A rose for Emily Essay Example for Free

A rose for Emily Essay In William Faulkner’s short story â€Å"A Rose for Emily† the focus is on Miss Emily and her Southern upbringing. In the South during Miss Emily’s life time for a woman not to be married was socially unacceptable. In Southern society during this time, and even today, it was encouraged and believed that to be happy it was necessary for one to be married. Faulkner’s â€Å"A Rose for Emily† is a classic example of Southern literature because of the importance of family, community, religion, time and place. Miss Emily represented the importance of all of these things on Southern society. Miss Emily, is forced to conform to her father’s Southern societal values. Her family represented a monument of the past; Emily was referred to as a â€Å"fallen monument.†. She was a relic of Southern gentility and past values. She was considered fallen because she had been proven susceptible to death and decay. Like the rest of the world Miss Emily’s father chased away any and all men that tried and wanted to marry her. Miss Emily was very controlled by her father. He was very protective of her and extremely dominating. This kind of family environment for women was typical of southern society. Miss Emily herself represented, â€Å"a tradition, a duty, and a care; a sort of hereditary obligation. Miss Emily was merely a product of her environment. William Faulkner’s short story â€Å"A Rose for Emily† displays an ideal of the antebellum Southern society that is ofte n still associated with the south. Faulkner succeeded in writing a work of Southern literature that displays a romantic pull of the past and the idea that submission to this romance was a form of death thematically, death conquers all. The story of Miss Emily Grierson from Yaknapatawpha County is a tale depicting the romance of the South combined with the story itself created a captivating atmosphere, a world where no one wants.

