The divine wind

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Leaving Early

by Natalie Murray

Ana drew straight from the heart. Not stopping between each stroke to examine the process, or muse over every detail. The white paper was becoming dark and confused as the charcoal leapt onto it creating a scene of despair and misery. In the distance was the city. The brutal, uncaring city. In the foreground sat a girl, alone on the train tracks. Her head hung low and her arms wrapped around her legs, attempting to block the violent cold wind. Ana had been drawing for forty minutes, sprawled on the luxurious Italian rug, while her therapist remained, austere, in her reclined arm chair, filing her impeccable manicure. The hour session had almost finished. This week, like every other, nothing substantial had been achieved. Ana remained silent and distant while the therapist, now accustomed to Ana's manner, prodded every so often, but mostly stayed silent.

"What is that, that you're drawing, Ana?" queried the therapist. Ana remained silent. Absorbing herself in her drawing.

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Whether it was the misery of the black charcoal drawing, the dissonant, humming music or the cloyingly sweet smell of carnations that made her feel dizzy, her entire body slumped, hard against the rug, her head landing with a loud thump. Memories came rushing into her mind engulfing her entire body. She trembled from the thoughts and prayed to be awoken from the nightmares.

She was young again, probably ten. Ana and Kristen sat on the playground planning their weddings, tracing long flowing white gowns in the sand with sticks. Then - she couldn't remember the day it happened a stone rolled in front of their futures. The sticks were dropped along with the dreams and they started planning their funerals instead.

Kristen wanted a yellow dress and an ebony casket to carry her to eternity. Her family laughed when she bought the yellow dress. They told her she was crazy to buy a formal dress before she even had a date. They didn't understand that Kristen was buying her shroud. Kristen's yellow dress hangs figureless in her wardrobe while she lies in a white gown like a child taking first communion, a white prayer book pressed in her hands, the stiff lace scratching her for eternity.

"Tell it to stop. STOP!" howled Ana. The therapist called security. Ana was thrown into a rage of violence, her body a contorted entity, thrashing itself into the glass coffee table. The table toppled under her weight, smashing into a thousand pieces of glass which scattered into the plush rug.

She could feel her spinal cord etched into the unyielding floorboards. Her arms were taut, held hard against the floor. A strange sensation engulfed each nerve, following the path to her brain where they released a flood of memories, forcing Ana to recoil and drown the rigidity of her body. She lay now, feeble, sobbing like a baby. Her mind endlessly replaying the images of the night. The night that Kristen died.

It was almost midnight. Only forty minutes now until it would all be over. They had planned for this for months and now, in just a few short moments it would be done. It would be over. Nothing would change it; it would be irreversible, final.

The faint light from their torch supplied little light. Its illumination attracted the fire flies which darted aimlessly in the cold night. They could see the train tracks now, only a few metres from the edge of the bush. The train was not in sight. They were in luck. They would have enough time. They approached the train tracks, superficially content and at ease. Their voices sounding desperately happy, like people laughing when all they really wanted was to cry. Inside, their hearts and minds were screaming. Crying out to the world. But no one would listen. No one could hear. Ana and Kristen covered themselves in the thick, woollen blankets, their long coats not sufficient to block the cold winds. They were both silent now, fearing that conversation would distract them from the task ahead. They both knew what they needed to do. There was no need to talk. No need to reveal to each other their unsettling feelings.

Kristen lay down on the train tracks. The coldness of the metal pierced through her blanket and coat, reaching her back with a painful sting. Ana grabbed the rope which she had thrown on the ground. Her hands were trembling as she grasped her best friends bare wrist. It was cold to touch. She could feel the hairs on her arm, erect. She tightly wound the rope round her wrist, adjoining it to the train tracks. She checked her watch, it was ten to twelve. She had better hurry. She gripped Kristen's other wrist, placing it on a cross bar of the tracks. She could sense the resistance in Kristen's arm. Battling with the force with which Ana was tying it to the tracks. Ana lay now, just metres from Kristen. She was able to tie one arm, loosely, to the tracks. This would be sufficient. It would keep her in place. Now they lay there, just the two of them, Ana and Kristen. They finally felt free and boundless. They felt afraid and unafraid.

In the remote distance, probably hundreds of metres away, the steady sound of the train, come drumming closer and closer. Its wheels, clocking the distance through the desolate land. The night, until now, was peaceful. The land had slept since the sun had descended. Nature was still, seemed ageless, attuned and perfect. It didn't take long for man to disrupt the accord. Already, trees thrashed against the impact of the trains speed, creatures awoke, their eyes illumed and startled. They ran off into the scrub, into the night, away from the train, away from man.

