Saturday, March 28, 2020
Ex Ball Player In everyone's life there will be peaks and valleys. What happens when a boy peaks before he has even had the chance to be a man? Can he be content to live in his remembrances of the past even though he seemingly has no future? John Updike's poem, Ex-Basketball Player, suggests that whether happy or not, both the man and the town he lives in need those remembrances. They need them so much, in fact, that the man and town become dependant on each other for reaffirmation of the past. The poem is built around the character Flick Webb, who was a highschool basketball star, but is now confined to the monotony of pumping gas the small town where he was born and raised. Updike does not take an obvious "good or bad" stance on Flick's situation, but rather uses imagery to portray a dark, dingy world of the present and contrast it with the bright, shining glory of Flick's past. The imagery is evident in the first two lines of the poem, where Pearl Avenue "bends with the trolley tracks and stops, cut off." (2) Already we see that Flick's future has been cut short, like the very road that leads to Berth's Garage, where he pumps gas. In fact, the train even passes by the very high school Flick attended. Like Flick, though the train passes the high school, it does not go far beyond. The words "cut off" are the key to understanding Flick's situation. Abruptly, his course was changed. Without warning, his stardom was exchanged for mediocrity. A highschool basketball star's glory days were cut off by the striking reality that he, as the poem suggests, "never learned a trade." (19) In the poem's next stanza, it becomes obvious that Flick is out of place amongst the "idiot pumps" (7) with their "rubber elbows hanging loose and low." (9) The imagery suggests that these inanimate objects are as close as Flick comes to any sort of real contact with others, as is further suggested by the last stanza of the poem, in which he ignores Mae to stare of into "applauding tiers of Necco Wafers, Nibs, and JuJu Beads." (30) The reference to one of the pumps as"more of a football type" (12) also points to the fact that Flick views the world through sports analogies and his past. The fact that there are five pumps, like five men on a basketball court for each team, also suggests that Flick still views life in terms of basketball. These facts affirm the notion that Flick did not concentrate on anything other than basketball throughout his formative years. Not relationships with others, not academics, not a fallback plan. Just basketball. The term "idiot" used to describe the pumps (7) also separates Flick from the other basketball players he used to play with and against. Just as he is out of place amongst the pumps, his talent put him out of place amongst his peers. In fact, though he was revered and lauded, Flick was never really a part of the town. His presence was merely ornamental, and continues to be. The theme that Flick is not necessarily unhappy, but out of place, continues throughout the poem. As we are told that "the ball loved Flick" (16) and "he was the best," (14) we see that it is not just Flick who looks upon his past with a sort of admiration and pride. It is the entire city. He is, in fact, the local hero. The boy who didn't exactly make it big, but he made it big enough that he's remembered. Perhaps the town longs for that hero the same way Flick does. But it is not longing for Flick, specifically. What the town, as represented by the narrator, wants is another hero. Until one comes along, they will live vicariously through Flick's past. "As a gag, he dribbles an inner tube, but most of us remember anyway," (21-22) the narrator muses. It's as though Flick wants to remind the town of his past, but he has no need, for they cling to it just as he does. He does not see people, he sees spectators. He does not see gas pumps, he sees opponents, team mates, and athletes. He does not see candy, he sees a highschool gymnasium full of adoring fans. And likewise, the town does not see a person, but the person's past. It appears to be a very mutual need for reminiscence. However, Flick and his
Saturday, March 7, 2020
Ghandi Essays - Gandhism, British Empire In World War II Ghandi Mahatma Gandhi Mohandas Karamchand Gandhi was born in Porbandar, India, on October 2, 1869. Although his father was a chief minister for the maharaja of Porbandar, the family came from the traditional caste of grocers (the name Gandhi means grocer). His mother's religion was Jainism, a Hindu religion which ideas of nonviolence and vegetarianism are very important. Gandhi said that he was most influenced by his mother, whose life was an endless chain of fasts and vows. When, in the company of boyhood friends, he secretly smoked, ate meat, told lies, or wore Western clothing, he had an intense feeling of guilt. These feelings forced him to make resolutions about his moral behaviour that were to stay with him for the rest of his life. Ghandi married at the age of 13. When he was 18, he went to London to study law. He was