Court Report Essay Example | Topics and Well Written Essays - 500 words

Court Report - Essay Example Medical Practitioner Board in Victoria is a statutory authority established to protect the community by ensuring doctors maintain professional standards and practice ethically and competently. The Medical Practice Act 1994 guides the operations of the Board and clearly states that the Board’s main purpose is to protect the public. According to the complainant she went to Dr. Leeks eight times in 1979 or 1980. She narrates that Dr. leeks fondled her breast and digitally penetrating her. But Dr. Leeks denies her allegations.Several complaints has been also forwarded to the Medical Board complaining Dr. Leeks of the use of electric shock in treating the children. The case was dropped since Dr. Leeks voluntarily stop practicing his profession to avoid further investigation. The Board investigates the complaints about any aspect of a doctor’s professional activity. It takes seriously all matters raised by the community and investigates them thoroughly. In this case the Board is carefully analyzing if the Country Court Judge Duggan is correct in accusing Dr. Leeks of sexual misconduct. The complainant also files a complaint to Dr. Leeks in the Medical Board. Since sexual misconduct is a serious allegation the case is referred to a formal hearing. Formal Hearings are open to the public and the media (although the identity of the complainant is protected by law) and both the doctor and the Board are entitled to legal representation.

Education for All Essay Example for Free

Education for All Essay Education is the topmost priority of the government of Pakistan Awami Tehreek. The literacy rate will be raised through adult education movement and by imparting formal and informal education within a period of 10 years through a great educational revolution. The first priority of the manifesto of Pakistan Awami Tehreek is education for all (EFA). The literacy rate will be raised up to 90% in the next 10 years. The educational system from the initial stage to the level of university will be changed in the next 10 years by enforcing the modern and developed educational system. In keeping with the new educational policy the teachers will be trained in order to enhance their competence to meet the demands of new trends in education. The educational activities based upon thinking and understanding will be started systematically from early education and primary level. The basic knowledge of ideology of Pakistan and Islamic studies will be incorporated in the curriculum at every level. The educational institutions and curriculum will be purged of every kind of sectarian, regional, linguistic and sectional biases and hatred. For the effective implementation of educational reforms educational devolution scheme will be enforced in the department of education. Efforts made for the spread of education in the private sector will be encouraged at every level. Information technology will be promoted at economic, educational and industrial levels. The proposed reforms will also be implemented in the seminaries to integrate them in the national mainstream. Respect for human rights, rule of law and philanthropist behaviour will be made part of the curriculum of every level. Primary education confirmation card (PECC) for children will be issued throughout the country. The number of the students will not be allowed to exceed by 30. For this purpose the double shift system will be started in the schools so that the students are able to get maximum individual attention of the teachers. A special educational fund will be set up for the higher education of the helpless and needy students. Traders, industrialists, rich citizens and people with good economic standing will contribute to this fund on the basis of proportion of their income. Our government will impose educational emergency throughout country to achieve 90% literacy rate under 10-year educational plan. According to this plan, new educational institutions of every level will come into being and double shift system will be introduced in the existing schools. Thus the number of educational institutions will double through the introduction of this system. A ‘National Education Force’ comprising of the jobless educated youth will be established for the availability of educational staff, which will organize efforts for the achievement of 90% literacy rate. All Pakistani schools, colleges, universities and research centers will be linked to the national industrial enterprises so that the theoretical and practical knowledge is harmonized. Volunteer scholarship schemes would be launched at national level for the education of the c PAT on FB Education is the topmost priority of the government of Pakistan Awami Tehreek. The literacy rate will be raised through adult education movement and by imparting formal and informal education within a period of 10 years through a great educational revolution. The first priority of the manifesto of Pakistan Awami Tehreek is education for all (EFA). The literacy rate will be raised up to 90% in the next 10 years. The educational system from the initial stage to the level of university will be changed in the next 10 years by enforcing the modern and developed educational system. In keeping with the new educational policy the teachers will be trained in order to enhance their competence to meet the demands of new trends in education. The educational activities based upon thinking and understanding will be started systematically from early education and primary level. The basic knowledge of ideology of Pakistan and Islamic studies will be incorporated in the curriculum at every level. The educational institutions and curriculum will be purged of every kind of sectarian, regional, linguistic and sectional biases and hatred. For the effective implementation of educational reforms educational devolution scheme will be enforced in the department of education. Efforts made for the spread of education in the private sector will be encouraged at every level. Information technology will be promoted at economic, educational and industrial levels. The proposed reforms will also be implemented in the seminaries to integrate them in the national mainstream. Respect for human rights, rule of law and philanthropist behaviour will be made part of the curriculum of every level. Primary education confirmation card (PECC) for children will be issued throughout the country. The number of the students will not be allowed to exceed by 30. For this purpose the double shift system will be started in the schools so that the students are able to get maximum individual attention of the teachers. A special educational fund will be set up for the higher education of the helpless and needy students. Traders, industrialists, rich citizens and people with good economic standing will contribute to this fund on the basis of proportion of their income. Our government will impose educational emergency throughout country to achieve 90% literacy rate under 10-year educational plan. According to this plan, new educational institutions of every level will come into being and double shift system will be introduced in the existing schools. Thus the number of educational institutions will double through the introduction of this system. A ‘National Education Force’ comprising of the jobless educated youth will be established for the availability of educational staff, which will organize efforts for the achievement of 90% literacy rate. All Pakistani schools, colleges, universities and research centers will be linked to the national industrial enterprises so that the theoretical and practical knowledge is harmonized. Volunteer scholarship schemes would be launched at national level for the education.