Ana and Kristen both shut their eyes, the headlights from the train intolerable. It was closer approaching, the beams of light drawing nearer, more intense, while the dissonant beating of the engine and wheels was slowly becoming an echo, dying away. Taking its place was a piercing shrill, as the wheels began grinding the tracks, the train slowing. Sparks flew through the night, more aglow than the fireflies darting aimlessly in the distance. It was nearing close now, slowing but still moving at a deafening pace. Ana was aware what was happening. Keeping her eyes tightly shut she tugged at the rope, freeing herself from its hold. She rolled now, closer to Kristen, closer to the train. Untying Kristen would take too long, so they lay, trembling, praying the train would reach them. It did. It reached where they lay, then came to a halt.

It had been twelve months now since the operation. A broken jaw, crushed ribs, multiple fractures, second degree burns, ruptured muscle and ligament speech impairment, breathing difficulties, brain damage, permanent scarring Post Traumatic Stress Disorder. Depression.

Ana was lucky. She lived. The memories were still there. They would haunt her forever. She lived with them, dreamt about them, went mad because of them. But as she walked out of therapy that day, she held her head high, for the first time. She had discovered life, that she was not perfect, nor anyone else, and she had discovered that hope was finally more tangible to her than despair.

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How might the marketer of a Small to Medium Enterprise (SME) in the engineering sector use Internet technology in a marketing strategy?

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There are many advantages of using Internet technology in a marketing strategy. The Internet offers potential customers three major benefits. The first is convenience. With the Internet, customers can order products any time of the day and from any location. Secondly, customers can find lots of information about companies, products and competitors without leaving their office. Due to this increased information source, objective criteria such as prices, quality and performance can all be compared much easier. Finally, with online services customers don't have to face salespeople or open themselves up to persuasion and emotional factors (Kotler, 17). The Internet also offers benefits to the marketer. Quick adjustments to market conditions, lower costs, relationship building and audience sizing are all advantages that marketers can use when considering a marketing strategy. Therefore, marketers will be able to find, reach, communicate and sell over the Internet. Both large and small firms can use online marketing. Therefore SME businesses will be able to gain the benefits of using the Internet. Online marketing has no real limit on advertising space with costs being significantly lower than that of print and broadcast media.

Given the online marketing opportunities, companies have to decide how to go online, with what products and for what audiences. There are four main ways that marketers can use Internet technology. However, not all of these methods can be used by SMEs. Some of these methods involve costs that some businesses may not be prepared to meet.

An 'electronic storefront' can provide descriptions of the company and its products. It can be used as a catalogue, describing the company's products and features along with the company's news and financial standings. It can also offer the choice of placing an order. Product sales on commercial online services are between $100 million and $00 million each year (Doyle, 00). Getting potential customers to visit the electronic storefront is the most expensive of all the processes required. Customers can be attracted through e-mail, mailing lists and magazine adverts to name but a few. For companies to be successful at this, they must continually update their home pages to keep them fresh and exciting. This however involves time and expense, a factor that some SMEs may not be in the position to give.

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SMEs can however gain valuable advertising and credibility by participating in forums, newsgroups and bulletin boards that appear on the Internet. Here, the company's participation may increase their visibility also. To participate in these aspects of Internet use, subscribers' incur only a minimal cost and can get maximal publicity. An engineering company could particularly benefit from such use of the Internet because the business it is in is one of knowledge and understanding. If a company can give a good solution to a particular problem and offer its services to help out with it, then this will impress potential customers who are also participating in the forums. This along with the low cost incurrence that this type of Internet use affords is a good way that a SME in the engineering sector could gain credibility and with it customers.

Placing adverts online is another way that the Internet can be used. Due to the fact that the Internet is available to such a wide audience, SMEs can gain valuable advertising from such sources. This again is not as expensive as advertising in a well-known magazine or newspaper and the potential to attract more customers is much greater.

Perhaps the best way that SMEs can use the Internet is by offering customer support and a way for potential customers to be able to contact the company with any queries, requests or even complaints. This is most easily done through e-mail. This can then enable customer support representatives to respond in a very short period of time. Having gathered names and e-mail addresses of potential customers, SMEs can then send out periodic or special information in order to maintain a sense of relationship marketing. If there is continuous contact between a customer and a company, when that customer needs something done, the first company that will spring to mind shall be the one that has kept them informed of their prices and services. E-mail affords a SME company that ability to keep in contact with potential buyers and advise them of their services without incurring the great costs that come with maintaining a web page. For e-mail to be successful however, the company must have a large database of potential customer information otherwise they will not be able to reach them.

Advertising and attracting potential customers to a particular company is not the only way that Internet technology can be used. SMEs can use the Internet to keep track of competitors and gain information about customer's requirements. An SME in Europe might come across a successful SME in the US and wish to keep track of its policies and methods. By doing this, the company can then apply the same principles and attract regional customers that want a company that is close at hand.