admitted to the bar in 1891 and for a while he was attorney in Bombay. From 1893 to 1914 he worked for an Indian firm in South Africa. During these years Gandhi's humiliating experiences of open, official racial discrimination and aphartheid propelled him into agitation on behalf of the Indian community of South Africa. He started protest campaigns and organized provocating demonstrations, but never used violence. His philosophy was to never fight back against the atrocities, but still never retreat. This, he said, would decrease the hate against him and his fellow believers, and increase the respect felt towards him. Gandhi's one aim was that everybody - hindues, muslims, sikhs, jews, christians, black and white - could live together in peace and harmony. Under the banner We are citizens of the empire he gathered Indians from all over South Africa to a march for freedom. He gradually developed his techniques and tenets of nonviolent resistance, and when he returned to India in January 1915, he was celebrated as a national hero. He was soon asked to participate in and organize India's fight for freedom, as he fought aphatheid in South Africa. Then he started his journey to discover the real India, the life in the 700.000 small villages and the countryside with all the hardworking men and women. These were the ones he was going to represent in his fight for justice. As time passed, more and more people got to know about Gandhi and his controversial views, and Gandhi's popularity grew incredibly fast, something the English Vice-king and government didn't approve of at all. Armed only with honesty and a bamboo stick, Gandhi got through demands like a rebait on rent pay to the English land-owners, freedom for the Indians to grow crops of their own choice and the establishment of a part- Indian commission to hear grievances from the Indians. The Englishmen allowed these demands without questions, just to see the back of him. But Gandhi had greater aims. They sent Gandhi to jail several times, but they always had to release him, because he never used or indirectly caused violence or crime. He convinced almost everyone that nonviolence increases respect and decreases hate, but terror-actions and violence justifies the atrocities. Now, the Englishmen were getting afraid of this little, big man. And fright made them dangerous. In the town of Amritsar in 1919, English soliders, armed with guns, attacked and shot to kill hundreds of nationalist demonstrators, demonstrators who's goal was, ironically enough, nonviolence. 1516 demonstrators were killed or wounded. The general said that he wanted to give the Indians a lesson that would have an impact throughout all of India. The English people and government reputiated this terrible action and the attitude that prompted it. The massacre of Amritsar turned Gandhi to direct political protest, and made it possible for him to propose that maybe it was time for the Englishmen to go home for good. Within a year he was the dominant figure in the Indian National Congress, where Gandhi challenged the Brits: 100.000 Englishmen cannot control 350 million Indians if these Indians won't cooperate. That was what Gandhi wanted to achieve when he launched on a policy of noncooperation with the British. Nonviolence and noncooperation would make India independent of the British Empire, and the Indians would see the Englishmen off as friends. The first action of this noncooperation policy was to make the indians realize that to buy
Wednesday, February 19, 2020
Personal Liberties - Essay Example Between January 2013 and December 2013, a total of 92.3 billion pounds of food were wasted in the United States. It is due to the capitalistic system in which all aspects of lifestyle and society require access to currency in order to procure products and services. Without this access, an individual will be homeless, have nothing to eat, and generally be at risk of death without adequate access to important health-sustaining resources. Businesses in the capitalistic system consider all of their assets to be associated with a pricing structure and government provides regulatory and legislative support for this system which continues to contribute to higher starvation rates across the country. To simply enter a grocery outlet, fill a shopping cart, and subsequently push it out the door without providing payment is considered a criminal act in the capitalistic system. This thereby prevents people in American society without access to high volumes of currency from having any quality life style as they have become, essentially, slaves to a system that favors the value of money over human life. I am supportive of a socialist system, one where resources are more fairly distributed to all members of society and where class divisions are broken down to provide equity in resource allocation. Even the ideological Communist system has merits in its doctrines as this type of system desires to completely abolish all forms of currency and return society back to a barter and trade type of system to ensure equity.