The Analysis Of Translation Errors

The Analysis Of Translation Errors Translation is one of the means that people use to other languages betterbecause there are a lot of languages spoken in this world. Since there are so many cultures and ideas shared in this world, Indonesians need to learn other languages and one of them is English. In order to be able to exchange ideas with people in other countries, Indonesians need to be proficient in spoken and written English. However the majority of Indonesian people do not speak English. That is why they have to learn English from the basic. For themtranslation is a necessary skill. One of the problems in translation is that sometimes a translator cannot transfer messages well (CITATION HERE). But because Indonesians lack of translation skills, the writer found that some works of translation do not have the same message as the original writer wants to tell to the target language. Translating a sentence can be challenging,. It should tell the context that the original language wants to tell and it must be of the same meaning. According to Nida, translation is the reproduction in a target language of the closest natural equivalent of the source language message (Nida, 1982, 208). If translators cannot translate the messages accurately, the readers will have difficulty in understanding the messages. To understanding the messages accurately, the translation skill must be taught and mastered. According to Gabrielatos (1998), translation has a long history in English Language Teaching. Many teachers use translation techniques to deliver their teaching materials. Translation is most frequently used as a convenient shortcut when teaching vocabulary, by providing equivalents in the learners mother tongues. The other reason is that a lot of written media, such as books, modules, novels, magazines are translated into English language. Translation skill is a basic skill in English. In order to understand English texts well, a person needs to be able to translate or even master the translation skill. Translation skill is also important for someone who works with TV or movie production. Translation work focuses in the area of education, particularly in higher education. In the Faculty of Letters, students learn the translation skills; they have to take translation class. The Faculty of Letters offers two levels of translation class. In the basic translation class, students learn how to translate English readings or paragraphs to Indonesian. In the more advanced class, students learn to translate Indonesian paragraphs or articles into English Unfortunately, many students cannot master the translation skill well. Due to such problems, the writer is concerned that the work of translation would be seen by the other English learners. They still have to learn that the essence of translation is to translate the sentence thoroughly, not by a word. By seeing the result of translation above, the students still face an ambiguity of Indonesian word, phrase, and sentence. In this study, the writer wants to investigate whether student translations are accurate or not and to find out the most common errors in their translation. FIELD OF THE STUDY This study is in the field of Linguistics SCOPE OF THE STUDY In doing his research, the writer intends to examine the error analysis in translation. He is interested in analyzing the grammatical errors in students translations. However, spelling errors which do not affect the content and the grammar of the text are ignored. PROBLEM FORMULATION In this study, the research problem is content and grammatical errors in translation. This study will address the following research questions: What translation error occurs in the students translation? What type of content and grammatical errors occur in the translation? What is the most dominant errors in translation? OBJECTIVES OF THE STUDY The objectives of this study are as follows: To investigate the kind of translation errors in students translation. To find type of content and grammatical errors occur in the translation. To compare the dominant translation error, whether grammatical or content errors occur in translation. SIGNIFICANCE OF THE STUDY The writer hopes that this analysis can contribute to the discussion of content and grammatical errors in translation. The result of this study will hopefully help English learners to improve their translation skill. If they are aware of the most common mistakes