Discuss the Caretaker as A Comedy of Menace. - 6631 Words

The initial review of Harold Pinters The Caretaker generally followed a pattern: the brilliance of the actors was celebrated and the questions of influence, primarily Becketts, were linked to discussions of the relationship between the comic and serious elements in the play. Interpretations of the meaning varied from the literal to the fully allegorical, by way of generalized abstract tags. Subsequent academic criticism, deriving from textual study rather than stage performance, has early always followed the serio-tragical-symbolical-abstract line- what we might call Modern Man in Search of His Insurance Cards, or, I stink. Therefore I am. The comedy of The Caretaker is not a dispensable palliative. To discuss meaning without taking†¦show more content†¦Rather than follow the tendency to generalise from paraphrase and thereby lose the essential drama, one must examine certain passages in order to bring out the deeply sensitive psychological insight that lies behind Pinters p lain statement. Deeply Sensitive Psychological Insight When the curtain rises, Mick shares the activity of the audience. He slowly looks about The Room looking at each object in turn. He looks up at the ceiling, and stares at the bucket. Then he brazenly separates himself from the audience. Ceasing, he sits quite still, expressionless, looking out front. Silence for thirty seconds. Mick then leaves upon hearing muffled voices. This silent enigma is in dramatic contrast to the end of the play. At the outset Mick, in effect, rejects the audience by walking offstage after a protracted silence, while at the close it is Davies who is left onstage rejected by the audience insofar as we recognize that he must go. But this formal, inverted symmetry is recognised retrospectively. Micks silence and departure stays as a qualm, leaving a question behind the laughter that is immediate. Astons opening invitation to Davies to sit down is manifestly frustrated by the evident disorder of the attic. As Aston sorts out

Wgu Jdt2 Task 2 - 4523 Words

JFT2 Organizational Management Task 2 Western Governors University JFT2 Organizational Management Task 2 A1. Utah Symphony Strengths and Weaknesses The Utah Symphony has been a leading arts organization in the western part of the United States for decades. They have a rich, long history. Many strengths have contributed to this success and continue to do today. Financially, the organization is able to raise money through various means. For the fiscal year 00-01, the symphony was able to raise $3.8 million through performance revenues, $3.1 million through government grants, and $4.5 million through fundraising. With another $1 million coming from investments other minor sources, they had an operating budget of $12.4 million†¦show more content†¦With his position assured, Ewers and Lockhart needs to go over the financials of both organizations and what they will look like for the new organization. It should become clear to Lockhart that the musicians’ collective bargaining agreement will need to be renegotiated. Because of his relationship with the musicians, Lockhart should be able to convince them that there is no alternative to negotiating a new contract if the new organizations is to get off its feet. Anne also needs to convince the musicians of her commitment to the arts and her ability to lead such a prestigious organization and to do so, she will need to highlight her past accomplishments. Anne has had enormous success in directing operas, including serving as stage director for over 60 opera productions world wide, including the adored San Francisco Opera. In addition, she had stints as assistant director at the San Francisco Opera and the Canadian Opera. She also sought to increase the amount of productions during her time at the Boston Lyrics Opera instead of decreasing them to help retire the debt there. This should convince the musicians not only of Anne’s ability to lead them but also of her desire to build an elite artsShow MoreRelatedWGU JDT2 Financial Analysis Task 22645 Words   |  11 Pagesï » ¿Competition Bikes Inc. Storyline Operational Analysis 03/10/2014 WGU JET2 Financial Analysis Task 2 Introduction In this task, the budget schedule and proformas as well as the flexible budget were reviewed. Below you will find my analysis and recommended corrective actions as well as how management by exception applies. Budget Planning Concerns Competition Bikes has a good starting point for a budget but is overall weak and has several budgetary concerns. A few of those items are

Critical Analysis of Genesis free essay sample

World Behind the text Historical and Cultural Context Genesis illustrates the way Biblical writers J (Yahwist), E (Elohist) and P (Priestly) drew upon the cultural and religious legacy of the Ancient Near East (ANE) along with its stories and imagery and transformed it to conform to a new vision of a non-mythological God and a monotheistic, superior religion. â€Å"The Pentateuch developed against the background of the Ancient Near Eastern culture first cultivated in and spread by Sumerian, Assyrian, and Babylonian empires†. From this, we can see how Israelite religion was â€Å"shaped by responses to and reactions against this culture due both to contacts with neighboring Canaanites and to conflicts with Assyrian and Babylonian empires†. Genesis 1:1-2:4a can therefore be said to reflect the â€Å"Babylonian account of creation, which we call Enuma Elish†¦known from at least 1700 