Tuesday, February 4, 2020
Commodities - Essay Example The immeasurable significance accorded to oil, in all the forms it occurs, by political empires can be traced to as early as the first decade of the 20th century when governments started showing interest in private oil companies. On behalf of the British government, Winston Churchill proposed a bill to the House of Commons in 1914 that sought to acquire a 51% controlling stake in the Anglo-Persian oil company at a cost of Ã £2.2 million. A hidden motive can be seen in this move because the acquisition agreement further stated that the government would install two directors in the company that would have no hand in commercial activities. Rather, their only role would be to sanction political matters and those relating to Admiralty oil contracts. Fuel oil prices were already rising occasioned by the rising need of an industry that relied on oil-powered propulsion. It was the view of some members of the House of Commons that the cause of the price increase was a new special use found f or oil, and not some rings or trusts, which was also contributing to its shortage. From the notion of a new and special use being discussed in the House, one can easily link oil to politics. It was soon established that the Ã¢â¬Å"useÃ¢â¬ was in the form of other countries stocking up on fleets of oil tankers in case of war. From history, we learn that Britain had an abundance of coal at the beginning of the 20th century, but no oil reserves had been discovered within it by that time. It then becomes apparent that the decision to acquire private oil companies was informed by the technological advancements of the Anglo-German maritime prowess. Only oil, and not coal, could provide the edge crucially required in terms of resilience and speed to assist the British maintain the naval supremacy that the Germans were so relentlessly working towards. Here, it can be seen how oil had become a key strategic commodity in national policy. While the Anglo-Persian deal assured the firm a vari ety of secure markets and capital, it, more significantly, provided a steady oil supply to the British government and guaranteed its survival, albeit only for a foreseeable future. This is further confirmed by ChurchillÃ¢â¬â¢s revelation that the acquisitionÃ¢â¬â¢s objective was to keep the navy prepared. A critical examination of that objective brings to light the fact that the precedence of investing oil in national security over a flourishing market was legitimized just before WWI. This is even strengthened by the way advocates of national security within the British government supported the limiting of oil in the market. Moving toward WWII, it is apparent that it was an affair between industrial powers. Therefore, nations that had no oil were greatly disadvantaged. For
Monday, January 27, 2020
Self Reflection on Developing Confidence Competence is difficult to measure and define because it is a complex concept (FitzGerald et al., 2001). As many people wrongly think, competence is not simply the satisfactory performance of a set chores; competence is much wider than that. Australian Nursing and Midwifery Council (2011) defines competence more extensively as the putting of skills, knowledge ,attitudes, values and power to perform that base productive and or better accomplishment in a professional area. Competence is one of the five main constructs of caring behaviours. To be able to demonstrate caring attitude as a well-trained professional nurse, one must first be a competent practitioner of the nursing profession. For a nurse to be fully competent there is the need to have a sound knowledge based on my area of specialty in other to function independently with confidence. Smith Straham (2004) identifies that the ability to teach requires considerable amount of confidence in ones professional career. A nurse who lacks confidence as a tutor is not probable to give up control of the ward or classroom to students. High self-efficacy is also really needed from me as tutor. One most significant aspect about teaching is that it also helps you develop your knowledge. Feeling unsure and uncertain as a nurse is not a good quality, I need to gain confidence as well as I have gained experience. As a staff nurse teaching student nurses is an important part of my duty, student will always turn to me for assistance and guidance in clinical care. Normally student nurses find it easier to approach newly registered nurses to ask for support and counselling. RELATING MY SKILL TO SECTION With latest exclusion of stimulated experience, traditional methods to clinical education in nursing have not been changed substantially for years. In this olden model, faculty instructors give instructions and evaluate learning for a group of 8 to 10 students and work as clinical experts and supervisors for them. Patient assignments are always received in advance and clinical experiences are planned for by reviewing procedures, pathology, drugs and nursing interventions. When teaching I interact with the student through the patient assigned to them but I lack confidence which is unprofessional. My priority though is my patient care first and the learning student a secondary concern. Their primary relationship normally is with faculty members. My duty also as a tutor in the ward is to work simultaneously with the students each day. Sometimes the presence of students in the ward can be seen as burdensome and interferes with my ability to provide patient care. Raines (2006, Pp. 8) stressed that nurses make a huge difference in also helping students have clinical competence and skills. When student nurses are allocated to staff nurses they begin to appreciate the full range of professional nursing roles and responsibilities but in a case where the staff nurse assigned to a student nurse lacks confidence what