in translation, they will be able to avoid such errors. In addition, this study will provide suggestions and recommendations that learners and teachers can implement. DEFINITION OF TERMS a. Translation error : can not deliver the meaning correctly b. Content error : failed to share ideas from the original text c. Grammatical error : going out from the rule of a grammar in context CHAPTER II REVIEW OF LITERATURE 2.1 Translation Scholars define translation in different ways. Some define the term translation on the basis of the essence and the process of translation. According to Catford, the meaning of translation is the replacement of textual material in one language by equivalent material in another language (Catford, 1965). In Catfords definition, the purpose of translation study is to convey an intended meaning of a material in the source Language (SL) into target Language (TL). So, the meaning in SL has to be equivalent with that in TL. Savory (1968) suggests that Translation is made possibly by an equivalent of thought that lies behind it different verbal expression. This means that the essence of translation lies on the equivalent thought. It means that the main ideas in the source language are the same as those in the target language. Nida and Taber define the meaning of translation by focusing it on the process of translation. They state that Translating consists of reproducing in the receptor language the closest natural equivalent of source language message, first in terms of meaning and secondly in terms of style (1982). Their definition is the complete one. They state that in the TL, the meaning and the style (structure or grammar) must be as natural as possible, so the result of the translation does not look like a translation work. In those definitions, there are three similar ideas. Firstly, there is a process of transferring from one language into another language. The second one is that the meaning has to be retained. The last, the translator must carry the closest equivalent idea in the target language. 2.2 Common Problems in Translation Newmark (1988) and Barnet Stubbs (1980) classify the errors found in translation into the following: Different sense In this category the translation is totally different from the original text in terms of linguistic sense of meaning, be it in the word or sentence level. In this category, the translation is a misstatement of fact. (Newmark, 1988) Less precise or less accurate There is nothing perfect on the works of translation but it must cover the words into an original meaning of a sentence in whole. That is why this category is related to the precision or accuracy of the original text meaning. Misuse of phrases To translate the phrase to an exact word must be selected into several categories, whether the order of a word is accurate or not. In this category, the translation misuse of phrases such as more and more for increasingly, above all for particularly ; job for work; got well for recovered and excessively familiar phrasal verbs (get out of, get rid of) (Newmark,1988). Misuse of formal or official register The translation errors are in the degree of formality, generality, and emotional tone of a text. For instance, decease for death (Barnett Stubbs, 1980) Less coherent The result of the translation does not fit in standard phrases and forms. For example in a narrative, it has formulaic opening (Once upon a time) and a formulaic close (they all lived happily ever after). Less cohesive In this category, the translation error is related to the relation between sentences. The most common forms these take care connectives denoting addition (however, on the contrary), result (therefore, consequently), and other connectives. (Barnett Stubbs, 1980) Added Sometimes, the translation adds additional information which does not exist in the original text. (Barnett Stubbs, 1980) 8. Left out In this category, the translation misses the ideas of the original texts. (Barnett Stubbs, 1980) 2.3 Grammatical Errors Richard (1971) suggests that ultralingual errors are those which reflect the general characteristics of rule learning, such as faulty generalizations, in complete application of rules, and failure to learn conditions under rules apply. This can happen when the subject is going out from the rule of a grammar in context. According to Richards, translation errors can be categorized as follows: Errors in the Production of Verbs Groups In this case, the translation errors are related to the production of verb such as gerunds, infinitives, participles (present/ past), errors in the use of verbs forms after modals, and the production of agreements of verbs with subject. The examples are as follows Errors in the production of tense forms He is speaks French. He did not asks me. Errors in the production of verb forms I enjoy to work. Did you go to shopping? Errors in the use of verb forms after modals She cannot goes. We must worked hard. Errors in the production of agreements of verbs with subjects She go to school everyday. They walks to the market. 