The two pairs of lovers in Much Ado about Nothing Essay Example for Free

The two pairs of lovers in Much Ado about Nothing Essay Much Ado About Nothing, written in 1598 and set in Messina (Sicily) is one of Shakespeares comedies which addresses some very serious social and cultural issues inherent in Renaissance (Elizabethan) society. The play focuses on the relationships and attitudes to marriage of two couples; the mature Beatrice and Benedick and the much younger Hero and Claudio. The couples are of noble rank. Benedick and Claudio are brother officers and noblemen, Lords of Padua and Florence respectively. Benedick is a mature and experienced man in his thirties whilst Claudio is barely out of his teenage years. Hero is the young and innocent daughter of Leonato the Governor of Messina, in whose villa the play is set, whilst Beatrice, his ward and niece is much older. Both couples are in search of love, for Hero and Claudio Shakespeare makes this very explicit whilst that of Beatrice and Benedick is rather more implicit. Firstly, the relationship between Claudio and Hero, both young, naà ¯Ã‚ ¿Ã‚ ½ve and impressionable individuals. Claudio is so infatuated with Hero at first sight that he immediately falls in love and wants to marry her. However he is shy and unsure of his own desires, he constantly seeks praise and reassurance from others and trusts Don Pedro to act as a kind of go between to help him secure Heros love. Hero a beautiful and demure young heroine is portrayed as a faithful and dutiful daughter obedient to her fathers wishes and lacking in independence; indeed she is on the receiving end of Claudios romantic speeches during Act 1 and says absolutely nothing in return. Claudio speaks convincingly of his love in verse. Their attitudes to marriage are somewhat different. For Claudio marriage is a financial matter as wealthy young women came with substantial dowries thus enabling a gentleman to provide a suitable lifestyle for his future family. A man was required to marry a woman of equal social standing. As Hero was the only child of Leonato, Claudio was also desirous of an additional sum by way of an added inheritance. Hero like most young noblewomen at that time was eager to please and simply wanted to secure a husband of equal or better social standing than themselves. Claudio being a Lord of Florence fitted the bill perfectly, being handsome and dashing was just a bonus. A womans job was primarily to run the household and produce male heirs to inherit their husbands title and fortune. As a conventional and dutiful daughter she was prepared to accept her fathers choice of partner. Here Shakespeare is alluding to the stereotypical young noble woman of the time when arranged marriages were accepted as the norm in upper class society. This scenario would appeal to contemporary audiences composed largely of working people who had paid a small sum to be entertained each afternoon. They would have enjoyed watching such upper class antics as a kind of the escapism from their rather dull and dreary lives. Indeed traditional love stories such as this had proved popular with audiences before in plays such as Romeo and Juliet. A modern audience maybe frustrated by Heros actions because today the sanctity of marriage is not as well respected and most people embrace the notion of sexual equality. Despite their apparent naivety, both Hero and Claudio have more complex sides to their characters which are reflected in their actions during the play. Claudio shows extreme jealousy when informed of Heros treachary in Act four. He is vengeful, jealous and impetuous as he immediately rejects Hero, refusing to marry her without even discussing the matter and calling her a rotten orange. Hero does nothing to defend herself when accused of this infidelity and accepts the scorn of others including her own father Leonato who rejects her immediately without question. Such actions illustrate the double standard regarding sexual relationships that existed in Renaissance times. Women were expected to maintain their purity and enter marriage as virgins, not to be so was regarded as a cardinal sin and would bring utter disgrace not only to herself but to her entire family who ran the risk of being permanently outcast from upper class society. This illustrates how vulnerable women in Renaissance times were to accusations of bad treatment. Claudio had to shun Hero in order to maintain his honour as an officer and a gentleman, being engaged to a loose woman would bring nothing but shame. Confidence is shown in Act four when Claudio willingly agrees to participate in a plot to bring Beatrice and Benedick together. However later in the play he is remorceful as he agrees without question to marry Leonatos niece. Depite her innocence and vulnerability Hero is sexually aware as she plots with Ursula to convince Beatrice that Benedick loves her. Nevertheless Hero often responds to a situations initiated by others; when she agrees with the Friars plan to win back Claudio and pretends to die, the deceitful nature of her character is revealed. Whilst Hero and Claudio represent the Elizabethan norm in marriage, the relationship between Beatrice and Benedick is more profound and less conventional for the time. At the start they play down and are cynical