Tuesday, December 24, 2019
Ernst RenanÃ¢â¬â¢s concept of nation is about a proposal that urges people to come together in order to have consciousness about the process of building a nation and to forget about the differences in geography, language, race, and religion. He insists on telling that a nation is composed of peopleÃ¢â¬â¢s collaboration and agreements to stay together and be governed by mutual approval because they shared a common past. Based on this concept, we can say that Hugo Chavez and Evo Morales were trying to build a nation by using history to unify the nation and to challenge the notion of geography and in the case of Morales the language and race. Nikolas KozloffÃ¢â¬â¢s Hugo Chavez: Oil, Politics, and the Challenge to the U.S express the concept of nation inÃ¢â¬ ¦show more contentÃ¢â¬ ¦Similar to Chavez, Evo Morales contributed to the concept of geography as part of making a nation because Bolivia is divided into two races groups: European and Indigenous. It was difficult for Evo to be able to unify Bolivia for being an Indigenous person. He can be seemed as one of the men that Renan mentioned who are Ã¢â¬Å"healthy in mind and warm of heartÃ¢â¬ because he was creating a kind of moral conscience based on the coca leaf which he defended to be a form of food supply for the poor. As well, he said that the growing of coca was a job for the peasant community (based on the film Cocalero). In addition, we can see that the contact with the people by playing soccer games with the local miners demonstrate the moral consciousness that he wanted to implement. The fact that Evo spoke demonstrated that the language as Renan said need to be forget, even though, there was a great percent of people who spoke Quechua. He wanted to reach everybody by speaking the primary language. Hugo Chavez and Evo Morales had similar and different contributions about RenaÃ¢â¬â¢s concept of nation building. Chavez supported the ideas that geography was important to unify and to have progress in the nation. While, Morales was challenging this characteristic because Bolivia is a perfect example of how difficult is to govern when a nation is divided. Both Presidents were fighting for agrarian reform and this made the poor to enforce the agenda of each president. They tried to reach everyone and to
Monday, December 16, 2019
string(178) " a Metis through the social rejection which characterizes ManawakaÃ¢â¬â¢s view of her family: Ã Ã¢â¬ËI bet you know a lot about the woods and all that, eh\? Ã¢â¬â¢ I began respectfully\." Journal of the Short Story in English 48Ã (Spring 2007) Varia Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ Jennifer Murray Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢ â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦ Electronic reference Jennifer Murray, Ã «Ã Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ Ã Ã », Journal of the Short Story in English [Online], 48Ã |Ã Spring 2007, Online since 01 juin 2009, Connection on 01 avril 2013. URLÃ : http:// jsse. revues. We will write a custom essay sample on The Loons or any similar topic only for you Order Now org/index858. html Publisher: Presses universitaires dÃ¢â¬â¢Angers http://jsse. revues. org http://www. revues. org Document available online on: http://jsse. revues. org/index858. html Document automatically generated on 01 avril 2013. The page numbering does not match that of the print edition. Ã © All rights reserved Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 2 Jennifer Murray Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ : p. 71-80 1 2 3 4 5 Ã¢â¬Å"The LoonsÃ¢â¬ belongs to Margaret LaurenceÃ¢â¬â¢s story-sequence A Bird in the House which is built around the character Vanessa MacLeod and her growing-up years in the fictional town of Manawaka, Manitoba. Following on from the collectionÃ¢â¬â¢s title story which has the death of VanessaÃ¢â¬â¢s father as its central event, Ã¢â¬Å"The LoonsÃ¢â¬ is set in a time prior to the fatherÃ¢â¬â¢s death and is the first of three stories which deal with VanessaÃ¢â¬â¢s progressive opening up to the world around her and her increasing awareness of the suffering, poverty and forms of oppression outside of her family circle (Stovel 92). More specifically, Ã¢â¬Å"The LoonsÃ¢â¬ gives u s VanessaÃ¢â¬â¢s perception of a young girl called Piquette Tonnerre who is of Metis descent and who accumulates the social disadvantages of poverty, illness, ethnic discrimination and being female. The story has been taken to task for the questionable values attached to its use of Piquette as the stereotype of the doomed minority figure, most notably by Tracy Ware who asks: Ã¢â¬Å"To what extent [does this short