BCE,† â€Å"predating the earliest text of Genesis by at least a millennium,† as both their structure and content are similar. In both Genesis and the Enuma Elish, the earth is made up of water and is divided into upper and lower waters and the days of creation in Genesis follow almost the exact same order in the Enuma Elish. The Enuma Elish is recorded on seven tablets and the Genesis account is completed in seven days. The Babylonians created humans to serve as slaves yet in Genesis God creates humans in the likeness of the divine. The Priestly source penned the creation story â€Å"with the purpose of portraying both the beginnings of mankind and Israel in the spirit of a monotheistic concept with a didactic aim. This conveys the notion of a superior religion assuming Gods eternity; as Genesis 1:1 states that in the beginning, He created, not that he was created. It is therefore implied that at the beginning of time God was already there, and as nothing is created from thin air, we can conclude that God is omnipotent and his existence has always been, portraying him as infinitely superior to those Gods o f the Ancient Near East who were created by other Gods. â€Å"The scope of Genesis 1:1-2:4 contains an entire portrait of the nature of Yahweh, over against all pagan claims. Implying that God is a being of infinite wisdom, power and absolute intellect, superior to those of the ANE. The passage was written for the Israelites to gain an understanding of their place within Gods creation and to explain the relationship between God and humans. Source Criticism The narrative occurs twice within the first two chapters, Genesis 1 is believed to be by the Priestly author or school of authors who referred to God as ‘Elohim’ because of their observance of and focus on the Sabbath, the establishment of the priesthood and various rituals. Genesis 2-3 is seen as a doublet, or second creation story, tied to a different source, J, who referred to God as Yahweh. Whilst having a doublet of a story and various names for God used in both stories cannot be considered evidence for two separate writers, â€Å"when the doublet of stories line up into two groups where one group consistently uses one name of God and the other uses another, that’s strong evidence. † When Israel went into exile under the Babylonians in 597 to 586, a school of priests seems to have gathered many of the cultic and legal traditions together. This priestly work, called P, thus formed a source which made the earlier historical accounts more complete. † Gowan also believes that P wrote the first creation story to reflect a setting during the Babylonian exile, â€Å"after the fall of Jerusalem to the Babylonians in 587BC between the middle of the 6th century and the middle of the 5th century†. Given that P writes with the purpose of showing Israelites that God has showed continuing care over them from the time of the origins of the universe and â€Å"was very concerned to give Israel a sense of trust in Yahweh’s goodness and fidelity so that they would not lose faith,† it is fair to assume that it was written during the time of exile when Israelites would be questioning their faith as a result of the significant and continuous hardships they had faced. Further evidence that the author of Genesis 1 is P is that â€Å"the account of creation in Genesis 1 has the refrains and solemn tones of a liturgical prayer†¦it maintains an interest in precise genealogy lists, a task of ancient temple scribes,† and pays close attention to structure and the repetition of key expressions, having a powerful effect on the reader, a style of writing that would only have been used by the well educated at the time, pointing directly to priests. World of the text Literary Context Genesis is the first of the five books of Moses, the Pentateuch, written in Hebrew in Israel, interweaving many genres including myth, epic and history. â€Å"Israel’s Bible begins with an extended look at the world prior to Israel instead of assuming that the world began when it came to be. † â€Å"Gen 2-9 is introduced by Gen 1 and carried forward by Gen 10-11. Gen 1-11 then is a single story, an unusually sustained â€Å"philosophical† and â€Å"theological† explanation,† explaining our relationship with God, our flaws and destiny and religious institutions. Whilst P is the author of Genesis 1, Genesis 2 has been tied to J and differs significantly in its tone and focus. J writes almost as if it is a fairytale and where the P account focuses on the origin of the world with the creation of mankind as its climax, J â€Å"begins with Gods creation of the man, and describes how subsequently God builds up a world for his new creature,† creating the animals for the purpose of human companionship and giving humans care over the Garden of Eden. This contrasts to P who writes that humans are to ‘subdue’ and hold ‘dominion’ over the other living beings. Furthermore, whilst P writes in a chronological and symmetrical structure, J has poorer structure and does not discuss the creation of the universe in as much depth and instead focuses on humans. Genre The genre of Genesis 1:1-2:4a serves as a ‘consciously planned’ historical narrative or genealogy, containing dialogue in the form of God’s commands of creation, climaxing with the creation of man in God’s image. It has an introduction (1:1), a body (1:2-2:3) and a conclusion (2:4a) and together a unit is formed. ’ Structure In this passage, the author is the narrator; God himself is alive. â€Å"We first encounter God in motion – His