about the subject of love and marriage. Both characters are talkative, outspoken and full of wit; they hide their feelings for one another by engaging in a merry war (1. i. 56 ) of verbal sparring. This is illustrated in the first scene when Benedick says of Beatrice: Benedick: Well, you are a rare parrot-teacher. Beatrice: A bird of my tongue is better than a beast of yours. Benedick : I would my horse have the speed of your tongue, (1. i. 128-130) Benedick a mature and worldly wise character cannot make up his mind about marriage and privately believes he is unsuitable. His words are whilst witty are often shallow and destructive illustrated in the final line of the quote above Beatrice on the other hand a very clever, independent, strong and feisty female who is suspicious of men, scorns the institution of marriage, rejects men and rebels against the unequal status of women. In Act 4 she says O that I were a man for his sake! Or that I had any friend would be a man for my sake! I cannot be a man with wishing, therefore I die a woman with grieving(1V. i. 321-31) She defends at all costs her spinsterhood, being jealous of Hero she is afraid of becoming an old maid and remaining the dependent niece of Leonato. Beatrice is clearly unhappy with her current status in society. Whilst a modern emancipated audience would easily be able to identify with Beatrices complaints, a Shakespearean one would find her character both fascinating and outrageous. Nevertheless this controversial story line would add spice to the play and foster discussion and audience participation, thus making it an enjoyable and entertaining experience. In vowing never to marry, Benedick sets himself up for a fall, openly he is full of bravado for example when he opens up to Don Pedro; he constantly performs to the audience and other characters, by exaggerating everything. In Act 2 Scene he begs Don Pedro to send him away when Beatrice enters Will your grace command me any service to the worlds end ? I will go on the slightest errand now to the Antipodes. I will fetch a toothpicker now from the furthest inch of Asia; bring you the length of Prester Johns foot; fetch you a hair off the Great Chams beard; .. rather than hold three words conference with this harpy. ( 11. i. 246-254) When he hears that Beatrice is in love with him he promises to love her better, however he hides his deeper emotions until the latter stages of the play when he falls victim to a deception. He is totally unaware of the plot by Claudio and Don Pedro to bring Beatrice and himself together and believes every word he overhears in the garden during the second act. Similarly Beatrice is also unaware of Hero and Ursulas deception indicating the couples general gullibility. Like Claudio Benedick has a deeper side to his character such as when he agrees to Beatrices request to kill Claudio after he jilted Hero. As far as language is concerned Shakespeare uses both verse and prose. He uses verse to characterise Claudio and Hero and express deep emotion to make it sound convincing, a regular and rhythmic pattern is used. This is illustrated in the last scene when Claudio finally marries Hero: Claudio: Give me your hand before this holy friar. I am your husband if you like of me. Hero : And when I Livd , I was you other wife; And when you lovd , you were my other husband. ( V, iv, 58-61) Prose is chosen to represent the more serious interaction between Beatrice and Benedick. It is also more accessible to a largely uneducated audience who might have difficulty understanding the more complicated verse. Shakespeare also uses language to differentiate between the social classes. Noble well to do characters speak in flamboyant fancy language indicative of their importance and education whilst common barely educated characters such as Dogberry and Borachio speak in plane and simple and often inaccurate terms. For example Dogberry often gets his words completely wrong and makes ridiculous mistakes. In Act 3 Scene 3 he says Why, then, depart in peace, and let the child wake her with crying; for ewe that will not hear her lamb when it baes will never answer a calf when he bleats. (3.3.74 76). In conclusion the play illustrates a kind or irony. The young passionate relationship between Hero and Claudio based on shallow first appearances deepens. As Claudio matures he begins to appreciate Hero as a real person when he realises her innocence and finally marries her. Beatrice and Benedicks innate love is cemented, when in the final scene, they begin to realise the game they have been playing and see each other for who they really are. Benedick finally silences Beatrice with a kiss, and thus like all Shakespeares comedies the play ends in marriage between the two couples, allowing his audience to return home satisfied and in good spirit. BIBILOGRAPHY 1. Much Ado About Nothing William Shakespeare Arden (2001) 2. Much Ado About Nothing Film starring Emma Thompson and Kenneth Brannagh. 3. Much Ado About Nothing York Notes (1980) 4. Much Ado About Nothing Spark Notes 5. Internet www.gcseguide.co.uk

Rwanda Genocide Compared with Hotel Rwanda Essay -- African Politics

