The emotions presented in at least three of Seamus Heaneys poems including Mid Term Break Essay Example For Students

The emotions presented in at least three of Seamus Heaneys poems including Mid Term Break Essay Seamus Heaney has many different emotions littered throughout many of his poems. Strong emotions can be seen in the poems Death of a Naturalist Blackberry Picking Mid Term Break Follower and Digging. In Follower and Digging Heaney displays emotions of admiration as he describes his father on the farm. Whilst in Mid Term Break he feels sadness as he writes about the death of his brother. In Death of a Naturalist he feels happiness and delight when collecting frogspawn but fear during an encounter with frogs and in Blackberry Picking he feels joy and happiness when he picks blackberries but pain and anguish when they rot. We will write a custom essay on The emotions presented in at least three of Seamus Heaneys poems including Mid Term Break specifically for you for only $16.38 $13.9/page Order now All these emotions are conveyed through the poems, which gives you a vivid encounter of Heaney growing up. Happiness is a strong emotion exhibited during Heaneys poems. This is evident in the poem Blackberry Picking where Heaney shows great delight in picking the berries. Heaney describes the taste of the berries as, its flesh was sweet. This sensuous image is so powerful the reader can almost taste the berry. The word flesh portrays how juicy and pulpy the fruit is. The berries were so nice they left Heaney with a, lust for picking. This shows how Heaney had a desperate urge for picking. The word lust indicates how Heaney had a strong desire to pick and he found great joy out of doing so. This happiness and joy is also included in Death of a Naturalist where Heaney feels at peace with the natural world. At the start of the poem Heaney creates a very enjoyable and comfortable world with all of nature around him, spotted butterflies, bubbles gargled delicately. This tells us how Heaney feels pleasure for all of the country. This is also shown with what Heaney likes the best, warm thick slobber/ Of frogspawn. The warm thick slobber shows how Heaney can remember the exact details of the delightful occasion. Heaney feels great delight in collecting the frogspawn and really enjoys this. With Heaney loving all the country around him and the desire to collect the different things he show us how happy he is in his childhood. Another emotion displayed by Heaney is admiration. He shows this admiration for his father and his strength and skill in the poem Digging, Till his straining rump among the flowerbeds / Bends low comes up twenty years away. The word straining indicates how hard his father worked pushing himself to the limit. The word rump describes the rear of an animal, so shows how Heaneys father was like a bull or donkey and was powerful and strong. The second half of the quote, comes up twenty years away shows how long his father had been working. This portrays how his father has made his business a success by his hardwork and perseverance. Going back twenty years also cleverly changes the present to the past. This quote emphasises how Heaney admires his Dad for his hardwork, strength and power. This admiration is also presented in Follower, All I ever did was follow. This shows how dominant Heaneys father was and how proud Heaney was of him. When Heaney tells us he wants to grow up and plough it shows us he wanted to follow in his fathers footsteps and become an expert ploughman. However this shows the contrast between Heaney and his father. The word plough is what Heaney sees as his father and what represents him. In Heaneys ambitions to become a ploughman and the description of his fathers greatness he shows the emotion of admiration and how proud he is of his Dad. Another emotion displayed in Heaneys poems is sadness. .u3f31da7207fdc6ace42df4901b283be1 , .u3f31da7207fdc6ace42df4901b283be1 .postImageUrl , .u3f31da7207fdc6ace42df4901b283be1 .centered-text-area { min-height: 80px; position: relative; } .u3f31da7207fdc6ace42df4901b283be1 , .u3f31da7207fdc6ace42df4901b283be1:hover , .u3f31da7207fdc6ace42df4901b283be1:visited , .u3f31da7207fdc6ace42df4901b283be1:active { border:0!important; } .u3f31da7207fdc6ace42df4901b283be1 .clearfix:after { content: ""; display: table; clear: both; } .u3f31da7207fdc6ace42df4901b283be1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3f31da7207fdc6ace42df4901b283be1:active , .u3f31da7207fdc6ace42df4901b283be1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3f31da7207fdc6ace42df4901b283be1 .centered-text-area { width: 100%; position: relative ; } .u3f31da7207fdc6ace42df4901b283be1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3f31da7207fdc6ace42df4901b283be1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3f31da7207fdc6ace42df4901b283be1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3f31da7207fdc6ace42df4901b283be1:hover .ctaButton { background-color: #34495E!important; } .u3f31da7207fdc6ace42df4901b283be1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3f31da7207fdc6ace42df4901b283be1 .u3f31da7207fdc6ace42df4901b283be1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3f31da7207fdc6ace42df4901b283be1:after { content: ""; display: block; clear: both; } READ: Poetics by Aristotle EssayThis is displayed in the poem Blackberry Picking where sadness is felt for the berries rotting after he gets so much joy from picking them. When the berries rot there is a feeling of disappointment and anguish, the sweet flesh would turn sour/ I always felt like crying. The words sweet and sour contrast each other and emphasise the sadness of the rotting berries. When the poet felt like crying he would remember the sadness of the time and how much it effected him. Similarly sadness is felt in Mid Term Break where he tells us about the death of his brother. In the poem Heaney refers to his brother as the corpse. This shows how hurt Heaney was, he couldnt even refer to him as body or brother. The sadness of the event is depicted