in The Garden of Eloquence, 1577] divides his treatment of figurative language into tropes and schemes, the difference being that in the Trope there is a chaunge of signifycation, but not in the Scheme (sig. E1v). Tropes are further divided into tropes of words and sentences, and schemes are also divided into grammatical and rhetorical schemes. Grammatical schemes deviate from customs of speaking and writing and are subdivided into orthographical and syntactical schemes. Rhetorical schemes add distinction and doe take away the wearinesse of our common and dayly speach, and doe fashion a pleasant, sharpe, evident and gallant kinde of speaking, giving unto matters great strength, perspecuitie and grace (sig. H4v). Rhetorical schemes apply to words, sentences and amplification. (Grant M. Boswell, Henry Peacham. Encyclopedia of Rhetoric and Composition: Communication From Ancient Times to the Information Age, ed. by Theresa Enos. Routledge, 2010) Etymology From the Greek schema   , form, shape Pronunciation: SKEEM Also Known As: figure

MRSA and the risks associated with AIDS patients Research Paper

MRSA and the risks associated with AIDS patients - Research Paper Example HIV infected patients are at amplified risk for Staphylococcus aureus and Methicillin-resistant Staphylococcus aureus (MRSA) colonization, infection and blood stream infection. Methicillin-resistant Staphylococcus aureus (MRSA) has come out as a common cause of infections in community and hospital settings (Hidron, 2005). It is evident that, apart from emerging cause of skin and soft tissue infections, S. aureus, including MRSA, also represents a significant proportion of invasive infections, including bacteremia (Senthilkumar, 2001). The rate of clinically significant MRSA infections has continued over time in HIV-infected populations (Mathews, 2005). Studies carried out in past also revealed distinct risk factor patterns for MRSA infections in patients with HIV including low CD4 cell count, high HIV-RNA viral load, and absence of cotrimoxazole prophylaxis (Tumbarello , 2002, Mathews, 2005). Most studies of MRSA infection in HIV-infected patients have primarily evaluated skin and so ft tissue infections with only a small number of bloodstream infections (Nguyen, 1999, Mathews, 2005). Although much studies have been performed but little is known about the epidemiology of and unique risk factors for MRSA bacteraemia in HIV-infected patients in the present epoch of highly active antiretroviral therapy (HAART) (Senthilkumar, 2001). The reason for this has been postulated that, at present approved empiric regimens often lead to delayed use of appropriate antibiotics for presumed sepsis. As compared to patients with methicillin sensitive S. aureus (MSSA) bacteremia, patients with MRSA bacteremia were significantly less likely to have received effective antibiotic treatment within the first 48 hours of hospitalization (Roghmann, 2000). The situation becomes more critical in case of HIV-infected patients; there is particular concern about life-threatening invasive MRSA infections. A large study of bacteremia