The continent of Africa has been continually engaged in civil, tribal and cross national conflicts from colonial independence up until present day. What historians regard as the most ‘efficient genocide’ in history, occurred in a mere 100 days in the small central African country of Rwanda. The Hutus and the Tutsis, two ethnic groups within Rwanda, have been at continual unrest for the past half a century. During the 100 day massacre of 1994, a murder occurred every two seconds; resulting in 18% of the Tutsi population being killed. A decade after the war, in 2004, the film Hotel Rwanda was released. The film followed the story of a Hutu man; Paul Rusesabagina as he housed over 1200 Tutsi refugees in his hotel. The Hotel De Milles Collines, a five-star resort in the capital city Kigali, was a safe haven for several hundred Tutsis during the 100 days of slaughter in Rwanda. The purpose of this paper will be to focus on the differences between the film Hotel Rwanda and the reality of the Rwandan genocide. I will seek to determine how accurately the film draws from history and how much of the film is fiction. For this essay I will first look at the history of the relations between the Hutus and the Tutsis dating back to the 1950s, so to grasp a background of the country. I will then account the events leading up to the 100 day massacre and look at how they were depicted in the film Hotel Rwanda. I will then examine how accurately Paul Rusesabagina and his efforts were displayed in the movie as well as the efforts from the U.N. This essay aims to have a comprehensive summary of the infamous tragedy as well as critically highlighting how Hollywood can alter history. Rwanda is nestled between the... ...ezproxy.library.uvic.ca/ehost/detail?vid=1&hid=11&sid=f5d57578-23a1-4dd9-bc4c-295bd3cebc3a%40sessionmgr4&bdata=JmxvZ2lucGFnZT1Mb2dpbi5hc3Amc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d#db=aph&AN=21301349 No Author. â€Å"The Real Hero of Rwanda.† U.S. Catholic (February 2006). 71-2. Retrieved from http://web.ebscohost.com.ezproxy.library.uvic.ca/ehost/pdf?vid=2&hid=11&sid=78e94ed4-e51d-4773-aba0-3ce0c64bad34%40sessionmgr10 Strauss, Scott. The Order of Genocide: Race, Power, and War in Rwanda. (Cornell University Press Ithaca and London). 2006. Rusesabagina, Paul. An Ordinary Man: An Autobiography. (An Address Given to the Los Angeles World Affairs Council) March 12, 2007. Retrieved from, http://www.lawac.org/speech/2006-07/RUSESABAGINA,%20Paul%202007.pdf Taylor, Christopher. Sacrifice as Terror: The Rwandan Genocide of 1994. (Oxford New York) 1999.

Health and safety in social care Essay

1.1 List legislation relating to general health and safety in a social care setting. Health & Safety at Work Act The Management of Health & Safety Work Regulations Control of Substances Hazardous to Health Regulations (COSHH) Manual Handling Operations Regulations The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) Personal Protective equipment regulations see more:explain why medication must only be handled following specialist training 1.2 Describe the main points of health and safety polices and procedures. Some of the main points of health and safety are as follows; control measures for hazards the arrangements for reporting accidents or health problems the arrangements for first aid, fire and emergencies who the key person is for health and safety matters how health and safety is communicated in the workplace the arrangements to protect others 1.3 Outline the main health and safety responsibilities of: The social care worker Social care workers are responsible for a lot when it comes to health and safety this includes, to take reasonable care for their own and others’ health and safety, they are to report to employer any potential and actual hazards and risks, they must take part in health and safety training and they need to understand and comply with health and safety instructions and procedures The employer or manager The employer and managers must provide a safe place of work, it is their job to assess risks and take action to reduce them, they must provide information, instruction, training and supervision, they must provide safety and warnings signs when necessary and they must provide adequate welfare and first aid facilities Individuals Individuals (service user) must try to understand and comply with health and safety instructions and procedures and they must take responsibility for their own and other’s health and safety. 1.4 Identify tasks relating to health and safety that should only be carried out with special training. Administration of medicines by any method other than by mouth or external application. Moving and handling using a mechanical device First aid Emergency procedures 1.5 Describe how to access additional support and information relating to health and safety. There are many ways to access different sorts of support and information in relation to the health and safety if it is needed. You could seek additional support and information by talking to the manager within the home or you could talk to your supervisor. You could discuss these matters with more experienced work colleagues who could give you extra information on health and safety. Outside organisations will also help with understanding of the correct to adhere to the rules. Outcome 2 Understand the use of risk assessments in relation to health and safety. 