would the student feel? Clinical practice competence and skill competence both relies on role competence (ORourke, 2006). COMPETENCE AND NMC (NURSING AND MIDWIFERY COUNCIL) The National Council of State Board of Nursing (2005) defines competence as the power to act and apply Knowledge, interpersonal, directing and psychomotor skills to nursing practice role.Tiley (2008) noted that there is no definite and welcomed definition of competence in nursing education and practice. Notwithstanding competence is defined in unlike ways, there is a common goal: to guarantee nurses have the information, skills and power to perform duties expected and required for their practical settings. The word competence is acquired from Latin and it means having important qualities and abilities to function in a distinguishing ways. Nagelsmith (1995) explains the basis of professional competence as a set of vital and appropriate knowledge, skills and attitudes. There are different essential features needed to achieve competence: Perseverance of Knowledge, skills and abilities needed for graduates of nursing education programs, based on principles and legal necessity; Pertinence to current practice; Registration and licensing examinations by board of nursing; Board of nursing persistent education requirements for licensing; Employer watching carefully of required staff development modules, finishing of courses, demonstrations and examinations; Guidelines and accreditation for nursing practice. In addition, competences are required in practice as a profession because it is needed to always exercise ones professional responsibility and practice. Nursing and Midwifery council (NMC) included competence as a constituent in professional practice because as a professional you must keep your skills and knowledge current throughout your working life. Specifically you should take part as a matter of usual practice in learning activities that grows your competence and accomplishment. To practice capably in learning activities that develops your competence and performance. To practice capably one must have the knowledge, skills and abilities needed for lawful, safe and productive practice without direct supervision. One must recognise the extent of his or her professional competence and only attempt practice and accept responsibilities. It was also stated that if an area of practice is beyond ones level of competence or outside your area of specialization, you must get help and supervision. One also has a responsibility to assist the progress of students of nursing, midwifery and health visiting and others to cultivate their competence. Having accountability to deliver care based on current proof, best practice and where appropriate, validated research when available. RATIONALE WHY I NEED TO DEVELOP COMPETENCE IN THE CHOSEN AREAS Safe nursing practice in my chosen area, mental health at this level is typified by the use of nursing process to treat people with truly existing or potential mental health problems or psychiatric disorders to: advance and promote health and safety I should be able to evaluate dysfunction: help persons to get back or improve their coping abilities, increase strengths and stop further disability. In contributing to safe practice to the people in the society i have to develop my competence in a wide sphere of interventions ,including health promotion and health maintained plan of action, intake screening and assessment and triage, case management, milieu therapy, promotion of self care actions, psychobiologic interventions, health teaching, giving advice, critical situations care and psychiatric restoration. The nurse maintains accountability for maintaining competence in this area of mental health nursing practice through life long learning. Competence is an essential component in my professional responsibilities. Professional responsibilities also need me to recognise limitations and put myself in settings and duties that allows me to function safely. Minimum vital competence for safe practice is also essential for me they include essential features such as basic principles of nursing, critical thinking, interpersonal relations and areas of ethics. There is a lot of risk involved working as a mental health nurse; preventing suicide depends on the nurses ability to know about a persons suicidal risk status. In most cases mental health nurses are the most competent to attempt a full risk assessment of a suicidal patient. The general health professional is frequently placed in place of activity where potential patient suicide risk is sure through direct account from the patient, noting of behaviour or from patient history examination. In this clinical place of activity, the general nurse or allied health professional responsibility is to carry out a brief risk assessment and then refer to the suitable mental health professional for an inclusive psychiatric assessment (Department of Health, 2004). SELF ASSESSING AND MAINTAINING COMPETENCE IN THE CHOSEN SKILL In the field of nursing competence is required for nurses to make safe clinical decisions. Other methods for evaluating competence include self-assessment and the development of professional portfolios. The usefulness of self-assessment has helped me to maintain and improve competence in the aspect of teaching student nurses who wants to learn more in the area of mental health nursing. My individual competence has improved as I become more experience and the knowledgeable. In complying with my duties as a mental health nurse in supporting other skills development i will participate in team meetings where equal opportunities are given to share knowledge and ideas with colleagues. I will also engage in a teaching programme either as an instructor or a study under a preceptor. In addition improve my clinical practice by with self or others.