story] confirm a debased master narrative that regards Natives as victims of a triumphant white civilization? Ã¢â¬ (71). At the same time, Ware recognizes the Ã¢â¬Å"enduring sense of [the] aesthetic meritÃ¢â¬ (71) of this story which so clearly has its place within the canon of Canadian literature. Evaluating the text against its depiction of the Metis can only lead to the negative conclusions that Ware arrives at, namely, that LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ falls ideologically short of the expectations of todayÃ¢â¬â¢s politically-conscious reader. What this reading of Ã¢â¬Å"The LoonsÃ¢â¬ does not take into account is that the Ã¢â¬Å"aesthetic meritÃ¢â¬ of the story is situated elsewhereÃ¢â¬ânot in the portrait or role of Piquette as such, but in the storyÃ¢â¬â¢s treatment of loss and in the central role of the father in the symbolics of this particular knot of meaning. In the context of the full story-sequence, loss and the father would seem more naturally associated in Ã¢â¬Å"A Bird in the House,Ã¢â¬ where the death of the father is the central event. In Ã¢â¬Å"The Loons,Ã¢â¬ the death of the father is recalled and reactivated as an informing event related to other moments in VanessaÃ¢â¬â¢s life and to her relationship to others, Piquette bearing the weight of this role as Ã¢â¬ËotherÃ¢â¬â¢. On one levelÃ¢â¬âthat of VanessaÃ¢â¬â¢s childhood perception of Piquette2Ã¢â¬âthe story is about incomprehension, misconstruction, defensiveness and the impossibility of communication between the two girls. But the entire history of this failed relationship is revisited through the narrating voice of the adult Vanessa; in the telling of the story, she reshapes past events through the experience of loss provoked by her fatherÃ¢â¬â¢s death and invests them with symbolic value. Like the dreamer and the dream, VanessaÃ¢â¬â¢s story is more about Vanessa than about those around her; it is her attempt to fit her own sense of loss into a world which is, more than she knows, beyond her. The fatherÃ¢â¬â¢s role in giving Vanessa access to symbolic values is central to the story; indeed, the first Ã¢â¬ËeventÃ¢â¬â¢ in the story is the fatherÃ¢â¬â¢s announcement of his concern (as a doctor) for the health of the young Piquette, who is in his care. After having prepared the ground briefly, he asks his wife: Ã¢â¬Å"Beth, I was thinkingÃ¢â¬âwhat about taking her up to Diamond Lake with us this summer? A couple of months rest would give that bone a much better chanceÃ¢â¬ (110). This act of social generosity, which is to involve his whole family, introduces the reader to the fatherÃ¢â¬â¢s values; it also inaugurates the continuing association in the text between the father and Piquette. The father is a reference point for Piquette; she invokes him to justify her refusal to accompany Vanessa on a short walk: Ã¢â¬Å"Your dad said I ainÃ¢â¬â¢t supposed to do no more walking than I got toÃ¢â¬ (113), and in later years, Piquette tells Vanessa, Ã¢â¬Å"Your dad was the only person in Manawaka that ever done anything good to meÃ¢â¬ (116). This positive assessment of the father is Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 3 6 the only shared ground between the girls. In response to the comment above, Vanessa Ã¢â¬Å"nodded speechlessly [Ã¢â¬ ¦ ] certain that [Piquette] was speaking the truthÃ¢â¬ (116). In the name of her love for her father, Vanessa will make several attempts at approaching Piquette: these attempts are regularly met with rejection, leading to a moment of hurt for Vanessa: Ã¢â¬ËWant to come and play? Ã¢â¬â¢ Piquette looked at me with a sudden flash of scorn. Ã¢â¬ËI ainÃ¢â¬â¢t a kid,Ã¢â¬â¢ she said. Wounded, I stamped angrily away [Ã¢â¬ ¦]. 112) 7 8 This pattern recurs twice on the following page, with PiquetteÃ¢â¬â¢s Ã¢â¬Å"scornÃ¢â¬ taking on other forms Ã¢â¬âÃ¢â¬Å"Her voice was distantÃ¢â¬ (113); Ã¢â¬Å"her large dark unsmiling eyesÃ¢â¬ (113)Ã¢â¬âand her refusals becoming more verbally aggressive: Ã¢â¬Å"You nuts or somethinÃ¢â¬â¢? Ã¢â¬ (113); Ã¢â¬Å"Who gives a g ood goddamn? Ã¢â¬ (114). The impossibility of sharing between the girls is seen both from the perspective of the child Vanessa, who is mystified, Ã¢â¬Å"wondering what I could have said wrongÃ¢â¬ (113), and from the more experienced perspective offered by the narrated construction of events. This double vision allows the reader to see the misperceptions and involuntary insensitivity on which VanessaÃ¢â¬â¢s attempts at communication are based. Where Vanessa fantasizes Piquette into Ã¢â¬Å"a real IndianÃ¢â¬ (112) and projects onto her the knowledge of the Ã¢â¬ËsecretsÃ¢â¬â¢ of nature, Piquette lives her identity as a Metis through the social rejection which