spirit moving across the face of the deep. The entire creation account can be read as the result of this motion,† with the climax of this motion being the creation of human b eings in God’s image. In this way, humans are set apart from the creation of other beings, which establishes their role on earth and facilitates communication between humans and God. The passage uses imagery throughout along with the repetition of ‘evening’ and ‘morning’ in order to divide the passage into its seven-day structure. Genesis 1:1-2:3 comprises of six paragraphs for the six days of creation with the seventh paragraph emphasizing the importance of the Sabbath, repeating the theme of seven. †The account itself is organized into two parallel groups of three. In the first group, regions are created: night and day, firmament and oceans, and the land. The corresponding inhabitants of these regions form the second group: astronomical bodies, birds and fish, land animals and man. † Upon analysis of the seven days of creation, God created habitations in the first three days for the creatures created in the final three days. The phrase, â€Å"In the beginning God created† conveys the complete authority and ownership God has over creation and is a true introduction, one that condenses the essence of the whole passage. The power that God has over everything he created is the essential message upon which the rest of the bible is built upon. The completion of the passage with the creation of mankind is a climactic end and shows the great importance placed on the creation of humans in Gods image to control and care for his creation. Literary Qualities There are various literary qualities present in the passage. Firstly, days one to three and days four to six are tied together by particular verbs. Days one through three use verbs of formation, â€Å"separate† and â€Å"gather†. While days three through six use verbs of filling; â€Å"teem†, â€Å"fill†, â€Å"be fruitful† and â€Å"increase†. Furthermore, the first three days are concerned with forming while days 4-6 focus on filling. Also, day one and day four can be compared by the use of the key word ‘light’ as can days two and five’s use of ‘upper and lower waters’ in both their creation and inhabitants. These comparisons demonstrate the intentional literary composition of the creation story, â€Å"emphasizing the symmetry and orderliness of God’s creative activity. † P â€Å"presents God’s power, freedom and unchallenged control over the world by the calm and deliberate repetition of the basic formula ‘God said,’ ‘Let there be,’ ‘And it was so. ’† The repetition of these phrases conveys a message of the ultimate strength and powerfulness of God. The overall tone of the passage is joyous with series of solemn announcements and commands. The Priestly source also uses light as a metaphor in this passage as Maier states, â€Å"it is no accident that Jesus is called the light of the world. † Religious Message amp; Purpose The message of the passage is that God is the almighty and powerful creator of the universe and all beings within it, creating humans in his likeness to care for the world. â€Å"It concludes with the sanctification of the seventh day, showing that the Sabbath day is of such importance to the author that he associates it with creation itself; but he does not explicitly draw the law of the Sabbath from creation. † The passage is set in the wilderness at the beginning of time, with the only character present in the passage being God, the creator. He displays human qualities and personalities by resting on the seventh day, allowing humans to better relate to and identify with this Supreme Being who shows human weakness in the form of tiredness. The World in front of the Text Today, just as in ancient times, religion â€Å"helps us to define ourselves, making the world and life comprehensible to us. † Humans find comfort in believing that there is something out there more powerful than themselves that has control over what they do and what happens to them and in this ense I believe that Genesis 1 is still relevant to today’s society. Both versions of the creation story were written with the intention of proclaiming the greatness of God and historically I believe the writers served their purpose, particularly during the time of the Exodus, creating â€Å"more than a story of Israel’s past (instead) creating a theology and purpose that explained the religious faith and spirit of the nation,† becoming t he foundation for Israel’s future focus upon God’s love. In ancient times, particularly during the Exodus, Gods creation and recreation of the world (the flood) and his renewed blessing after humans commit sin would have been important to remember during exile and would have given the Israelites grounds for new and continued hope. â€Å"It is easy to see that P moves the story of salvation along as a single historical lesson for future generations†¦weaving themes of blessing, promise, covenant and human response to god. † Upon such deep analysis of this passage I believe that it can still be interpreted in the same way today as it was originally intended, not in a literal manner but with an understanding of the greatness and power of God and his impact on our lives. Bibliography Achtemeier, Paul J. The Harper Collins Bible Dictionary. Rev. ed. NY: HarperSanFrancisco, 1996 Boadt, Lawrence. Reading the Old Testament: An Introduction. New York: Paulist Press, 1984 Clifford, Richard. J. and Murphy, Roland. E. â€Å"Genesis. † In The New Jerome Biblical Commentary.