2.3.2 Errors in the Distribution of Verb Groups Errors in the distribution of verb groups are classified into the inversion of verb and subject in direct or reported statements, the misuse of present or past participles, and the misuse of subject or objects. The examples are as follows: Errors in the inversion of verb and subject in direct or reported statements: He said that had he worked hard. She asked me whether was she hungry. The misuse of present or past participles The country was discovering by Colombus. I am interested in that. The misuse of subjects or objects Kate is my friend. He is a teacher. Eric is a doctor. I want to marry her. 2.3.3 Miscellaneous Errors Miscellaneous errors are classified into errors in the use of pronouns, errors in the adverbs, errors in the use of adjectives, errors in the use of too or so, errors in the position of words, errors in the use of plural, and errors in the use of conjunctions. The examples are as follows: Errors in the use of pronouns Ann met I at the museum. She walked between Eni and he. Errors in the use of adverbs She sings beautiful. He ran fastly. Errors in the use of adjectives I met a kindly man. She is a beautifully woman. Errors in the use of too or so I am so lazy to stay at home. I am too tired that I cannot work Errors in the position of words She swims often in Tretes. He really is a good architect. Errors in the use of plural Tina bought a watches. There are two dog in his house. Errors in the use of conjunctions Though he is poor, but he is very diligent. Is a lemon sweet but sour? CHAPTER III METHOD OF DATA COLLECTION This chapter contains the method of the study. It consists of methodological approach, source of data, data collection, and data analysis. In conducting this research, the writer uses quantative method. He uses quantative because the data will be in numerical form such as statistics, and percentages. He analyzes sentences, and then he describes and explores the errors and put them in the table in form of percentage. 3.1 Material The sources of data for this study are the students assignments of translation course in the Faculty of Letters Soegijapranata Catholic University. The writer only investigates twenty five assignments to limit the number of data. 3.2 Procedure The writer collects students assignments and randomizes the twenty five of students assignments then analyse the mistakes happen the most. The mistakes can be found in the students assignments, identifying red stripe left by the lecturer. In doing this research, the writer used three steps. In the first place, in order to understand the meaning of the sentences, the writer reads the Indonesian sentences as a whole. After that, he reads the sentence by sentence and compared those sentences with the corresponding English sentences slowly and carefully. Furthermore, he focuses on the errors. He underlines the Indonesian part and the corresponding English error in bold type. There are some steps in the analysis. Firstly, the writer reads the Indonesian and the English sentence by sentence to know whether the content is already the same or not. If he finds out the content errors, he classified it based on the type of content error following Newmark (1988) and Barnett Stubbs classifications (1980). Table 1: Content error No. sentence Indonesian text English text Category Correction After he finishes identifying the content error, he identifies the grammatical error and classifies it into the type of grammatical error following Richards categories (1974). Table 2: Grammatical error No. sentence Indonesian text English text Category Correction For the last part, he deals with the dominant translation error which occurred in the translation class. He makes three tables, they are consists of content error, grammatical error, and types of content and grammatical error and their frequencies.