Sunday, January 19, 2020
1)Fiscal policy is the governmentÃ¢â¬â¢s policy with respect to spending and taxation. It is set by the federal government. It impacts our economy in a couple of ways. Since government spending is a component of aggregate demand government spending on goods and services has a direct effect on the level of aggregate demand. Taxes also effect aggregate demand, however they do so indirectly. When taxÃ¢â¬â¢s rise or fall, they change the disposable income of households, which alters consumption. 2)All the different government agencies present congress with the total amounts of money they would like to run their agencies for the next fiscal period. Congress haggles and tries to balance a complete budget by approving & disapproving the various amounts. Eventually the budget goes to the Senate for approval & then to the President. 3)Automatic stabilizers are elements of fiscal policy that automatically change in value as national income changes. Three examples of automatic stabilizers are progressive income taxes, welfare benefits, and unemployment benefits. 4)Fiscal policy is different in different economic systems. The government tends to play a larger role in investment spending in developing countries. A reason for this is that state owned enterprises account for a larger part of the economic activity in developing countries then they do in developed countries. Developing countries tend to rely more on government rather than the private sector to build their schools, roads, and hospitals then developed countries do. In developed countries the government tends to spend more on social services then in non developed countries. Governmental taxes also vary. In industrial countries social security taxes are common, while in developing countries they are rare. In developing countries the taxes on international t rade are very important. Fiscal policy differs greatly depending on the economic system. 5)Progressive taxes mean as income rises so does the rate of taxation. Regressive taxes mean the tax rate falls as income rises. Proportional taxes mean the tax rate is constant as income rises. Taxes are usually progressive because they help offset the effect of lower income on spending. 6)Money has many functions. It can be a medium of exchanges, a unit of account, a store of value, and a standard of deferred payment. As a medium of exchange it is willingly accepted for the payment of products and services. As a unit of account we price goods and services in terms of money. This makes comparing relative values easy. As a store of value it is not perishable. It is durable, and has the ability to retain value over a period of time. As a standard of deferred payment debt obligations are written in terms of money values. 7)Liquidity refers to liquid assets. It is a measure of asset that can easily be exchanged for goods and services. ItÃ¢â¬â¢s important to individuals and businesses to have liquid assets in order to easily make purchases. 8)A financial intermediaries are middle men between savers and barrowers. The role of them in our economy is to provide a safe place for us to deposit our money and earn some interest on it, and to have someone to barrow from if necessary. My bank functions as a financial intermediary by playing the role between a saver and a barrower. I may deposit 100$ in account, making me a saver. The bank may then turn around and loan 90$ to someone else needing to barrow. The bank charges higher interest rates on those who barrow then it pays to those who deposit, this is how the bank makes its profit as the middle man. 9)There are a few different factors that could cause the actual expansion of money to differ from the expansion multiplier. One is if banks hold more reserves than the minimum required, they lend a smaller fraction of new deposits, this reduces the effect of the deposit expansion multiplier. Currency drain (money being withdrawn from the bank and kept in cash) also reduces the deposit multiplier. The deposit expansion multiplier indicates the maximum possible change, not necessarily the real change.
Saturday, January 11, 2020
In Les MurrayÃ¢â¬â¢s Ã¢â¬ËAn Absolutely Ordinary RainbowÃ¢â¬â¢, there is a clear unconventional portrayal of the hero, and he shows many heroic concepts as a result of the dramatic techniques used to convey the notion of the weeping man not being societyÃ¢â¬â¢s Ã¢â¬Ëconventional perceptionÃ¢â¬â¢ of a hero. The poems persona is simply an un-named Ã¢â¬ËobserverÃ¢â¬â¢ who tells the story, in a third person present tense narrative form (Ã¢â¬Å"theyÃ¢â¬ ) which assists in portraying the notion that a weeping hero actually did walk the earth and that its just not an event created in the mind, of the peoples and societyÃ¢â¬â¢s reactions to this weeping man and the affects he has had on the people. The subject matter of this poem is the nature of this weeping man. A concept of the hero this poem communicates is that a hero is strong, he possesses the heroic quality of power. Les Murray develops this notion of a hero through un-conventional heroic forms. The first technique employed by Les