The Dragon in Brain Stoker´s Dracula Essays - 954 Words

The Dragon Bram Stoker’s Gothic novel, Dracula, intrigues us in a well plotted story and reveals to us the power in Dracula and how that very forbidden power takes control of both men and women. A lawyer named Jonathan Harker travels to Transylvania in order to help someone called Count Dracula purchase and estate in England. Harker is in the process of helping Dracula when he begins to realize that he is a prisoner. Harker starts to realize that Dracula does inhuman things such as crawling down windows and comes to the conclusion that indeed, Dracula is not human. Harker attempts to escape Castle Dracula after the attack of Dracula’s three wives, and only just barely makes it out alive. Harker gets very ill after his escape with brain†¦show more content†¦Then we have our minor female antagonist in the novel who are the predatory sisters located in Dracula’s castle that represent destruction. Mina and Lucy represent purity and goodness while the sisters represent corruption and evil. Dracula himself threatens the virtue of women, having as evidence the three sisters testifying Dracula’s ability to transform a lady into a sex-driven â€Å"devi l of the pit†. Victorian women are notorious for their so called docility and domesticity which leaves no room whatsoever for expression of women’s sexual desires, even within marriage. Van Helsing articulates these very same opinion of the Victorian women by using Mina as an example. Van Helsings states that Mina â€Å"is one of God’s women, fashioned by His own hand† to show men and other women that â€Å"there is a heaven we can enter,† and that â€Å"its light can be here on earth†. Van Helsing continues on praising Mina stating that she is â€Å"so true, so sweet, so noble,† and â€Å"so little egoist,† and that this qualities are very rare in this world who is â€Å"so skeptical and selfish.† His statement is implying that women who do not fit into characterizations are no ladies at all and have no place whatsoever in the Victorian society and that those who are sweet, truthful, nobel and modest are worthy of praise. Now Lucy appeared t o fit into all of these characterizations of a perfect lady but lets recallShow MoreRelatedBram Stoker : Father Of All Vampires1786 Words   |  8 PagesEric Ruiz Mrs. Cahill English 5/7/2017 Bram Stoker: Father of All Vampires There are a lot of new horror movies coming soon to theatres this 2017, and they have tons of hype building up from people all over the world. There was also a recent social media phenomenon that took place where random people would roam the streets in the dark, dressed as evil clowns, only to terrify and spook the public. The popularity of the horror genre is only increasing and advancing as the years go by, but who were

Legal and Ethical Issues Encountered in Health and Social...

This assignment will identify and evaluate the legal and ethical issues within the health and social care for elderly people with dementia and living in residential homes. It will address the difference between the legal and ethical issues and the impact it has on the person suffering from the disease, their family and the role that the professionals have in decision making for the individual’s wellbeing. Dementia is a disease which causes mental debility and affects one’s way of intelligent, attentiveness, recollection and problem-solving (NHS, 2013). As a result of dysfunction of brain cells in some parts of the brain it affects the thinking process then dementia occurs and it usually comes with age (Ibid). It is estimated that 560†¦show more content†¦When individuals move in a home family should consult professional and do their own research to know what is will be best for person with dementia. They should not just consider where the bed is available for to move in, morally that will be wrong. This is likely to happen as a result of involved parties to just want to get over and done with it and forget that there are dealing with a person’s life (Hughes, 2002) Environment that one lives in plays a significant role on their day to day life and choosing the best residential home may not change their mental status but maintain a quality way of life (Hughes, 2002). Curthbert and Quallington (2008) stated that care is an important personal skill and individual caring for residents need to use the right approach and by so doing will ensure respect and dignity for both side. Leaving in a residential home take away all the homely feeling as they cannot even decide what food to eat, clothes to wear and bring in personal belongings which can give them a feeling of comfort (Innes et al, 2011). Looking at the broad picture of residential homes most of them are like institute as there is not much choice to do any activities, type of food to eat or when to sleep or waking up (Ibid). Everything is done according to residential home’s policies. The intervention of family members is important as they are the only people who understand and know their relatives’ needs.Show MoreRelatedAdvancing Effective Communicationcommunication, Cultural Competence, and Patient- and Family-Centered Care Quality Safety Equity53293 Words   |  214 PagesAd vancing Effective Communication, Cultural Competence, and Patient- and Family-Centered Care A Roadmap for Hospitals Quality Safety Equity A Roadmap for Hospitals Project Staff Amy Wilson-Stronks, M.P.P., Project Director, Health Disparities, Division of Quality Measurement and Research, The Joint Commission. Paul Schyve, M.D., Senior Vice President, The Joint Commission Christina L. Cordero, Ph.D., M.P.H., Associate Project Director, Division of Standards and Survey Methods, The JointRead MoreMedicare Policy Analysis447966 Words   |  1792 PagesI 111TH CONGRESS 1ST SESSION H. R. 3962 To provide affordable, quality health care for all Americans and reduce the growth in health care spending, and for other purposes. IN THE HOUSE OF REPRESENTATIVES OCTOBER 29, 2009 Mr. DINGELL (for himself, Mr. RANGEL, Mr. WAXMAN, Mr. GEORGE MILLER of California, Mr. STARK, Mr. PALLONE, and Mr. ANDREWS) introduced the following bill; which was referred to the Committee on Energy and Commerce, and in addition to the Committees on EducationRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesâ€Å"Big† Families? 739 Graphing Calculator Exploration 746 14 Multiple Regression Analysis 749 14.1 Multiple Regression Models 750 14.2 Fitting a Model and Assessing Its Utility 763 14.3 Inferences Based on an Estimated Model 14-1 14.4 Other Issues in Multiple Regression 14-13 14.5 Interpreting and Communicating the Results of Statistical Analyses 14-26 Activity 14.1 Exploring the Relationship Between Number of Predictors and Sample Size 780 Sections and/or chapter numbers in color can be