Don’t Run With The Clock, Walk With The Sun :: Indians Native Americans Trading Essays

Don’t Run With The Clock, Walk With The Sun In the cross-cultural relationship between Navajos and Indian traders, trading incorporated separate economic philosophies. Navajo communal â€Å"share all goods† values clashed with the capitalistic economic philosophy of the traders. These differences did not sway the necessity for survival. Instead, it provided the genuine opportunity for Navajos and Indian traders to share conditions and familiarity of the area in which they lived in. Navajos distrusted the economic aspect of the trading system. The economic dissimilarity of both cultures did not become resolved, because of the ideology. The Navajos’ and Indian traders’ essential need to cope with the day-to-day interactions increasingly overshadowed such discrepancies and enabled Navajos and Indian traders to survive under the same Southwestern skies. 1998 oral histories reveal diverse economic philosophies and engage the voices of Navajos and Indian traders. The trading post provided the necessary space for the exchange of goods to pass daily. Carolyn Blair, who married a trader, Bradley Blair and worked side by side with her husband, recalls the interior of the trading post at Red Mesa. She described it as â€Å"a typical old-time trading post with the high counters, and things hanging from the roof, like saddles or, you know, the reins for the bridles and what not, pots and pans.† [i] Fran McNitt also described the interior with the high counter design, which gave the look of a, â€Å"bull-pen [used as] a place to stand, lean, squat or sit while in the process of trade, sociability, or reflection. On three sides were wooden counters eight inches to one foot higher and wider than store counters elsewhere; they were designed as barriers between customer and trader.† [ii] The â€Å"bull-pen† arena created a cultural barrier between Navajos and trader. This spatial arrangement of the trading post contributed to the e conomic â€Å"distrust† Navajos held toward Indian traders. By appearances, the trader’s well-stocked store gave the Navajo’s the clear impression they had amassed wealth and were not â€Å"sharing† it with the rest of the community. As merchant, pawnbroker, and arts and crafts dealer, the Indian trader linked the outside world to the Navajo reservation. Indian traders’ livelihood depended on well-stocked shelves with all the imaginable goods that were likely to sustain the community throughout the various seasons, like coffee, flour, tobacco, cloth, and wool for the Navajo community at large. An Indian trader had to win the trust of Navajos, in order for the day–to-day transactions to run smoothly.

The Crucible- Compare and Contrast Reverend Hale and Reverend Parris

Taylor Orr Mrs. Blakley AP English III-3 16 November 2012 Reverend Hale vs Reverend Parris Arthur Miller’s play The Crucible is a compelling look at the witch hunts in Salem, Massachusetts in 1692. In the play, Reverend Hale and Reverend Parris play major roles in the town and influence a shrewd of characters. They both have a number of job duties and responsibilities in common. As well as have a variation in personality, attitude, changes in the play and different roles at the end of the play.In the beginning of the play Reverend Parris is struggling with his daughter Betty – which has become â€Å"inert†. When asked if the cause of her behavior is due to witchery with Abigail in the forest, Parris refuses to have it as though it will stain his clean reputation, â€Å"But if you trafficked with spirits in the forest I must know now, for surely my enemies will, and they will ruin me with it. †(1038).Reverend Parris’s personality is too overcome with the thoughts of others, to be a leader of the town he acts more like a puppet , â€Å"I cannot go before the congregation when I know you have not opened with me. †(1038). Proctor says of Parris: â€Å". . . the last meeting I were at you spoke so long on deeds and mortgages I thought it were an auction† (841). Reverend Hale, on the other hand, is more of a strong leader. Hale is more compelled to find the truth and accept it, no matter positive or negative, â€Å"We shall need hard study if it comes to tracking down the Old Boy[Devil]. †

