Catholic Church Essay Example | Topics and Well Written Essays - 1250 words

Catholic Church - Essay Example Therefore, it is very rare that one can find in the Catholic tradition a simple answer to complex issues related to war and violence (Gremillion 1976). The pacifist view relies on the values of Gospel and views war as intolerable act that can never be justified. The core of this view is the transcendence of God and the dignity of the human being which reflects the presence of God in the world. Consequently, the Church shall take efforts to protect dignity of each human being. Since life is the realm of God, life of every person is sacred and must be protected. In fact, this view is the founding principle of Christian religion that led its earliest followers to the pacifist stance and refection of violent behaviors under any circumstances and situations, including resolution of conflicts (Pastoral Constitution, 1966). Origins of the just-war theory can be traced back to the fourth century when the Christian faith had finally turned into the official religion of Rome. At that time, the Roman Empire faced massive challenge from the Vandals whose attacks grew increasingly aggressive and threatening. Since the pacifist non-violent nature of the Christianity barely justified involvement in the warfare, St. Augustine of Hippo made an attempt to provide theological justification for violence. Augustine's teaching became known as the just-war theory (Walzer, 1977). Another outs... war must be declared by the authority of the state; there must be a just cause; the intention must be just; war must be the last resort; only right means may be' employed in the conduct of war; there must be a reasonable hope of victory; the good to be achieved must outweigh the evils of war (Shannon, 1983) Recently four more circumstances have been set forth in the Catechism of the Catholic Church to provide moral underpinning for a war, namely: the damage inflicted by the aggressor on the nation or community of nations must be lasting, grave, and certain; all other means of putting an end to it must have been shown to be impractical or ineffective, that is, war must be waged as a last resort; there must be serious prospects of success; the use of arms must not produce evils and disorders graver than the evil to be eliminated (Catechism of the Catholic Church, Art. 2302-2317). The example of how the just-war principles are applied in practice was provided by the Catholic Church over the last two decades. Thus, the Gulf War and a war in Iraq that was proclaimed morally justifiable by its proponents met strong opposition from the Vatican. In January 2003, Pope John Paul II stated in the Address to the Diplomatic Corps that "War is never just another means that one can choose to employ for settling differences between nations.war cannot be decided upon . . . except as the very last option and in accordance with very strict conditions" (Owen, 2003). Pope Benedict XVI also supported this view claiming that "reasons sufficient for unleashing a war against Iraq did not exist [because] proportion between the possible positive consequences and the sure negative effect of the conflict was not guaranteed. On the

Foreign Exchange Rates and Exchange Rate Risk Essay

Foreign Exchange Rates and Exchange Rate Risk - Essay Example The rates therefore are either determined through the market forces or by the central bank of the country to maintain and manage them at a reasonable level. It is also important to understand that when global firms deal in foreign exchange they also expose themselves to various risks. Every firm which deals in foreign currency therefore have to fact these risks and use different hedging methods. These methods vary depending upon the needs of the organization as well as the nature of the transaction. It is however, critical that each firm has to face these risks and must also manage them in order to avoid losses or reduce the risks and manage it at acceptable level. An exchange rate is the rate at which one currency is actually converted into another currency. It is also the value of currency of one country in terms of the value of the currency of another country. The value of two currencies is mostly determined in the open market in which many buyers and sellers actually determine the value based upon overall demand and supply of each currency. It is important to note that there are usually 2 types of exchange rates i.e. spot rates and forward exchange rates. Spot exchange rates are the rates which are offered on the spot for the buying and selling of any particular currency. However, forward exchange rates are determined for the currencies to be purchased or sold in given future date. When international organizations actually receive their payments in foreign currency, they contact foreign currency dealers to offer them either spot or forward rates. Foreign currency dealers however, always quote two different rates i.e. the rate at which the dealer will buy the currency and the rate at which he will sell the currency to the organization. The difference between the bid and ask price (buying and selling price) is considered as the

Care Of People With Learning Disabilities

Care Of People With Learning Disabilities Regardless of the above mentioned fact, a large majority of the population, in the UK continues to suffer from blatant neglect in terms of receiving quality health care. Although there are various services offered by the government at various levels to ensure proper care of patients, the more psychological and moral aspects of care for the soul and dignity in health care are usually ignored. This paper, aims to probe the various issues related to the element of dignity as it pertains to provision of health care of people suffering from learning disabilities, and explores the range of services available to them, at various stages of life, from birth till death. People with Learning Disabilities are one of the most Vulnerable groups in the society (Department of Health 2001). It is estimate that there are over 800,000 people in the UK aged over 20 years who have a learning disabilities and this number could be rise by 14 percent to 900,000 by 2021 (Department of Health 2005a). Dignity in care has become an important policy thrust for the people with learning disability and its a fairly recent trend for governments to feel that it is their role to enlighten people how to do their job rather than just set broad guidelines/policy parameters for the Health and social service (Wainwright. 