all the way through out the family, I met my father crying/ He had always taken funerals in his stride. This was said as Heaney returned home to see is father. This emphasises how hard the death hit Heaneys family as his father the tower of strength was crying showing weakness. During both poems Heaney shows a sense of anger and denial. The emotion of sadness represents two cases in Heaneys life where he felt down, and this takes the reader into Heaneys life making the poems very powerful. Seamus Heaney also demonstrates fear during his poems. In Death of a Naturalist Heaney feels fear against the frogs that never usually scared him until now. Heaney describes the frogs stance as Poised like mud-grenades. This simile helps to emphasise the image of belligerent attack. The image of mud-grenades is used to show how powerful and dangerous the frogs are in the mind of the poet as a young child. They could explode at any moment. This fear is also explored with the, loose necks pulsed like sails. This image of horror shows how threatened the young boy was. All this is in the young boys imagination and he feels frightened and runs away from the frogs. In Follower and Digging Heaney displays the emotion of inferiority is shown towards his father. In Follower Heaney tells us how he fills out of place on the farm, I stumbled in his hob-nailed wake/ Fell sometimes on the polished sod; In the first part of the quote Heaney tells us how he stumbled in his fathers massive ego and was intimidated by his father. The words stumbled and hob-nailed contrast each other furthering the effectiveness of the quote. The second half of the quote shows juxtaposition when Heaney fell (clumsy) on the polished sod (perfect). This part of the quote tells us how Heaney felt out of place in the farm where his father worked to make everything perfect. This is also shown in Digging where Heaney feels that he has, no spade to follow men like them. The spade represents the skill that Heaney feels he doesnt have and the man who he cant follow is his father. These quotes prove how Heaney feels that he is the odd link out of his family and he does not have the skill to be like his father and be strong, powerful and an all round hard worker. Loss of innocence is another emotion displayed in the poems. In Death of a Naturalist Heaney loses his childish naiveti and moves into the real world. At the start of the poem Heaney is still in his comfortable world repeating infant phrases such as, daddy frog and mammy frog. But during the second stanza the menacing frogs terrify the author, The slap and plop were obscene threats. This quote uses onomatopoeia to emphasise the intimidating sounds that made the author feel threatened. Seamus Heaney feels, sickened and runs away from the horrors of the real world. .u474949a33427ff8c316a53d9f082d758 , .u474949a33427ff8c316a53d9f082d758 .postImageUrl , .u474949a33427ff8c316a53d9f082d758 .centered-text-area { min-height: 80px; position: relative; } .u474949a33427ff8c316a53d9f082d758 , .u474949a33427ff8c316a53d9f082d758:hover , .u474949a33427ff8c316a53d9f082d758:visited , .u474949a33427ff8c316a53d9f082d758:active { border:0!important; } .u474949a33427ff8c316a53d9f082d758 .clearfix:after { content: ""; display: table; clear: both; } .u474949a33427ff8c316a53d9f082d758 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u474949a33427ff8c316a53d9f082d758:active , .u474949a33427ff8c316a53d9f082d758:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u474949a33427ff8c316a53d9f082d758 .centered-text-area { width: 100%; position: relative ; } .u474949a33427ff8c316a53d9f082d758 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u474949a33427ff8c316a53d9f082d758 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u474949a33427ff8c316a53d9f082d758 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u474949a33427ff8c316a53d9f082d758:hover .ctaButton { background-color: #34495E!important; } .u474949a33427ff8c316a53d9f082d758 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u474949a33427ff8c316a53d9f082d758 .u474949a33427ff8c316a53d9f082d758-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u474949a33427ff8c316a53d9f082d758:after { content: ""; display: block; clear: both; } READ: Visiting Hour by Norman MacCaig EssayDuring Blackberry Picking loss of innocence is also shown. However this is shown in the awakening of sexual awareness. During the first stanza Heaney tells us how he has a life of pleasure picking blackberries. When Heaney tells us how he had a lust for picking it shows how Heaney had discovered sexual excitement. Heaney described the juice of the berry as, Like thickened wine: summers blood This is also indicates sexual awareness as a young boy would not know the texture of a wine. Also the summers blood whilst indicating the preciousness and colour of the juice is also referring to sexual awareness. Collectively loss of innocence is shown as Heaney growing up and finding out about the evils of the world. It is another complex emotion displayed in Heaneys poems. One of the last emotions demonstrated in the poems is acceptance. In Digging Heaney accepts how he cannot continue the family trade but has to follow his chosen trade as a writer. Heaney tells us how he feels comfortable as a writer, Between my finger and my thumb the squat pen rests. The quote tells us how affluent he feels with the pen in his hand and this is the trade he has to follow. Heaney tells us how he will, dig with the pen and be as brilliant as his father but with what he chooses to do. Heaney accepts that he cant carry on the family tradition and has to have guts to admit this. When Heaney accepts that he will not be a farmer he realised that although he loved nature he knew it wouldnt be his lifes work. Altogether there are many different strong emotions used in Heaneys poems ranging from happiness to sadness and fear. From admiration to inferiority. All these emotions are described and portrayed in a powerful and meaningful way so as the reader can have an insight to what Heaneys life was like.