2.1 Define what is meant by ‘Hazard and risk’ A Hazard is a potential source of harm or adverse health effect on a person or persons. A risk is the chance or probability that a person will be harmed or experience an adverse health effect if exposed to a hazard 2.2 Describe how to use a health and safety risk assessments Health and Safety risk assessments are used for the following, Identifying risks, potential impact of risk, likelihood of occurrence, proposing precautionary measures, reducing risk and costs, complying with legal requirements and policies and procedures of organisation. 2.3 Explain how and when to report potential health and safety risks that have been identified There are a few ways to report a potential health and safety risk and also certain procedures which must be followed such as, you should continuously be checking for risks and hazards in your work place, if a risk or hazard is found you must report to your senior member of staff immediately and make a written report of the risk or hazard as soon as possible, you must also alert anybody who could be in danger and do what you can to assist them. 2.4 Describe how risk assessment can help address dilemmas between an individual’s rights and health and safety concern You can address dilemmas between an individual’s rights and health and safety concerns by Drawing upon legislation/ policies and procedures to justify precedence of health and safety concerns, by demonstrating that rights and health and safety requirements are reconciled, ensuring individuals are aware of risks to help them with decision-making and ensuring individuals understand that certain requirements are mandatory. Outcome 3 understand procedures for responding to accidents and sudden illness. 3.1 Describe different types of accident and sudden illness that may occur in a social care setting. Accidents: Slips, Trips, Falls, Burns, Choking, misuse of equipment, etc†¦ Illnesses: strokes, Cardiac arrest, food poisoning, Allergies, influenza, flues/colds, bugs, asthma, seizures, convulsions, fainting. 3.2 Outline the procedures to be followed if an accident or sudden illness should occur. If an accident or sudden illness should occur you must first inform your senior member of staff by either raising the alarm by use of emergency alarm system or go and find them immediately, remain calm and explain the situation, ensure safety of all involved, assessing situation, provide assistance/ administering first aid as required and within limits of training, completing accident reports ans incident reports, inform Health and Safety Executive etc. in accordance with policies and procedures of organisation. 3.3Explain why it is important for emergency first aid tasks only to be carried out by qualified first aiders. When an emergency occurs and first aid is required it is always important for a qualified first aider to carry out any first aid required there are many reasons for this, the most important is that if a non qualified person try s to give first aid they may cause more damage or injury to the individual, it is also against policies and procedures of organisations and health and safety legislations. Outcome 4 . Know how to reduce the spread of infection. 4.1 List routes by which an infection can get into the body Routes by which an infection can. Respiratory (airborne infections breathed in) Digestive (within foods/ drinks), Blood circulation (via broken skin/ wounds), Body fluids (sexually transmitted diseases, cross contamination, poor hygiene). 4.2 Describe ways in which own health or hygiene might pose a risk to an individual or to others at work. Own health or hygiene might pose a risk to individuals or others at work by causing infections, causing illness or causing fatalities, this can be prevented by washing hands thoroughly before preparing food and after going to the toilet, covering mouth/ turning away when coughing, applying/ replacing old plasters, disposing of used tissues, taking sick leave if ill etc. 4.3 Explain the most thorough method for hand washing Method for hand washing. Hands must be washed thoroughly, after every contact with potential source of contamination/ before food preparation etc.; including: wetting hands with warm water, applying soap bar/ liquid, lathering, scrubbing, rinsing, drying with air dryer/ paper towel; ensuring that all areas of the hand are washed including the back of the hand, between fingers and nail areas. 4.4 Describe when to use different types of personal protective equipment. Different types of personal protective equipment is to be used at different times for different activities these include, cooking/ preparing food, handling waste, providing personal care, cleaning equipment, any activities posing hygiene/ safety risks etc. the types of protective clothing that can be used are, gloves, masks, aprons, hair nets and sometimes protective jackets. Outcome 5 Know how to move and handle equipment and other objects safely 5.1 Identify legislation that relates to moving and handling Legislation  relevant to moving and handling The Health and Safety at Work etc Act 1974 (HASAW/ HSW) The Manual Handling Operations Regulations 1992 (MHOR) you can find up-to-date policies from the Health and Safety Executive (HSE) website/ National Archives website. 