Karyo- or Caryo- Biology Prefixes and Suffixes

Karyo- or Caryo- Biology Prefixes and Suffixes The prefix (karyo- or caryo-) means nut or kernel and also refers to the nucleus of a cell. Examples Caryopsis (cary-opsis): fruit of grasses and grains that consists of a single-celled, seed-like fruit. Karyocyte (karyo-cyte): a cell that contains a nucleus. Karyochrome (karyo-chrome): a type of nerve cell in which the nucleus stains easily with dyes. Karyogamy (karyo-gamy): uniting of cell nuclei, as in fertilization. Karyokinesis (karyo-kinesis): division of the nucleus that occurs during the cell cycle phases of mitosis and meiosis. Karyology (karyo-logy): the study of the structure and function of the cell nucleus. Karyolymph (karyo-lymph): the aqueous component of the nucleus in which the chromatin and other nuclear components are suspended. Karyolysis (karyo-lysis): the dissolution of the nucleus that occurs during cell death. Karyomegaly (karyo-mega-ly): abnormal enlargement of the cell nucleus. Karyomere (karyo-mere): a vesicle containing a small portion of the nucleus, typically following abnormal cell division. Karyomitome (karyo-mitome): chromatin network within the cell nucleus. Karyon (karyon): the cell nucleus. Karyophage (karyo-phage): a parasite that engulfs and destroys the nucleus of a cell. Karyoplasm (karyo-plasm): the protoplasm of the nucleus of a cell; also known as nucleoplasm. Karyopyknosis (karyo-pyk-nosis): shrinkage of the cell nucleus that is accompanied by the condensation of chromatin during apoptosis. Karyorrhexis (karyo-rrhexis): stage of cell death in which the nucleus ruptures and disperses its chromatin throughout the cytoplasm. Karyosome (karyo-some): dense mass of chromatin in the nucleus of a non-dividing cell. Karyostasis (karyo-stasis): stage of the cell cycle, also known as interphase, where the cell undergoes a period of growth in preparation for cell division. This stage occurs between two successive divisions of the cell nucleus. Karyotheca (karyo-theca): double membrane that encloses the contents of the nucleus, also known as the nuclear envelope. Its outer portion is continuous with the endoplasmic reticulum. Karyotype (karyo-type): an organized visual representation of the chromosomes in the cell nucleus arranged according to characteristics such as number, size, and shape.