The Internet is a large space for advertising and informing customers on a companies products and services. It is a resource that is available to many and for this reason it is important to use this technology. The degree at which a company may choose to use the Internet is not always the same. SMEs will try and find the most cost-effective method of advertising and this is E-mail. Creating a web page is probable too costly for such companies and may not be required, especially for an engineering company. In this instance, credibility is the key, and this can be gained through Internet forums and newsgroups. A different use of the Internet that marketers can make use of is keeping track of competitors and researching ideas. Due to the fact that almost every company has some information about itself on the Internet, competing companies can keep track of them and attempt to come up with a competitive strategy.

Please note that this sample paper on How might the marketer of a Small to Medium Enterprise (SME) in the engineering sector use Internet technology in a marketing strategy? is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on How might the marketer of a Small to Medium Enterprise (SME) in the engineering sector use Internet technology in a marketing strategy?, we are here to assist you. Your persuasive essay on How might the marketer of a Small to Medium Enterprise (SME) in the engineering sector use Internet technology in a marketing strategy? will be written from scratch, so you do not have to worry about its originality.

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Paddy Clarke

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The novel Paddy Clarke Ha Ha Ha has no authorial presence at all, yet the reader gains a richer understanding of the situation than Paddy or any other 10-year old could ever have. With regard to the parent's break up, how does Doyle achieve this? There are many factors which suggest how Doyle has succeeded in creating a triangular relationship between himself the reader and the narrator Paddy Clarke so that the reader has a greater awareness of the predicament that Paddy is in. Doyle's achievement is how he alternates the poetic and realistic without once lapsing into stream-of-self- consciousness; the only way we - as readers can tell its written by an adult, is by the spelling. We see the violence in Paddys life peripherally; Doyle tells us nothing more than what the child sees and comprehends. One of the reasons for Roddy Doyle's success lies in creating a realistic and convincing character for a 10-year old child. He does this by his clever use of language, and also in how he arranges his sentences to convey deep emotion and feeling than any emotive language could "He'd hit her. Across the face; smack. I tried to imagine it. It didn't make sense. I'd heard it; he'd hit her. She'd come out of the kitchen, straight up to their bedroom. Across the face." P10 In this instance, Doyle has used short and evident sentences, to invoke a feeling of awe and confusion. The short sentences represent how Paddy is dumbstruck and lost for words, shocked by what he's heard this is also highlighted when he says here; "I tried to imagine it. It didn't make sense." Here, he also emphatically uses onomatopoeia "smack," which adds to the sense of fearful respect and also Paddy's child-like interpretation of events. Repetition is used here "Across the face" heading his oft-repeated amazement. Another example of how Doyle uses repetition can be seen on pages 15 and 154 "I waited for them to say something different, wanting it - ……Only now, all I could do was listen and wish. I didn't pray; there were no prayers for this…. But I rocked the same way as I did when I was saying prayers….I rocked - Stop stop stop stop ." Doyle uses repetition to show Paddy's anxiety, when he repeats 'stop'. Here, Paddy is mentally commanding his parents to stop in desperation, as he thought he had done on page 4 " - Stop. There was a gap. It had worked; I'd forced them to stop." He believes that he has the power to make his parents stop arguing, as shown on page 4, but realisation dawns when he repeatedly tells them to stop on page 154, and it doesn't work. This reflects on the fact that Paddy Clarke is a child, and his inability to restrain his emotions is a facet of his youth showing through. Another childish aspect throughout the book is how Paddy like other children at that age would spouts offhand irrelevant knowledge that's he's picked up from class or elsewhere "Snails and slugs were gastropods; they had stomach feet…. The real name for soccer was association football. Association football was played with a round ball on a rectangular pitch by two sides of eleven people…... Geronimo was the last of the renegade Apaches…… I learned this by heart. I liked it." Readers can relate to this, as we can all remember when we'd learnt something that we'd found particularly fascinating at school or the library, and recited it all the time, thinking we were clever. Another reason why the reader of Paddy Clarke Ha Ha Ha has a higher understanding than is simply because the adult audience has more experience in family issues from our own experiences. We can see the violence in his life superficially; we are told nothing more than what the child sees and comprehends. A good example of this can be found on page 5 "Ma said something to Da. I didn't hear it…. I looked at ma again. She was still looking at Da. Catherine had one of Ma's fingers in her mouth and she was biting real hard she had a few teeth but Ma didn't do anything about it." Here, Paddy has given us an insight to the emotional turmoil that exists in the family, but Doyle again has not used any emotional adjectives to show this. We can interpret what is happening from his parent's actions, which justifiably speak louder than words. Paddy's mother is staring at Da, waiting from him to answer, and the baby is biting into her finger, hard as Paddy says. We can tell that Ma is angry as her husband is not speaking to her, not by Doyle describing her anger but by the fact that she pays no heed to the pain that the baby is calling her such is the animosity that exists between the couple. Paddy cannot see this, and is wracked by confusion. This is shown a few paragraphs later "Ma was getting out of the car. It was awkward because of Catherine. I thought we were all getting out, that it had stopped raining. But it hadn't. It was lashing." We can see that Ma patience has been tested and, in her ire, she leaves the car. Conformation that Paddy does not understand is sealed when he asks " Has she gone for s?" His father doesn't reply, the silence filling the void between him and Ma unbeknown to Paddy, whose innocent question remains unanswered. We are able to read between the lines, and by doing this we can detect the silent turbulence, unlike Paddy whom is the story's narrator. Paddy Clarke Ha Ha Ha is written in the first person, and is therefore devoid of the authorial omniscience and intrusiveness that would allow Doyle to relate to the reader. The fact that the story is set in a first-person narrative - with a bewildered 10-year old as the narrator - allows us to fill the gaps in Paddy's mind, and we can connect with Doyle's imagination - and in doing this he has effectively succeeded in creating a realistic world through the eyes of an imaginary child. When reading, the reader and Paddy develop a symbiotic existence, where Paddy is necessary to allow us to see, and hear and act as a viewpoint into his world, and our superior comprehension can observe the underlying tension that ultimately culminates in the parent's divorce. Roddy Doyle writes potent novels, rooted in working-class experience. His first three novels, known as the Barrytown trilogy, focused on the Rabbittes, a family of eight whose lives are a mixture of high comedy, depressing poverty and domestic chaos. The novel Paddy Clarke Ha Ha Ha explores with remarkable subtlety the development of a small boys empathy, as he simultaneously masters language and discovers a new understanding of pain. Written almost entirely in dialogue, his books are full of slang, colloquialisms, and vulgarisms. In the past, Doyles raw portrayal of working class Ireland has received as much censure as praise in his native country. Ive been criticised for the bad language in my books--that Ive given a bad image of the country, said Doyle. The authors own view is that his job is simply to describe things and people as they really are. In Doyles world, the lives are tough, and the language is rough, but beauty and tenderness survive amid the void of bleakness. All quotes are taken directly from the Minerva publication of Paddy Clarke Ha Ha Ha.