2008) Meaning and Definition of the terms and Concepts used: The terms and / or concepts which are frequently used throughout this study, such as Dignity, Learning Disability, and Disenfranchised Death, are explained in the following section: The term Dignity is defined as: Dignity is concerned with how people feel, think and behave in relation to the worth or value of themselves and others. To treat someone with dignity is to treat them as being of worth, in a way that is respectful of them as valued individuals (RCN, 2008). Dignity in care consists of numerous overlapping phases which pertaining to respect, privacy, independence and self-esteem. The impermanent sense of dignity used as a guide which based on standard dictionary definition. At state, quality or manner worthy of esteem or respect ; and self-respect. Dignity in care, therefore, means the kind of care, in any setting, which supports and promotes, and does not undermine, a persons self-respect regardless of any difference. (A desk research report prepared for the Department of Health 2009): Learning Disability: In the UK in 1995 there was a ground swell of opinion and referred to as mentally handicapped their families and those who worked with them, brought about a change in terminology from mental handicapped to learning disability(M.Brown-2003). Learning disability includes the presence of: A significantly reduced ability to understand new or complex information, to learn new skills (impaired intelligence), with a reduced ability to cope independently (impaired social functioning); and a condition which started before adulthood, with a lasting effect on development (Scottish Executive, 2010). Disenfranchised Death: Disenfranchised death is death that is not openly acknowledged with the dying person, where the dying person is socially excluded from the process of dying and deliberately excluded from the decision making processesà ¢Ã¢â€š ¬Ã‚ ¦ (Read, 2006: 96) However, reviewing different context of learning disability care reveals a variety of ways in which the term has been defined several times (Department of Health 2001a, Gates 2003,Grant et al 2005, O Hara Sperlinger 1997). Within the United Kingdà Ã‚ ¾m leà Ã‚ °rning diц¢Ãƒ Ã‚ °bility iц¢ the term uц¢ed when referring tà Ã‚ ¾ Ñâ‚ ¬eà Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬le with Ñ Ãƒ Ã‚ ¾gnitive imÑâ‚ ¬Ãƒ Ã‚ °irment. à Ã‚ rà Ã‚ ¾und the wà Ã‚ ¾rld termц¢ inÑ lude intelleÑ tuà Ã‚ °l diц¢Ãƒ Ã‚ °bility, develà Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬mentà Ã‚ °l diц¢Ãƒ Ã‚ °bility, mentà Ã‚ °l hà Ã‚ °ndiÑ Ãƒ Ã‚ °Ãƒâ€˜Ã¢â€š ¬ à Ã‚ °nd mentà Ã‚ °l retà Ã‚ °rdà Ã‚ °tià Ã‚ ¾n. à Ã‚  leà Ã‚ °rning diц¢Ãƒ Ã‚ °bility iц¢ à Ã‚ ° life-là Ã‚ ¾ng Ñ Ãƒ Ã‚ ¾nditià Ã‚ ¾n thà Ã‚ °t uц¢uà Ã‚ °lly beginц¢ à Ã‚ ¾n à Ã‚ ¾r à Ã‚ °rà Ã‚ ¾und the time à Ã‚ ¾f birth à Ã‚ °nd reц¢ultц¢ in à Ã‚ ° reduÑ ed à Ã‚ °bility tà Ã‚ ¾ underц¢tà Ã‚ °nd new à Ã‚ °nd Ñ Ãƒ Ã‚ ¾mÑâ‚ ¬lex infà Ã‚ ¾rmà Ã‚ °tià Ã‚ ¾n à Ã‚ °nd Ñ Ãƒ Ã‚ ¾Ãƒâ€˜Ã¢â€š ¬e indeÑâ‚ ¬endently. Research Question: The basic research question this paper tries to address is: Dignity in health care for people with learning disabilities (LD): Fact or a Farce? Through this question an attempt is made to: Examine the range of services currently provided to people with learning disabilities. Whether such services are in conformity with the overall objectives set by the government. Whether there exists any discrimination or prejudice between people with learning disabilities and the normal public in providing such services. Whether the claims made by the government concerning equality and fair treatment of such people hold true. The answers to the above questions, as provided through the literature review will help in determining whether dignity in care for people with learning disabilities is a fact or a farce. Aims and Objectives: The main aim of this study is to explore the issues related to dignity as it pertains to health care of people suffering from learning disabilities. The objectives include: To explore the range of challenges faced and problems encountered by people suffering from learning disabilities Assess the quality of health care services available to them Investigate the need for a comprehensive and an all-encompassing health care policy for such people To understand and compare the type of services offered and available to them To explore the role of carers, health care institutions and other support services in enhancing their status and ensuring their well-being. Ethics: The concept of ethics has evolved recently from the modest definition of the term that of conventional ethics, to its gradual transformation into various branches and sub-types such as bio ethics, ethics related to human rights and to the more recent, health policy ethics. Ethics in terms of health care refers to the equitable and fair distribution of resources, benefits and services among the people, regardless of their age, gender, race, ethnicity, socio-economic background or the kind of illness they are suffering with. Equity in treatment of illnesses, hence, is an inevitable and inseparable part of health care ethics. On account of growing concerns regarding the inequitable treatment given to people with learning disabilities the initiatives related to providing adequate and good quality health care have gained momentum. Activists worldwide, campaigning for the cause of provision of adequate health care facilities for people with various disabilities, have actively pushed for dignity in health care, especially towards people with learning disabilities. They have demanded a thorough review of policies and principles of health care to ensure dignity of such people. (Morrison, 2008). As the civilization confidently strides towards a new millennium, there is likely to be a rise in group of supporters campaigning for and advocating ethics in health care with a special stress on protecting and defending human dignity. Such a cause which is advocated by academic scholars, researchers, human right groups and activists alike, must, hence be taken up seriously and appropriate policies are developed at the local, regional as well as national levels to ensure compliance (Fulford et al, 2002). Ethics in general and in health care in particular, has undergone a major transformation from a concept which was initially confined to protecting the interests of an individual to a full-fledged social concern. Hence it is inevitable for the health care