Consolidating Theory and Research Childhood Studies free essay sample

Essay This essay will discuss the new theories of Childhood Studies, possible benefits to teachers and children and how it relates to New Zealand early childhood practice. Let’s begin by looking briefly at what childhood studies entails. Childhood studies is a relatively new field of study that seeks to move away from the outdated theory of seeing children with a ‘social construction’ lens, where a child is a product of a particular set of culturally specific norms, to a ‘social constructivist’ lens, which focuses on the child as an individual and how they interact with their own environment. Not as passive earners, but people, with agency, who contribute to their own development (Clark, R. 2010). Childhood studies draw from different fields of study, e. g. , psychology, education, health, anthropology, law, and sociology, and looks at children using a Bronfenbrenner model. Bronfenbrenner saw a child as being within society, within the bounds of first , it’s family and setting, or the micro system. We will write a custom essay sample on Consolidating Theory and Research: Childhood Studies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Then of its mesosystem, or the connections between the family and setting. Then of its community, or exosystem, where the microsystem function. Then in the macrosystem, or greater societal makeup of a child’s particular place of origin. Then lastly the cronosystem, or particular time in which a child lives, and the historic and societal factors of that time, that influence children (Clark, R. 2010). Because childhood studies look at childhood from a wider viewpoint, it allows children to be seen as functioning individuals within many different societal norms. It highlights problems with older theories of development e. g. Piaget’s stages of development (Claiborne, L. , Drewery, W. 2010) Piaget’s stages define children within a narrow beam, with expectations clearly defined. But in reality, using theories in Childhood Studies, you find children with astly different competencies depending on their societal context. E. g. a three year old New Zealand child will be mostly dependant, protected and facing nothing more challenging than kindergarten and play, whereas a three year old child from the Congo or the South American jungle is likely actively participating in serious household chores and contributing to family survival, undertaking tasks that a New Zealand parent would balk at (Berk, L. 2009). An interesting crossover is Steiner kindergarten’s practice of teaching children through participating in everyday life skills. e. g. , food preparation, cleaning, gardening, and useful echnological crafts like sewing and weaving (Oldfield, L. 2012), in a typically Western European setting of a teacher led service. The discourse that underpins modern European views of ‘normal’ childhoods being vulnerable and needing to be protected (Clark, 2010), run into problems in the new theories of childhood studies. When you look at children as competent individuals and give them agency, empower them and give them room to develop beyond normal expectation, children often preform well beyond ‘normal’ capabilities. Looking at children through a Childhood Studies focus forces teachers and researchers to reassess their philosophies and xpectations of children (Clark, 2010). Although teachers can use normative guides for approximate development, it is too difficult to paint an exact measure of ‘normal’ and fit all children within that expectation (Clark, 2010). Average and ideal competency is relative to societal influences, and even in a small countries like New Zealand, cultural differences in Pacific, Maaori and European cultures provide stunning examples of different levels of competency, agency and expectation in children. For example, a strong focus on tuakana/teina relationships in Maaori whanau, or the xpectation of a larger role in siblings caring for each other (Tomlins-Jahnke, H. , Durie, A. 2008), and the serious attitude of respect and responsibility afforded to Pacific children relative to community and cultural practice (Pereira, F. 2004) (Poland, M. , Paterson, J. , Carter, S. , Gao, W. , Perese, L. , Stillman, S. 2010). Teachers can no longer presume that just because a child is of a certain age or size that the childs developmental competencies will be at the expected normal level. From personal experience, I have a child who did not meet toileting self management at four, ut excelled in academics, and all my children were frequently mistaken for older children in early childhood settings because of their increased height and size. This often led to unreasonable expectation from other parents of their skill level and behavior. So in conclusion, Childhood studies urge us to know each child as an individual, so that we may cater to that child’s best interests and levels of competency. The best way to do this is work on building sound reciprocal relationships with children and their families (Ministry of Education, 1996), and by using qualitative methods of recording and presenting and valuating children’s learning in Early childhood settings (Ministry of Education, 2009). Childhood stud ies allow us to look holistically at a child and its surroundings and work to meet its needs within that setting, shedding typical expectations and working towards strengthening skills and competency. Part two Perspectives of children Sourcing and analyzing seven media examples concerning New Zealand children, I found strong connecting themes. These were overt consumerism in western culture, poverty vs wealth in normal discourse, overwhelming misunderstanding as to best normal development anging from personal to government level, and the frightening tide of misuse of technology in western society threatening children’s development. Children were discussed in all examples, but there was no children’s voice. It seems normal to discuss and analyze children in media, but never to ask them their opinion! Which seems to go against any rights that children have (United Nations. 1989) to be treated equally, and have an agency in their lives and culture. I will break the articl es down to find the main themes underpinning each article, then link over lapping themes that run throughout. Article one â€Å"Kiwi families conned by promise of free childcare† discusses the 20 hours free childcare policy. We see that although the government tries to provide all children with free early childhood education (ECE), centres are charging extra. We ask ourselves is this because government undervalues children in general and doesn’t fund enough? Or is it because children are seen as commodities by EC centres who are trying to make a profit. Either way, children are being given economic value and both parties are struggling to balance books, not develop children. In article two, â€Å"Should preschool be compulsory? two pundits debate compulsory preschool. The article points out the inability of the poor to afford what is in fact not free education for 3-5 year olds under the 20 hours free policy. A topic carried over from the first article. From a child studies point of view it raises these questions; How can government presume all children fit appropriately into services in multicultural society? How can government insure centres meet cultural needs of children attending centres? And who decides the ‘magic’ set of skills a child needs to acquire before starting school? Skills listed in the article do not fit skills