Psoriasis Case Study

Psoriasis Case Study Case Study P.D. a twenty-three-year-old female presents with symptoms of psoriasis. She has several thick scaly, well defined, erythematous plaques, which are silvery in color. The patient reports that she has just returned from a twelve-day trip to southern Louisiana to work the ecosystem as part of her education as an environmental engineer. During the trip, she had significant solar exposure, although she wore sunscreen. The expanded and prominent plaques cover her elbows and thighs, and there is a patch on her scalp. Her lesions cover about fifteen percent of her body. She occasionally applies moisturizing lotion or witch hazel if it becomes too irritating. All other body systems are normal. Patient states â€Å"I have always had some rashes, although usually not this bad.† Past Medical History â€Å"Some rashes, otherwise non-contributory Social History Recent trip to southern Louisiana for ecosystem work related to studies as an environmental engineer. Physical Examination Several thick scaly, well define, erythematous plagues, silver in color. Expanded plague and prominent plagues cover elbows and thighs, with an area on the scalp. Plague coverage is fifteen percent of the body. Significant sun exposure All other body systems are within normal limits. Reviewing the symptoms, the primary diagnosis is plague psoriasis. Psoriasis is a chronic inflammatory disease of the skin in which the production of epidermal cells occurs at a rate that is faster than normal. The cells in the basal layer of the skin divide too quickly, and the newly formed cells move rapidly to the skin surface and become evident as profuse scales or plagues of epidermal tissue. The psoriatic epidermal cell may travel from the basal cell layer to the stratum corneum and be cast off in three to four days, which is in sharp contrast to the normal twenty-six to twenty-eight days. As a result of the increased number of basal cells and rapid cell passage, the normal events of cell maturation and growth cannot take place. This abnormal process does not allow the formation of the protective layers of the skin (PubMed Health, 2012). Psoriasis, one of the most common skin diseases, affects approximately two percent of the population. There appears to be a hereditary defect that causes overpopulation of keratin. The primary defect is unknown. A combination of specific genetic makeup and environmental stimuli may trigger the onset of the disease. There is evidence that the cell proliferation is mediated by the immune system. Periods of emotional stress and anxiety aggravate the condition, and trauma, infections, and seasonal and hormonal changes are trigger factors. The onset may occur at any age, but is most common between the ages of ten and thirty-five years. Psoriasis has a tendency to improve and then recur throughout life (PubMed Health, 2012). The clinical manifestation The lesions appear as red, raised patches of skin covered with silvery scales. The scaly patches are formed by the buildup of living and dead skin that results from the vast increase in the rate of skin-cell growth and turnover. If the scales are scraped away, the dark red base of the lesion is exposed, producing multiple bleeding points. These patches are not moist and may or may not itch. The lesions may remain small, giving rise to the term â€Å"guttate psoriasis. Usually, the lesions enlarge slowly, but after many months they coalesce, forming extensive irregular shaped patches (PubMed Health, 2012). Psoriasis may range from a cosmetic source of annoyance to a physically disabling and disfiguring affliction. Particular sites of the body tend to be affected by this ailment; they include the scalp, the area over the elbows and knees, the lower part of the back, and the genitalia. Psoriasis also appears on the extensor surfaces of the arms and legs, on the scalp and ears, and over the sacrum and intergluteal fold. Bilateral symmetry is a feature of Psoriasis (Brunton, Chabner, Knollman, 2011). The disease may be associated with arthritis of multiple joints, causing crippling disability. The relationship between arthritis and psoriasis is not understood. Another complication is an exfoliative psoritic state in which the disease progresses to involve the total body surface (Brunton, Chabner, Knollman, 2011). Management The goals of management are to reduce the rapid turnover of the epidermis and to promote resolution of the psoriatic lesions. Thus, the goal is limited to control of the problem, because there is no cure (Brunton, Chabner, Knollman, 2011). The therapeutic approach should be one that the patient understands; it should be cosmetically acceptable and not too disruptive of life-style. It will involve a commitment of time and effort by the patient. First, any precipitating or aggravating factors are removed. Then as assessment is made of life-style, since psoriasis is significantly affected by stress. The patient must also be advised that treatment of severe psoriasis can be time-consuming, expensive, and esthetically unappealing at times. Treatment