institutions to take such a matter into consideration while developing strategies and implementing health care policies, which involves people with learning and other developmental disabilities. Project Methods/Methodology: For the purpose of this study, phenomenological research methodology is chosen, whereby observations are made on the basis of data collected from trusted government websites such as the NHS, published research reports, medical journals, books as well as magazines and newspapers. In order to accomplish the research objectives, an attempt was made to explore, analyze and seek information related to qualitative studies which aimed at: Assessing the plight of people suffering from learning disabilities. The perception of such people towards the health care facilities made available by the government. The existence of various services and its effectiveness and addressing the key issues and challenges faced by such people. The need for trained carers and the knowledge which they must possess in order to be able to deal with such people, in a better and efficient manner. The various obstacles which may be encountered while dealing with patients suffering from learning disabilities right from detection to end-of-life care, etc among others. This research is based on the phenomenological research methodology, which takes into consideration the perspectives of other researchers, and research reports published by government departments comprising of first hand information and accounts of people suffering from learning disabilities. According to Dilthey, (in Rapport, 2004): The quest to understand more and better is essentially a qualitative pursuit that requires an experience-near language. It starts with experiences we already understand and expands and deepens these understandings into broader and different contexts through dialogue with otherness. Such understanding proceeds by a mode of analysis in which meaning arises out of relating parts to whole (Pp. 80) Literature review helps in assessing, analyzing and interpreting various studies conducted by scholars, and researchers with regard to the topic under study and helps in justifying and substantiating the research hypothesis. Literature reviews help in summarizing the various perspectives presented by the researchers with regard to the given topic and lend more credibility to the subject being discussed. According to Burns and Grove (2005): Literature review is an organized written presentation of what has been published on a topic by scholars. The purpose of the review is to convey to the reader what is currently known regarding the topic of interest (Pp.93). Literature Review: People with learning disabilities are often excluded within society also have little control over their own lives, and were more likely than others to have bad things happening in their lives (Joint Committee on Human Rights, 2008). People with learning disabilities, and particularly older ones, are among those groups of people who are faced with various barriers, such as access to good quality health care and equality in opportunities and health care services available to them, which add to their woes by making it all the more difficult to cope with their disability (Jenkins, 2005; Frey, 2006). People with learning disabilities comprise of a highly vulnerable section of the society and have limited access to health care facilities / services offered to them. Hence they are often faced with obstacles and challenges while copying with grave situations such as loss and bereavement of loved ones, personal illness, death etc (Elliott, 1995). which in turn tends to aggravate their situati on and increase their dependence on the society which includes their friends, family and loved ones as well as the community in general. They are known to have been ignored persistently in terms of providing services in the need of personal illness, death, and other challenging life situations, thus increasing their vulnerability all the more. One of the most common characteristics observed in case of people with learning disabilities, on the basis of various studies, is their inability to communicate effectively. Although some of them can communicate their thoughts, feelings, fears and emotions effortless, a majority of them find it difficult to communicate accurately, in a meaningful manner. Such a drawback, often leads to further serious complications, such as detection of any major health problems, thus putting their lives at risk (Gates, 2007; Great Britain: Joint Committee on Human Rights Report, 2008). According to Tuffrey-Wijne (2003), one of the most effective means of accurate medical assessment is appropriate and effortless communication and any irregularity in communicating issues related to ones health often, invariably leads to disastrous results, which affects the health of the individual in question, and leads to incorrect and undesirable outcomes. The outcome of ineffective communication and inability to communicate ones health problems is even more lethal in case of people with learning disabilities. According to Tuffrey-Wijne (1997) any inefficiency on the part of the individual suffering from learning disability, to communicate their health problems, may lead to a late diagnosis which further leads to an incorrect prognosis, and ultimately ends in untimely death of the individuals concerned. Office of Population Censuses and Surveys (OPCS 1998) showed that 48% of people with learning disabilities have impairment in one sensory domain and 18% are doubly impaired. Most s ignificant issues are eating problem, nutrition, sleeping, respiratory function problems, foot care, skin conditions, pressure sores, bowel problems and gear disease (J.OHaraA.Sperlinger, 1997). Improved access to health care services for people with learning disabilities is a step ahead in ensuring their well being. Good quality physical and mental care services can go a long way in ensuring their long term safety. Furthermore increased commitment on the part of the carers and other health care service providers is probably one of the fastest and cheapest ways to ensure their better health. One of the most important and crucial elements of health care services is offering end-of-life care services to people with learning disabilities. Communication, with respect to people with learning disabilities, is not restricted to the mere transfer of thoughts to the other person/s but in fact, it includes the ability that other person, to