Questions Based on The Devil and Tom Walker free essay sample

A forest near Boston, Massachusetts, circa 1727 2. Tom Walker might be described as D) stingy and cruel but courageous. 3. Tom Walker’s wife is best described as A) generous and much loved by her neighbors. B) kind toward her husband, but cruel to others. C) yearning for companionship. D) fierce shrew, always nagging and yelling. 4. In â€Å"The Devil and Tom Walker,† the woods are used to symbolize   A) evil. B) goodness. C) isolation. D) greed. 5. Which of the following phrases from â€Å"The Devil and Tom Walker† is an example of Irving’s use of humor? â€Å"Tom consoled himself for the loss of his property, with the loss of his wife, for he was a man of fortitude. †Ã‚   B) â€Å"He knows how to play his cards when pretty sure of his game. †Ã‚   C) â€Å"He insisted that the money found through his means should be employed in his service. †Ã‚   D) â€Å" ‘You shall extort bonds, foreclose mortgages, drive the merchants to bankruptcy—. We will write a custom essay sample on Questions Based on The Devil and Tom Walker or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ’ † 6. In â€Å"The Devil and Tom Walker,† what does Irving use to symbolize hypocrisy and hidden evil? A) The devil’s deal with Tom B) Mrs. Walker’s heart and liver, wrapped in the checked apron   C) The flourishing trees that are rotten to the core The Walkers’ silver teapots and spoons 7. In â€Å"The Devil and Tom Walker,† what enabled you to predict the figure that appears to Tom in the forest is the devil? A) He appears when Tom kicks the skull. B) He has large red eyes. C) He has a hoarse, growling voice. D) Tom is instantly frightened. 8. Tom’s wife decides to go into the forest because she A) wants to escape from Tom’s unkindness. B) decides to make her own deal with the devil. C) gets lost on her way to the market. D) wants to pick some herbs and wild mushrooms for their meager meal. 9. How does Tom die? A) The people he has cheated rise up against him. He falls off his horse and gets trampled. C) The devil comes to take him. D) He is killed by Native Americans. 10. What happens to Tom Walker’s money at the end of the story? A) It is given to the townspeople. B) The townspeople seize it. C) It goes to Mrs. Walker. D) It turns into cinders and ashes. 11. In â€Å"The Devil and Tom Walker,† what feeling about the setting does Irving want to arouse? A) fear B) optimism C) anger D) hope 12. Which quote from â€Å"The Devil and Tom Walker† best contributes to the story’s mood? A) â€Å"The swamp was thickly grown with great gloomy pines and hemlocks . . . hich made it dark at noonday. .