will begin with Vectical ointment (calcitriol) 3mcg/g, topical use only. Apply twice daily, once in the morning and once in the evening, the maximum weekly dose should not exceed 200 gram (National Institute of Health, 2012). Treatment will extend to eight weeks, with follow up in office at that time. Each gram contains 3 micrograms of calcitriol. Vectical should not be applied to the face, eyes, or lips. It should be used with caution in patients receiving medications known to increase calcium serum levels, such as calcium supplements, vitamin D supplements, and thiazide diuretics. Vectical may cause sunburn more easily, avoid the sun, sunlamps, or tanning beds while using Vectical ointment. Use a sunscreen or wear protective clothing when having to be outside for more than a short time (National Institute of Health, 2012). Vectical ointment is indicated for the topical treatment of mild to moderate plague psoriasis in adults eighteen years and older. Calcitriol (Vectical) contains 1,25-dihydroxycholecalciferol, the hormone active form of vitamin D3. Calcitriol 3-mcg/g ointment is similar in efficacy to calcipotriene 0.005-% ointment for the treatment of plague type psoriasis on the body and is better tolerated in intertriginous and sensitive areas of the skin (Katzung, Mastes, Trevor, 2012). Vectical contains calcitriol, which studies have shown to be fetotoxic, and should be used in pregnancy only if the potential benefits justify the potential risk to the fetus. It is not known if calcitriol is excreted in human milk. Because many drugs are excreted in human milk, caution should be exercised when Vectical ointment is used by nursing women. If the patient thinks she may be pregnant, they will need to discuss the benefits and risks of using Vectical ointment while pregnant (Katzung, Mastes, Trevor, 2 012). Patient Education Use only as directed, for external use only. Vectical is to be applied only to areas of skin affected by psoriasis. Vectical should be gently rubbed into the skin so that no medication remains visible. As you may sunburn more easily, avoid the sun, sunlamps, or suntan beds/booths while using Vectical ointment. Use a sunscreen with an SPF of 30 or greater; wear protective clothing when you must be outside for more than a short time (Brunton, Chabner, Knollman, 2011). All medications may cause side effects, but many have no, or minor, side effects. Minor skin discomfort at the application site is the most common side effect of Vectical ointment. Notify the medical provider if these side effects occur; rash, hives, itching, difficulty breathing, chest tightness, swelling of the face, mouth or lips, new or worsening skin irritation ( blistering, flushing, burning, severe discomfort, or redness), symptoms of hypercalcemia (weakness, nausea, confusion, constipation, excessive thirst, fast, slow or irregular heartbeat) (National Institute of Health, 2012). Treatment Plan Vectical (calcitriol) 3mcg/g, 100 G tube; twice daily. Follow up appointment in eight weeks. Laboratory testing to include calcium serum levels and hCG testing now and at followup visit. Additional laboratory testing to include skin biopsy for fungal infection. Patient education on use and precautions of medications, and supplements. Referral to psoriasis support group for emotional support and education. Differential Diagnosis Review of symptoms and history of working in the environment leads to questioning if the patient presentation is a case of Tine Corporis and Tina Capitis. As the patient was in an environmental area that is subject to large fungal growth and exposure to a wet climate increases the risks for fungal infestation, this is the differential diagnosis (Brunton, Chabner, Knollman, 2011). Tina capitis is a contagious fungal infection of the hair shafts. Microsporum and Trichophyton species are dermatophytes that infect hair. Clinically, one or several round patches of redness and scaling are present. Tinea Corporis or Tina circinata begins as an erythematous macule advancing to rings of vesicles with central clearing. The lesions appear in clusters, usually on exposed areas of the body. These may extend to the scalp, hair, or nails. As a rule, there is an elevated border consisting of small papules or vesicles. Coalescence of individual rings may result in large patches with bizarre scalloped borders. Use of a woods lamp will help in the diagnosis. The fungal infection will glow under the light. Skin biopsy will confirm the presence of fungal infestation (Katzung, Mastes, Trevor, 2012). References Brunton, L., Chabner, B., Knollman, B. (2011). Goodman Gilmans: The pharmacological basis of therapeutics (12 ed.). McGraw-Hill. Katzung, B., Mastes, S., Trevor, A. (2012). Basic Clinical Pharmacology (12 ed.). McGraw-Hill. National Institute of Health. (2012, January). Vectical ointment. Retrieved from U.S. National Library of Medicine: http://www.dailymed.nlm.nih.gov/dailymed/druginfo.cfm PubMed Health. (2012, November). Psoriasis. Retrieved from PubMed Health: http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001470