whom the information is being communicated, to accurately interpret the thoughts being conveyed, respond promptly on the information made available to them, and ensure follow up. Such a form of reciprocal communication is an extremely important and fundamental survival tool, for people with learning disabilities. According to Kerr et al (1996) available statistics have indicated that as many as 50% of the people suffering from learning disability suffer from some form of communication impairment, which includes difficulties in cognition, hearing, language, speech or social interaction (Ambalu, 1997). This is a matter of grave concern for the care givers as well as the government health care institutions which are involved in providing health care services to people with disabilities. Another equally critical aspect, which is generally observed with regard to the people with learning disabilities, is the negative perception about such people among the common public, which in turn further gives rise to an equally negative reaction from people with learning disabilities which arises from the feeling that they are being negatively viewed (Gates, 2007). According to Thornton (1996), Lindop and Read (2000) and Read (2006) the major reasons behind such negative perception of people with learning disabilities is the lack of adequate knowledge as well as lack of professional experience which invariably leads to negative attitudes among people towards those with learning disabilities. According to Mencap (2004) such factors may further culminate into professional incongruity and prejudicial treatment, thereby further hampering their mental and physical well-being ultimately leading to institutional discrimination and poor health care for such people. Create awareness and b uild up interpersonal relationships with people with learning disabilities, consideration needs to be given to how to maintain relationships, using everyday opportunities to engage in valued conversation. Often, as carers, main interaction with people is associated with personal care (Ambalu in OHara Sperlinger1997). The government White Paper Valuing people: A new strategy for Learning Disability for the 21st Century (Department of Health 2001a) clearly set the agenda for us, in offering appropriate and effective support people with learning disabilities in their everyday lives. Critical Commentary: Learning Disability is a label. People with learning disability are people first. The British Institute of Learning Disabilities, 2010 Thus it is imperative that such people receive utmost care and quality health care services which, if not better, at par with the facilities and services enjoyed by the rest of the population, regardless of their mental / physical health. People, regardless of their backgrounds i.e. race, ethnicity, gender, age, or socio-economic backgrounds they belong to, have an equal and just right to have access to quality health care services, and the denial of such a basic right, is the denial of human rights. It has been observed, on the basis of the above research, that people suffering from learning disabilities are often victims of negative public perception and lack of professionalism displayed by the carers, which forces this group to succumb to their illnesses, which often goes undetected. Such disenfranchised deaths, are common among people with learning disability (Read, 2006) and hence requires active steps to be taken on the national level. In order to eliminate and / reduce the occurrence of such disenfranchised deaths among people with learning disabilities; it is necessary and extremely important for the general population to treat such people with dignity, and respect. They deserve an equal right to be treated as adults and equal citizens. Such a policy entails implementation of creative health care strategies specifically aimed at people with learning disability, as well as active participation and cooperation on the part of the carers, in order to ensure effective communication, which in turn, as observed from the above research, ensures better understanding of the problems faced by them, a prompt analysis and diagnosis and an effective treatment. Conclusion: Dignity in care is a very critical element of health care, and considering the fact that people with learning disabilities are amongst the largely socially disqualified and hence highly vulnerable, groups in the UK it requires immediate attention at both institutional as well as national level. People suffering from learning disabilities are socially ignored, and often are subject to prejudicial treatment, partly owing to lack of awareness and more so, on account of the lack of availability of opportunities. They rarely have proper employment and have little or no control over the carers who are appointed for looking after their well-being. Moreover their concerns are barely discussed on a wider platform. This situation is grave and calls for immediate change and positive reforms. People with learning disabilities are equally respectable members of the society and they need to be treated with dignity and care which they deserve. Concerns such as unemployment, proper health care, education, housing, social security, etc should be addressed by the government in association with the local councils and ensure its proper access to the people with in dire need of such services. Proper implementation of well designed policies and measures and synchronized co-ordination of all members of the community can go a long way in securing the well being of such people. It can be difficult at times, and extremely challenging but such positive practice by the health care service providers and carers alike can pave way for better networking, collaborative working and interdisciplinary support, thus ensuring their health and safety in the long run (BILD,2010).. It is imperative that the government and the leading health care institutions champion this cause, and instigate, lead and encourage such good practice initiatives by providing professional and well trained carers for people with learning disabilities. Hence gaining trust and building relationship over a period of time are important consideration not only establishing and maintaining relationships, but also in thinking about ending (I. Peate D. Fearns 2006). In conclusion, strict guidelines and policies are not enough at times, and it needs a collaborative effort on all fronts to strive to provide better care to people with learning disabilities.