5.2 List principles for safe moving and handling There are many principles for safe moving and handling they are put in place to ensure the safety or yourself and others they are as follows: Only move/ handle when necessary assess the potential risks take steps to reduce the risks request support report any difficulties/ hazards use alternative methods adhere to policies and procedures of organisation agreed ways of working and legislation. 5.3 Explain why it is important for moving and handling tasks to be carried out following specialist training Specialist training is given for moving and handling tasks for many reasons, with the correct training you can reduce the risk of harm or injury to yourself or others, reduce the risk of damaging equipment, safe guard own and others health and safety, you will also be told all policies and procedures and agreed ways of working practises, it also promotes good practise to collegues. Outcome 6 Understand the principles of assisting and moving an individual 6.1 Explain why it is important to have specialist training before assisting and moving an individual It is important to have specialist training because it helps you become aware of many things such as, understanding the needs and preferences of individuals, meeting the needs and preferences of individuals, it enables you to move individuals safely and correctly, it reduces the risk of harm or discomfort, ensures correct procedures are practised, it also helps you to know how to fill in a care plan properly and what specific areas need to be covered. 6.2 Explain the importance of following an individual’s care plan and fully engaging with them when assisting and moving A care plan is a document where day-to-day requirements and preferences for care and support details. Following a care plan helps you to understand and meet the individuals needs and preferences, it helps you to move and assist the individual in the correct way, it allows you to minimize injury to individuals and your self and also ensures you move an individual in a comfortable and supporting way, by using there care plan and discussing with the individual you are allowing active participation for the individual. Outcome 7 Know how to handle hazardous substances 7.1 Identify hazardous substances that may be found in the social care setting cleaning products clinical waste bodily fluids/ waste medication used needles used dressings solvents, disinfectants 7.2 Describe safe practices for †¢ storing hazardous substances keep hazardous substances stored in correct and labelled containers only keep hazardous substances under correct conditions as per instructions keep hazardous substances in a secure area where no one with out the right training can get hold of them. †¢ using hazardous substances always read instructions on label before using be careful not to mix substances together incorrectly you should only use substances if trained to do so using PPE as instructed (personal protective equipment) reporting any difficulties immediately †¢ disposing of hazardous substances under correct conditions as per instructions by following disposal workplace procedure Outcome 8 Know environmental safety procedures in the social care setting 8.1 Outline procedures to be followed in the social care setting to prevent †¢ fire no smoking not having fire doors propped open checking appliances are turned off checking plugs are switched off following a procedure check-list †¢ gas leak checking appliances are turned off e.g. cooker, fire †¢ floods being aware of how to turn off main water supply ensuring taps are turned off after use e.g. bath, sink †¢ intruding being vigilant of security of building i.e. doors, windows locking doors and windows not giving out key codes to others following a procedure check-list †¢ security breach being vigilant of security of building i.e. doors, windows reporting any concerns following a procedure check-list 8.2 Outline procedures to be followed in the social care setting in the event of †¢ fire raise the alarm dial 999 or inform health and safety officer/manager immediately go to fire assembly point move self and others away from danger area if safe to do †¢ gas leak dial 999 or inform health and safety officer/manager immediately do not turn any switches on/off go to assembly point move self and others away from building immediately record incident †¢ floods turn off main water supply dial 999 or inform health and safety officer/manager immediately do not turn any switches on/off go to assembly point move self and others away from building immediately record incident †¢ intruding dial 999 or inform health and safety officer/manager immediately move self and others to a safe area if possible record incident †¢ security breach dial 999 or inform health and safety officer/manager immediately move self and others away from building immediately record incident Outcome 9 Know how to manage stress 9.1 Identify common signs and indicators of stress. There are many signs and indicators of stress these are as follows: Feeling more tearful and sensitive loss of motivation feeling more tired and lethargic changes in sleeping pattern changes in eating habits Becoming easily agitated Avoiding others 9.2 Identify circumstances that tend to trigger own stress increased demands from others changes in working practices or