Please note that this sample paper on Paddy Clarke is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Paddy Clarke, we are here to assist you. Your persuasive essay on Paddy Clarke will be written from scratch, so you do not have to worry about its originality.

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Orientation at a Glance

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Going through all the admission process well and finally getting admitted at KCM was a dream come true. And finally the day came when we had to leave for a two-day orientation program. We were scheduled to leave on Friday morning i.e.15th august '0.to our destination Dhulikhel.

We reached the college by 60 Am and boarded the buses, and left for Dhulikhel at about 700 Am. We reached Dhulikhel Lodge Resort at about 800 Am. We were allotted rooms and after that we had our breakfast. Then we headed towards the conference room.

Well it was the start of Day one at the orientation. After we were seated one of our seniors introduced us to need and importance of the orientation program of this sort. He told us that the key objective of this program was to prepare us to take maximum benefit from the BBIS program. In order to achieve this objective, the program specifically aimed

1)To make us understand the growing importance of studying the areas of management and information systems/technology in today's competitive environment.

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) To explain to us that the programs at KCM have been designed to help

us become competent and effective professionals and equip us with sound academic background for higher studies in areas of management and information system/technology.

)To share our expectations and those of KCM's in order to develop an

effective learning environment and to orient us with the learning approaches to take maximum benefit from the academic program we have joined.

4) To make us understand the significance of team work for better

productive results.

5)To help us learn how to manage our time effectively for better

performance in our studies.

After this brief introduction of the aims and objectives of the orientation we started with the introduction of KCM students of BBIS 00. The method and idea of the introduction was quite unique and innovative. Here we did not introduce ourselves but the person next to us. We were given a panel of five questions, which we had to answer. After that we exchanged the answers with each other, asked about each other's interest etc, and introduced him/her. I really enjoyed this part of the session.

After the introduction part at about 1100 am we had an interesting lecture on " Learning How to Learn in Class" by Dr. Dinesh Pant. He told us that the purpose of a college class is to advance our learning in that course. We were explained that now we are adult students and so we need to be more sincere in our behavior and in class as well. We were briefly explained the points to be followed in our tenure at KCM. The points were

1)BE PREPARED

Here we were explained what preparations are to be done a day before the class begins. We were told about the basics of going through the lessons to be taught the next day. We were told to be organized and believe that class is a job, and that we have to show up ready and able to work. We were given tips to maintain our notes prepare lists f problems, get them cleared within the class and keep reviewing our previous works, so that the facts learned in last class is stored in our memory.