characterizes ManawakaÃ¢â¬â¢s view of her family: Ã Ã¢â¬ËI bet you know a lot about the woods and all that, eh? Ã¢â¬â¢ I began respectfully. You read "The Loons" in category "Papers" Ã¢â¬ ¦] Ã¢â¬ËI donÃ¢â¬â¢t know what in hell youÃ¢â¬â¢re talkinÃ¢â¬â¢ about,Ã¢â¬â¢ she replied. [Ã¢â¬ ¦] If you mean where my old man, and me, and all them live, you better shut up, by Jesus, you hear? Ã¢â¬â¢ (113) 9 While the child cannot understand the defensiveness of Piquette, as readers, our knowledge of PiquetteÃ¢â¬â¢s social conditions, outlined in the opening paragraphs of the story, leads us to a pos ition of empathy with the offended girl. Similar effects are produced by VanessaÃ¢â¬â¢s enthusiasm about her summer cottage, Ã¢â¬âÃ¢â¬Å"Ã¢â¬ËI love it,Ã¢â¬â¢ I said. We come here every summer,Ã¢â¬â¢Ã¢â¬ (113)Ã¢â¬âexpressed in the face of PiquetteÃ¢â¬â¢s poverty, which habitually excludes her from the world of lakeside summer homes. Just as much as PiquetteÃ¢â¬â¢s social disadvantages, VanessaÃ¢â¬â¢s self-absorbed immersion in the comforts of middle-class Manawaka is the source of the girlsÃ¢â¬â¢ mutual wariness. As the narrator of the story, the older version of Vanessa puts forward expressions of regret at the failure of the relationship between herself as a child, and Piquette. This regret, however, is not distinct from childhood, but a part of it, recounted in the past tense: Ã¢â¬Å"Piquette and I remained ill at ease with one another. I felt I had somehow failed my father, but I did not know what was the matter, nor why she would not or could not respondÃ¢â¬ (115). The linguistic markers Ã¢â¬Å"somehowÃ¢â¬ and Ã¢â¬Å"did not knowÃ¢â¬ suggest that the emotional experience of failure remained confusing for the child, but the ability to formulate this metadiscourse indicates that things have become clearer to the adult Vanessa. This acquired comprehension allows the narrator to develop the expression of failure once again, two pages further on, including, this time, more details about the possible expectations of the father: Yet I felt no real warmth towards herÃ¢â¬âI only felt that I ought to, because of that distant summer and because my father had hoped she would be company for me, or perhaps that I would be for her, but it had not happened that way. (117) 10 Through the voice of the more experienced Vanessa, the regret of the past is understood to have been intimately related to a sense of having failed not herself, nor Piquette, but her father. The focus is on the fatherÃ¢â¬â¢s symbolic role in attributing potential value to the possibility of their friendship. Along with the fatherÃ¢â¬â¢s generosity towards Piquette, a series of other values related to the father are offered in the short story. The fatherÃ¢â¬â¢s name, MacLeod, is also the name which designates the family cottage (111), which itself is associated with nature and authenticity: it Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 4 11 s the father who comes and sits by the lake with Vanessa to listen to the loons (114); the lake, the nighttime, the loons, all come to signify intuitive communication (Ã¢â¬Å"we waited, without speakingÃ¢â¬ ), mystery and transcendence (Ã¢â¬Å"They rose like phantom birdsÃ¢â¬ ), a reproach to human civilization (Ã¢â¬Å"Plaintive, and yet with a quality of chilling mockery, those voices belonged to a world separated by aeons from our neat world of summer cottages and the lighted lamps of homeÃ¢â¬ ) (114). The idea that the loons belong to a separate world is reinforced by the fatherÃ¢â¬â¢s comment that the loons had been there Ã¢â¬Å"before any person ever set foot hereÃ¢â¬ (114). The loons are both a form of access to the continuum of natural time as opposed to civilized time, and a reminder that man cannot bridge that gap; there is therefore a form of retrospective loss attached to the image of the loons: the imagined loss of what came before and is now inaccessible. However, the birds also prefigure future lossÃ¢â¬âthe enduring presence of the loons is endangered, as Vanessa tells Piquette: My dad says we should listen and try to remember how they sound, because in a few years when more cottages are built at Diamond Lake and more people come in, the loons will go away. 114) 12 We can also see the metonymic association between this loss and the approaching end of the permanence of VanessaÃ¢â¬â¢s world; her father, associated with the loons in VanessaÃ¢â¬â¢s childhood, is soon to disappear: Ã¢â¬Å"Neither of us suspected that this would be the last time we would ever sit here together on the shore, listeningÃ¢â¬ (115). The symbolic charge of the los s of the loons is therefore great for Vanessa, but meaningless to young Piquette, who, on learning