new working practices changes in team members relationships/divorces unexpected changes i.e. financial, personal, work Bereavements money problems health issues Family problems 9.3 Describe ways to manage stress Stress management starts with identifying the sources of stress in your life. This isn’t as easy as it sounds. Your true sources of stress aren’t always obvious, and it’s all too easy to overlook your own stress-inducing thoughts. There are many ways of dealing with stress and overcoming your obstacles: taking time out for yourself talking through how you feel with your line manager attending any stress management courses available engaging in relaxing activities whilst away from work Exercise getting around 8 hours sleep a night sharing your concerns with others Outcome 10 Understand procedures regarding handaling medication. 10.1 Describe the main points of agreed procedures about handling medication When it comes to handling medication in a social care setting it is important that you do so with competence, handling medication is not something to be messed around with, you must be accountable, it is up to you to complete  orders and make sure they are sent of properly, ensuring that the medication is stored correctly, use-by date checks, disposal and recording all the above as required; adhering to policies and procedures of organisation and legislation. 10.2 Identify who is responsible for medication in a social care setting trained worker (normally must have a level 3 in health and social care or over) designated person individual when self medicating 10.3 Explain why medication must only be handled following specialist training Medication must only be administrated by a qualified member of staff as if not administrated properly there could be risk of injury or illness, it reduces risk of mistake, avoids unnecessary harm, follows legislative requirements. Outcome 11 Understand how to handle and store food safely. 11.1 Identify food safety standards relevant to a social care setting The food safety act 1990 The General Food Regulations 2004 The Food Hygiene (England) Regulations 2006 The Food Labelling Regulations 1996 Regulation (EC) No 178/2002 (lays down the general principles and requirements of food law, establishing the European Food Safety Authority and laying down procedures in matters of food safety) 11.2 Explain how to: †¢ store food †¢ maximise hygiene when handling food †¢ dispose of food Make sure containers are sealed correctly, if a product is to be refrigerated/frozen make sure it is done so asap, checking expiry dates, cooling down/ reheating has to be done to correct temperatures else you could cause illness, personal cleanliness is important, keeping clean surfaces, separate utensils for meats raw/ cooked, prompt removal of waste, cleaning spillages thoroughly, use of personal protective equipment, covering injuries, not working when ill, reporting contamination, accidents and pests. 11.3 Identify common hazards when handling and storing food Exceeding expiry dates incorrect thawing/ cooking time cross contamination allergic reactions dangerous use of utensils hot items and cookers leaving food exposed

Stream of Consciousness in Arthur Schnitzler´s Fraulein Else

In Arthur Schnitzler’s novella Frà ¤ulein Else, the stream of consciousness narrative form creates a more in-depth portrait of Else’s mindset and thinking. Even though the narrative may seem contradictory and erratic at first, this is only a result of the more extensive portrayal of her mental process, which includes elements not present in a more conventional narrative. The path of Else’s thoughts is indirect and recursive, but this portrayal of thinking is closer to the actual process of thinking than the more streamlined flow of thought presented in most novels. The stream-of-consciousness technique attempts to create a more comprehensive and realistic picture of mental activity. In pursuing a train of thought, one encounters various memories and sensations that are associated with the main idea, and the useless or distracting elements may be pushed aside for the moment. This seemingly free-flowing and unimpeded narration may have been what Sigmund Freud desired from his patients, as his study of the unconscious wishes behind dreams necessitated a minimum of mental censorship. The asides and random thoughts that often show up in Else’s stream of consciousness may seem nonsensical or irrelevant to the story, but the inclusion of these serve to draw the reader deeper into Else’s consciousness. As Else leaves her hotel room and goes down to the main lounge, she hears someone playing the piano and thinks, â€Å"Isn’t someone playing in there? A Beethoven sonata! How can anyone playShow MoreRelatedBreaking Down Gender Roles : Analysis905 Words   |  4 PagesHON 296 003 Fiction and the Sciences Dr. C. Mainland Breaking Down Gender Roles Schnitzler’s Frà ¤ulein Else is a first-person stream-of-consciousness narrative about Else, a nineteen year old girl living in the 1900s. By writing as a stream of consciousness, Schnitzler provides the reader with a first-person account of everything that happened, and Else’s reasons for each of her actions. Else is told by her family to ask for money from a family friend, Mr. Dorsday, and the story flows with this