)BE ACTIVE

Here we were explained that being active is the motto of the second set of behavior. It offers a guideline for our approach in the classroom.

We were given tips on how to write notes, mark important points, develop the idea of recognizing things which are important and which are not.

Altogether the lecture was full of useful and learning ideas, which is necessary for every student to follow to excel in life.

After the lecture by Dr. Pant we had a tea break for about 15 minutes and after that we had yet another informative lecture on "Information System What and Why?" by Mr. Shashi Sijapati. He very nicely and elaborately explained us about the role IS/IT plays in any kind of business firm. He helped us clear all our doubts about the importance of studying BBIS and bridging the gap between a manager and an engineer i.e, management department and technological department in any firm. He very minutely explained each and every step where IS/IT help in flourish of a business and presentation done by him was very impressive.

At about 45 Pm we left for our lunch. not to mention it was delicious and we enjoyed knowing each other well at the course of having our meal.

After lunch, we had a welcome speech by Dr. Shankar Sharma, chairperson, KCM and a brief round of introduction of students.

Now we had two senior students from the first passing out batch of BBIS sharing their experiences with us. They cleared our doubts about job prospects for a BBIS graduate and also assured us that if we are focused and determined we can come up any challenge while going through the BBIS program.

After the tiresome day there was something very exciting waiting for us. It was the management game. We were already divided into six groups and now each group was to make an Eiffel tower with straw and pins. From each group a person was chosen as a member of the jury. I was one of the members of the jury, the groups were judged on the basis of their capability, teamwork, planning, managing, beauty, stability etc. and with the presentation of why one lost and why one won, the day's work ended and we headed for our dinner at 845 Pm.

After dinner we went for a sound sleep, as we had to wake up early in the next morning.

Next morning we woke up at 400 Am and got fresh. At about 40 Am we left for a nearby hill to see the sunrise. This was the most tiring job to do. But we reached the top. It was adventurous and exciting and tiring as well.

We returned back to the lodge at about 645 Am and then we got fresh and had our breakfast.

We started the day's work at about 00 Am with a very interesting and informative session with prof. Shreedhar Lohani and Mr. Sajag Rana. Here we analyzed our character with very interesting quizzes. Most of us appeared to be aggressive and impatient personalities and so we were taught how to overcome hypertension and over excitement. We also had other quizzes and English related short tests, which helped us to analyze ourselves well. We were taught the tactics to be used while writing paper and the method to write review of a book or a movie.

Then we had a report on analysis of group behaviour strength and weakness by our seniors.

Lastly we had chance to listen to our Dean. He explained us the KCM culture and Evaluation system in detail. He briefed us with importance of punctuality, code of conduct and most of all to have VISION IN LIFE. He with very good examples explained us how hard work and pain repays in our course of life. His words were very inspirational for all the students as all of us are determined to achieve not only goals but high goals in life.

As I conclude the feedback, I feel that altogether the orientation program had been quite informational and inspirational. It has fully prepared me for my tenure not only at KCM but life ahead.

Please note that this sample paper on Orientation at a Glance is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Orientation at a Glance, we are here to assist you. Your cheap custom college paper on Orientation at a Glance will be written from scratch, so you do not have to worry about its originality.

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Methods of NT Analysis

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When analyzing the New Testament various methods are employed in an attempt to gain a better overall understanding of the original text. It appears to this author that there are two broad categories by which the various methods of analysis can be grouped. First there is external analysis and secondly internal analysis. Scholars, but only when discussing "canonical criticism", do use these two terms. This author's usage of these terms should in no way be confused with "canonical criticism"; rather this is simply an attempt to organize the author's thoughts for the purpose of answering the mid-term question. The Bible, being both an ancient text and a faith-based text, requires a number of methods to identify and understand the "original" text. The cursory examination of only one facet of this book could never do justice to its extremely interesting spiritual and historically significant nature.

According to The Anchor Bible Dictionary "generally speaking the questions asked in biblical criticism have to do with the preservation and transmission of the biblical text."1 It is important to realize from the start that when one says "biblical criticism" there is no implied value judgment. The word criticism simply comes from a Greek word "Krino" which means, "to discern". In other words biblical criticism is no less or no more that a careful examination of the text of the bible. For our discussion we will concern ourselves with the text of the New Testament. It must also be said that while this author has attempted to put the various methods of analysis into two groups the division and grouping is not exact, but more artificial in nature. Often there is a blurring of the two, as each method is dependent upon the rest and no one method can really stand alone.