of the precarious situation of the birds, says: Ã¢â¬Å"Who gives a good goddamn? (114). For Piquette, they are literally, Ã¢â¬Å"a bunch of squawkinÃ¢â¬â¢ birdsÃ¢â¬ (115). Meaning is to do with symbolic construction and Ã¢â¬Å"The LoonsÃ¢â¬ , for all of its focus on Piquette, is about VanessaÃ¢â¬â¢s construction of personal meaning. Coral Ann Howells notes that VanessaÃ¢â¬â¢s choosing to write about Piquette is a way of Ã¢â¬Å"silently displacing her own feelings into [PiquetteÃ¢â¬â¢s] storyÃ¢â¬ (41). This process is clearest in the paragraph which announces the fatherÃ¢â¬â¢s death: That winter my father died of pneumonia, after less than a weekÃ¢â¬â¢s illness. For some time I saw nothing around me, being completely immersed in my own pain and my motherÃ¢â¬â¢s. When I looked outward once more, I scarcely noticed that Piquette Tonnerre was no longer at school. (115) 13 14 The words which tell of the loss of the father are almost immediately followed by words which tell of the disappearance of Piquette. This is given in the form of a negation: Ã¢â¬Å"I scarcely noticedÃ¢â¬ ¦,Ã¢â¬ but what the young Vanessa had Ã¢â¬Å"scarcely noticed,Ã¢â¬ the narrating Vanessa gives weight to by placing it in verbal proximity to the death of the father, obliquely associating the two events. Through indirection, therefore, Vanessa speaks of her own loss. But the process is not entirely parasitic; in the telling, she also constructs Piquette. Piquette is, in some ways, a difficult character for todayÃ¢â¬â¢s reader to take on board: like Pique, the daughter of Morag Gunn in the final Manawaka story, Ã¢â¬Å"The DivinersÃ¢â¬ , she Ã¢â¬Å"suffers from the weight of too much thematic relevanceÃ¢â¬ (Howells 51) since, as I noted earlier, she accumulates an extraordinary number of handicaps, all of which are seen to be indirectly related to her Metis origins. In spite of the older VanessaÃ¢â¬â¢s gentle mocking of her earlier self in her desire to Ã¢â¬ËnaturalizeÃ¢â¬â¢ Piquette into a folkloric Indian, the story does imply that part of PiquetteÃ¢â¬â¢s tragedy is that, like the loons, she belongs to a more Ã¢â¬ËauthenticÃ¢â¬â¢ heritage which has been/is being destroyed. 3 The romanticism which the narrating voice mocks is nonetheless supported by the storyÃ¢â¬â¢s symbolism, as is the attempt to fix Piquette into a sterile, stereotyped role of Ã¢â¬Ërepresentativity,Ã¢â¬â¢ something that PiquetteÃ¢â¬â¢s direct discourse has violently rejected. Yet, we do have access to a more tenacious Piquette; in her silences, rejections, and refusals, she is a character who is fighting for her own survival in a world clearly divided along class lines and this tenacity is seen principally in her rejection of VanessaÃ¢â¬â¢s self-satisfaction. VanessaÃ¢â¬â¢s sense of superiority over Piquette is implicit in the narratorÃ¢â¬â¢s comments about the Metis girlÃ¢â¬â¢s invisibility to her younger self; at that time, Piquette was but Ã¢â¬Å"a vaguely embarrassing presenceÃ¢â¬ who Ã¢â¬Å"moved somewhere within my scope of visionÃ¢â¬ (109). Moreover, Piquette can drop out of sight for years without notice: Ã¢â¬Å"I do not remember seeing her at all Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 5 until four years laterÃ¢â¬ (115). It would seem to be the total separateness of their social worlds that creates and sustains what might be experienced as a Ã¢â¬Ëlack of affinityÃ¢â¬â¢. Whereas these social differences remain unformulated to the child Vanessa, they are close to the surface for Piquette whose discourse refuses to endorse the smugness of the well-off Vanessa: Ã¢â¬ËDo you like this place,Ã¢â¬â¢ I asked [Ã¢â¬ ¦] Piquette shrugged. ItÃ¢â¬â¢s okay. Good as anywhere. Ã¢â¬â¢ Ã¢â¬ËI love it,Ã¢â¬â¢ I said, Ã¢â¬ËWe come here every summer. Ã¢â¬â¢ Ã¢â¬ËSo what? Ã¢â¬â¢ (113) 15 Other details suggest a Piquette who has dreams of her own, but who cannot allow herself to expose them to others: Ã¢â¬Å"When she saw me approaching, her hand squashed flat the sand castle she had been building, and she looked at me sulle nly, without speakingÃ¢â¬ (113). For Piquette, the child Vanessa is a potential enemy, someone to guard oneself against. Dreams cannot be shared, and cannot even be envisaged within the society of which Vanessa is a part. Indeed, even in her later teenage years, Piquette holds no hope of improvement for herself within the confines of small-town Manawaka: Ã¢â¬Å"Boy, you couldnÃ¢â¬â¢t catch me stayinÃ¢â¬â¢ here. I donÃ¢â¬â¢ give a shit about this place. It stinksÃ¢â¬ (116). Piquette knows that Manawaka holds nothing for her in the sense that no one there believes in her chances for a better future. When she becomes engaged to be married, she remarks that, Ã¢â¬Å"All the bitches