Regents of the University of California v. Bakke :: American America History

Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor. Regents of the University of California v. Bakke :: American America History Regents of the University of California v. Bakke Established in 1968, the medical school at the University of California implemented a special admissions program to increase the representation of minorities in each entering class. There was one underlying problem with their special admissions program that was not addressed until 1973 when Allan Bakke submitted his application to the University of California. Their special admissions program worked by reserving sixteen percent of the entering class for minorities. The minorities entering through this special admissions program were processed and interviewed separately from the regular applicants. The grade point averages and standardized test scores from the special-admissions entrants were significantly lower than the grade point averages and standardized test scores of the regular entrants, including our dear friend Allan Bakke. In 1973 Allan Bakke applied to the medical school at the University of California. His application was rejected because it was turned in near the end of the year and by the time his application was up for consideration they were only accepting those who had scored 470 or better on their interview scores. Bakke had only scored a 468 out of the possible 500. When he learned that four of the special-admissions spots were left unfilled at the time his application was rejected he wrote a letter to Dr. George H. Lowrey, the associate dean and chairman of the admissions committee, stating how the special admissions system was unjust and prejudiced. When Bakke applied again in 1974 he was once again rejected. This time Bakke sued the University of California. His position was that the school had excluded him on the basis of his race and violated his rights under the Equal Protection Clause of the Fourteenth Amendment, the California Constitution, and civil rights legislation. The trial court ruled in Bakke's favor, however they did not order the University of California to admit him. Bakke appealed to the California Supreme Court where they ruled that the school's admissions programs were unconstitutional and ordered the school to admit Bakke as a student. The school appealed this decision and brought it to the Supreme Court to argue their case on October 12th 1977. The Supreme Court upheld the California Supreme Court's decision with a 5-4 vote. The Court also ruled that the special-admissions program constituted reverse discrimination and was therefore illegal. The Court also said that schools could continue to look at race as a factor when accepting applicants, but they could not set up a quota system or look at race as the only deciding factor.

Comparison Between Poem Red, Red Rose and Sick Rose

Comparison between both poems, â€Å"Sick Rose† and â€Å"A Red, Red Rose† The poem â€Å"The Sick Rose† by William Blake is about a rose that has reached the end of its lifespan in the arrival of winter. A rose usually symbolises love, beauty and romance, but in this poem the rose is sick. This reflects the damaged, hurt and destruction. The rose which represent as an ill woman which was damaged by the worm, which is represent as the man who has caused the harm to her.The poem reveals the negative attitude of a man towards a woman, whom he destroys to satisfy his lust. Where else in the poem â€Å"A red, red Rose† by Robert Burns the poem is about a man who is deeply in love with his lover. The word red is repeated twice, which shows the great passion he has for his lover. It is a romantic love poem which has a positive attitude of a man towards a woman whom he loves by showing his great passion of love, which is growing deeper and deeper each day. Anothe r comparison of the poem is respect.In the â€Å"Sick Rose† the man destroyed the dignity of the woman. He ruin the life of a woman and caused her to be become ill. Where else in the â€Å"A Red,Red Rose† the man keep the dignity of a woman whom he is in love with and even praised her beauty. Besides that, the poem's responsibility. In the â€Å"Sick Rose† the man is irresponsible, he does not care about woman. His intention is to ruin the life of the person he loves in the wrong way, where else in â€Å"A Red, Red Rose† the man’s action shows his loyalty of being a responsible person.In the last stanza of the poem he said that he will return with love though he is ten thousand miles away from her, â€Å"And I will come again, my love, Thought I am ten thousand mile†. Furthermore the love in â€Å"Sick Rose† is a secret love of a man towards a woman. He used force and unhealthy way to get his love from the woman. His action and impati ent behaviour has caused the damaged in the woman whom he loved secretly. Therefore, it shows the darker side of human nature. In â€Å"A Red, Red Rose† the man patiently and gradually release his love towards his lover.He shows his passion in a decent way and he did not use any force. Burns used two similes to compare the love, the first â€Å"red, red rose† and the second is his love is like the â€Å"melody†. Both of simile shows a delicate form a love between a man and a woman. It also shows the brighter side of human nature. In â€Å"The Sick Rose†, the poem ends with a depressive tone where the beautiful rose was spoiled by the evil, lust of a man, but in â€Å"A Red, Red Rose†, the deep feeling of the man's love is longer, even when he has to say farewell: â€Å"And fare you well, my love†.Burns ends the poem in a tender, hopeful and inspiring note. The language of both, Blake and Burns', in the poem interest the readers to find the h idden message behind it. The use of symbolic and figurative language written made both the poems very interesting and appealing to the readers’ mind. After comparing both poems both poems reflect the two opposite of a human soul as â€Å"The Sick Rose† is a dying rose while the â€Å"A Red, Red Rose† is a blessings rose.