Malaysian Ministry Of Education Introducing The Literature Component Education Essay

Malaysian Ministry Of Education Introducing The Literature Component Education Essay In the case of second or foreign language teaching and learning, literature has been widely accepted as a motivating material, a medium of accessing other cultural background, a resource for language acquisition and a medium to expand learners language awareness (Abdullah Et al, 2007). According to Elliot (1991) over the last few years there are positive feedbacks to using literature in a language context or at least has been a medium to expose language learners to a new world.. It is different from previous perceptions towards literature whereby literature was thought to embody archaic language which had no place in the world of audiolingualism where linguists believed in the primacy of speech, thus considering the written form somewhat static, (Elliot, 1991) In Malaysia, the Ministry of Education had decided to introduce Literature Component as a part of English syllabus in schools in the year of 2000. Hence, students from primary and secondary schools are required to learn literature together with other existing subjects in schools. The Ministry of Education has come out with a list of literary texts which cover Malaysian, British, European, Australian, American and African works. After ten years using the same texts, the government has changed the list of literary text with a complete new list for KBSM in 2010. 1.1 BACKGROUND OF STUDY. Teachers play important role in assuring all the objectives that are stated in the Curriculum Specification can be achieved by all students. The learning outcomes provided by the Ministry of Education to be the guidelines in teaching. However, it would be difficult to suddenly expose students to literary studies without any form of prior preparation (Talif, 1992). The success of this implementation is very much depending on how the lessons are carried out. Teachers play an important role in the teaching process of developing students ability to learn literature. Therefore, teachers have to be wise in selecting the suitable approaches to be used in classrooms, according to students background as well as the literary texts. There are a number of approaches which are believed to help teachers in delivering the messages conveyed in each literature piece. According to Bottino, the teaching of literature is often seen in the framework of the three models which are the Cultural Model, Language Model, and the Personal Growth Model. As for trainee teachers, these approaches assist them in preparing their lessons. Before going to the real teaching world during the practicum session, they have been exposed to micro and macro-teaching which are part of their methodology courses. This mock-teaching includes their lesson plan preparation and expectations in teaching literature. The problem here is, the audience for their micro or macro teaching are not real school students. Their audiences are their classmates and friends, who have studied and analyzed the literary texts, therefore, there is a big different between teaching school students who might not read the literary texts before hand and people who have prior knowledge on the texts taught.. In fact, their behaviour/attitude in class is completely different from the real school kids. Hence, trainee teachers feel that they have a lot of inadequacy in teaching literature in ESL classroom as the objectives set were not achieved. 1.2 STATEMENT OF RESEARCH PROBLEM Since Literature component has been implemented as a part of English subject in schools, certain issues arise. Based on my own experience and that of my friends, we faced a lot of difficulties in carrying out literature lessons when we were sent to school to teach. We were equipped with all the theoretical, content, and pedagogical knowledge from our Methodology of Teaching Literature class. However, we found out that it was difficult to apply the knowledge to real classroom teaching and how our expectations differ before and after teaching literature in the real classroom. Hence, these difficulties we encountered during our practicum have created the interest in conducting this research. This study, therefore, would be looking at the problematic aspects with regard to the teaching of literature as experienced by trainee teachers. The first one is trainee teachers readiness and expectations in teaching literature before entering classrooms. The second aspect would be the experience of teaching gained during the practicum session, and the third aspect would be other important trainings or exposure they might need in order to improve their literature teaching in the future. RESEARCH OBJECTIVES The objectives for this study are crucial in determining its success. Through the objectives, researcher is able to classify explicitly what to examine for the research. The objectives of this study are: To identify trainee teachers readiness and expectations of teaching Literature in ESL classroom before leaving for practicum. To identify issues faced in teaching literature during their practicum To find out trainee teachers memorable/good experience in teaching literature. To identify trainee teachers needs and demands in order to improve their literature teaching in ESL classroom RESEARCH QUESTION This study attempts to answer four main questions on the perception of TESL students with regard to the teaching literature. 1.5.1 What are the TESL trainee teachers expectations in teaching literature before leaving for practicum? Are they prepared and equipped with relevant knowledge? 1.5.2 While doing the practicum did they experience difficulties in teaching literature components? What kind of experiences that trainees faced during literature lessons? 1.5.3 What are the memorable or good experiences that they gained from teaching literature in ESL classroom? 1.5.4 What do trainee teachers feel that they need in order to improve literature teaching? DEFINITION OF TERMS The following terms will be used throughout this future research: 1.5.1 Teacher: The definition of a teacher is someone who embodies all those qualities that exude the ability to transfer knowledge and skills from master to student, (Larzelere). In this context it refers to the TESL students who are going to be a future teacher. 1.5.2 Trainee: is someone who is being trained for a job. In this context it refers to the TESL students who had gone trough the learning and practicum process while they were students in UiTM. The meaning is taken from the Longman Dictionary of Contemporary English: The Living Dictionary. 1.5.3 TESL: a term which referring to a course of Teaching English as Second Language. 1.5.4 Practicum: The practical part of a study or course, as opposed to the theoretical parts. 1.5.5 Literature: The collective body of literary of productions, embracing the entire results of knowledge and fancy preserved in writing; also the whole body of literary productions or writings upon a given subject or in reference to a particular science or branch of knowledge, or of knowledge, or of a given country or period. LIMITATIONS There are a few limitations which is inherent in the present study. The first limitation is time constraint. Due to limited time, this study will only involve twenty percent of Semester 7 and 8 students whom I can get easy access to gather the data. The second limitation is budget constraint. As a student, I have limited financial support in completing this study. Therefore, I could not carry out a large scale study, but had to be content with a small scale study instead. 1.7 SCOPE OF THE STUDY This is a small scale study whereby the data collected would involve TESL students from UiTM Shah Alam who had undergone their teaching practicum, as the requirement to complete their bachelor in education course. Therefore, the findings of this study cannot be generalized to other situations. However, it is sufficient as an exploratory research by a novice researcher. 1.8 SIGNIFICANCE OF THE STUDY The result of this study can be utilized by various parties who are involved in deciding the course contents of literature subjects in Faculty of Education, UiTM Seksyen 17. The study would create changes in literature course contents/syllabus in the faculty in producing better quality English teachers especially in teaching literature in ESL classroom. 1.9 CONCLUSION