anÃ¢â¬â¢ biddies in this town will sure be surprisedÃ¢â¬ (117). The implication that the town gossips have nothing good to say about Piquette is underscored by VanessaÃ¢â¬â¢s own reactions. On seeing Piquette several years after the summer at the cottage, Vanessa is Ã¢â¬Å"repelledÃ¢â¬ and Ã¢â¬Å"embarrassedÃ¢â¬ by her, and although she is Ã¢â¬Å"ashamedÃ¢â¬ at her own attitude, she gives way to an emphatic outpouring of animosity towards the teenage girl: Ã Ã Ã I could not help despising the self-pity in her voice. I wished she would go away. I did not want to see her. I did not know what to say to her. It seemed that we had nothing to say to one another. (117) 16 The force of this expression suggests a negative identification with Piquette on VanessaÃ¢â¬â¢s part. It is as if Piquette represents the photo negative of VanessaÃ¢â¬â¢s life; the result of poverty, illness, and lack of education made flesh and standing there as a threat to the integrity of VanessaÃ¢â¬â¢s identity as a middle-class, reasonably well-educated girl with a future. There is no indication in the story that Vanessa ever overcomes this violent rejection of Piquette during the Metis girlÃ¢â¬â¢s lifetime. This moment of intense emotional confrontation is followed by what may be seen as the storyÃ¢â¬â¢s signature moment: For the merest instant, then, I saw her. I really did see her, for the first and only time in all the years we had both lived in the same town. Her defiant face, momentarily, became unguarded and unmasked, and in her eyes there was a terrifying hope. (117) 17 These last two words encapsulate the relative positions of the two girls. Where Piquette Ã¢â¬ËrevealsÃ¢â¬â¢ her most guarded treasureÃ¢â¬âhope, arguably the most positive emotion which exists, Vanessa reproduces the condemning judgement of the town; with the word Ã¢â¬Å"terrifying,Ã¢â¬ she declares this hope to be without any ground. It is therefore coherent with VanessaÃ¢â¬â¢s view of PiquetteÃ¢â¬â¢s life that the Metis woman should be left as a single mother, follow in the drunken path of her father, and finally die in a house fire along with her two children. VanessaÃ¢â¬â¢s reaction to this news is, Ã¢â¬Å"I did not say anything. As so often with Piquette, there did not seem to be anything to sayÃ¢â¬ (119). It is not that there is Ã¢â¬Ënothing to sayÃ¢â¬â¢ about Piquette, but rather, that what there is to say would involve a questioning of community values which would also have to be a form of self-questioning. The narrative does not take the direction of a critique of human and social relationships; it deals with the vague sense of guilt expressed by the narratorÃ¢â¬âÃ¢â¬Å"I wished I could put from my memory the look that I had seen once in PiquetteÃ¢â¬â¢s eyesÃ¢â¬ (119)Ã¢â¬âby sublimating Piquette into the symbol (along with the loons) of something lost. The ground is prepared through the falling action of the story which lists the avalanche of losses which Vanessa experiences after having heard about PiquetteÃ¢â¬â¢s death: Ã¢â¬Å"The MacLeod cottage had been sold after my fatherÃ¢â¬â¢s Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 6 deathÃ¢â¬ ; Ã¢â¬Å"The small pier which my father had built was goneÃ¢â¬ ; Ã¢â¬Å"Diamond Lake had been renamed Lake WapakataÃ¢â¬ ; and finally, Ã¢â¬Å"I realized that the loons were no longer thereÃ¢â¬ (119). These different elements reinstall the triad of the father, the loons and nature as the paradigm of loss and the narrator then brings Piquette into this sphere of symbolism: I remember how Piquette had scorned to come along when my father and I sat there and listened to the lake birds. It seemed to me now that in some unconscious and totally unrecognised way, Piquette might have been the only one, after all, who had heard the crying of the loons. (120) 18 19 Ã¢â¬Å"Piquette,Ã¢â¬ Ã¢â¬Å"father,Ã¢â¬ Ã¢â¬Å"lake,Ã¢â¬ Ã¢â¬Å"birds,Ã¢â¬ Ã¢â¬Å"loonsÃ¢â¬ : all of these words are given a place in the final paragraph. The narrator too, is present amongst these elements, and her place as the one who reconstructs meaning is affirmed: Ã¢â¬Å"I remember how [Ã¢â¬ ¦]. Ã¢â¬ But it is affirmed, finally, as a process of questioning: in the phrase, Ã¢â¬Å"It seemed to me now that in some unconscious and totally unrecognised way,Ã¢â¬ (where it is uncertain as to whether it is the narratorÃ¢â¬â¢s unconscious or PiquetteÃ¢â¬â¢s which is being invoked), the narrator seems to romanticize PiquetteÃ¢â¬â¢s Metis status into the Ã¢â¬ËnaturalÃ¢â¬â¢ world and confer on her the positive charge of nostalgia related to loss. In this statement of restricted awareness, it would seem that the narrator is trying to resolve the problem of her own position in relation to Piquette; the