A Christmas Story About A Young Orphan History Essay

On the dark of Christmans Eve, a immature orphan named Pip visited the Gravess in the God's acre in award of his asleep household members. As he paid his respects, a cryptic alien, who appeared in a pathetic visual aspect with a concatenation attached to his leg, glided out from the shadows and directed a hungry knife to Pip ‘s vulnerable pharynx. Following, the adult male silenced Pip and began to inquire him a series of inquiries about his defenders. Once Pip replied, stating him that he lived with his sister Mrs. Joe Gargery and her hubby Joe Gargery, the blacksmith, the capturer stared at Pip into his eyes and solemnly demanded Pip to present him a file ( to take the ironss ) , and some nutrient to decide his hungriness. Then, he instructed Pip that the tool and the nutrient should be delivered to him early the following forenoon at the Old Battery ‘s location. In order to vouch Pip ‘s trueness, the destitute capturer advised Pip to non distribute any word about the brush and to listen to his instructions, or else he would let go of his homicidal side and terminal Pip ‘s life. After the Pip ‘s captor finished his message, he began to casually saunter off, but glanced back periodically before disappearing with the dark. Terrified from the ghastly brush, Pip raced place every bit fast as he could. After the incident, Pip returned place to the forge and discovered Joe entirely in the kitchen. The temper of the house seemed unagitated, but shortly, Joe informed Pip that Mrs. Joe had been furiously disquieted and left the house to look for him. Merely as Joe finished make fulling Pip in on the state of affairs, Mrs. Joe busted through the door and began to paddle and chastise Pip about what he did, before chilling down. Once the ambiance was restored, Mrs. Joe began to function the dinner of staff of life with butter to Pip and Joe. Alternatively of eating the piece, Pip slid his part into his bloomerss due to the fright of decease from the alien at the God's acre. However, Joe noticed that Pip ‘s piece was gone and assumed that he swallowed the staff of life, which led to Pip ‘s ingestion of the Tar-water. Later that flushing, the house was shaken by the sound of guns, which made Pip funny about what it symbolized. He shortly learned from Joe that the sounds marked t he significance that there were inmates on the loose. Besides, he discovered that the guns were shot from ships known as the Hulks, which were ships dedicated to hive awaying felons who were charged with slaying and other offenses. During bedtime, Pip experienced panics about the brush with the alien in the fens. In the forenoon, Pip decided to decide his panics and took the nutrient ( porc pie and brandy ) from the kitchen, and a file from the forge, and so left to the Old Battery. Chapter Three In chapter three, Pip approached the Old Battery experiencing a enormous sum of guilty from stealing the nutrient and file. As Pip neared the location, he encountered a kiping adult male who looked like the alien from the God's acre and shook him wake up. However, when the being got up, Pip noticed that he had the incorrect individual, but this adult male and his mark were dressed identically. The awoken extra tried to assail Pip, but missed wholly and escaped off. After the happening, Pip arrived at the Battery and found his adult male, who appeared in a saddening status. Pip continued toward the deprived, hapless alien, and handed over the nutrient and file. Then, the famished single immediately began to banquet on the nutrient without vacillation and thanked Pip one time he satisfied his hungriness. Later, Pip brought up the subject about the indistinguishable individual he had ran into on the journey over, which sparked up the adult male ‘s pique and heightened his senses. After hearing about his enemy, the adult male prepared to run his reproduction, but foremost, he demanded Pip to manus over the file and he began to hammer off at the Fe. With his attending focused on taking the ironss from his leg, Pip took the chance and left the scene. Chapter Four When guilty Pip returned place, he found his sister busily cleaning the house for the approaching dinner that flushing. After Pip fabricated that he was listening to Christmas carols, he joined Joe in the kitchen and Mrs. Joe served them a weak breakfast of staff of life and milk due to her busy agenda. Once they finished eating, Joe and Pip went to go to church in topographic point of Mrs. Joe, since she was excessively busy from readyings. While off, Pip was haunted by the ideas of his sister detecting the stolen nutrient such as the meat pie. When the two returned, they found the house prepared for the dinner response and waited for the invitees to get. Soon, the invitees, Mr. Wopsle, Mr. and Mrs. Hubble, and Uncle Pumblechook stepped in, the household and invitees exchanged salutations and any gifts they possessed. As everyone sat down on the dinner tabular array, the repast eventually commenced. Throughout the dinner, many conversations were exchanged and the eventide was turn o vering swimmingly, until Mrs. Joe served Uncle