Murray is listing. This technique is used to highlight the superiority and power the weeping man has over the people- heroic qualityÃ¢â¬â¢s which come under the notion of his strength. because there is no actual description of the manÃ¢â¬â¢s physical superiority, his heroic strength lies in more mental aspects( uconventional heroic traight). This makes heÃ¢â¬â¢s quality of power even greater and more heroic because he has something which not everyone else can obtain and is thus harder to come by, heÃ¢â¬â¢s quality is special, unique and because of its power it is greatly feared (the strength which lies in a persons mind). The power and strength held in the manÃ¢â¬â¢s mind is so great that even Ã¢â¬Å"The fiercest manhood, the toughest reserve, the slickest wit amongst us trembles with silence(at the man)Ã¢â¬ . This listing emphasizes that heÃ¢â¬â¢s strength is greater than any other that exists. Evidence of the manÃ¢â¬â¢s immense mental strength is shown through listing and contrasting. The result of the sheer extent of his mental power is highlighted through him converting the once pessimistic skeptics of him,Ã Ã¢â¬Å"ridiculous, says a man near meÃ¢â¬ , into Ã¢â¬Å"believersÃ¢â¬ . What shows the power within his mind is so great and heroic, is in the way he executes and uses heÃ¢â¬â¢s quality. Through unconventional methods, rather than he speaking words to the people, heÃ¢â¬â¢s mind is so strong that he needs only show heÃ¢â¬â¢s mighty emotions to get his message across Ã¢â¬Å"he cries outÃ¢â¬ ¦ not words but grief, not messages but sorrowÃ¢â¬ . Les Murray has contrasted the two opposites of communication, verbal(words,messages) and non verbal(grief,sorrow), Ã¢â¬ËnotÃ¢â¬â¢ and Ã¢â¬ËbutÃ¢â¬â¢, emphasize the superiority of the non verbal means. Therefore, the mans mighty power is heÃ¢â¬â¢s emotions, his weeping. The second concept of the hero put forward in the poem is of normality, it defies the orthodox visions of a hero which make him out to be a supernatural being. This poem presents that a hero is human and as the name of the poem suggests he is Ã¢â¬Å"ordinaryÃ¢â¬ on the outside, however Ã¢â¬Å"heÃ¢â¬â¢s heroic qualities lie within-George V Higgins- Studies of poetry 2nd editionÃ¢â¬ . The heroÃ¢â¬â¢s normality is shown in the juxstapositioning of the allusion to Christ and supernatural beings through symbols which they are renowned for Ã¢â¬Å"some will say a halo or force stood around himÃ¢â¬ and the short blunt statement of Ã¢â¬Å"there is no such thingÃ¢â¬ . The specific positioning of the dogmatic statement Ã¢â¬Å"there is no such thingÃ¢â¬ boldly eliminates any truths behind the hero having any of these supernatural powers of halos and forces. Another technique used to emphasize the heroÃ¢â¬â¢s normality and to show that he is just an ordinary person is the use of diction and syntax in the final stanza. Ã¢â¬Å"He simply walks between us mopping his faceÃ¢â¬ ¦.man who has weptÃ¢â¬ . The word choice of Ã¢â¬ËsimplyÃ¢â¬â¢ indicates connotations of naturalness, plainness and commonness towards the hero, while the position of Ã¢â¬ËsimplyÃ¢â¬â¢ adds emphasis to the meaning that he is just an ordinary man among them, and Ã¢â¬Å"with his writhen face and ordinary bodyÃ¢â¬ has done something incredible, he has wept. Through heÃ¢â¬â¢s spontaneous weeping Les Murray presents a 3rd concept of the hero which is of a hero being mysterious and attention grabbing. The heroes mystery to the people is what he has to say or show, which in this case is hidden inside his weeping and furthermore the reason for his weeping. His ability to grab peoples attentions is shown through the observers constant curiousness and apprehensiveness. This is shown through the repetition of allusions to very popular social meeting places in Sydney and curious talk of this weeping hero going round and round these places reaching the minds of so many people Ã¢â¬Å"the word goes round repins, the murmur goes round LorenzinisÃ¢â¬ . Also, the peoples immense desires to uncover the mysteriousness of the hero are shown through the metaphor where by the people are so enthralled with the weeping man that they yern and long his Ã¢â¬Å"tearsÃ¢â¬ (his message, his reasons for weeping) Ã¢â¬Å"as children for a rainbowÃ¢â¬ . Through the heroÃ¢â¬â¢s use of his mysteriousness he achieves the heroic deed of being able to grab a sceptic peoples undivided attention, and have them in a position where he places himself in power to influence them in whatever means he wants. Through the use of techniques, Les Murray communicates interesting concepts of this unconventional hero effectively. The weeping manÃ¢â¬â¢s qualityÃ¢â¬â¢s of being able to influence others and attain their attentions through his strength in sending across messages in unconventional ways make him heroic because he is just but a simple and ordinary man. Whether or not the weeping man achieved his un mentioned purpose is irrelevant, he is still a hero because heÃ¢â¬â¢s purpose may of just been to cause this widespread feeling of belief among disbelievers, which he accomplished and is shown in the last line Ã¢â¬Å"evading (converted) believersÃ¢â¬ .