First we will examine those methods this author has deemed to be external methods of analysis. External methods of analysis concern themselves with way in which the surrounding world can shed light upon the text. This could be thought of as the

"Sitz im Leben", or the "setting in life." One method of examination is "Historical Criticism", which can be classified according to analysis that views the New Testament as either a document of history or as a body of literature. The purpose of this form of criticism is to achieve a historical understanding of the New Testament. This sort of analysis also includes archeology. The process of understanding the customs and practices of a particular era or geographic location is a valuable tool. This type of study brings into view the historical and cultural context in which the text was written and the context in which the author and audience lived in as well. Being able to place oneself inside the historical context is a very valuable tool in trying to understand the mindset in which the document was composed.

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Another method in this first group is "Form Criticism". This type of criticism tries to go beyond the written source and examine the oral tradition. This method tries to identify general patterns or philosophical ideas that exist not only in the Biblical text but are common among other traditions. By drawing parallels between the Bible and other literature one hopes a greater understanding of the Biblical authors intent will be realized. This method is very similar to "Tradition Criticism," which attempts to examine the history of traditions. In Tradition Criticism the way in which New Testament writers use traditional material is examined and analyzed.

Finally another way external analysis plays an important role is that the age of texts can be analyzed from an external view is by looking at the material on which the text is written. The earliest manuscripts were written on papyri next came vellum and finally parchment. These are an important way to determine age.

All of these external methods we have discussed (there are many others not mentioned) attempt to draw parallels between the text and its surroundings in an effort to reason by analogy. If one can identify similarities or parallels then perhaps those parallels can lend insight to the Biblical text. Questions such as how did the surrounding world, geographically, socially, politically, philosophically, ect affect the composition and transmission of the text can hopefully be examined based upon external analysis?

The second method, which this author has elected to call internal methods, concerns itself with ways in which the text can be analyzed and examined by what is said in the text itself. The primary method by which this is accomplished is Literary Criticism. This method looks at the words of the text and their various meanings and shades of meanings. This method allows us a different method by which to look into the mind of the author. Choices of vocabulary and the possible variance of contextual usages of the same word lend themselves to questions about authorship. Who wrote it, how many writers contributed to this particular letter or gospel? These and many other questions can be analyzed by internal methods. What type of vocabulary a writer used or grammar style are all-important aspects that reflect something about the nature of the author and how that affected the composition and transmission of the text. "Redaction Criticism" is another internal method of analysis. This method is said to "employ the findings of historical criticism"1 in that it looks at how the particular author chose to use the sources he had received. What bias do the author allow, influencing the story they tell. In a research paper you only quote those sources that support your premise and you conveniently leave out your opposition, as any good college student knows

Form criticism can also be employed here in that the study of various genre in the writing (i.e. narrative or parable) which can be instrumental in examining texts. This leads to "Source Criticism" which examines the text while trying to identify the nature of the sources used in its creation. Also there are a number of ways that internal evidence can lead to conclusions about the age and reliability of a particular text. For example generally the shorter and more difficult reading is older and/or more reliable. These characteristics represent manuscripts, which have not been edited as much.

In conclusion there are many methods that offer insight into the meaning of the text. Perhaps this author was a little bold in suggesting that the methods could be separated into two basic methods. Nevertheless the approach does help to focus one's thoughts even if only in a most basic sense. Regardless it is apparent that no one methods can hope to accomplish much on its own, rather a balanced approach utilizing as many methods as possible is preferable in gaining a true understanding of the text (if that's possible).

Freedman, D. N. (1). The Anchor Bible Dictionary. New York Doubleday

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Broken Communication in The Tempest

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The Tempest is remarkable for its extraordinary breadth of imaginative vision. The world of the play is based on magic and illusion. It contains tremendous amount spectacle, but things are not often as they seem, therefore there is a certain amount of broken communication. Most of this broken communication is shown through Prospero and Miranda. Miranda doesn't take notice of what her father tries to explain to her. This emphasizes the distance between father and daughter. We notice that her relationship is tender, yet also surprisingly one-sided. Prospero charms her to sleep, so that he can set about a plan to get her a husband although he hasn't discussed this with her. The only thing Prospero can do with his powers is to bring a man to her; he can't manipulate their feelings for each other. When she first meets Ferdinand, the prince makes perfectly clear who he is, yet Miranda not only shows no sign of connecting him with the story she has just heard, but also seems genuinely confused by her father's unfriendliness.

The play is divided into small separate plots containing different types of groups. Prospero is the only human character that may posses knowledge of all these groups spread out on the island and power over them, but they themselves are ignorant of one another's existence for most of the play. This occurs between Alonso and his son Ferdinand, who have no knowledge of one another's existence, and Miranda, who doesn't know that there are other men on the island. Also Trinculo and Stephano didn't know about each other's existence on the island.