At the End of the Play Alfieri Says Essay Example

At the End of the Play Alfieri Says Essay Example At the End of the Play Alfieri Says Essay At the End of the Play Alfieri Says Essay Relationships between Eddie and Alfieri During the Play? Throughout the play Arthur Miller presents a natural growth in the relationship between Eddie and Alfieri and displays a gradual increase in emotions between them. When Eddie first approaches Alfieri with his quandaries he opens up his worries deeply and emotionally but Alfieri stays professional. Eddie: I see it in his eyes; hes laughing at her and hes laughing at me. Alfieri: Eddie Im a lawyer, I can only deal with what is provable. You understand that dont you? Can you prove that? Eddie obviously feels very happy to open up to Alfieri because he hasnt told anyone his feelings before then. Alfieri is replying in a flat and impassionate manner. Now look Eddie He is almost giving Eddie the cold shoulder and saying Eddie there is nothing I can do so wake up and deal with it. Eddie is saying things to Alfieri and coming across as frantic and desperate for an answer that will help him. Eddie doesnt calm down throughout their first talk and starts to get irritable when he feels Alfieri is patronising him. He says things like I know what is in my mind Mr. Alfieri. And Listen will you listen to me a minute. And Wait a minute Im telling you sumpm. And Mr. Alfieri I cant believe what youre telling me. Eddie obviously doesnt like the response he is getting. He doesnt like Alfieris blunt and inconsiderate reaction to his exertion. As their first talk comes to an end Alfieri shows his intelligence about his analysis of the situation and Eddie doesnt like it. Alfieri: But Eddie shes a woman now. Eddie: Hes stealing from me! Eddie actually steers away from what Alfieri said about Catherine becoming a woman and refers back to his hatred and jealousy towards Rodolpho. Alfieri: She wants to get married Eddie, she cant marry you can she? Eddie: What you talking about marry me! I dont know what the hell you talking about! Eddie gave a furious response to the hint Alfieri had given. He reacted as if it was a preposterous idea and he was totally oblivious to what Alfieri had meant. But Alfieri and Eddie both know the truth and this just adds to the confused angry and helpless state Eddie was in. In Act 2 Eddie and Alfieri meet again for the second time. Alfieri explains how he had stayed on late from work just to see Eddie. When Alfieri is introducing the it he sets the scene he says his eyes were like tunnels. Meaning Eddie had an unexplainable look in his eyes consisting of numerous emotions. His eyes had a set plan and now all he had to do was walk down the tunnels into the end result of all his problems. His eyes were deep and meaningful. This time Alfieri is more inquisitive and attentive to the conversation. The first time they met it was Eddie asking all the questions and now Alfieri is asking the majority of them. Alfieri: What does Marco say? , What did you do that for Eddie? And She actually said shes mourning for him? This all signals that Alfieri is taking a more interested view of things and is starting to view things from Eddies perspective. However Alfieri is still taking an authoritative approach to the conversation and expresses his views to Eddie in a slightly more take my advice or leave it manner. Alfieri: This is my last word Eddie, take it not, thats your business. Morally and legally you have no rights you cannot stop it; she is a free agent. So Alfieri has taken a small step out of his role of talking about the law and is now talking about morals. He is actually showing some care to Eddie and attempting to persuade him to make the right decision by talking about morals to back up his argument. Eddie replies with Didnt you hear what I told you? The truth about the situation s hit Eddie hard and Eddie is refusing to give in. It was at this point Alfieri knew Eddie was going to make a big mess of things and tried his hardest to put Eddie on the right track. The relationship between Eddie and Alfieri has expanded into more of a deep and meaningful one. This is evident in Alfieris concern for Eddie and Eddies less manic behaviour towards Alfieri. As the play is nearing the end Marco has a talk with Alfieri about what to do about Eddie. Alfieri reacts to Marcos anger with a concern for Eddie. Alfieri: You wont touch him. This is your promise? Alfieri makes it clear to Marco that he wont touch Eddie and makes Marco promise not to do so. So even now Alfieri knows this will end up traumatic, he is fighting against the inevitable and his care for Eddie shines through. When Eddie is stabbed and then dies Alfieri comes on stage to conclude the play. He does this in an honest and thoughtful manner. and even though how wrong he was, and his death useless, I tremble for I confess that something perversely pure calls to me from his memory Alfieri is making a compromise between Eddies good and bad points. When he says his death is useless, he means his death didnt solve anything and didnt make anything better. So he is saying even though his death wasnt incredibly significant, his character is shining through in Alfieris mind. Alfieri is coming to terms with the fact that Eddie isnt just another client, he is passed that, and their relationship progressed evocatively. Alfieri says and so I mourn for him.. I admit it with a certain.. alarm. This line ends the play very thoughtfully. Alfieri is admittedly upset about Eddies death. He says he admits it with a certain alarm. The pause is crucial, it means that even Alfieri knows what is going to happen is inevitable; he is still alarmed when it happened. He says he admits it with a certain alarm meaning it is a specific type of alarm. He acts as if he doesnt know what word to use but alarm fits perfectly to emphasize on Eddies abrupt and tragic death. As the play progressed it was clear to see an increase in the importance of the relationship between Eddie and Alfieri. Eddie obviously respected Alfieri a lot and actually gained his own respect back for being so strong willed and honest. Alfieri was alarmed when Eddie died even though he knew it was going to happen. This proves he has a lot of feelings for Eddie that only escaped when he had died. So throughout the play their relationship had developed into something that was significant and special.