Physical Abuse vs. Psychological Abuse Essay Sample free essay sample

There is a immense minority of people in the United States that does non recognize Psychological/Emotional maltreatment as an existent signifier of maltreatment. The bulk of people’s heads travel right to physical maltreatment when so there are many other signifiers of maltreatment merely as if non worse. Physical is easy to descry. even if the kid does non state anyone. whereas psychological maltreatment is non seen by anyone else and is really hard to name. There are many different resources and definitions of the two and this paper is to demo you how similar they are and yet merely how different they are. I am besides traveling to explicate the different therapies for both and the affects they both have on a kid. All provinces recognize Physical Abuse ; nevertheless. non all provinces recognize Psychological Abuse. which surveies have shown it can take kids a life-time to retrieve from. My long term end is to assist kids traveling through or have gone through any types of m altreatment. We will write a custom essay sample on Physical Abuse vs. Psychological Abuse Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The difference that I will keep over all the healers that I have seen. is that I non merely hold the book cognition. but besides the existent life experience every bit good. and I strongly believe that is how you connect with abused kids. The DSM-IV-TR ( American Psychiatric Association. 2000 ) provides diagnostic standards for child physical maltreatment. sexual maltreatment. and neglect. There are no diagnostic standards for child emotional maltreatment. ( psychological maltreatment ) . I did happen a definition in the APSAC. ( American Professional Society on the Abuse of Children ) on physical maltreatment. Different definitions have been used to analyze the nature and extent of child physical maltreatment. Their true definition of child physical maltreatment used in the Third National Incidence Study of Child Abuse and Neglect ( NIS-3 ) ( Senlack A ; BroadHurst. 1996 ) defined physical maltreatment as present when a kid younger than 18 old ages of age has experienced an hurt ( harm criterion ) or hazard of an hurt ( endangerment criterion ) as a consequence of holding been hit with a manus or other object or holding been kicked. shaken. thrown. burned. stabbed. or chocked by a parent or a parent alternate. In contrast. the definitions used in the National Child Abuse and Neglect Data System survey intelligibly varied by province. but. interestingly. the point used to capture this information for physical maltreatment was described by the phrase â€Å"number of victims of physical Acts of the Apostless that caused or could hold caused injury† ( U. S. Department of Health and Human Services. 2000. Appendix B. p. 8 ) . The description we have on physical maltreatment is merely that. physical. While reading farther into this I found something interesting. There have been different methods used to document physical maltreatment. such as roll uping studies to child protective services ( CPS ) . The U. S. Department of Health and Human services aggregates one-year informations from CPS in each province to find the prevalence of different signifiers of child ill-treatment. The most recent ( for 1998 ) indicates that studies of suspected were made to CPS bureaus on more than 2. 8 million kids ( U. S. Department of Health and Human Services. 2000 ) . Of these reported. 22. 7 % suffered physical maltreatment: for comparing intents. 53. 5 % suffered neglect. 11. 5 % suffered sexual maltreatment. and merely 6. 0 % reported were â€Å"emotionally maltreated† . I personally think those Numberss are astronomical. and that is merely what has been reported. I candidly believe that today we live in a really naive’ and selfish society. If you continued to read on approximately physical abuse the Numberss are really dismaying. More than 700. 000 kids were subjected to really terrible violent behaviour ; 6. 