Pumblechook the tar-water alternatively of the brandy ( Pip had refilled the incorrect bottle when he stole the brandy ) . Before long, Uncle Pumblechook recovered and the eventide was rapidly coming to an terminal, which prompted Mrs. Joe to function the concluding and most impressive dish of the eventide, the porc pie. Since Pip knew about the absence of the dish, a moving ridge of nervousnesss rushed into his organic structure and he made an flight for the door. However, as he reached the door, he stumbled upon soldiers and one carried a set of handlocks in his custodies. Chapter Five In the beginning of the chapter, the soldiers entered the house, which alarmed the dinner invitees and distracted Mrs. Joe off from the porc pie every bit good. The soldiers shortly requested for Mr. Joe, the blacksmith, and asked him to mend the presented handlocks for the male monarch. Immediately, Joe went off to work and was accompanied by a few soldiers. As Joe was working, the commanding officer mentioned the Hunt for the inmates, and how it was expected to stop at twilight once the turnups were renewed. Later, the commanding officer was offered to take a place during his delay and was offered some vino. Finally, after two hours, Joe finished his work and the soldiers left to complete the Hunt for the inmates. However, Joe and Mr. Wopsle chose to label along the pursuit and brought Pip every bit good. During the Hunt, the three trailed at the rear of the battalion and Pip realized that that his inmate would presume that he had betrayed him if he was seen. As the group moved tow ard the Old Battery ‘s place, the soldiers and the invitees heard the sounds of the nearby cheering of two work forces. Next, the military personnels marched closer to the beginning of the noise and saw the two targeted inmates fighting at the underside of the ditch. Upon the gaining control, the 2nd inmate announced that Pip ‘s inmate attempted to kill him. Conversely, Pip ‘s inmate responded by stating that he was forestalling the adult male from get awaying the Hulks. As the alibis persisted, the sergeant silenced the two and told the soldiers to put ablaze the torches for visible radiation. Afterwards, the soldiers stood in a ring and fired their guns to signal the gaining control, and began to process over to the Hulks. Once they reached their finish, and were prepared to let go of the runawaies back to the ships, Pip ‘s inmate lied and told the group that he had stolen the porc pie and the spirits from Joe ‘s forge. Then, the two felons were sent onto the boats and were rowed over to the Hulks. Chapter Six After the gaining control was over, the hunting perceivers, Pip, Joe, and Mr. Wopsle journeyed place. On the manner back, Pip pondered about the possible consequences of what could happen if he revealed to Joe the existent narrative behind his interaction with the inmate. However, since Pip did n't desire to lose the trust from his lone friend and comrade, Pip decided to stamp down the truth. Pip assumed that Joe would non look up to him, which prevented him from stating the truth, but he began to believe that it was his ain jejuneness that blocked the truth from coming out. Soon, Pip fell asleep as he walked place and Joe carried him on his dorsum through the concluding stairss back place. At place, Mr. Wopsle and Joe met up with Mrs. Joe and Uncle Pumblechook and Joe recalled the chapters of their journey, which included Pip ‘s runaway ‘s fiction about stealing the pie before being rowed back to the Hulks. Pip ‘s inmate ‘s false comments sparked the investig ator in the members of the family and the group began to seek for ways in which the inmate could hold entered the family. Once the Sleuthing concluded, Pip was assisted to his bed and the eventide came to an terminal. Chapter Seven As Pip grew older, he learned to read and could grok the words on the Gravess of his household members. Before coming of age for an apprenticeship with Joe, Pip went to an evening school run by Mr. Wopsle ‘s grandaunt. In add-on to the school, the topographic point for acquisition was besides a store, which was run by Biddy, the granddaughter. Although Biddy ran the shop, she would integrate her clip to assist out Pip ‘s instruction. On one peculiar dark, a twelvemonth after the Hunt, Pip wrote a missive to Joe on his slate. After Pip completed his message, he handed it over to Joe, who was highly amazed, since he had ne'er learned to read or compose. As Joe attempted to read the message, Pip realized that Joe was uneducated and questioned him about his early instruction. Joe began and told Pip that his male parent was the chief hurdle of his acquisition, which led him to get down work at an early age. Besides, Joe informed Pip that when his female parent died, he had found Mrs. Joe, and offered her to populate with him in the forge. Shortly after, Joe included that when he accepted Mrs. Joe into the forge, he besides welcomed Pip to populate at that place excessively. After, he began to portion with Pip his empathy toward Pip ‘s penalties from Mrs. Joe, which illuminated a new position in which Pip viewed Joe. Later that dark, Mrs. Joe and Uncle