Personal Writing: Fragment - Changes In Life :: essays research papers

Personal Writing: Fragment - Changes in Life Outline Thesis Statement: Changes in life like these can change you both physically and mentally for the rest of your life depending on the severity of the situation. I. In early August of `96 my life at home became a living nightmare. II. I applied to the first ad I saw in the paper and strangely enough, I actually got a call from Ramada Inn in less than 3 days after applying. III. In my lifetime I have seen a lot of weird things and have had lots of experiences that have changed my life in one way or another and I'm sure that there are going to be lots more of them to come but these that really stand out in my mind are mainly because they happened quite recently. Incidents occur in one's life daily. Most of the time people enjoy talking about "what happened today" because most of the time it's usually funny and it isn't really considered anything serious. Some happenings in our lives are very serious and aren't as easy to talk about with others. Even though this is true it does help the person feel better to talk about their problems whether they realize it at first or not. Changes in life like these can change you both physically and mentally for the rest of your life depending on the severity of the situation. In early August of `96 my life at home became a living nightmare. I don't really know what it was that started this thing between me and my parents but I do remember that they were always doing anything they could to just annoy me. I doubt this was intentional but at the time it seemed that it was. They would find any excuse to yell or blame me for things that didn't even involve me and they wouldn't listen to anything I had to say at all. They were right and I was wrong, that's the long and the short of it. It got so bad that I hated being home. I would do anything and go anywhere just to get away from my parents; even if it meant going somewhere that I had always hated going before. When I couldn't get out of the house I tried my best to stay in my room and keep the door closed. When they decided that they didn't want me in my room where they couldn't fuss at me they came up with this big idea that I was trying to hide

Microsoft As A Monopoly :: Economics

Since the early 1990’s, the United States government and the Microsoft Corporation have ensued upon a battle in the United States courts. The main issue at hand is ultimately money, but one more importantly, the supposed "Microsoft Monopoly." The federal government maintains that Microsoft's monopolistic practices are detrimental to United States citizens, creating higher prices and potentially downgrading software quality, and should therefore be stopped. Microsoft and its supporter’s claim that they are not breaking any laws and they are just doing what they do; making money and providing a service. The only thing Microsoft is guilty of is taking advantage of free enterprise. There have been many arguments and issues that have been raised with the controversy over Microsoft and the U.S. Department of Justice’s claim against Microsoft of monopolistic practices in bundling its internet browser â€Å"Internet Explorer† into its popular Windows computer ope rating system. By doing this, Microsoft would effectively crush its competitors and acquire a monopoly over the software that people use to access the Internet. Sherman Anti-trust Act was passed in 1890. The Sherman Act says â€Å"Every contract, combination in the form of trust or otherwise, or conspiracy, in restraint of trade or commerce among the several States, or with foreign nations, is declared to be illegal. The Sherman Act also provided for "Every person who shall monopolize, or attempt to monopolize, or combine or conspire with any other person or persons, to monopolize any part of the trade or commerce among the several States, or with foreign nations, shall be deemed guilty of a felony. The Sherman Act put the responsibility in the hands of the government to investigate and prosecute those suspected to be guilty of this crime. In 1914, the Clayton Act was passed in conjunction with the Sherman Anti-trust Act to assist with anti-trust cases. The Clayton Act prohibited price discrimination between different purchasers if such discrimination substantially lessens competition or tends to create a monopoly ion any line of commerce. The Act also prohibits sales on the condition that the buyer or leaser not deal with the competitors of the seller or lesser â€Å"exclusive dealings†, or that the buyer also purchases another different product, but only when these acts substantially lessen competition. Mergers and acquisitions where the effect may substantially lessen competition are prohibited also by the act. The last prohibition of the act is that no person can be the director of two or more competing corporations.