Even within these groups of characters, the communication is imperfect. The relationship is not based upon meetings and dialogue as in most plays. The characters in the play seem equally confusing. They are given no lines to speak at all, or various words in conflicting interpretations, which precisely in this moment exceed some sort of explanation. Examples of these incommunicado moments are Prospero's words throughout the play, which reflect a variety of emotions irritation, compassion, amusement, bitterness, regret. These feelings are transmitted powerfully by Shakespeare's use of verse for Prospero. I suggest that Prospero's verses are aimed for the higher class, who speak in a more sophisticated way and can relate to what Prospero is saying. However, the causes of these verses, at a number of important moments, remain hidden and unexplained. This distance received from the main character, forms many of the problems that arise in the play.

More groups that show incommunicado moments are Prospero and Miranda, from the first scene onwards, who seem to talk between a gap. With Ferdinand, Miranda achieves an intense break down in communication as well.

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Antonio and Sebastian have some initial misunderstandings, "Do you understand me?", though these disappear quickly. They gained a communion of evil, with entire understanding, which is set as a contrary to the communion of innocence and trust between Ferdinand and Miranda.

The difficulty which people experience in understanding each other, partly arises from the abnormality of their mental condition. Which is seen firstly with Ferdinand, who is confused and traumatised. He enters the play locked up in a lonely, intensely personal world of grief. His mind has been affected even before he makes his first appearance, in abstruse ways, by the power of Ariel's music. His first impression of Miranda is that of a goddess, and he thinks he's in a dream, as he says, " As in dream, are all bound up".

Secondly, the triumvirate group of Caliban & co are artificially misunderstanding each other because of the high percentage of alcohol in their blood. We notice their communication problem from the first moment of their meeting; in act II, scene , were Caliban is frustrated with Prospero's behaviour towards him. Caliban notices Trinculo and mistakes him for one of Prospero's spirits, which is rather odd, considering he should know the difference between Prospero's spirits and real humans. Anyhow, Caliban thinks this spirit has come "to torment" him, so he hides and pretends he's a rock. This shows a great deal of misinterpretation. The second happening is when Trinculo explores Caliban, "A man or a fish? Dead or alive?", he is unable to recognize the difference between a man and a fish. Stephano is the only one who enters in a state of inebriation; therefore his misunderstanding of the situation is acceptable. He convinces Caliban to drink, converting him into a less comprehensible person, who will start to adore Stephano by misinterpreting his words, which he later on will notice as he sobers up.

I agree with the opinion that most of the misunderstandings spring from the interventions of an invisible Ariel, who stirs up the confusion. This is clearly shown in act II, scene where Caliban is telling Stephano to fulfil their plan on killing Prospero. Caliban tells how he's a "subject to a tyrant, a sorcerer, that by his cunning hath cheated" him of the island, when Ariel intervenes and says, "Thou liest". Caliban thinks Trinculo is accusing him, and so an 'argument' arises between them. Caliban keeps on saying bad comments about Prospero and of how to kill him, but Ariel intervenes again and Caliban goes back to Trinculo, this repeats itself continuously.

At the end of The Tempest, all the characters meet for the first time, and communication should be functioning, but strangely enough it is not. They don't really communicate with each other at all, and Prospero, who has ordered these revelations and discoveries, is still essentially alone. This stresses the lack of relationship between the characters.

Even for the reader there is some sort of broken interpretation, because there are many opposed ways of seeing a given event or moment in time. Therefore we know that the play is written in a very open way, and much of its quality hangs upon riddles, which cannot be resolved. Shakespeare has submerged facts about characters and situations, which he seems to have worked out in his own way, but decided not to explain in the play itself.

The whole play can be looked at as one gigantic metaphor, not giving a clear explanation of what, how and why.

The comedy is also unusually short by the Elizabethan standards, yet it gives the impression of being much bigger than it actually is when it comes to mentioning the time elapsed. Too much is happening in the course of three hours, therefore I think the only way of explaining it, is for me to suggest that the story of The Tempest is a dream. Considering it contains all aspects of a dream-like scene; spirits, magic, irrational speed, misunderstandings and mystical atmosphere. The Tempest by William Shakespeare (Penguin)

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Barrier Free

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Barrier Free Report

The area that I will be doing my barrier free project report on will be the parking at St Clair College. With grades twelve, and thirteen both graduating this year, the Rhodes Campus closing and moving in The Ford Centre for Excellence in Manufacturing, staff and students are interested of what the college is proposing for parking coming school year. St Clair College will be expecting the number of student's this fall to grow, and I've noticed that there are very limited blue spaces for the physically challenged, and when see available blue spaces there quite a walk to the school. The parking at St Clair College is great barrier free project to do a report on because of the frustration of the students from the beginning of the year. And the frustration of the physically challenge because of the limited spaces they have and distance they have to travel. I