irreconcilable distinction between how she felt towards Piquette and how she felt she should have felt, if only for her fatherÃ¢â¬â¢s sake. The solution to this is to transform Piquette from the living girlÃ¢â¬âjudged by so ciety, including Vanessa and her motherÃ¢â¬âas Ã¢â¬Å"sullen and gauche and badly dressed,Ã¢â¬ Ã¢â¬Å"a real slattern,Ã¢â¬ Ã¢â¬Å"a messÃ¢â¬ (118), into a symbol: a young girl, representative of an oppressed minority, with a tragic destiny, doomed to die. In this form, the loss of Piquette can be associated with both the death of the father and the disappearance of the loons; the desire to bring Piquette into this association suggests an unresolved sense of guiltÃ¢â¬âtowards the girl character, on the level of the diegesis, but also towards the Metis people, whose Ã¢â¬Å"long silenceÃ¢â¬ (108) is echoed in the Ã¢â¬Å"quiet all around meÃ¢â¬ experienced by Vanessa (119) as she becomes aware of the disappearance of the loons. Silenced by death, PiquetteÃ¢â¬â¢s Ã¢â¬ËothernessÃ¢â¬â¢ can be neutralized and romanticized into nostalgia. The contradictions which structure Ã¢â¬Å"The LoonsÃ¢â¬ give the story its force. In spite of the control of the adult narrator in the choice and ordering of memory, there is no attempt to beautify the emotions of her childhood self. The limited, often egocentric aspects of her childhood perspective are rendered, so that the readerÃ¢â¬â¢s sympathy goes out towards the other girl, Piquette. This construction of perspective may be een as a form of generosity, whereby, in spite of VanessaÃ¢â¬â¢s statement that Ã¢â¬Å"there was nothing to say,Ã¢â¬ the narratorÃ¢â¬â¢s rendering of the past has allowed the reader to achieve an awareness of PiquetteÃ¢â¬â¢s specificity as a character: she has moved from the general sense of absence which characterizes her in VanessaÃ¢â¬â¢s memory, to a form of visibility in which the reader may see her as the victim of multiple ve ctors of oppression; in this context, her Ã¢â¬ËdefianceÃ¢â¬â¢ and Ã¢â¬ËsullennessÃ¢â¬â¢ become the marks of a fighting spirit, and her Ã¢â¬Ëhope,Ã¢â¬â¢ the sign of her humanity. Through these effects constructed by the narrating voice, the earlier generosity of the father is ultimately echoed and loss takes on its complex human dimension. Bibliography Howells, Coral Ann. Private and Fictional Words : Canadian Women Novelists of the 1970s and 1980s. London: Methuen, 1987. Laurence, Margaret. A Bird in the House (1970). Chicago : The University of Chicago Press, 1993. Stovel, Bruce. Ã¢â¬Å"Coherence in A Bird in the House,Ã¢â¬ in New Perspectives on Margaret Laurence : Poetic Narrative, Multiculturalism, and Feminism. Ed. Greta McCormick Coger. Westport: Greenwood Press, 1996. Vauthier, Simone. Ã¢â¬Å"Ã¢â¬ËA Momentary Stay Against ConfusionÃ¢â¬â¢ : A Reading of Margaret LaurenceÃ¢â¬â¢s Ã¢â¬ËTo Set Our House in Order. Ã¢â¬â¢Ã¢â¬ The Journal of the Short Story in English vol. 3 (1984): 87-108. Ware, Tracy. Ã¢â¬Å"Race and Conflict in GarnerÃ¢â¬â¢s Ã¢â¬ËOne-Two-Three Little IndiansÃ¢â¬â¢ and LaurenceÃ¢â¬â¢s Ã¢â¬ËThe Loons. Ã¢â¬â¢Ã¢â¬ Studies in Canadian Literature vol. 23:2 (1998) : 71-84. Journal of the Short Story in English, 48 | Spring 2007 Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ 7 Notes Ã I am grateful to my colleagues in Besancon who participated in a discussion on Ã¢â¬Å"The Loons. Ã¢â¬ 2 Ã See Vauthier (96-99) for a detailed analysis of VanessaÃ¢â¬â¢s function as narrator (based on the short story Ã¢â¬Å"To Set Our House in Order,Ã¢â¬ but equally valid here). 3 Ã Indeed, Tracy Ware argues that the associat ion of Piquette with nature, on the basis of her Metis origins, Ã¢â¬Å"den[ies] Piquette her full humanity, [and it also] makes a tragic outcome inevitable. We will never be able to imagine a future for people whom we regard as separate[d] from us Ã¢â¬Ëby aeonsÃ¢â¬â¢Ã¢â¬ (80). Ã Margery FeeÃ¢â¬â¢s comment, quoted in Ware, that Ã¢â¬Å"Native people [Ã¢â¬ ¦] are so rarely depicted as individuals, because they must bear the burden of the OtherÃ¢â¬âof representing all that the modern person has lostÃ¢â¬ (Ware 82), seems relevant to the construction of Piquette as a character who comes to bear the symbolic weight of the very idea of loss. 5 Ã Ware declares that this symbol is Ã¢â¬Å"a misrecognition because it ignores the historical struggles of both Natives and MetisÃ¢â¬ (79). References Electronic reference Jennifer Murray, Ã «Ã Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ Ã Ã », Journal of the Short Story in English [Online], 48Ã |Ã Spring 2007, Online since 01 juin 2009, Connection on 01 avril 2013. URLÃ : http://jsse. revues. org/index858. html Bibliographical reference Jennifer Murray, Ã «Ã Negotiating