Pumblechook arrived back from their trip to the bazar and beg an to convey up the topic of Miss. Havisham. It had seemed that Miss. Havisham, an flush, but lonely lady, had invited Pip to travel to her house, the Satis House, to play. After informing Pip, Mrs. Joe instantly began to tidy up Pip and dressed him nicely, before passing him over to Uncle Pumblechook. After interchanging farewells, Pip left with Uncle Pumblechook, who would present him to the Satis House the following forenoon. Chapter Eight In the forenoon, Pip woke up in the market edifice of Uncle Pumblechook. After rousing, Pip inhaled the olfactory property of the seeds of the store, and went to go to breakfast with Uncle Pumblechook. During the breakfast, Pip received the poorest helpings of nutrient and the two spoke about mathematics. Without a satisfying repast, Pip and Pumblechook left for Miss Havisham ‘s abode. When they arrived to the deeply armoured bastion, they rang the forepart gate and were greeted by a gorgeous immature lady. As Pip was allowed to come in, Pumblechook, on the other manus was locked out without compunction. Then, the immature lady returned to Pip ‘s side, and they began to walk over to the house. As they were walking over, Pip was introduced to a brewery, which was portion of the edifice, and so continued on to the house. When they approached a certain room, Pip was told to come in entirely. The room was deprived of daytime and at the tabular array in the room sat a figure d raped in white. In a piece, the figure, Miss. Havisham, informed Pip that she had been broken-hearted and that she had ne'er seen the daytime in old ages. Moments subsequently, the miss who greeted Pip at the gate, Estella, was called into the room and she and Pip sat down to play cards. As they played, Estella won and ashamed Pip with her violative comments. After losing another unit of ammunition, it was clip to go forth and Pip was asked to return yearss subsequently, before being escorted by Estella to the pace. In the pace, Pip was served with some nutrient from Estella and so Estella walked off. When she was gone, Pip began to cast cryings from the shame and discourtesy he received from Estella. Soon, Estella came back to open the gate, and Pip left in humiliation. Chapter Nine After a twenty-four hours of letdown, Pip returned place to the forge to Mrs. Joe and Pumblechook, who were highly funny about his trip. Unwilling to talk the truth, Pip fabricated his experience at Miss. Havisham ‘s house. For illustration, alternatively of playing a black game of cards, he illustrated about how they played with flags and blades, which impressed and enlightened his hearers. However, when Joe came in, Pip began experiencing ashamed of stating Joe a prevarication, and doing Joe experience proud of him. When the crowd eventually left to go to to their responsibilities, Pip walked into Joe ‘s forge to state him the truth. Pip began by stating Joe about how his visual aspect did n't suit the scene and that his experience was the antonym of terrific. Following, he introduced how the miss, Estella referred to him as take downing common man. However, Joe tried to soothe Pip and told him that being common was non negative, but alternatively, everyone had to get d own out as one before they made their manner to the top. With that, Joe stated that he was non angered by the deceptive narrative, but merely asked for Pip to non raise up any more false narratives. That dark, Pip took Joe ‘s message personally and recognized the twenty-four hours as the most unforgettable twenty-four hours, which changed him profoundly. Chapter Ten During one fresh, new twenty-four hours, Pip decided to inquire Biddy to educate and assist him go more literate. However, before she could get down, Mr. Wosple ‘s grandaunt had fallen asleep and Biddy had to recover the order to the school. After Biddy was done, she lent Pip some assignments to work on and Pip left. As Pip was walking place, he went into the Three Jolly Bargemen to name Joe to come place. When Pip found Joe inside the saloon, he was accompanied by Mr. Wopsle and another adult male who he did non acknowledge. Momentarily, Pip took a place following to Joe to listen to the conversations. The conversation began after the cryptic adult male treated Mr. Wopsle and Joe to rums, and Joe introduced the members of the tabular array to the unknown adult male. Throughout the meeting, the alien began to direct his attending to Pip and stirred his drink with a file towards Pip ‘s attending. Shortly, Pip rapidly noticed that there was a connexion between the adult mal e in forepart of him and the inmate he had encountered a twelvemonth ago. When the rum ran out, Joe and Pip stood up to go forth, but were halted by the alien, who so gave Pip a bent piece of paper. After, Joe and Pip left the saloon, along with Mr. Wopsle. Once Joe and Pip arrived place, they unraveled the bent paper along the side of Mrs. Joe, and discovered two one-pound notes on the paper. However, Joe raced back to return the money, but the alien was gone. That dark, Pip went to kip chew overing about the cryptic alien who possessed his inmate ‘s file.