To answer some of these questions I took the liberty of interviewing Ross Langill the manager of parking. Mr Langill and has come up with reasonable answers to the interview questions. My first question to Mr Langill was in regards to the number of students that will be attending St Clair College in the coming fall. "How will the school accommodate the growing number of students in coming fall?" and he came up with this, " the college is looking at various options for September start-up, including building new parking lots. In regard to new lots, they are trying to find suitable locations. Obviously, there is not much space left around the buildings and many people are not in favour of taking away anymore "green spaces" near the building. The college is considering going "up" than "out" but the costs is prohibitive. A basic parking garage structure costs approx. twelve grand per space to build and the college is concerned about how much they would have to raise the cost of parking in order to recoup that money over 10 to 0 year period. It is my personal opinion that we will see more surface lots away from the building before we see any parking structures". To further this question I have asked him that if the school wanted to build "up", wouldn't parking structures be the best bet for the school. He's reply " money" and the conversation ended. Mr Langill did not disagree of the proposal of parking structures but can only make recommendations regarding parking, he is only a support staff member so he does not have the final say of the budget or any plans. He knows of a Senior Administration who's talking to his supervisor and that some meetings have included representatives from the Student Representative Council (who apparently have submitted some recommendations of their own). And he suggested that if any students have any recommendations about parking, they should first approach SRC. And came up with the name George Rabideau president of SRC.

The next question Mr Langill and I discuss was in regards to the flow of the vehicles coming in and out of St Clair College. Mr Langill response was " the traffic flow are never congested and as bus routes, we haven't received and complaints from transit Windsor about congested traffic, except in the bus loop itself and we haven't had any complaints from the students about the buses". I asked him if they would open up street entrances of the side streets? He replied with " accessing roads as exits or entrances I am not sure if that has been mentioned, but I would suggest it be brought up to the SRC. I would believe that the City of Windsor would have to get involved in any project of this nature. It has been suggested in the past, to open Lot S all the way to Cousinneau. One problem with that is that house properties that are currently in that area. Another is that the Ministry of transportation has always indicated they do not want another access to Cousineau Rd. that close to the traffic lights at number highway and Cousineau.

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There are always obstacles in making a school more efficient, but can't put a price on making a barrier free for the physically challenged. The question that I asked Mr Langill was, "I've noticed that that there are limited blue spaces for the physically challenged, and that there at the back of the school where they have to walk pretty far considering that there physically challenged?" Mr Langill's response was, " the Bylaw calls for 14 handicap spaces for the first 6 total spaces, and then for 1 additional blue space for each 50 total spaces". Then would go on saying, "The College has always been over the number of handicap spaces required by the City Bylaw. Currently, however, we have been granted an "exception" to the Bylaw (lowering the number of needed spaces) during the construction of the Ford Centre for Excellence in Manufacturing. Once that construction is finished, and new handicap spaces are built, we will again be over the minimum requirement. As of now, we are finding that we have no days in which all the Handicap spaces in "A" and "J" have been used. Lots "A" and "J" are closest to the buildings. We put a couple f Handicap spaces in lot "H", near the Animal Clinic Building, in case there were students accessing that building who needed those spaces. We also put some Handicap spaces in lot "F", on the assumption that "a" and "J" ever did fill up, these spaces would then be in the closest Student Lots to the building. We have noticed a few people accessing these spaces, but they are walking and not using wheelchairs. When we see these people, we do tell them about the closer spaces in "A" and "J" in case they want to access them. Usually though, if someone with a Handicap Permit does not know where the closest spaces are, they can contact the parking office prior to their first day at the College". He also says, "' some of the handicap spaces in "J" lot may be closed once The Ford Centre building opens and there are plans to add additional handicap spaces in the "C" lot side of the Ford Centre in part of the area now occupied by the construction fence". My last question to Mr Langill was there any modifications to any of the blue spaces? His reply was "in regard to modifications to the original parking for the physically challenged, the Engineering Dept of our Division has made sure that there are "cuts" in the sidewalks in any area that blue spaces are located. Other than the additional spaces near the Animal Clinic building, I would say the only changes I am aware of are, additional spaces being built for newer buildings.

The interview with Mr Langill has brought me to the conclusion on all the parking problems that money, the City Bylaws and the interest of neighbouring houses will always be faced. And with the last question about the blue spaces Mr Langill put to rest the concerned for the blue spaces. With the double cohort coming next fall it will be real interesting on what St Clair College is going to do. I've asked the Mr Langill about the proposed parking and told me that they might be building behind the school. I took the

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