Flag Burning Editorial :: essays research papers

Flag burning can be and usually is a very controversial issue with people. Many people believe that the American flag stands for something important and shouldn’t be destroyed in that manner. Others believe that flag burning is a statement that one should be able to make without major repercussions. Both sides have valid opinions and both sides state their case well. Although I am neither nor or against the burning of the flag, I believe the right should not be taken away. I believe that if a group of people have valid reasons and a valid point to make by obliterating a flag in such a way, they should have the right to do it. The people who are against flag burning seem to generally be those who have served this country through war and through other such ways. They are older people who believe that this country is quite wonderful if not almost perfect. They have a strong sense of patriotism to this country and would die for what it stands for: liberty and freedom. They could compare it to the burning of crosses in front of a church or to the way the Nazis turned a very beautiful symbol into a racial and religious hate badge for murderers. Disrespect for tradition is what it boils down to. From a young age we are conditioned to blindly respect that flag hanging from a pole and to pledge out allegiance to it without even knowing what it truly is. It has been tradition for at least three generations. People who have been prisoners of war or people who fought for this country have a reason to respect it so much. The have fought long and hard for what we have and respect it. Some of our generation doesnâ€℠¢t realize how lucky we have it. A child of this generation could debate how good and pure and wonderful this country is and could show you how we have had our liberty and freedom taken away to the point that we really don’t have any. True, we have had our freedom limited a bit, but that is only for the protection of ourselves from one another and from the government. As far as flag burning goes, people of this generation and other generations, have a right to show how they feel about what’s going on in this country. They feel that this county is doing something wrong and that is how they choose to express their grievance. Flag Burning Editorial :: essays research papers Flag burning can be and usually is a very controversial issue with people. Many people believe that the American flag stands for something important and shouldn’t be destroyed in that manner. Others believe that flag burning is a statement that one should be able to make without major repercussions. Both sides have valid opinions and both sides state their case well. Although I am neither nor or against the burning of the flag, I believe the right should not be taken away. I believe that if a group of people have valid reasons and a valid point to make by obliterating a flag in such a way, they should have the right to do it. The people who are against flag burning seem to generally be those who have served this country through war and through other such ways. They are older people who believe that this country is quite wonderful if not almost perfect. They have a strong sense of patriotism to this country and would die for what it stands for: liberty and freedom. They could compare it to the burning of crosses in front of a church or to the way the Nazis turned a very beautiful symbol into a racial and religious hate badge for murderers. Disrespect for tradition is what it boils down to. From a young age we are conditioned to blindly respect that flag hanging from a pole and to pledge out allegiance to it without even knowing what it truly is. It has been tradition for at least three generations. People who have been prisoners of war or people who fought for this country have a reason to respect it so much. The have fought long and hard for what we have and respect it. Some of our generation doesnâ€℠¢t realize how lucky we have it. A child of this generation could debate how good and pure and wonderful this country is and could show you how we have had our liberty and freedom taken away to the point that we really don’t have any. True, we have had our freedom limited a bit, but that is only for the protection of ourselves from one another and from the government. As far as flag burning goes, people of this generation and other generations, have a right to show how they feel about what’s going on in this country. They feel that this county is doing something wrong and that is how they choose to express their grievance.