Critique of Mental Health Publication †Psychology Research Paper

Critique of Mental Health Publication – Psychology Research Paper Free Online Research Papers The aim of this assignment is to critique a chosen piece of research from the field of mental health nursing, published within the last year. The assignment will be presented in two parts; part one will discuss the critique process and part two shall be a demonstration of the critique process through the critique of the chosen article. PART ONE One of the first tasks of critiquing a research article is to try to explain the performance and tasks that have taken place. Critiquing research involves a careful examination of all aspects of a study in order to judge its strengths, limitations, meaning and significance (Hek, 1996). The Royal College Of Nursing (RCN, 1993) suggests that for nurses to be able to expand their understanding and be able to make changes within their practice it is essential for nurses to have the skills of reviewing and evaluating research studies. Nursing is striving for evidence-based practice; this involves finding, critiquing and applying the evidence within the practice. Burns Grove (1999) explains that to enable one to move on to a practice based on empirical evidence it is essential to critique research. Although critique is linked to ‘criticize’ which is often viewed as negative, it is important to identify the research strengths as well as weaknesses as all studies have weaknesses. If all studies that had weaknesses were disregarded then there would be no evidence to use in future practice. Being able to recognise certain flaws in studies can enable the next study to become stronger. Parahoo ( ) explains that research papers are organised into sections which presents the key points from each section. Papers can be read by asking oneself a series of questions about each section this forms the critique process as follows: Title and abstract Is it of interest? Introduction Why was it done? Literature review – Is there one? Does it provide a biased or balanced perspective of the issue? Methods and ethical considerations How was it done? Was consent given? Data analysis What has it found? How are results presented? Discussion What are the implications? Conclusion and application to practice What else is of interest? The questions that go along with each section of the critique process lead towards an informed judgement on the meanings of the findings and their relevance for clinical practice. Research is critiqued to enable the individual to gain a wider understanding, identify evidence for use in practice and to provide a setting for conducting a study. Being able to critique a piece of literature effectively can enable the reader to have more understanding rather than seeking out help from others. This builds up confidence and knowledge. (Thomas, 1990) PART TWO TITLE The details or the vagueness within the title alone can decide whether the research document is read or not. (Parahoo ). Millward et al (2005) title ‘Depression and the perpetuation of an incapacitated identity as an inhibitor of return to work’, may put people off reading it, as it sounded rather in-depth and can make the reader believe that the document itself would be like that also. Each of the authors’ profession and place of employment were shown with the title. ABSTRACT Researchers are aware of the fact that some people may only read the abstract, therefore, many researchers will provide readers with information usually about 100-200 words which is enough for them to decide if the study is of any interest to them (Parahoo ). Parahoo also suggests that the abstract should briefly state the problem to be studied, the design the setting, the population and its sample size, the methods used to collect the data and the main findings. Millward et al (2005) have written around 200 words with enough information for the reader to decide if the study is of any interest to them. The abstract was not titled however what was mentioned does generally meet the criteria, it discusses the problem to be studied, it also identifies design as a qualitative research using Interpretative Phenomenological Analysis (IPA). The methods chosen to collect the data and the sample size are indicative of qualitative research (Crookes Davis 1999). The abstract summarizes the main points, it is easy to read and understand. INTRODUCTION TO THE STUDY The introduction may not alway be labelled ‘introduction’ and can also be included within the abstract (Polit, Beck Hungler 2001). For the purpose of this study Millward et al (2005) have chosen to keep the introduction separate. According to Burns Grove ( ) Heck (1996) a general introduction to the study should identify the research intent. A rational discussing the purpose and importance of the study to be researched should support this. The research problem has been identified according to Millward et al (2005)participated with an investigation process, which clearly encouraged an initiation of the research. The purpose of the study has been clearly identified and Millward et al (2005) provided a rationale for why they chose to carry out the study. Part of their information sources came within a press release from the Royal College of Psychiatrists document where Millward (senior lecturer), Lutte (trainee clinical psychologist), Purvis (research psychologist) are all linked with the source. The press release highlighted the financial cost of adult depression in the