Loss and Otherness in Margaret LaurenceÃ¢â¬â¢s Ã¢â¬Å"The LoonsÃ¢â¬ Ã Ã », Journal of the Short Story in English, 48Ã |Ã 2007, 71-80. Jennifer Murray Jennifer Murray is an associate professor at the University of Franche-Comte. Her research is focused primarily on Canadian literature and on American writers from the South. Ms. MurrayÃ¢â¬â¢s publications include articles on Margaret Atwood, Carson McCullers, Flannery OÃ¢â¬â¢Connor and Tennessee Williams. She is currently working on the short stories of Margaret Laurence and Alice Munro. Copyright Ã © All rights reserved Abstract Je me propose ici dÃ¢â¬â¢etudier lÃ¢â¬â¢impact symbolique de la disparition du pere dans Ã¢â¬Å"Ã The LoonsÃ Ã¢â¬ , une nouvelle de Margaret Laurence. Au niveau de lÃ¢â¬â¢intrigue, lÃ¢â¬â¢histoire est celle dÃ¢â¬â¢une amitie impossible entre la narratrice, Vanessa, fille de medecin, et une jeune metisse, Piquette, soignee par le pere de Vanessa. Les differences de niveau social, dÃ¢â¬â¢education et dÃ¢â¬â¢origine ethnique creent une incomprehension fondamentale entre les deux filles et vouent a lÃ¢â¬â¢echec les tentatives de Vanessa de sympathiser avec Piquette. Cet insucces attriste VanessaÃ ; elle pense avoir decu son pere qui esperait que le sort de sa jeune patiente serait adouci par le contact avec sa famille. Devant son incapacite a transformer la realite et le remords quÃ¢â¬â¢elle en eprouve, la narratrice transforme son souvenir de Piquette, lÃ¢â¬â¢exclue, en symbole. Ce symbole se developpe autour dÃ¢â¬â¢un noyau dÃ¢â¬â¢elements semantiques associes a lÃ¢â¬â¢authenticite, la nature, et la nostalgie du passeÃ ; des concepts valorises par le pere, et qui, pour la narratrice sont lies au sentiment de perte occasionne par sa mort Journal of the Short Story in English, 48 | Spring 2007 How to cite The Loons, Papers
Sunday, December 8, 2019
Question: Describe about the Standard Operating Procedures (sop) for Forensic toxicology laboratory (laboratory manual)? Answer: Forensic toxicology is a science that deals with the application of toxicology in the situations that may involve medicological review and as a consequence the results may be subject to scrutiny in a court of law. The standard operating procedures or SOP describes all the routinely used analytical and administrative procedures. It basically serves as a document for the purpose of training. The field of forensics is such that it ay frequently demand deviation from the routine SOPs and may require modifications of the same. For an instance conditions that may involve accommodation of an unusual sample type or multiple, condition or unusual analytes. In toxicology, if any toxin is suspected, a specific analysis should be requested and the laboratories can simply just not check for poisoning. This calls for a complete description of epidemiological and clinical findings that may help in differentiating between infectious diseases and poisoining. The most common samples that are colled ar e the stomach contents, whole blood, kidney, liver, serum or urine. In some cases even the cerebral tiisues may also be collected for cholinesterase analysis. According to SOP, the tissue or fluid samples should be as fresh as possible and must be kept refrigerated. Freezing is essential for some analysis as it helps in preventing degradation of volatile chemicals. In rare circumstances a chemical preservative might also be required. The packaging and handling of the samples should be done very carefully. When there is a possibility of any legal action, the containers for shipment should be either sealed so as to enable detection of any form of tampering or be carried manually to the laboratory and the receipt of the same be recorded. There should be proper documentation of the chain of custody as well. When the suspected source of poison is feed or water, these samples, along with the samples of any feed tags should be sent along with the tissue samples (Merck manuals 2013). All the incoming samples must be registered by the laboratory, Before signing the receipt, the samples are checked for their completeness, suitability and intactness for the testing purpose. If any sample is unlabelled or insufficiently marked, they are not processed and are sent back where appropriate. In any case the applicant must be informed and the details must be properly recorded in the laboratory files. The samples are assigned a laboratory internal code and ar clearly marked (using a barcode sometimes). The regulations of the Data Protection Act should be observed. In case of sample unsuitability or availability of less volume of sample for research or damaged sample, the laboratory immediately informs the applicant (Paul, L. et