9 MILLION kids were assaulted by their parents. Wholly. child physical maltreatment affects 100s of 1000s of kids yearly. with physical injury runing from the mild to the really terrible. including human deaths. † Now I know that at some clip in your lives. you have walked past a parent and kid and noticed that kid had been beaten. if that kid has the bravery to look up at you. it is most decidedly a call for aid. and I am willing to wager. you turned your caput and walked off. How do you kip at dark cognizing you could hold made a difference that would hold taken merely moments out of your life to salvage another one? All it would hold taken was a speedy observation of vesture and which manner they were headed and a speedy call to 911. Merely so you know that I am non prophesying here. yes. I have done it on a few occasions! These following subdivisions we are traveling to speak about Psychological Abuse ; or as some call it. emotional maltreatment. No affair what you call it. it all remains the same. I am traveling to get down with the definitions foremost. I have a shorter version foremost which came from â€Å"A Clinician’s Guide to Recognizing and Reporting Parental Psychological Maltreatment of Children† The American Professional Society on the Abuse of Children ( APSAC ) has published definitions and guidelines for placing child psychological ill-treatment. APSAC’s definition is indistinguishable to the above federal definition. However. APSAC recognizes six signifiers of psychological ill-treatment: spurning. terrorising. insulating. exploiting/corrupting. denying emotional reactivity. and indefensible denial of mental wellness attention. medical attention. or instruction. Again. out of the APSAC book. I am traveling to give you the true definition of psychological ill-treatme nt and how they came to this definition. This conference. with professionals stand foring virtually all professions and major kid protagonism groups every bit good as eight states. produced the undermentioned definition: â€Å"Psychological ill-treatment of kids and young person consists of Acts of the Apostless of skip and committee. which are judged on the footing of a combination of community criterions and professional expertness to be psychologically damaging. Such Acts of the Apostless are committed by persons. singly or jointly ; who by their features ( e. g. . age. position. cognition. and organisational signifier ) are in place of differential power that renders a kid vulnerable. Such Acts of the Apostless damage instantly or finally the behavioral. cognitive. affectional. or physical operation of the kid. Psychological ill-treatment includes Acts of the Apostless of rejecting. terrorising. insulating. working. and missocializing. † I am now traveling to travel over the similarities and the differences of th ese types of maltreatment and the effects they do or could hold on kids. The first and most obvious one is physical maltreatment leaves some sort of Markss on a kid. Whether a kid tells person or non. it is the easiest signifier of maltreatment to observe and CPS can merely step right in and take the necessary stairss to protect that kid. Both the APSAC and the DSM-IV-TR have different definitions. The DSM-IV-TR is the diagnosing enchiridion for Psychiatry recognizes â€Å"emotional distress† but merely under physical maltreatment. The APSAC recognizes psychological ill-treatment as a type of maltreatment on its ain. It is much. much harder to name psychological maltreatment if no 1 comes frontward and even so. it is still tough. The chief ground comes down to out U. S. Department of Human Services being short-handed and overworked. that their top precedence in this county is physical maltreatment. which I find to be really incorrect. Both types of maltreatment ( really all types of maltreatment ) will necessitate therapy. It is besides non uncommon for the kids to go violent themselves. acquire into drugs. hold jobs with authorization. etc. In shutting. I can non name every single province and what their Torahs are. nevertheless. this information is a generalised realisation coming from the authorities and their surveies over a figure of old ages. Many different doctorà ¢â‚¬â„¢s and professionals have come together to do this information available to the populace with the hopes that more people will take duty and assist if they can. All provinces recognize physical maltreatment. nevertheless. non all provinces recognize psychological maltreatment. which surveies have shown it can take a kid a life-time to retrieve. I am traveling to go forth you will this. For a kid who has been abused. particularly. bargains the approval of artlessness every bit good as makes victims out of all of us.