year 2000 but only within England. Previous research is discussed which supports the purpose and significance of the study. According to Cormack (2000) references of previous research should be used to support all aspects of the introduction, particularly the assertion by the researcher that there is a need for the subject to be researched. METHODOLOGY Millward et al (2005) have chosen a qualitative approach. Thompson Phil (1999) suggest that qualitative research methods aim to develop concepts that help one to understand social phenomena in natural surroundings, and not experimental settings indicative of quantitative research methods. The aim of a qualitative researcher is to explore people’s experiences, feelings and beliefs so that statements about how people interpret and structure their lives can be made (Holloway Wheeler 1996). The Interpretative Phenomenological Analysis (IPA) approach is used for this study and will provide an insight and understanding into the role played by illness in attitudes to recovery amongst people who have been diagnosed with clinical depression. IPA was chosen over the ‘Grounded Theory’ approach (Glaser Strauss 1967), as they did not want to develop their theory but to understand and explore how the participants understood their personal and social environment and what experiences and events meant for them. Nineteen participants aged 28-52 (6 males 13 females) were recruited through local advertising within Primary Health Care Centres. The ethical committee within the University of Surrey granted approval. All participants were given information sheets explaining the procedure. Before giving signed consent, participants were also advised that they were free to leave at any time. Pilot studies were done of the questions being asked to check the clarity of the language. Carrying out research has many ethical implications and nurses must ensure that patients’ rights and safety are considered at all times (International Council for Nurses,1996). Parahoo ( ) and Polit, Beck Hungler (2001) suggest that four ethical principles must be considered when participating in research: (1) the right not to be harmed, (2) the right to be fully informed on all aspects of the study, (3) the right to decide to take part or not (and the right to withdraw at any time), (4) the right to privacy, anonymity and confidentiality, Parahoo ( ) highlights that it will affect the outcome of the data if confidentiality and anonymity are not guaranteed. The most common forms of collecting qualitative data are participant observation and in-depth interviewing (Kenworth, Snowley Gilling 2004). The nature of collecting data in Millward et al`s (2005) study is to seek to promote the understanding of the individuals’ perceptions. A semi-structured interview was used with the same researcher to ensure consistency, all interviews were audio taped with consent and lasted between 20 60 minutes. However there was no mention of what questions were asked. In conjunction with Burnard (1991) theoretical framework, the reliability of Millward et al (2005) has been enhanced by audio taping the interviews. Using semi-structured interviews in a study enables the interviewer to be guided by the participant who should be encouraged to talk freely, even though the interviewer may have certain points to cover. (Parahoo ). Although Millward et al (2005) has only provided a small amount of information of their data collection and fail to provide information concerning what questions were asked, the tools that were used to collect the data were appropriate for the study. Parahoo ( ) states that the methodology should clearly identify the research design used, the chosen sample size and selection, the research tools used and the ways of collecting and analysing the data. DATA ANALYSIS Parahoo explains that with a qualitative research, commences during the process of data collection. While the researcher processes the information patterns are then looked for during the interview or observation and then select a theme to follow. The data analysis continues throughout the interviews and also once data is collected. Two researchers independently undertook the analysis and checked and re-checked with each other for emergent themes. Millward et al’s written presentation of the results is clearly understood in straightforward, objective, well-organised understandable language. The results were set out in the form of five sub-themes, which provide in-depth discussions that have been identified using the coding system mentioned in Burnards theoretical framework (1991). Each theme has been supported with narrative objective accounts from the participants about their thoughts and feelings on returning to work although being diagnosed with clinical depression. According to Hek (1996) the use of direct quotes can be a powerful factor when presenting depth and recognition of individual experiences, which has been achieved by Millward et al (2005). The presentation of the identified themes highlighted participants thoughts and feelings concerning the ‘sick role’. Those who were becoming ‘well’ preferred to move away from the ‘sick role’ and opted to be ‘recovering’, which highlighted new hope. It is also believed that prescribed medication should be seen as a ‘tool’ to assist with the recovery process rather than a reinforcement of illness identity, or a reason for the ‘sick-role’. DISCUSSION/CONCLUSION Millward et al (2005) present the negative and the positive issues