Heart of Darkness by Joseph Conrad Essay

Juxtaposition is one of the many literary element used in emphasis of a concept or an idea. In the novel Heart of Darkness, Joseph Conrad juxtaposes the motifs of light and dark to emphasize the wickedness present throughout the book. Through juxtaposition, Conrad not only emphasizes the darkness in Africa but also intensifies the dark hearts of the Europeans. The major darkness in the novel is the land of Africa itself. When Marlow first makes his way upstream with his crew, he describes the land of Africa as a dark place, saying that the river was â€Å"an empty stream, a great silence, an impenetrable forest. The air was warm, thick, heavy, sluggish. There was no joy in the brilliance of sunshine† (30). He uses lightness words like â€Å"brilliance† and â€Å"sunshine† to intensify this darkness. Also, Conrad even depicts Africa as the â€Å"heart of darkness†. He says, â€Å"we penetrated deeper and deeper into the heart of darkness. It was very quiet there. At night sometimes the roll of drums behind the curtain of trees would run up the river and remain sustained faintly, as if hovering in the air high over our heads, till the first break of day† (31). Africa is full of darkness and it all happens at night, before the sun rises and brightens up the world again. â€Å"I looked around, and I don’t know why, but I assure you that never, never before, did this land, this river, this jungle, the very arch of this blazing sky, appear to me so hopeless and so dark, so impenetrable to human thought, so pitiless to human weakness† (51), describes Marlow. Here, the darkness is portrayed as gloom, not the darkness of evil. Even the â€Å"blazing† sky looked hopeless. By juxtaposing the words â€Å"blazing† and â€Å"dark†, Conrad emphasizes that the glum of the land defeated its bright and sunny sky. Through the use of juxtaposition, the darkness of the land of Africa is emphasized and intensified. Conrad also uses juxtaposition of the character of the accountant to emphasize the darkness not only in the Africans but also in the Europeans. When Marlow meets the accountant, he states â€Å"I met a white man, in such an unexpected elegance of getup that in the first moment I took him for a sort of vision. I saw a high starched collar, white cuffs, a light alpaca jacket, snowy trousers, a clear necktie, and varnished boots† (15). Marlow describes the white accountant as some kind of a miracle. The white man was elegant and had decent clothing among all the madness happening around them. However, from how Marlow describes what happened in the accountant’s office, this accountant is not a kind man. Marlow accounts that â€Å"when a truckle bed with a sick man was put in there, he exhibited a gentle annoyance. ‘The groans of this sick person,’ he said, ‘distract my attention. And without that it is extremely difficult to guard against clerical errors in this climate.’† (15). He complains about the dying sick man and how this man is distracting him from his work. By juxtaposing the white European with his dark behavior, Conrad shows the evilness of humans. Mr. Kurtz is a mysterious character in the novel, containing both the dark devil and the real Kurtz. The first description of Kurtz occurs in the part where Marlow describes the outlook of a brochure. He says, â€Å"it was very simple, and at the end of that moving appeal to every altruistic sentiment it blazed at you, luminous and terrifying, like a flash of lightning in a ser ene sky: ‘Exterminate all the brutes!’† (46). This is a description of the brochure Kurtz is writing for the â€Å"International Society for the Suppression of Savage Customs† (45). The first part of the brochure, the part written before Kurtz have gone mad, is typed up with the use of a typewriter. Then on the bottom of the page, the words â€Å"Exterminate all the brutes!† was scribbled on hastily. Even when Kurtz was on the verge of death, he was living immersed in darkness. â€Å"His was an impenetrable darkness. I looked at him as you peer down at a man who is lying at the bottom of a precipice where the sun never shines† (64). Conrad straight up uses the words â€Å"impenetrable darkness† to describe Kurtz. At the end of the quote, he said â€Å"where the sun never shines†. The sun is used to emphasize the darkness of Kurtz’s heart because it never shines. It was dark, it is dark, and will be dark unless a miracle occurs and causes the â€Å"sun† to shine down in the â€Å" precipice†. The character of Kurtz is probably the darkest character in the novel and this is shown by the juxtaposition. Marlow, the frame narrator, starts and ends his story by saying that the darkness isn’t just in Africa. In the beginning of Marlow’s story, he talks about how we are living in a constant flicker of lightness among the darkness. By starting the story with â€Å"Light came out of this river since – you say knights? Yes; but it is like a running blaze on a plain, like a flash of lightning in the clouds. We live in the flicker – may it last as long as the old earth keeps rolling! But darkness was here yesterday† (3), it can be seen and foreshadowed that there are darkness no matter where you go. This is even before he describes Africa, showing that Africa isn’t the only heart of darkness. These â€Å"flickers† intensifies the darkness when it drapes over us. The nameless narrator ends the novel by saying, â€Å"the offing was barred by a black bank of clouds, and the tranquil waterway leading to the uttermost ends of the earth flowed somber under an overcast sky – seemed to lead into the heart of an immense darkness† (72). After starting out the story with a description of the darkness in the world, the nameless narrator ends the novel with the descriptions of the darkness in Europe. This narrator describes that there was a storm when the Nellie made its way down the Thames River, not only literal but also metaphorical. The metaphorical storm reflects the darkness of the hearts of the Europeans. By using light and bright words, Conrad intensifies the evil and the despair in the novel Heart of Darkness. 2nd sentence. 3rd sentence.