al. 2009). It is important to identify the sample and the derivates produced by labeling the sample at every stage of analysis. After the completion of labeling process and analysis and the final report, the remains of the sample and the original containers should be kept or stored based on the administrative regulations. The samples other than blood samples can be stored atleast for six months while the blood samples can be stored for 2 years. Body fluids should be refrigerated as soon as received in the lab. If there is no possibility of extracting serum or plasma then a part of the full blood sample should be kept for deep freezing (-15oC) to prevent ageing of the sample matrix and any loss of the analytes. In case of the original blood withdrawal system that consist of the remaining blood, the measure of how much blood has been removed, should be accurately indicated with a mark. Urine samples or their aliquots should be deep frozen and stored after the receipt (Paul, L. et al. 2009). The investigations can be divided into two major types: indicative and confirmatory (evidential) analysis. The former are the immune chemical test procedures that are simply based on the chromatographic techniques. The only drawback of indicative analysis was that the positive results of this test cannot be used as an evidence in court and should be confirmed by a second independent specific confirmatory method. The important point to be noted is that an immune chemical assay cannot be confirmed by second immunoassay. It is important for every laboratory to check if the cut off values of the immune chemical methods are properly calibrated and adequately chosen to differentiate between the positive and the negative results. The samples that are authentic give a positive result in the immune chemical pre testing procedure at the concentrations of the analyte in the limit that is required in the forensic toxicologic studies (Paul, L. et al. 2009). After the processing of the samples is completed, the tedious job of compiling the results is next. According to the SOP guidelines, the forensic toxicology lab requires every procedure to be documented properly in order to maintain a co-ordinated record in relation to every sample or every case that is analysed. The records should contains enough details to allow identification of the factors that affect the uncertainity and also enable the scientists to repeat the whole test procedure, if required. This repetition of the experiement might be necessary in order to reproduce results as close as the original observations. Wherever needed, the results can be preserved in form of photos but photography is not allowed in every case. Sometimes electronic scanning is also a good option (eg. Thin layer chromatography results) (Swiss Confederation 2013). The SOP guidelines consider that digital images and photographs can provide importance evidence in criminal investigation and then prosecut ion. Some laboratories allow only the use of departmentally approved and issued digital cameral for official photography purpose. Right from the number of photographs, clarity of photographs, time of exposure, condition of the camera, time of issuing the camera to the type of photos that can be clicked, the assignment of responsibility of supervising the entire duration of photography coverage, every uideline or rule is mentioned in the Standard Operating Procedure manual. A special officer is allocated the task of managing and maintaining the confidentiality of the images that are clicked or taken and ensure safe transfer of the images into the laboratory database (Division of Criminal Justice 2013). References Division of Criminal Justice, 2013, A standard operating procedure for the use of digital images cameras by the First Responding Officer, viewed on 21st February 2015, www.nj.gov/oag/dcj/njpdresources/pdfs/digital_imaging%20_sop.pdf Merck manuals, 2013, Overview of collection and submission of laboratory samples, viewed on 21st February 2015, https://www.merckmanuals.com/vet/clinical_pathology_and_procedures/collection_and_submission_of_laboratory_samples/overview_of_collection_and_submission_of_laboratory_samples.html#v3297560Paul, L. et al., 2009, Guideline for quality control in forensic toxicological analysis, GTFCh- Scietific Committee Quality Control. Quest diagnostics, 2014, General guidelines, viewed on 21st February 2015, https://www.questdiagnostics.com/home/physicians/testing-services/specialists/hospitals-lab-staff/specimen-handling/general.html Swiss Confederation, 2013, Guidelines for Accreditation of the Swiss Laboratories Performing Forensic Toxicological Analyses, Document No. 315 e.