that the participants raised concerning the ‘sick role’ and returning to work. Parahoo ( ) states that it is of great importance that the results and the significance of the study are discussed, whether positive or negative. This confirms the statement made earlier, that participants being interviewed using a semi-structured technique should be encouraged to talk freely. Millward et al (2005) have included when appropriate, recommendations for further study, they also pointed out limitations concerning many of those who were off work and were recruited for the research were actually recruited from the same day centre on the same day. It was also highlighted to consider that these participants who came forward may have actually been feeling better, thus indicating that they may not have on a whole represented the full range of the illness spectrum. REFERENCE LIST Burnard, P. (1991). A method of analysing interview transcripts in qualitative research. Nurse Education Today. 11, p461-466. Burns, N., Grove, K. S. ( ). Understanding Nursing Research. Crookes, A., Davis, S. (1999). Research into Practice. London: Bailliere Tindall. Cormack, D. (2000). The Research Process in Nursing. (4th ed.). Great Britain: Blackwell Science Ltd. Glaser, B., Strauss, A. (1967). The discovery of Grounded Theory. Aldine Publishing. Chicago. Hek, G. (1996). Guidelines on conducting a critical research report. Nursing Standard. 11, 6, p40-43. Hewitt-Taylor,J. (2001). Use of constant comparative analysis in qualitative research. Nursing Standard. 15, 52, p39-42. Holloway, I. M., Wheeler, S. (1996). Quantitative research for nurses. Edinburgh: Blackwell Science. Kenworthy, N., Snowley, G., Gilling, C. ( ). Common Foundation Studies in Nursing. ( ed.). London: Churchill Livingstone. Parahoo, K. ( ). Nursing Research: Principles, Process and Issues. London: Macmillan Press Ltd. Polit, D.., Beck, C.T., Hungler, B. P. (2001). Essentials of Nursing Research: Methods, Appraisal and Utilization. (5th ed.). Philadelphia: Lippincott. Thomas, B, S., (1990). Nursing Research: An Experimental Approach. St Louis: CV Mosby. 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American Culture in the 1920s Essay Example | Topics and Well Written Essays - 1000 words

American Culture in the 1920s - Essay Example The affluence of the society grew rapidly and so did the demand for new products and services. This led to the generation of an explosive growth cycle of demand - innovation - production. The advent of the new journalism, motion picture, and radio presented opportunities for mass entertainment, information as well as advertising of various products of mass consumption. The First world- war brought about a slowdown in the economic progress of the society. With the entry of America in the war, the industries concentrated their attention to the production of military equipment, rather than consumer products. Since a majority of the young male population was commissioned for military operations, more and more women assumed a supportive role in the industry and other civilian functions. With the end of the First world - war, the world started limping back to normalcy. Europe, which lay in ruins, started reconstruction activities. America did not get involved in this reconstruction effort, and maintained an isolationist policy. But the horrors of war had made an indelible impact on the minds of the young generation. After facing extreme life experiences, and the reality of death, the young generation had broken out of the society's structure, and found it very difficult to settle down in peacetime. The young people found themselves inflicted with an eat-drink-and -be- merry- for- tomorrow-we-die spirit. The women too were as anxious as men to avoid returning to society's rules and roles after the war. After a brief depression for a couple of years following the war, the American industry reorganized itself to produce consumer goods again, instead of military equipment. The general attitude of the people towards consumerism, aided by the new policies of the government greatly aided the expansion of the industry. Impact on the culture: Technology played a vital part in delivering the economic and cultural good times that most of America enjoyed during the 1920's. On the economic front, it was a time for $5 workday, a decent pay those days. People spent money for better roads, tourism and holiday resorts. The ordinary people were encouraged through advertisements, to buy goods, such as cars, refrigerators, radios, washing machines, refrigerators, telephones etc. Many people could now afford what had been luxuries before the war, as these goods had become cheaper, e.g. in 1908, the average cost of a car was $850, whereas it fell to $280 by 1925.This was made possible by adoption of mass production methods by the consumer goods manufacturers. The most famous manufacturer to utilize mass production methods was Henry Ford's automobile industry. He pioneered the concept of assembly lines where the product moved from one worker to another, with each individual adding his 'speciality part' to the growing whole. This method greatly helped in reducing the assembly time and cost of the product, and Henry Ford could sell 15 million of his Model T cars by 1927. The influence of Ford's efficient methods of mass production enabled other industries to produce a huge variety of consumer goods at affordable costs, such as canned food, readymade clothing and home appliances, which also liberated